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<![CDATA[Peningkatan Literasi Sains Mahasiswa Pendidikan Fisika Melalui Pembuatan LKPD Berbasis Sosio Saintifik ]]>
<![CDATA[Effendi Effendi]]>;
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Thoha Firdaus]]>
<![CDATA[ JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 7 No. 1 (2023): May Edition ]]>
Publisher : <![CDATA[Universitas Nurul Huda ]]>
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DOI: 10.30599/jipfri.v7i1.2222
<![CDATA[This research is a type of research that focuses on efforts to increase student scientific literacy. The purpose of this study is to characterize the profile of increasing students' scientific literacy abilities through the development of socio-scientific-based worksheets. The research sample was 2C semester students in the Physics Education Study Program for the 2022–2023 academic year, with a total of 10 students, and the research design used a one-group pretest-posttest design. The findings show that the average N-gain obtained is 0.48, which is included in the moderate improvement category. The significance level of 0.00, less than 0.05 (sign. 0.05), was found in the results of hypothesis testing using the t test, indicating that Ho was not accepted. Based on the test results, there is a significant difference between the level of scientific literacy of students before and after implementing learning by making socioscience-based worksheets. This study shows how teaching using socio-scientific-oriented worksheets can raise the profile of students' scientific literacy abilities.]]>
<![CDATA[Virtual Laboratory in Physics Education: Penguasaan Konsep Mahasiswa dalam Mata Kuliah Fisika Inti ]]>
<![CDATA[Thoha Firdaus]]>;
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Effendi]]>
<![CDATA[ JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 7 No. 1 (2023): May Edition ]]>
Publisher : <![CDATA[Universitas Nurul Huda ]]>
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DOI: 10.30599/jipfri.v7i1.2234
<![CDATA[Virtual Laboratory (V-Lab) is a media platform for interaction and visualization of learning for practicum-based courses. V-Lab is a solution to learning problems due to the lack of real laboratory facilities as well as an alternative for practicums that require a high level of safety. The purpose of this study was to determine students' mastery of concepts after using the V-Lab in the core Physics course. The method used is quasi-experimental. The research subjects were 15 Unuha physics education students. The data collection technique is a concept mastery test. The results showed that the increase in mastery of the concept was 0.432 with moderate criteria, while based on the paired sample test, it was known that the sig. (2-tailed) is 0.000 <0.05, then Ho is rejected and Ha is accepted. So it can be concluded that there is an average difference between pre-test and post-test concept mastery, which means that there is an influence of V-Lab application in increasing mastery of core physics concepts. The data shows that the Virtual Laboratory is effectively used to improve mastery of the concepts of core physics courses.]]>
<![CDATA[Penerapan Model Inkuiri Terbimbing terhadap Hasil Belajar Siswa Materi Pesawat Sederhana pada Siswa SMP ]]>
<![CDATA[Diyah Rahmawati]]>;
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Effendi Effendi]]>
<![CDATA[ U-Teach: Journal Education of Young Physics Teacher Vol. 4 No. 1 (2023): June Edition ]]>
Publisher : <![CDATA[Pendidikan Fisika STKIP Nurul Huda ]]>
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DOI: 10.30599/uteach.v4i1.182
<![CDATA[This research aims to: 1) find out how the application of the guided inquiry learning model to student learning outcomes. 