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All Journal Jurnal Pendidikan Indonesia (Japendi) Unnes Science Education Journal
Dian Purnama
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Pengembangan Alat Praktikum Berbasis Arduino Uno Materi Kesetimbangan Benda Tegar (Momen Inersia dan Momentum Sudut) Dian Purnama; Harpian Harpian; Vitoria Venisia Pereira; Dadi Rusdiana; Irma Rahma Suwarma
Jurnal Pendidikan Indonesia Vol. 3 No. 02 (2022): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (575.102 KB) | DOI: 10.36418/japendi.v3i2.574

Abstract

Latar Belakang: Sains atau Ilmu Pengetahuan Alam (IPA) adalah bidang studi yang terdiri dari fisika, biologi, dan kimia. Fisika merupakan salah satu mata kuliah wajib di sekolah menengah atas jurusan IPA. Karakteristik kelas IPA berbeda dengan mata pelajaran lainnya. Sains secara inheren didasarkan pada produk, proses, dan sikap. Sebagai suatu proses, sains didefinisikan sebagai penggunaan metode ilmiah untuk memahami aktivitas alam semesta dengan menerapkan berbagai keterampilan proses ilmiah. Keterampilan proses sains sangat penting dalam mempelajari sains, khususnya dalam mempelajari fisika. Tujuan: Menganalisis pengaruh massa dan jarak massa dari pusat rotasi terhadap besar momen inersia melalui data percobaan dan mengetahui peningkatan keterampilan proses sains siswa setelah diberikan perlakuan pembelajaran menggunakan alat praktikum keseimbangan benda tegar berbasis Arduino Uno. Metode: Metode penelitian yang digunakan dalam penelitian ini adalah metode research and development atau penelitian pengembangan, dimana alat praktikum yang telah dirancang tersebut diimplementasikan/ diuji cobakan kepada para siswa SMA kelas XII di Kabupaten Bandung (Banjaran). Hasil: Berdasarkan hasil pretest dan posttest peserta didik menunjukkan peningkatan yang signifikan. Kesimpulan: Hasil uji coba pretest diperoleh 30,19%, dan hasil uji coba posttest diperoleh 69,81%. Berdasarkan hasil angket menunjukkan respon peserta didik sangat baik (62) tertarik belajar fisika dengan menggunakan alat praktikum berbasis Arduino karena desain alatnya dan peserta didik (54%) antusias dan aktif dalam pembelajaran karena pengoperasian alat praktikum yang cukup mudah.
Applying the Computational Thinking for Science Framework to Enhance Students’ Computational Thinking in Renewable Energy Topics Dian Purnama; Lilik Hasanah; Irma Rahma Suwarma
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.39854

Abstract

This study investigates the effectiveness of the Computational Thinking for Science (CT-S) framework in improving high school students’ computational thinking (CT) skills in renewable energy learning. Results indicate that CT-S–based instruction resulted in marked improvement in students’ computational thinking performance. The study employed an embedded mixed-method design in which qualitative data served as the primary source of evidence, supported by quantitative analysis. The quantitative component used a pre-experimental one-group pretest–posttest design. Rasch modelling was applied to examine changes in item difficulty, person ability, and CT ability levels. Qualitative data were collected through Verbal Protocol Analysis (VPA) to capture students’ cognitive processes during learning activities. CT-S–aligned activities engaged students in data analysis, modelling simulations, solar-panel experimentation, and the design of an automated solar-tracking system. Qualitative findings show progressive development of CT components. Abstraction dominated early data interpretation, while decomposition and algorithmic thinking emerged during modelling and experimentation. Advanced problem-solving became evident during the engineering design activity. Quantitative results confirmed substantial improvement. Mean item difficulty decreased from 0.25 to –0.33 logits, mean person ability increased from 0.04 to 0.56 logits, and the number of students reaching the highest CT level increased from 10 to 31, with no decline observed. Overall, the findings demonstrate that CT-S–based instruction effectively strengthens students’ conceptual and procedural computational thinking skills in science learning.
Co-Authors Harpian Harpian Lilik Hasanah Vitoria Venisia Pereira