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All Journal ORBITA: Jurnal Pendidikan dan Ilmu Fisika JPPS (Jurnal Penelitian Pendidikan Sains) Inovasi Pendidikan Fisika Journal of Digitalization in Physics Education (JDPE)
Zakaria, Aminudin
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Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Industrial & Manufacturing Engineering Physics Social Sciences

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Development of Virtual Reality Hydroelectric (VIRRIC) for teaching students about renewable energy Zakaria, Aminudin; Anggaryani, Mita
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.24960

Abstract

Understanding abstract physics theories, such as energy, can be challenging for students. Teachers also face the difficulty of meeting learning objectives within limited classroom time. The purpose of this research is to develop physics learning media to teach high school students about renewable energy. The learning media is presented as virtual reality, focusing on the energy conversion process in hydroelectric power plants. The goal is for students to apply their understanding of energy conversion concepts in hydroelectric power plants as one type of renewable energy source. The research process follows the ADDIE model, focusing on the analysis, design, and development stages. Data is collected through validation sheets completed by media experts, which provide valuable suggestions for revisions. The data was analyzed using descriptive statistical methods. It is known that at this level of education, the cognitive level required for understanding renewable energy material is C4 according to the revised Bloom's taxonomy. At the design stage, storyboards are used to frame the media development process, comprising a problem orientation scene and an exploration scene. After development, the VIRRIC media was validated based on visual aspects, interest, usefulness, accuracy, legitimacy, and structure. The final media expert validation score for the VIRRIC media is 0.87, categorized as highly valid. The lowest score was in the visual aspect, which was 0.77. This was due to some text information in the media being difficult to read. The text is observable when not using a gyro device, but becomes difficult to read when observed using a gyro device. Based on these results, the VIRRIC media is deemed suitable for testing in learning after making improvements.
Pengembangan VR Cardboard sebagai Sarana Media Pembelajaran Fisika Berbasis Realitas Virtual Zakaria, Aminudin; Anggaryani, Mita
IPF: Inovasi Pendidikan Fisika Vol. 13 No. 3 (2024): Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The research is focused on developing VR Cardboard as a tool for accessing physical learning media through virtual reality. Virtual reality-based media has been advancing over the past decade, requiring additional devices for an optimal learning experience. The research included data collection, design, development, validation, and revision. The VR Cardboard design follows the template provided by the open-source Google Cardboard platform, using cardboard cut to a predetermined design. The VR Cardboard received a validation score of 79%, indicating its suitability for use. The validator recommends adjusting the focal distance of the biconvex lens by 45 mm for clearer observation of 3D objects. Additionally, it is recommended that the VR Cardboard be packaged in a container resistant to wetness, fire, and pressure to ensure its longevity.
Identification of Generative AI Usage Profiles and Implications for Critical Thinking Skills in Physics Learning Zakaria, Aminudin; Jatmiko, Budi; Prahani, Binar Kurnia; Wijaksono, Cahyo Febri
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p83-93

Abstract

Objective: This study aims to map students' GenAI usage profiles during physics learning. In addition, it examines the correlation between these variables and students' critical thinking skills in physics learning. Method: A non-experimental, quantitative, ex post facto design was employed. This design captures phenomena that occur naturally without any intervention. The research instruments consisted of questionnaires and tests. Data were analyzed using descriptive statistics, the Kruskal–Walls test, and Spearman’s correlation test. Results: Students tend to accept answers from GenAI quickly during physics learning. Only a small proportion are accustomed to questioning, verifying, and evaluating GenAI-generated answers. There are differences in critical thinking skills among groups of students with different patterns of GenAI use, with an ε2 of 0.410. The profile of GenAI usage is positively correlated with critical thinking skills, with a correlation coefficient of 0.525, indicating a moderate relationship. Novelty: This study contributes by revealing students' GenAI usage profiles in physics learning and by providing empirical evidence that the quality of ethical and reflective use has a strong influence and is positively correlated with critical thinking skills.
The Effectiveness of Ecoviar (Ecosystem via Augmented Reality) Learning Media in Enhancing Students’ Computational Thinking and Scientific Literacy Cendani, Tinezia; Kristanto, Andi; Mariono, Andi; Zakaria, Aminudin; Nisa', Khoirun
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n2.p147-156

Abstract

Objective: The objective of this study was to assess the effectiveness of ECOVIAR (Ecosystem via Augmented Reality) learning media in improving elementary school students' Computational Thinking and scientific literacy skills on ecosystem material. Method: A quasi-experimental design with a non-equivalent control group design was used in this study. A total of 60 fifth-grade students participating in the experimental class and the control class were used as the research sample. The experimental class was given treatment using ECOVIAR media, while the control class underwent conventional learning. Data were collected using a validated long-response test to measure Computational Thinking and scientific literacy. Data analysis was calculated using a normality test, a homogeneity test, and an independent sample t-test. Results: The findings indicated no significant difference in the initial abilities between the two groups (Sig. > 0.05). However, significant differences were found in the post-test results for both computational thinking (Sig. = 0.002 < 0.05) and scientific literacy (Sig. = 0.000 < 0.05). It is concluded that students taught using ECOVIAR media achieved significantly higher learning outcomes compared to those in the conventional learning group. Novelty: The development and utilization of Augmented Reality media in learning specifically designed for the ecosystem of learning materials with a focus on improving Computational Thinking and scientific literacy is a novelty in this study, because it is still rarely studied simultaneously in elementary school expansion.
Physics Learning Utilizing VIRRIC (Virtual Reality Hydroelectric): Effects on Students' Learning Outcomes and Experiences Zakaria, Aminudin; Anggaryani, Mita; Cendani, Tinezia; Citra, Nina Fajriah
Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i1.52253

Abstract

Objective: This study explores the impact of physics learning using VR-based media on students' learning outcomes and learning experiences. This study also examined gender differences in gains. Method:  This study uses the one-group pre-test and post-test methods to measure learning outcomes and a questionnaire to determine student responses. These student responses assess how students experience learning after using the Virtual Reality Hydroelectric (VIRRIC) media. This paper reports on the design, implementation, and impact of applying VIRRIC. VIRRIC was created using MilleaLab Creator software, a VR platform inspired by the Karangkates Hydroelectric Power Plant. The inspiration for this real renewable energy product is to support students in contributing to SDG 7. VIRRIC was tested in science class learning, and 30 high school students were tested. Results:  The trial results showed that 93% of students had a moderate n-gain (average n-gain = 0.433), indicating a decent increase in learning outcomes before and after using VIRRIC. In addition, the application of VIRRIC was well received by the students, with a questionnaire score of 0.76, indicating that they had good learning experiences in physics through VIRRIC. Both results show a positive correlation between STEM activities using VIRRIC and students' learning outcomes and learning experiences. Therefore, VIRRIC can be a medium for teaching, particularly on the renewable energy topic. Novelty: This study provides scientific evidence of VR technology's effectiveness in supporting physics learning. It provides empirical evidence of how conventional physics learning can be transformed into digitalization using VR.
Co-Authors Andi Kristanto Andi Mariono Binar Kurnia Prahani Budi Jatmiko Cendani, Tinezia Citra, Nina Fajriah Mita Anggaryani Nisa', Khoirun Wijaksono, Cahyo Febri