2) analyze the improvement of the guided inquiry learning model on student learning outcomes, and 3) determine the effect of the guided inquiry learning model on student learning outcomes. The type of research used in this study is quasi-experiment, the design used in this study is prestest-postest control group design. This study used an initial test before treatment (prestest) and a final test after treatment (postest). Data collection in this study used test questions in the form of multiple choice. The application of guided inquiry begins with an initial test (prestest) before being given treatment then continued with the learning process on simple aircraft material and after learning a final test (postest) of student learning results is carried out. The results showed that there was an increase in student learning outcomes on average scores after treatment in each class was obtained by 77.66 in the experimental class while in the control class by 72.07. From the average N-Gain value of the experimental class was 0.47 while in the control class 0.37. The average N-Gain score category in both classes is medium. So from the results of the data collected using the t-test at a significant level α = 0.05. From the results of data processing, it turns out that the tcount > table is 2.17>2.00 so that Ho is rejected and Ha is accepted. This study shows that there is a significant influence of guided inquiry learning models on student learning outcomes]]>
<![CDATA[Inovasi Alat Deteksi Sederhana untuk Arus Induksi Menggunakan Prinsip Gaya Lorentz Berdasarkan Transistor C-945 ]]>
<![CDATA[Dika Nopriyanto]]>;
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Siti Anisatur Rofiqah]]>
<![CDATA[ Schrodinger Jurnal Ilmiah Mahasiswa Pendidikan Fisika Vol 4, No 1 (2023): Schrodinger Jurnal Ilmiah Mahasiswa Pendidikan Fisika ]]>
Publisher : <![CDATA[UNIVERSITAS INDRAPRASTA PGRI ]]>
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DOI: 10.30998/sch.v4i1.8454
<![CDATA[Along with the development of technology, electrical energy is much needed in everyday life, not only as a light that illuminates the streets of the city at night but also a driver of economic, social and cultural strength. The making of this tool aims to find out the location of the breaking point (not flowing induction current) which is not electrified on the conductor/cable by using an LED lamp and an active buzzer as a pointer indicator. By making this tool, it is expected to facilitate the work and installation of other electrical installations and improve safety at work. By using qualitative and quantitative methods characterized by the success of making this tool. The next step is the measurement of the noise level generated by the active buzzer and presented in the form of (x) and (y) tables, meanwhile (x) and (y) comparison graphs to fulfill the quantitative method. The attachment of the principles of electrical physics to each other is what can be utilized to make other simple tools.]]>
<![CDATA[Penggunaan Aplikasi WhatsApp Dalam Pembelajaran Daring di Tingkat Sekolah Dasar ]]>
<![CDATA[Ratih Purnama Pertiwi]]>;
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Tri Ratna Dewi]]>;
<![CDATA[Resti Septika Sari]]>;
<![CDATA[Sri Enggar Kencana Dewi]]>
<![CDATA[ JEMARI (Jurnal Edukasi Madrasah Ibtidaiyah) Vol. 4 No. 1 (2022): January Edition ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah Universitas Nurul Huda ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui penggunaan aplikasi WhatsApp dalam pembelajaran daring di tingkat sekolah dasar. Penelitian ini merupakan penelitian lapangan dengan menggunakan metode kualitatif pendekatan studi deskriptif yaitu berupa reduksi data, penyajian dan penarikan kesimpulan. Dalam proses pengumpulan data, peneliti menggunakan teknik wawancara, observasi dan dokumentasi. Informan dalam kegiatan penelitian ini adalah pendidik dan peserta didik. Penelitian ini dilkukan di SD Negeri Bangsa Negara Kabupaten Ogan Komering Ulu Timur. Adapun hasil dari penelitian ini dapat disimpulkan bahwa penggunaan aplikasi WhatsApp dalam pembelajaran daring di tingkat sekolah dasar menjadi salah satu solusi utama selama pandemi COVID-19. Pembelajaran dilakukan dengan mengirimkan materi melalui gambar, video, dokumen, atau link youtube oleh guru kepada peserta didik. Terdapat kendala dalam proses pembelajaran menggunakan WhatsApp diantaranya adalah kesulitan peserta dalam memahami materi, kurangnya pengawasan kepala peserta didik selama dalam kegiatan belajar, dan tidak stabilnya jaringan internet.Kata Kunci: Pembelajaran Daring, Aplikasi WhatsApp, Sekolah Dasar]]>
<![CDATA[WORKSHOP PEMBUATAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ANDROID DAN IMPLEMENTASI AUGMENTED REALITY (AR) UNTUK GURU DI YAYASAN PPNH OKU TIMUR ]]>
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Thoha Firdaus]]>;
<![CDATA[Uli Rizki]]>;
<![CDATA[Intan Puspita]]>;
<![CDATA[Nurul Hidayah]]>
