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All Journal Jurnal Neutrino : jurnal fisika dan aplikasinya JFA (Jurnal Fisika dan Aplikasinya) Phenomenon : Jurnal Pendidikan MIPA Physics Education Research Journal Jurnal Pengabdian kepada Masyarakat Nusantara Prosiding Seminar Nasional Pendidikan, Bahasa, Sastra, Seni, dan Budaya MIYAH: Jurnal Studi Islam Madani: Jurnal Pengabdian Masyarakat dan Kewirausahaan Dinamika Sosial: Jurnal Pengabdian Masyarakat Dan Transformasi Kesejahteraan Community Research and Application Journal (CRAJ)
Prastyo, Irman Said
Universitas Islam Negeri Walisongo Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Journal : Physics Education Research Journal

 1 
Digistar 6-Based Planetarium as an Educational Media for Learning about the Sun Position Using a Horizontal Coordinate System Irman Said Prastyo; Muhammad Nurkhanif; Muhammad Ihtirozun Ni'am; Apriana Apriana; Lalu Muhammad Abdi Zamakhsyari
Physics Education Research Journal Vol 4, No 1 (2022)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2022.4.1.11013

Abstract

A good understanding of the labeling of the positions of celestial bodies, including the Sun, in a horizontal coordinate system, is absolutely necessary as a basis for understanding astronomy and astrophysics. The existence of media that can be used to provide simulations of the celestial sphere and its coordinate system is very important to support the learning process. Through this quantitative descriptive statistical research with One-Group Pretest-Posttest Design, it can be shown that the use of Digistar 6-Based Planetarium as an educational medium can improve students' understanding of the position of the Sun in a horizontal coordinate system. The increase in understanding was marked by an increase in the average percentage of correct answers from pretest to posttest by 32.89%, an increase in the percentage of minimum and maximum correct answers by 54% and 60%, respectively, and an increase in the number of passes in the PAP version by 53.34%.
Critical Thinking Skills (CTS) through Augmented Reality Worksheets using The Inquiry-Scaffolding Models Ardhi Saputri, Affa; Ellany Mohtar, Lilia; Arsini, Arsini; Said Prastyo, Irman; Surya Fitra, Ilham
Physics Education Research Journal Vol 6, No 1 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.1.19657

Abstract

Critical thinking skills (CTS) are important for training in physics. This research aims to train students' CTS through augmented reality worksheets with the inquiry-scaffolding model. The research participants comprised 36 third-semester physics education students at UIN Walisongo Semarang. This research utilized a pre-experimental method employing a one-group pre-test post-test design. The enhanced CTS was assessed using the N-gain test. The analysis of students' CTS yielded four categories: very less critical, less critical, critical, and very critical. Implementing learning through augmented reality worksheets employing an inquiry-scaffolding model enhanced students' CTS by 0.30 with moderate criteria. The breakdown of students' CTS following the augmented reality worksheets with inquiry-scaffolding models showed a distribution of 19.44% less critical, 69.44% critical, and 11.11% very critical. From the research findings, it can be concluded that augmented reality worksheets using the inquiry-scaffolding model effectively train students' CTS in learning physics. Through learning with augmented reality worksheets, students are trained to analyze arguments, consider the validity of various sources, make inferences and general conclusions, and make decisions. Scaffolding procedure: explaining, modeling, and questioning can provide an overview of cause and effect, and abstraction of a concept as a provision to strengthen CTS.
Critical Thinking Skills (CTS) through Augmented Reality Worksheets using The Inquiry-Scaffolding Models Ardhi Saputri, Affa; Ellany Mohtar, Lilia; Arsini, Arsini; Said Prastyo, Irman; Surya Fitra, Ilham
Physics Education Research Journal Vol. 6 No. 1 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.1.19657

Abstract

Critical thinking skills (CTS) are important for training in physics. This research aims to train students' CTS through augmented reality worksheets with the inquiry-scaffolding model. The research participants comprised 36 third-semester physics education students at UIN Walisongo Semarang. This research utilized a pre-experimental method employing a one-group pre-test post-test design. The enhanced CTS was assessed using the N-gain test. The analysis of students' CTS yielded four categories: very less critical, less critical, critical, and very critical. Implementing learning through augmented reality worksheets employing an inquiry-scaffolding model enhanced students' CTS by 0.30 with moderate criteria. The breakdown of students' CTS following the augmented reality worksheets with inquiry-scaffolding models showed a distribution of 19.44% less critical, 69.44% critical, and 11.11% very critical. From the research findings, it can be concluded that augmented reality worksheets using the inquiry-scaffolding model effectively train students' CTS in learning physics. Through learning with augmented reality worksheets, students are trained to analyze arguments, consider the validity of various sources, make inferences and general conclusions, and make decisions. Scaffolding procedure: explaining, modeling, and questioning can provide an overview of cause and effect, and abstraction of a concept as a provision to strengthen CTS.
Co-Authors Affa Ardhi Saputri Afiqoh, Fadhila Aulia Nur Ahmad Syifaul Anam Alvania Nabila Tasyakuranti Alvania Nabila Tasyakuranti Alvian Hidayat Annisa Muhidatun Hasanah Apriana Apriana Arsini -, Arsini Baehaqi Dimas Rizqi Fajar Ellany Mohtar, Lilia Fachrizal Rian Pratama Fahira Septiani Fajar, Dimas Rizqi Fariyani, Qisthi Fika Afhamul Fuscha Hadi Kusuma, Hamdan Hamdan Hadi Kusuma Hartono Hartono Hartono Hartono Hartono Hartono Ice Uliya Sari Ikhsan Mahaendra Istikomah Khasan, Moh. Khoirunnisa Riani Khotibul Umam Lalu Muhammad Abdi Zamakhsyari M. Hirza Qusuma Dani M. Ihtirozun Ni’am M. Rouful Husna Mei Ega Yovida Rahayu Mohammad Candra Malindo Mughofur Dela Prayoga Muhammad Adam Muhammad Afan Nur Atqiya Muhammad Fikri Riyanto Muhammad Hasan Fizna Hadil Wafa Muhammad Said Fadhel Mutiara Tembang Langit Naufal Nur Sahid Nurkhanif, Muhammad NURUL HIKMAH Prasasti, Anggun Niken Putri Siti Chairiyah Ranselengo, Hamjan A Respati, Iklima Nur Rina Susi Cahyawati Sari, Betty Fitria Nita Sheilla Rully Anggita Sophia, Ghaida Sumarti, Heni Surya Fitra, Ilham Susilawati Susilawati Tria Nurmar’atin Wali Cosara Youla Afifah Azkarrula