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PEMANFAATAN PHET INTERACTIVE SIMULATION UNTUK MENINGKATKAN PEMAHAMAN VEKTOR PADA MAHASISWA INFORMATIKA Alma Damayanti Apsari Putri; Adila Shakila; Musa Bakhtiar; Muhammad Dary Yassar; Anggie Yudistira Aditya
Dinamis : Jurnal Inovasi dan Transformasi Pendidikan Vol. 1 No. 2 (2026): Juni: Dinamis: Jurnal Inovasi dan Transformasi Pendidikan
Publisher : Lembaga Penerbit Penelitian Multidisipliner

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67096/dinamis.v1i2.256

Abstract

Fisika dasar dan aljabar linear menjadi fondasi penting bagi mahasiswa informatika, namun banyak yang kesulitan memahami konsep vektor yang abstrak dengan metode konvensional. Penelitian ini bertujuan menganalisis pengaruh media PhET Interactive Simulation terhadap peningkatan pemahaman konseptual vektor.Penelitian menggunakan desain eksperimen semu (quasi-experimental) tipe crossover dengan purposive sampling pada 10 mahasiswa informatika. Variabel independen adalah penggunaan PhET, sedangkan variabel dependen adalah pemahaman konseptual vektor. Instrumen yang digunakan berupa tes konseptual dan kuesioner.Analisis data meliputi statistik deskriptif dan uji Paired Sample T-Test setelah uji normalitas. Hasil menunjukkan rata-rata pemahaman dengan metode konvensional sebesar 76 (SD = 9,66), sedangkan dengan PhET meningkat menjadi 100 (SD = 0). Nilai p-value = 0,000 (p < 0,05) menunjukkan adanya pengaruh signifikan. Selain itu, 80% mahasiswa merasa terbantu dalam memahami arah, magnitudo, dan representasi grafis vektor.Penggunaan PhET Interactive Simulation memberikan pengaruh positif dan signifikan terhadap pemahaman konseptual vektor. Pendekatan hibrida (konvensional + simulasi) disarankan untuk hasil optimal.
Learning Analytics in Higher Education: Opportunities and Challenges for Student Success Zega Faridatul Jannah; Nitasari Nitasari; Anggie Yudistira Aditya
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-672

Abstract

Learning analytics has become an important data-driven approach for improving teaching, learning, and student success in higher education. This study aims to examine the opportunities and challenges of learning analytics through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Literature published between 2020 and 2025 was collected from major academic databases and analyzed thematically. The findings indicate that learning analytics enhances student success by improving academic performance, student engagement, personalized learning, early intervention, and institutional decision-making. Technologies such as artificial intelligence, educational data mining, and learning management systems further strengthen these capabilities. However, implementation remains constrained by ethical concerns, data privacy, technological infrastructure, faculty readiness, and organizational capacity. The study concludes that effective governance and responsible implementation are essential for maximizing the educational benefits of learning analytics in higher education.