<![CDATA[ SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT Vol 5 No 1 (2023): SNPPM 5 Universitas Muhammadiyah Metro ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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<![CDATA[Yayasan Pondok Pesantren Nurul Huda (PPNH) Sukaraja di OKU Timur memiliki beberapa unit pendidikanformal dengan jumlah guru 253. Berdasarkan hasil analisis situasi didapatkan informasi bahwa kemampuanICT guru belum merata dengan indikasi guru tersebut belum cakap dan terampil dalam menerapkan teknologidalam pembelajaran. Tujuan Workhsop ini adalah memberikan pelatihan pembuatan media pembelajaraninteraktif berbasis android dan implementasi pemanfaatan Augmented Reality (AR) dalam pembelajaran.Metode dalam pelaksanaan workshop ini adalah pendampingan, pelatihan, praktik, diskusi, penugasan danLatihan dan diakhiri dengan evaluasi. Hasil evaluasi workshop ini diperoleh rata-rata sebesar 92,30% gurumemberikan respon positif dan sangat setuju terhadap kegiatan workshop pembuatan media, karenamendapatkan manfaat dalam menambah wawasan ICT tentang pembuatan media berbasis android danimplementasi Agumented Reality. Hasil respon juga menunjukkan bahwa kegiatan workshop ini dapatmeningkatkan keterampilan guru dalam penggunaan Teknologi.]]>
<![CDATA[ANALISIS RESPON MAHASISWA PADA PEMBELAJARAN KINEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN COLLABORATIVE REAL WORLD ANALYSIS (CReW-A) BERBANTUAN VIDEO DAN INTERFACES ANALISIS ]]>
<![CDATA[Thoha Firdaus]]>;
<![CDATA[Arini Rosa Sinensis]]>
<![CDATA[ Prosiding Seminar Nasional Orientasi Pendidik dan Peneliti Sains Indonesia Vol. 2 (2023): Prosiding Seminar Nasional Orientasi Pendidik dan Peneliti Sains Indonesia (OPPSI) 20 ]]>
Publisher : <![CDATA[Orientasi Pendidik dan Peneliti Sains Indonesia ]]>
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<![CDATA[Tujuan dan penelitian ini adalah untuk menganalisis respon mahasiswa terhadap pembelajaran kinematika menggunakan model pembelajaran Collaborative Real World Analysis (CReW-A) berbantuan video dan interfaces analisis. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kuantitatif. Alat yang digunakan untuk mengukur adalah respon mahasiswa setelah proses pembelajaran setelah selesai dilaksanakan program perkuliahan. Dari hasil penelitian didapatkan rata-rata mahasiswa memberikan respon 89,76% dengan kriteria sangat setuju dengan respon sangat positif terhadap pernyataan yang telah diberikan. Sehingga dapat disimpulkan bahwa pembelajaran kinematika menggunakan model pembelajaran CReW-A memberikan dampak positif terhadap proses pembelajaran.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR ELEKTRONIK LEMBAR KERJA PESERTA DIDIK (E-LKPD) BERBASIS INKUIRI TERBIMBING TERHADAP HASIL DAN MINAT BELAJAR SISWA ]]>
<![CDATA[Nikmah Yurida]]>;
<![CDATA[Widayanti]]>;
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Ratih Purnama Pertiwi]]>
<![CDATA[ Prosiding Seminar Nasional Orientasi Pendidik dan Peneliti Sains Indonesia Vol. 2 (2023): Prosiding Seminar Nasional Orientasi Pendidik dan Peneliti Sains Indonesia (OPPSI) 20 ]]>
Publisher : <![CDATA[Orientasi Pendidik dan Peneliti Sains Indonesia ]]>
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<![CDATA[Penelitian ini adalah penelitian pengembangan yang bertujuan untuk menghasilkan bahan ajar produk E-LKPD berbasis inkuiri terbimbing pada materi tekanan zat yang valid dan praktis. Selain untuk menghasilkan bahan ajar tujuan lain penelitian ini adalah mengetahui respon pengguna setelah menggunakan E-LKPD yang dikembangkan, dan mengukur keefektifan E-LKPD terhadap hasil dan minat belajar siswa. Pengembangan bahan ajar E-LKPD diadopsi dari ADDIE yaitu, Observation, Manipulation, Generalization, Verification, serta Aplication. Karena dengan adanya langkah Developmen tersebut tujuan penelitian dapat tercapai. Instrumen yang digunakan pada penelitian ini adalah kuesioner. Dari hasil penelitian menunjukan hasil penelitian diperoleh (1) validasi media rata-rata hasil penilaian sebesar 4,62 “sangat valid”. (2) validasi materi rata-rata hasil penilaian sebesar 4,71 “sangat valid”. Penelitian selanjutnya diharapkan dapat melanjutkan tahap penelitian dan pengembangan yang sudah dilakukan. Berdasarkan hasil belajar yang diperoleh dari nilai postess Kelas VIII dengan Rata-rata 78,725 dari jumlah peserta didik sebanyak (20 siswa). Adapun minat belajar siswa dilihat dari kuesioner angket dengan persentase 100% sebanyak (20 siswa) dengan respon (YA) semua. Sehingga, bahan ajar Elektronik Lembar Kerja Peserta Didik Berbasis Inkuiri Terbimbing Terhadap Hasil dan Minat Belajar Siswa pada materi Tekanan Zat dapat diterapkan dalam proses pembelajaran di kelas VIII SMP NU Bumirahayu.]]>
