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All Journal Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Journal of Innovative Physics Teaching (JIPT)
Werina, Werina
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Education Physics Other

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Application of Differentiated Learning Through the Use of Interactive Multimedia to Promote Students' Scientific Literacy Sandra, Revielni; Asrizal; Werina, Werina
Journal of Innovative Physics Teaching Vol. 2 No. 1 (2024): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol2-iss1/35

Abstract

Scientific literacy skills are an ability needed to face the 21st century. Scientific literacy is defined as the ability to know, complete, convey and apply science in everyday life. Scientific literacy skills make it easy for students to solve issues that occur in real life using scientific methods. The aim of this research is to improve students' scientific literacy skills by utilizing differentiated learning using interactive multimedia. The type of research carried out was classroom action research using the Kemmis and McTaggart model which was carried out in two cycles. Classroom action research consists of 4 stages, namely planning, implementation, observation and reflection. The research was conducted in the research subjects were students in class X.E.1 at SMA Negeri 3 Padang, totaling 36 students. The research results show that there is an increase in students' scientific literacy skills by implementing differentiated learning using interactive multimedia. The application of differentiated learning lies in the content and products presented using interactive multimedia which are based on students' learning readiness and interests.
Implementation of the PBL Model Integrated E-Module with Learning Differentiated to Promote Student’s Collaboration Skills Yandari, Riri; Asrizal, Asrizal; Werina, Werina; Agusti, Hafiz Almahfuz
Journal of Innovative Physics Teaching Vol. 2 No. 2 (2024): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol2-iss2/48

Abstract

Education is currently trying to make students able to master the skills of the 21st century. This study aims to determine the effect of applying the integrated e-module PBL model with differentiated learning on students' mastery of concepts and collaboration skills. The research design used in this research is classroom action research. The data collection instrument consists of two parts, namely the collaboration skills observation sheet and the writing test. Based on the results of data analysis, the results of increasing the average value of each indicator of collaboration skills in cycle I and cycle II due to the application of the integrated e-module PBL model with differentiated learning are: I1 = 13.19%, I2 = 8.33 %, I3 = 6.02%, I4 = 11.11%, I5 = 11.1%. While the increase in student knowledge aspect learning outcomes is 15.5%. Based on the research results, it is known that the application of the integrated e-module PBL model with differentiated learning can improve students' collaboration skills and mastery of concepts, which are skills needed in 21st century education.
IMPLEMENTATION OF E-LKPD INTEGRATED PROBLEM BASED LEARNING MODEL TO IMPROVE STUDENTS' MASTERY OF CONCEPTS AND COMMUNICATION SKILLS Ossy, Sesria; Ulmi, Fauziah; Asrizal, Asrizal; Werina, Werina
PILLAR OF PHYSICS EDUCATION Vol 17, No 4 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16971171074

Abstract

21st century learning requires a student-centered learning process and requires students to have knowledge and skills regarding technology, media and information, as well as having 4C skills, one of which is communication skills. Communication skills are 21st century competencies that need to be developed in the independent curriculum. The type of research conducted was classroom action research with the aim of improving students' communication skills through the implementation of an integrated E-Students Worksheet with the Problem Based Learning (PBL) model. The classroom action research model used is the Kemmis-Mc Taggart spiral model. The PTK model consists of 4 stages, namely planning, action, observation, and reflection. Class action research was conducted over two cycles of four meetings. Each meeting is carried out for 3 hours of lessons apart from daily test activities. The instrument used was an observation sheet of students' communication skills filled in by two observers during the learning process. The results of the first cycle of research obtained an average of 76 students' communication skills in the communicative category and the second cycle obtained an average of 84 in the very communicative category. This shows that the application of an integrated E-Students Worksheet with the Problem Based Learning model can improve students' communication skills.
Co-Authors Agusti, Hafiz Almahfuz Asrizal Asrizal Fauziah Ulmi Ossy, Sesria Sandra, Revielni Yandari, Riri