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All Journal Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) UPEJ : Unnes Physics Education Journal
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Astronomy Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Physics Other

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EFEKTIVITAS FEEDBACK FORMATIF BERBASIS MOODLE DENGAN SOAL MULTI REPRESENTASI UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA SMA MATERI GERAK LURUS Nur Rizka Faridhatul Qhusna; Khusaini; Sulur
Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) Vol. 4 No. 2 (2024)
Publisher : Universitas Negeri Malang

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Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa SMA dengan pemberian feedback formatif berbasis Moodle dengan soal multi representasi pada materi gerak lurus. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian One Group Pretest Posttest. Berdasarkan hasil analisis diperoleh bahwa terdapat perbedaan yang signifikan secara statistik pada kemampuan pemahaman konsep siswa sebelum dan sesudah perlakuan. Hal ini dibuktikan oleh hasil t-Test yang memperoleh nilai p-value lebih kecil dari 0,05. Selain itu, diperoleh nilai N-gain keseluruhan representasi sebesar 0,80 dengan kategori peningkatan pemahaman konsep siswa yang tinggi terhadap pemberian feedback formatif melalui website Moodle dengan soal multi representasi.
E-Module Gerak Lurus: Peluang Pengembangan Keterampilan Proses Sains dan Keterampilan Bernalar Sulur; Munfaridah, Nuril; Agustin, Ela
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 7 No. 2 (2023): November Edition
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v7i2.2735

Abstract

This research aims to develop an e-module based on Predict-Observe-Explain (POE) equipped with questions that refer to the Minimum Competency Assessment (AKM) for high school students on the topic of linear motion that is valid, readable, and practical. This research uses a Research and Development (R&D) research design with a 4D model, namely Define, Design, Develop, and Disseminate. This research produces an e-module for the topic of linear motion in the form of an application that can be used on Android-based devices. E-module has material presented with POE stages in each learning activity, which has the opportunity to improve students' science process skills. Moreover, the e-module is also equipped with AKM questions on the same topic, linear motion, which is expected to improve students' reasoning skills. The results of this research show that the e-module developed is classified as very valid with a percentage of 95.6%. In addition, the e-module also has very good readability and practicality, with a percentage of 94.8%. Thus, the e-module can be used in learning the physics topic, linear motion, for high school students.
The Impact of Multirepresentation Learning on Students’ Ability to Work with Graphs in One-Dimensional Kinematics Shofi Alawiyah; Sutopo; Arif Hidayat; Sulur
Unnes Physics Education Journal Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v15i2.58357

Abstract

Students’ low ability to work with graphs remains a problem in physics education. This study aims to apply a multirepresentation approach to improve high school students’ ability to work with kinematic graphs. A quasi-experimental control group design was employed to compare the improvement in students’ abilities between the experimental and control groups at a senior high school in Malang Regency. Students’ ability to work with graphs was measured using a test adapted from the Test of Understanding Graphs in Kinematics (TUGK), consisting of 24 questions grouped into five indicators: (1) directly reading graphs; (2) reading graphs through the interpretation of slope/gradient; (3) reading graphs through the interpretation of the area under the curve; (4) a combination of Indicators 1 and 2; and (5) a combination of Indicators 1 and 3. The analysis results showed that the n-gain value for the experimental class was 0.30 (lower medium), was significantly higher on the  scale compared to the control class value of 0.10 (low). The experimental class also showed superior results across all indicators. For basic skills (indicators 1-3), the experimental class obtained n-gain scores ranging from 0.25 to 0.27 (low-medium), while the n-gain for the control class ranged from 0.13 to 0.23 (low). For indicator 4, the experimental and control class achieved n-gain values of 0.19 and 0.01. Meanwhile, Indicator 5 could not be compared because the n-gain for the control class was undefined. Nevertheless, the achievement of experimental group was still not optimal, particularly regarding students’ tendency to think “what you see is what you get” (WYSIWYG). The results emphasize that multirepresentational instruction should be complemented with tasks that assist students in linking graphical representations to their physical interpretations.
Co-Authors Agustin, Ela ARIF HIDAYAT Khusaini Nur Rizka Faridhatul Qhusna Nuril Munfaridah, Nuril Shofi Alawiyah Sutopo Sutopo