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All Journal Jurnal Pendidikan Fisika Physics Education Research Journal
Pradananta, Hidayat
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Education Physics

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The Practicality of Interactive Multimedia Based on Scientific Approach in Pascal's Law Material for High School Students Fitriyana, Fitriyana; Pradananta, Hidayat; Salmah, Ummi; Supriana, Edi
Physics Education Research Journal Vol. 6 No. 2 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.2.22594

Abstract

This study aimed to determine the practicality of interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students. This study used a questionnaire instrument consisting of five items, namely (1) media attractiveness and accessibility, (2) media structure and understanding, (3) training and concept mastery, (4) additional aspects, and (5) the impact of using multimedia. The subjects of this study involved physics teachers and 11th-grade MIPA students at Ar Rohmah IIBS Malang High School. The sampling technique in this study was convenience sampling. The data obtained were analyzed using quantitative methods with descriptive analysis techniques. Based on the study results, the percentage of multimedia practicality assessed by teachers reached 85%, while those assessed by students reached 96%. Based on these percentage values, this interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students is classified as practical and can be further tested for effectiveness.
The Practicality of Interactive Multimedia Based on Scientific Approach in Pascal's Law Material for High School Students Fitriyana, Fitriyana; Pradananta, Hidayat; Salmah, Ummi; Supriana, Edi
Physics Education Research Journal Vol. 6 No. 2 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.2.22594

Abstract

This study aimed to determine the practicality of interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students. This study used a questionnaire instrument consisting of five items, namely (1) media attractiveness and accessibility, (2) media structure and understanding, (3) training and concept mastery, (4) additional aspects, and (5) the impact of using multimedia. The subjects of this study involved physics teachers and 11th-grade MIPA students at Ar Rohmah IIBS Malang High School. The sampling technique in this study was convenience sampling. The data obtained were analyzed using quantitative methods with descriptive analysis techniques. Based on the study results, the percentage of multimedia practicality assessed by teachers reached 85%, while those assessed by students reached 96%. Based on these percentage values, this interactive multimedia based on a scientific approach to the learning process of Pascal's Law for high school students is classified as practical and can be further tested for effectiveness.
Enhancing Students’ Scientific Literacy Ability Through Phenomenon-Based Experiential Learning With Formative Assessment Pradananta, Hidayat; Lia Yuliati; Arif Hidayat
Jurnal Pendidikan Fisika Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v14i2.70562

Abstract

This study aims to analyze the effect of Phenomenon-Based Experiential Learning integrated with Formative Assessment on improving students’ scientific literacy in the topic of static fluids. The research employed a quasi-experimental method with a control group Pre-test–Post-test design, involving 71 eleventh-grade students from one of the Islamic Senior High Schools (MAN) in Padangsidimpuan, Indonesia. The experimental class received instruction using the Phenomenon-Based Experiential Learning model accompanied by Formative Assessment, while the control class was taught through conventional learning. Data were collected using eight essay questions covering the topics of hydrostatic pressure, Pascal’s law, and Archimedes’ principle. The findings revealed a significant difference between the two classes, with an N-gain score of 0.66 (medium category) in the experimental class and 0.29 (low category) in the control class. The analysis of each scientific literacy indicator also showed that the Explain Phenomena Scientifically (EPS) and Interpret Data and Evidence Scientifically (IDES) indicators achieved high improvement categories, while the Evaluate and Design Scientific Enquiry (EDSE) indicator increased within the medium category. These results indicate that Phenomenon-Based Experiential Learning integrated with Formative Assessment is effective in enhancing students’ scientific literacy skills.
Co-Authors ARIF HIDAYAT Fitriyana Fitriyana, Fitriyana Lia Yuliati Salmah, Ummi Supriana, Edi