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All Journal Jurnal Pendidikan Fisika PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Indonesian Science Education Journal (ISEJ)
M. Arif Rahman Hakim
Universitas Jambi
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other

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Kepraktisan Media Pembelajaran Komik Matematika pada Materi Himpunan Kelas VII SMP/MTs Ardy Irawan; M. Arif Rahman Hakim
PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika
Publisher : UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (661.01 KB) | DOI: 10.33373/pythagoras.v10i1.2934

Abstract

Media pembelajaran memiliki kontribusi dalam proses belajar mengajar, tidak saja membantu pengajar menyampaikan pelajaran tetapi juga memberikan nilai tambah dalam pembelajaran. Pembelajaran dengan menggunakan media dalam proses belajar mengajar memiliki dua peranan penting, yaitu: (1) media sebagai alat bantu mengajar atau disebut sebagai dependent media karena posisi di sini sebagai alat bantu (efektivitas), (2) media sebagai sumber belajar yang digunakan sendiri oleh para peserta secara mandiri atau disebut dengan independent media. Salah satu media yang dapat dijadikan solusi sebagai media pembelajaran yang menarik adalah komik matematika. Tujuan penelitian ini adalah untuk mendeskripsikan kepraktisan dari media yang dikembangkan yaitu komik matematika. Penelitian yang dilakukan merupakan penelitian pengembangan atau research and development (R&D). Model pengembangan yang digunakan adalah ADDIE yang diadaptasi dari Branch (2009) meliputi tahap analysis (analisis), design (perancangan), development (pengembangan), implementation (implementasi), evaluation (evaluasi). Teknik pengumpulan data kepraktisan dilakukan dengan menggunakan angket uji kepraktisan media pembelajaran oleh guru pada uji perorangan dan pengumpulan data kepraktisan oleh pada uji lapangan skala lecil dengan menggunakan angket persepsi siswa. Data pada instrumen angket uji kepraktisan yang telah diisi kemudian dianalisis secara kuantitatif dengan melakukan perhitungan skor total untuk seluruh indikator yang kemudian dianalisis dengan rumus untuk mengetahui nilai kepraktisannya. Berdasarkan hasil uji kepraktisan dapat diketahui bahwa media yang dikembangkan termasuk dalam kategori sangat praktis yaitu dengan persentase uji coba perorangan (guru) 91,4% dan uji kelompok kecil (siswa) 93,8%. Jika dilihat berdasarkan penilaian dari guru maupun siswa menunjukan bahwa ada pertimbangkan mengenai media pembelajaran sehingga memenuhi kriteria kepraktisan. Kata kunci: Media pembelajaran, Komik Matematika
Development of a Learning Module on Linear Motion Material Using Robotics Based on Miniature Sahur Arakan Integrated with a STEM Approach M. Arif Rahman Hakim; Haerul Pathoni; Syamsurizal
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1835

Abstract

The integration of local wisdom in physics learning remains limited, and no module simultaneously combining the Arakan Sahur tradition, robotics technology, and the STEM approach has yet been developed. This study aimed to develop a straight-motion learning module using robotics based on Arakan Sahur miniatures integrated with STEM and to analyze its feasibility in terms of content quality, presentation, usability, and implementation in learning activities. The study employed the Research and Development (R&D) method using the Borg and Gall model limited to five stages. Data were collected through material expert validation questionnaires, media expert validation questionnaires, teacher perception questionnaires, student response questionnaires, and interviews. The feasibility indicators included material relevance, language clarity, content presentation, STEM integration, self-instructional characteristics, stand-alone usability, and user-friendliness of the module. The results showed that material expert validation achieved an average score of 3.47 (very good), while media expert validation reached 3.50 (very good) after two rounds of revision. Teacher perceptions obtained an average score of 3.44 (very good), and responses from 22 students reached 3.55 (very good). The module also demonstrated explicit implementation of the four STEM components through robotics programming, motion analysis, engineering design, and mathematical calculations. In addition, 95.5% of students showed high interest in learning physics using robotics-based activities. In conclusion, the developed module is considered valid and practical for use in high school physics learning and contributes as an innovative teaching material integrating physics concepts, local culture, robotics, and STEM learning.
Needs Analysis of a STEM-Integrated Robotics Module on Linear Motion Using a Miniature Arakan Sahur M. Arif Rahman Hakim; Haerul Pathoni; Syamsurizal; Ilham Falani
Jurnal Pendidikan Fisika Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/cs56bk39

Abstract

This study aims to analyze the obstacles faced by physics teachers in utilizing digital technology-based learning media in the implementation of the Independent Curriculum. This study employed a quantitative research method, with a descriptive type of research. The sampling technique used was convenience sampling, involving 25 high school physics teachers who were non-randomly selected from various regions based on ease of access. Data analysis was conducted using a Likert Scale. The research procedure was carried out systematically through the stages of problem collection and literature review, instrument development and validation, questionnaire distribution using Google Forms, data collection and analysis, and interpretation of the results and drawing conclusions. Based on the results of the research data analysis that has been conducted, it was found that physics teachers generally have a positive perception of the use of digital media in learning and believe that digital media can increase interactivity and help visualize physics concepts. This study shows that the implementation of digital media in physics learning is not only influenced by the technical ability to use technology, but also by the teacher's ability to integrate technology pedagogically according to the characteristics of physics learning and the demands of the Independent Curriculum.
Effectiveness of the Project Brainstorming Learning (PjBrs-L) Model in Enhancing Students' Self-Efficacy and Creative Thinking Retni Sulistiyoning Budiarti; M. Arif Rahman Hakim; Ugi Nugraha
ISEJ : Indonesian Science Education Journal Vol. 7 No. 3 (2026): June-September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i3.2818

Abstract

The development of twenty-first-century competencies requires learning approaches that foster both cognitive and affective abilities, particularly creative thinking and self-efficacy. However, conventional science instruction often provides limited opportunities for students to generate original ideas, participate actively in collaborative learning, and develop confidence in solving authentic problems. This study aimed to examine the effectiveness of the Project Brainstorming Learning Model in enhancing students' creative thinking skills and self-efficacy during science learning. The research method used a quasi-experimental study using a one-group pretest-posttest design conducted on 12 students of the Biology Education Study Program, Jambi University.. Data were collected using a creative thinking essay test, a self-efficacy questionnaire, classroom observations, and an idea generation assessment. The data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, paired-sample t-tests, and simple linear regression. The findings revealed significant improvements in students' creative thinking (t = –6.632, p < .001) and self-efficacy (t = –8.567, p < .001) following the implementation of the Project Brainstorming Learning Model. Furthermore, regression analysis demonstrated a very strong positive relationship between the learning model and students' idea generation (R = 0.991, R² = 0.981, p < .001), indicating that the model substantially contributed to students' ability to generate creative ideas. These findings suggest that integrating structured brainstorming throughout project-based learning provides an effective instructional approach for simultaneously strengthening students' creative thinking, confidence, and collaborative idea generation. The study contributes empirical evidence supporting the use of innovative project-oriented learning models to develop essential competencies for twenty-first-century science education
Co-Authors Ardy Irawan Haerul Pathoni, Haerul Ilham Falani Retni Sulistiyoning Budiarti syamsurizal syamsurizal Ugi Nugraha