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All Journal INKUIRI : Jurnal Pendidikan IPA Edumaspul: Jurnal Pendidikan
Khumaedi Khumaedi
Semarang State University
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Materials Science & Nanotechnology Physics Other

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The Effectiveness Of Developing An Adaptive Physics E-Module In Moodle-Based Blended Learning On Students' Representation Ability On Thermodynamics Material Swastika Ramadhanty Eka Putri; Khumaedi Khumaedi; Budi Naini Mindyarto
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.7587

Abstract

The research aims to develop adaptive electronic modules using Moodle-based blended learning as a solution to improve representation skills in the school environment. This research combines online and face-to-face learning methods (blended learning) with the use of Moodle as a digital learning platform. Three forms of representation in the concept of physics, are (1) verbal representation; (2) visual representation; and (3) mathematical representation. The formulation of the problem in this research is the characteristics, validity, and effectiveness of the E-module. This module aims to provide learning content that is tailored to the needs and abilities of each individual student. Adaptive features allow students to access materials, assignments, and learning resources appropriate to their skills level. Learning is done through a combination of classroom teaching and e-modules through Moodle. E-module development model uses the research and development method. The research design used is a true experimental design in the form of a "Posttest-Only Control Design". Assessment includes data collection through surveys, observation, and evaluation of learning outcomes. The purpose of the evaluation is to analyze the effectiveness and efficiency of using adaptive e-modules with Moodle based on blended learning to improve students' representation skills at school. The research results showed that the E-module assessment by experts obtained a content percentage and eligibility criteria of 91.7% (feasible). To determine the level of effectiveness through the t test and comparison of posttest results. This is evidenced by the test using SPSS version 23 which shows a significance value of 0.00 <0.05. In visual representation, a percentage of 87.5% was obtained in a very good category, for mathematical representation, a percentage also was obtained in a very good category, 88.5%, and in verbal representation, a percentage was obtained in a category of 90%, as the greatest. With an average post-test score of 88.8 for the experimental of the class and 74.2 for the control of the class. Adaptive e-modules through Moodle-based blended learning can be an effective choice for increasing representational abilities and facilitating personalized and flexible learning. The results of this study are expected to encourage the development of adaptive learning systems in schools and support the improvement of student learning outcomes.
ANALISIS KEMAMPUAN LITERASI SAINS DITINJAU DARI KEBIASAAN MEMBACA, MOTIVASI BELAJAR DAN PRESTASI BELAJAR Rosmalah Yanti; Titi Prihatin; Khumaedi Khumaedi
INKUIRI: Jurnal Pendidikan IPA Vol 9, No 2 (2020): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v9i2.27422

Abstract

Penelitian  ini bertujuan untuk menganalisis (1) pengaruh langsung kebiasaan membaca terhadap motivasi belajar; (2) pengaruh langsung kebiasaan membaca terhadap prestasi belajar; (3) pengaruh langsung motivasi belajar terhadap prestasi belajar; (4) pengaruh langsung kebiasaan membaca terhadap kemampuan literasi sains; (5) pengaruh langsung motivasi belajar terhadap kemampuan literasi sains; (6) pengaruh langsung prestasi belajar terhadap kemampuan literasi sains; (7) pengaruh tidak langsung kebiasaan membaca terhadap prestasi belajar; (8) pengaruh tidak langsung kebiasaan membaca terhadap kemampuan literasi sains; dan (9) pengaruh tidak langsung motivasi belajar terhadap kemampuan literasi sains. Metode penelitian ini adalah Ex Post Facto. Sampel berjumlah 112 siswa kelas VII di Kabupaten Luwu. Pengambilan sampel menggunakan cluster random sampling. Teknik analisis data menggunakan analisis jalur. Hasil penelitian adalah sebagai berikut 1) kebiasaan membaca berpengaruh secara langsung sebesar 0,16% terhadap motivasi belajar, 9,67% terhadap prestasi belajar, dan 3,6% terhadap kemampuan literasi sains; 2) motivasi belajar dapat memberikan pengaruh langsung sebesar 1,58% terhadap prestasi belajar, dan 3) prestasi belajar memberi pengaruh langsung terhadap kemampuan literasi sains sebesar 7,12%. Pengaruh tidak langsung kebiasaan membaca sebesar 10,17% terhadap prestasi belajar melalui motivasi belajar, serta berpengaruh terhadap kemampuan literasi sains melalui motivasi belajar sebesar 3,73%. Motivasi belajar tidak berpengaruh terhadap kemampuan literasi sains siswa. Kemampuan literasi sains siswa secara dominan dipengaruhi oleh kebiasaan membaca sehingga sebaiknya siswa dilatih dan dibiasakan mengerjakan soal-soal yang menguji dan dapat meningkatkan kemampuan literasi sains.This study aims to analyze (1) the direct influence of reading habits on learning motivation; (2) direct influence of reading habits on learning achievement; (3) the direct influence of learning motivation on learning achievement; (4) direct influence of reading habits on scientific literacy skills; (5) the direct effect of learning motivation on scientific literacy ability; (6) direct influence of learning achievement on scientific literacy ability; (7) the indirect effect of reading habits on learning achievement; (8) the indirect effect of reading habits on scientific literacy skills; and (9) the indirect effect of learning motivation on scientific literacy ability. This research method is Ex Post Facto. The sample is 112 class VII students in Luwu Regency. Sampling used cluster random sampling. The data analysis technique used path analysis. The results of the study are as follows: 1) reading habits have a direct effect of 0.16% on learning motivation, 9.67% on learning achievement, and 3.6% on scientific literacy skills; 2) learning motivation can have a direct effect of 1.58% on learning achievement, and 3) learning achievement has a direct influence on scientific literacy skills of 7.12%. The indirect effect of reading habits is 10.17% on learning achievement through learning motivation, and the effect on scientific literacy skills through learning motivation is 3.73%. Learning motivation has no effect on students' scientific literacy skills. Students' scientific literacy ability is dominantly influenced by reading habits so that students should be trained and accustomed to working on questions that test and can improve scientific literacy skills.
Co-Authors Budi Naini Mindyarto Rosmalah Yanti Swastika Ramadhanty Eka Putri Titi Prihatin