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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Impulse: Journal of Research and Innovation in Physics Education
Yusrika, Ailsa Zada
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences Other

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The Educational Game Development of Physics Monopoly (Mofis) on the Materials of Momentum and Impulse for Learners at SHS/ISHS Yusrika, Ailsa Zada; Atika, Iva Nandya
Impulse: Journal of Research and Innovation in Physics Education Vol. 3 No. 1 (2023): Impulse: Journal of Research and Innovation in Physics Education
Publisher : Pendidikan Fisika FITK UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/impulse.2023.31-06

Abstract

The use of learning media is one of the learning tools that can help in the learning process. One of them is the development of a physics monopoly educational game (Mofis) based on the needs of students. This study aims to 1) produce a Mofis on momentum and impulse material for SHS/ISHS students, 2) know the quality of Mofis for SHS/ISHS students, and 3) Knowing students' responses to the Mofis which was developed on momentum and impulse material. This research is a Research and Development using 4D Thiagarajan models. This research was carried out up to the Develop step, namely extensive testing and implementation of Mofis. The instruments used were instrument and product validation sheets, Mofis quality assessment sheets, student response sheets, and implementation observation sheets. The product validation assessment in research uses Aiken's V scale with 3 scales. While assessing the quality of Mofis and student response sheets using a Likert scale with 4 scales. The result of this research is a Mofis on momentum and impulse material for SHS/ISHS students. Mofis quality based on the assessment of material experts, media experts, and high school physics teachers obtained Very Good criteria with an average score for each assessment of 3.68; 3.53; and 3.83. Student responses to Mofis in the limited testing obtained the Agree criteria with a mean score of 3.24 and in the extensive testing obtained the Strongly Agree criteria with a mean score of 3.28. The results of Mofis implementation in extensive trials by observers obtained Very Good criteria with a mean score of 3.63.
Development of a STEM-Based Physics Instructional Tool to Encourage Students’ Collaboration Skills in Inclusive High School Atika, Iva Nandya; Buana, Shima Hafidz Adiatri; Yusrika, Ailsa Zada; Ediyanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.9382

Abstract

This study aimed to develop and evaluate a STEM (Science, Technology, Engineering, and Mathematics)-oriented physics instructional tool on sound waves to improve collaboration skills in an inclusive high school setting. Using the ADDIE model, the development process included need analysis, instructional design, expert validation, and limited classroom implementation. The product consists of a syllabus, lesson plans, a student module, worksheets, and assessment instruments tailored for diverse learners, including students with Special Educational Needs (SEN). Expert validation involving material, media, and instructional tool reviewers resulted in scores within the “very good” category (average >3.25). Classroom implementation involved 28 students, including one deaf student, who engaged in group-based activities. Student responses showed high acceptance (mean score = 0.74), particularly regarding contextual learning and fair task distribution. Observation using Brookhart’s collaboration rubric, showed medium-to-high improvement (average normalized gain = 0.67). Notably, the deaf student actively contributed to group tasks, highlighting the product’s inclusivity. These findings suggest that STEM-based instructional tools can effectively support collaborative learning in inclusive physics classrooms. The study recommends further large-scale implementation to validate impact on broader student populations.
Co-Authors Atika, Iva Nandya Buana, Shima Hafidz Adiatri Ediyanto