Garuda - Garba Rujukan Digital

DIFFERENCES IN FORMATIVE ASSESSMENT RESULTS OF BASIC PHYSICS 2 STUDENTS IN OFFLINE AND ONLINE LECTURES ON SPECIAL RELATIVITY THEORY MATERIAL Juita, Dewi; M, Yusmaridi; Guchi, Rani Amelia; Supriyadi, Supriyadi; David, Andrew
EduFisika: Jurnal Pendidikan Fisika Vol 9 No 2 (2024): EduFisika: Jurnal Pendidikan Fisika Volume 9 Nomor 2 August 2024
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v9i2.36830

The research was motivated by the Galodo disaster that occurred in Tanah Datar district. This disaster has an impact on the implementation of basic physics 2 lectures at UIN Mahmud Yunus Batusangkar which must be carried out online using the Zoom application. The research was conducted on two different campuses, namely 2nd semester students at UIN Mahmud Yunus Batusangkar and UIN Imam Bonjol Padang. This study aims to determine whether there are differences in the results of formative assessments of students who conduct online and offline lectures by chatting with lecturers, teaching methods, and teaching media. This research was analyzed using a quantitative approach with a control group posttest only design. The instrument used is a formative question on special relativity material in essay form. The results of the study were analyzed using an independent sample t test which resulted in a 2 tailed sig value (0.269) > 0.05 which indicates that there is no difference in the results of students' basic physics formative assessment between students who conduct online and offline lectures on special relativity theory material. The average formative score of students is also not much different in both samples. The use of appropriate lecture methods, strategies, and media needs to be improved in basic physics 2 lectures.

Development of 3D Page Flip Physics E-Module with Sound Wave Material Based on Local Angklung Wisdom to Improve Integrated Science Process Skills Nartiya, Nartiya; Ilmiah, Paridatul; Kedkaew, Chittra; David, Andrew
Schrödinger: Journal of Physics Education Vol. 3 No. 4 (2022): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v3i4.926

Purpose of the study: The research objective of developing the 3D Pageflip Physics E-Module with sound wave material based on local angklung wisdom is to increase students' understanding of physics concepts, integrate local cultural values as a learning context, and develop students' science process skills in an integrated manner. Methodology: The research method used in this research is the research and development. Respondents the e-module consisted of 20 class XI Science. The data collection technique is a questionnaire. The data analysis technique uses descriptive statistical tests, expert validation tests to determine feasibility e-module. The research procedure is by conducting literature studies, planning, development, product validation, revision, small group testing. Main Findings: The research results show that the physics e-module with West Java local wisdom on Sound Waves material has been successfully developed. Validation from experts results in positive assessment of the material content, media and language the module. Students' responses to small-scale test showed good level of acceptance, as well as an increase in their understanding of physics sound concepts. Thus, this e-module has potential to improve physics learning at the high school level, especially in the local context West Java. Novelty/Originality of this study: The new thing here is integrating scientific skills with the use of the traditional angklung musical instrument. Embracing the local wisdom of angklung, this e-module offers dynamic and relevant learning, helping students understand physics concepts while comprehensively improving science process skills.

Quantum Learning Boosts Higher-Order Thinking: Enhancing Critical Thinking and Written Argumentation in Secondary Physics David, Andrew; Eguta, Kaia; Gargar, Kim A
Schrödinger: Journal of Physics Education Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i1.2826

