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All Journal Guru Membangun JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) ORBITA: Jurnal Pendidikan dan Ilmu Fisika JPF : JURNAL PENDIDIKAN FISIKA Jurnal Pendidikan Fisika dan Teknologi Kasuari: Physics Education Journal (KPEJ) Jurnal Kajian Pembelajaran dan Keilmuan Jurnal Sistem Informasi Mahakarya (JSIM) Realita: Jurnal Penelitian dan Kebudayaan Islam Islamic Journal of Integrated Science Education Journal of Islamic Education Students Indonesian Journal of Multidisciplinary and Educational Researcher Journal of Authentic Research Unnes Science Education Journal Aktualisasi Pengabdian Masyarakat: Jurnal Pengabdian Kepada Masyarakat Proceeding International Conference on Education JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Yulianti Yusal, Yulianti
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Religion Humanities Astronomy Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Journal : Proceeding International Conference on Education

 1 
Development of KIT-Based Learning Media to Improve Science Learning Outcomes on Light and Optics Maiyanti, Aziza Anggi; Malika, Nia Ellia; Rahmawati, Anis Nabil; Yusal, Yulianti; Moryati, Yulisna
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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This study aims to develop simple, effective, and feasible KIT-based learning media to improve science learning outcomes in light and optics in grade 8. The media was developed using the Research and Development (R&D) model. The media feasibility test showed that the practical KIT on the properties of light was feasible for use, with a percentage of 72.5%. The media was also highly rated by teachers and students based on the responses obtained, with 85.5% and 88.96% respectively categorizing it as highly suitable. The effectiveness of the KIT media was tested by comparing the learning outcomes of students who used the KIT media with those who used conventional methods. The hypothesis test results showed that the use of KIT media in learning could improve student learning outcomes (t-count < t-table or 0.000 < 2.039). This indicates that the KIT media can be an effective alternative in enhancing students' understanding of light and optics. This study contributes to the development of simple KIT-based learning media that can be used as an additional option in science learning. This media is expected to increase students' interest and learning outcomes, as well as help teachers deliver light and optics material in a more interesting and interactive way. The development of KIT-based learning media opens up opportunities for further research into the effectiveness of KIT media in other science subjects and at various levels of education.
Using ChatGPT to Help Make Hots Questions Quickly and Easily Maiyanti, Aziza Anggi; Yusal, Yulianti; Anggraini, Atika
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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ChatGPT Open AI is an artificial intelligence-based machine technology that is trained to be able to mimic human conversation using NLP (Natural Language Processing) technology. In fact, ChatGPT can be used to produce questions with good and effective techniques. Therefore, the opportunity to use this technology is wide open for education in Indonesia, one of which is in helping to make HOTS (high order thinking skills) questions quickly and easily for teachers to practice 21st century skills. These skills include critical thinking skills, creative thinking skills, collaboration, and communicative skills. The research method used is in the form of an experiment using a laptop with 4 GB of RAM connected to an internet network and a ChatGPT account which can be created for free at https://chat.openai.com. The results of experiments carried out using ChatGPT can produce HOTS questions in the amount of 5 multiple choice questions complete with discussion on optical material that still needed further examination. The total time needed to complete this experiment is approximately 3 minutes, including the time to document the ChatGPT processing results.
Effectiveness of Video-Assisted Project Based Learning (PjBL) Model in Improving Student Learning Outcomes Yusal, Yulianti; Laili, Ummiy Fauziah; Sa’id, Ibrahim Bin; Nurlaili, Eva Alvi; Sari, Meirita
Proceeding International Conference on Education Volume 02, Agustus Tahun 2024: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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The purpose of this study was to determine whether there is a significant difference between the learning outcomes of students taught using the video-based Project Based Learning model and students taught using conventional learning. This research used quasi-experimental method with Posttest Only Control Design research design. The research was conducted at MTs Al-Manar using two classes as samples, the two classes were class IX C as the experimental class and class IX D as the control class. The instruments used in this study are learning outcomes test questions, learning outcomes questionnaires and learning implementation observation sheets. Data analysis used descriptive statistical analysis and inferential statistical analysis. The results of descriptive statistical analysis showed that the average score in the control class was 75.65, while the average in the experimental class was 82.21. Inferential statistical analysis was carried out by means of t-test (independent sample T-Test test). Based on the results of the Independent Sample T-Test test, the sig (2-tailed) value is 0.001, meaning that sig <0.05 so that H0 is rejected and H1 is accepted. From the results of these calculations, the researcher concluded that there was a significant difference between the learning outcomes of ninth grade students of MTs Al-Manar who were taught using a video-based Project Based Learning model and students who were taught using conventional learning.
Co-Authors A. Suhandi Agus Miftakus Surur, Agus Miftakus Alfatih, Ainun Najib Anggraini, Atika Anggraini, Julia Aziza Anggi Maiyanti Cahyani, Mela Eka Nuri Damayanti, Putri Dwika Septiarini, Rizki Fahma, Farisa Aina Fitriana, Tina Nur Harnipa Harnipa, Harnipa Ida Kaniawati Kisworo, Banu Laili, Eva Alvi laili, ummiy Fauziah M. Yogi Riyantama Isjoni Maiyanti, Azizah Anggi Malika, Nia Ellia Moryati, Yulisna Muhammad Ridwan Muhammad, Agiel Muna, Chusna Lailatul Noka, Isara Abda Nurazmi, Nurazmi Nurhayani H. Muhiddin Nuriyah, Zidah Chotamy Nurlaili, Eva Alfi Nurlaili, Eva Alvi Rahmadani, Amalia Rahmawati, Anis Nabil Ridwanulloh, M. Ubaidillah Riskawati Riskawati, Riskawati Ristanti, Aditya Putri Romadhona, Harisma Atiqur Sa'id, Ibrahim Bin Sangkala, Nur Rahmah Sari, Meirita Sari, Rahmawati Yanita Sa’id, Ibrahim Bin Septiarini, Rizki Dwika Shoffan Fatkhulloh SITI MAHMUDAH Sri Murti Rahayu, Ridha Syarful Annam U, Sahrani Wawan Setiawan Wulandari, Ayu Fransiska Wulandari, Ratna Wahyu Zulfaida, Faiz Zulqifli Alqadri