<![CDATA[PENGEMBANGAN E-MODUL INTERAKTIF FISIKA BERBASIS ANDROID MATERI PEMANASAN GLOBAL DI KELAS XI UNTUK MEMBANGUN MINAT BELAJAR SISWA ]]>
<![CDATA[Feby Yolan]]>;
<![CDATA[Thoha Firdaus]]>;
<![CDATA[Widayanti]]>;
<![CDATA[Arini Rosa Sinensis]]>
<![CDATA[ Prosiding Seminar Nasional Orientasi Pendidik dan Peneliti Sains Indonesia Vol. 2 (2023): Prosiding Seminar Nasional Orientasi Pendidik dan Peneliti Sains Indonesia (OPPSI) 20 ]]>
Publisher : <![CDATA[Orientasi Pendidik dan Peneliti Sains Indonesia ]]>
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<![CDATA[Penelitian ini bertujuan untuk: 1) Mengembangkan E-Modul Interaktif Fisika Pada Pokok Pembahasan Materi Pemanasan Global; 2) Mengetahui Minat Belajar Siswa di MAN 1 OKU Timur Terhadap Materi Pemanasan Global Setelah Menggunakan E-Modul Interaktif Fisika Berbasis Android Pada Pokok Pembahasan Materi Pemanasan Global. Penelitian ini merupakan jenis penelitian pengembangan (Research and Development) yang mengadaptasi model 4D (Define, Design, Develop, Disseminate). Validasi dilakukan oleh ahli materi dan ahli media serta diimplementasikan kepada 33 siswa kelas XI MAN OKU Timur. Teknik pengumpulan data yang digunakan yaitu angket. Data yang diperoleh dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa tingkat kelayakan media pembelajaran E-Modul Berbasis Android berdasarkan penilaian: (1) ahli materi diperoleh rata-rata 86,67% termasuk kategori “Sangat Valid” (2) ahli media diperoleh rata-rata 82,77%. termasuk kategori “Sangat Valid”. Hasil analisis e-modul interaktif fisika materi pemanasan global berbasis android dalam membangun minat belajar siswa dengan memberikan angket kepada siswa kelas XI MAN 1 OKU Timur dan telah memenuhi rata-rata nlai yaitu 81,98% termasuk kategori “Sangat Tinggi”.]]>
<![CDATA[PENINGKATAN LITERASI DIGITAL GURU MELALUI PKM WORKSHOP PEMBUATAN MEDIA INTERAKTIF BERBASIS ANDROID DI YAYASAN PONDOK PESANTREN NURUL HUDA OKU TIMUR ]]>
<![CDATA[Arini Rosa Sinensis]]>;
<![CDATA[Thoha Firdaus]]>;
<![CDATA[Uli Riski]]>
<![CDATA[ Jurnal Abdi Insani Vol 10 No 4 (2023): Jurnal Abdi Insani ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/abdiinsani.v10i4.1138
<![CDATA[Technological developments in education lead teachers to continue learning with the aim of creating a more interactive and interesting learning experience for students. This is also in line with the implementation of the independent curriculum. Teachers at the Nurul Huda Islamic Boarding School Foundation are 56.3% of the total 253 teachers, teachers have not been able to utilize technology in learning and many of the teachers stated that they could not create technology-based interactive learning media such as making Android media. The aim of this Workhsop is to provide information and insight to teachers in using technology as a learning medium and provide training and practice in creating Android-based interactive media using Kodular applications. The methods for implementing this workshop are: 1) Providing material on digital learning innovations such as Artificial Intelligence and Kodular, 2) Training in Creating Android-Based Interactive Media with Kodular Applications, 3) Discussion and Problem Solving, 4) Assignments and Exercises, 5) Evaluation of Implementation Program. The results of this PKM workshop activity showed that YPPNH teachers had: 1) understood and added insight into technological developments in learning innovation, 2) knew how to create Android-based interactive media using the Kodular application and 3) had produced Android-based interactive media. with material according to the field of competency and subjects taught and, 4) the results of the implementation evaluation are seen from partner satisfaction with the implementation of the PKM Workshop on Making Android-Based Interactive Learning Media. The results of the questionnaire analysis showed that partners expressed satisfaction with an average percentage of 85.09% with the implementation of the Program or workshop activities. In conclusion, there has been an increase in teachers' digital literacy and their skills in creating Android media that can be used for classroom learning.]]>