Learning method on critical thinking skills and written argumentation skills of high school students simultaneously in physics learning, to determine whether this student-centered approach is effective in improving higher-order thinking skills in secondary education. Methodology: This study employed a quasi-experimental non-equivalent control group pretest–posttest design at Kandrian Secondary School. Purposive sampling was used to select 60 eleventh-grade students divided into experimental and control groups. Instruments included essay tests based on Facione’s Delphi Report and Toulmin’s Argumentation Pattern (TAP), assessed using analytic rubrics. Data were analyzed using SPSS through N-gain, Kolmogorov–Smirnov, Levene’s Test, independent and paired samples t-tests, and Cohen’s d. Main Findings: The experimental group demonstrated significantly higher improvements in critical thinking and written argumentation skills compared to the control group. N-gain scores were in the moderate category for the experimental class and low for the control class. Independent samples t-test results showed significant differences (p < 0.05), while paired samples t-tests confirmed significant pretest–posttest gains. Cohen’s d indicated a large effect size of Quantum Learning on both competencies. Novelty/Originality of this study: This study is novel in empirically examining the simultaneous impact of Quantum Learning on both critical thinking and written argumentation skills at the senior high school level. It integrates cognitive and argumentative competencies within a single instructional intervention, advancing existing knowledge by providing combined evidence of effectiveness in a resource-limited secondary education context.

Exploring Innovative Approaches: Optimizing Google Classroom for Enhanced Motivation in Science Learning Pujono, Emmanuel; Maulana, Farid; David, Andrew; Opeyemi, Busari
Schrödinger: Journal of Physics Education Vol. 5 No. 2 (2024): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i2.965

Purpose of the study: This research aims to investigate the challenges encountered in utilizing Google Classroom as a learning platform and its implications for motivating students in studying science, with a focus on identifying both internal and external factors affecting students' engagement and interest in the subject. Methodology: This study employs a descriptive qualitative approach to explore the challenges associated with using Google Classroom as a learning tool for motivating science study. Data collection methods include observation, questionnaires, interviews, and documentation. The analysis involves data reduction, presentation (Data Display), and conclusion drawing/verification stages. Data validity is ensured through triangulation of data sources, enhancing the reliability of the findings. Main Findings: The research highlights internal problems like difficulty with Google Classroom, limited smartphone access (1.03%), material comprehension issues, and insufficient teacher explanations. External challenges include lack of family support and teacher interaction. Solutions include providing internet data for infrastructure issues, motivational videos on Google Classroom, video-based learning, and student self-initiated learning via Google, YouTube, and books. Student motivation for science learning through Google Classroom is moderate at 56%. Novelty/Originality of this study: This research contributes novelty by scrutinizing the nexus between Google Classroom and student motivation in science education, addressing a significant gap in current literature. By elucidating nuanced challenges and implications for student engagement, the study offers fresh insights into optimizing digital learning platforms to enhance motivation and learning outcomes in science education amidst the evolving educational landscape shaped by technology.

Quantum Learning Boosts Higher-Order Thinking: Enhancing Critical Thinking and Written Argumentation in Secondary Physics David, Andrew; Eguta, Kaia; Gargar, Kim A
Schrödinger: Journal of Physics Education Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i1.2826

Learning method on critical thinking skills and written argumentation skills of high school students simultaneously in physics learning, to determine whether this student-centered approach is effective in improving higher-order thinking skills in secondary education. Methodology: This study employed a quasi-experimental non-equivalent control group pretest–posttest design at Kandrian Secondary School. Purposive sampling was used to select 60 eleventh-grade students divided into experimental and control groups. Instruments included essay tests based on Facione’s Delphi Report and Toulmin’s Argumentation Pattern (TAP), assessed using analytic rubrics. Data were analyzed using SPSS through N-gain, Kolmogorov–Smirnov, Levene’s Test, independent and paired samples t-tests, and Cohen’s d. Main Findings: The experimental group demonstrated significantly higher improvements in critical thinking and written argumentation skills compared to the control group. N-gain scores were in the moderate category for the experimental class and low for the control class. Independent samples t-test results showed significant differences (p < 0.05), while paired samples t-tests confirmed significant pretest–posttest gains. Cohen’s d indicated a large effect size of Quantum Learning on both competencies. Novelty/Originality of this study: This study is novel in empirically examining the simultaneous impact of Quantum Learning on both critical thinking and written argumentation skills at the senior high school level. It integrates cognitive and argumentative competencies within a single instructional intervention, advancing existing knowledge by providing combined evidence of effectiveness in a resource-limited secondary education context.

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search