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All Journal JPF : JURNAL PENDIDIKAN FISIKA SMART: Jurnal Pengabdian Kepada Masyarakat
Sanusi, Dirga Kaso
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Physics Social Sciences Other

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PKM Pengenalan Bencana Hidrometeorologi dan Mitigasinya Untuk Studi Kasus Pembelajaran Fisika di SMA Negeri 5 Takalar sulis, sulistiawaty; Palloan, Pariabti; Nurhasmi, Nurhasmi; Sanusi, Dirga Kaso; Ridwansyah, Ridwansyah
SMART: Jurnal Pengabdian Kepada Masyarakat Vol 4, No 2 (2024): Oktober
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/smart.v4i2.67885

Abstract

Kondisi cuaca di Indonesia belakangan ini mulai tidak menentu, hal ini merupakan dampak dari perubahan iklim dimana terjadi pemanasan global. Perubahan kondisi cuaca yang tidak menentu ini pastinya memberi dampak bagi kehidupan seluruh mahluk hidup, terutama manusia. Berdasarkan dampak tersebut maka perlu adanya pendidikan kebencanaan hidrometeorologi dan mitigasinya untuk disosialisasikan dan dilatih kepada masyarakat, dimana tempat yang tepat untuk memperoleh pengetahuan sejak dini terkait kebencanaan adalah sekolah. Oleh karena itu maka tujuandari pengabdian ini untuk mensosialisasikan ke guru-guru selaku pendidk di SMAN 5 Takalar tentang pentingnya pendidikan hidrometteorologi serta mitigasinya untuk meminimalisir dampak yang ditimbulkan dari bencana tersebut. Metode yang digunakan berupa ceramah, diskusi dan tanya jawab dengan para guru. Hasil yang dicapai adalah mitra memiliki pengetahuan tambahan mengenai bencana hidrometeorologi dan mitigasinya dimana dampak dari perubaham iklim khususnya perubahan musim kemarau dan musim hujan yang berkepanjangan membuat aspek-aspek kehidupan akan terganggu maka perlu adanya penanganan yang baik dari pemerintah dan masyarakat untuk mengupayakan meminimalisir dampaknya jika hal tersebut terjadi. 
Teachers’ Perspectives on Students’ Conceptual Difficulties in Magnetism: Challenges and Instructional Implications Basri, Nur Akhyar; Kusairi, Sentot; Sunaryono; Irawan, Ivan Danar Aditya; Sanusi, Dirga Kaso
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/w21dyv67

Abstract

Magnetism is a fundamental component of physics education that underpins both scientific literacy and technological innovation. Yet, research consistently shows that students struggle to achieve a deep conceptual understanding of this topic. Persistent misconceptions, particularly in visualizing three-dimensional vector relationships and applying the right-hand rule, hinder students’ ability to transfer knowledge to novel contexts. Addressing these difficulties requires not only innovative instructional media but also insights from teachers who directly observe and manage such challenges in classroom practice. This study aimed to explore high school physics teachers’ perspectives on the difficulties of teaching magnetism and their interpretations of students’ learning barriers. Using a qualitative descriptive design, data were collected through semi-structured interviews with three teachers from different regions of Indonesia, each with four to seven years of teaching experience. Thematic analysis of the interview transcripts revealed two major findings: teachers reported significant limitations in instructional resources, which restricted their ability to dynamically depict vector orientations and forces; and students were observed to rely on rote memorization, struggle with spatial visualization, and confuse the applications of the right-hand rule in different contexts. These results highlight the intersection of pedagogical and cognitive barriers, showing how inadequate media directly contributes to persistent student misconceptions. The novelty of this study lies in foregrounding teachers’ experiences, thereby filling a gap in the literature that has predominantly focused on student-centered analyses. The conclusions emphasize the need for interactive, spatially explicit media, supported by structured pedagogical guidance, to strengthen magnetism learning. This study contributes to physics education by integrating teachers’ perspectives into efforts to design feasible and effective instructional interventions.
Co-Authors Basri, Nur Akhyar Irawan, Ivan Danar Aditya Nurhasmi Nurhasmi Pariabti Palloan Ridwansyah Ridwansyah Sentot Kusairi sulis, sulistiawaty Sunaryono