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Darwani
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Laboratorium Virtual  Sebagai Alternatif Media Berbasis Digital dalam Pembelajaran IPA Amna Emda; Setiawan; Darwani
JKA Vol. 2 No. 2 (2025): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/qp7rgf84

Abstract

Keterbatasan sarana laboratorium di sekolah-sekolah menengah masih menjadi tantangan dalam pembelajaran Ilmu Pengetahuan Alam (IPA). Kondisi ini mendorong perlunya alternatif media berbasis digital yang mampu mendukung proses praktikum secara aman, fleksibel, dan bermakna. Penelitian ini bertujuan untuk mengkaji efektivitas laboratorium virtual sebagai media pembelajaran alternatif dalam meningkatkan keterlibatan dan pemahaman konsep siswa. Penelitian dilakukan secara hybrid melalui tahapan survei kebutuhan, pengembangan modul laboratorium virtual berbasis simulasi, pelatihan guru, implementasi di kelas, serta monitoring dan refleksi. Hasil menunjukkan bahwa laboratorium virtual meningkatkan antusiasme siswa, memperkuat pemahaman konsep, serta mendukung proses pembelajaran interaktif berbasis inkuiri. Selain itu, guru merasa terbantu dengan adanya alur eksperimen yang sistematis dan dapat diakses kapan saja. Temuan ini menegaskan bahwa laboratorium virtual merupakan solusi inovatif dalam pembelajaran IPA, khususnya di sekolah dengan keterbatasan fasilitas praktik. Dukungan pelatihan dan infrastruktur digital tetap menjadi faktor penting dalam keberlanjutan implementasinya.
Kemampuan Pemahaman Konsep Matematis Siswa Melalui Model Pembelajaran Flipped Classroom di SMP/MTS Darwani; Hafriani; Angkat, Yuni
Educator Development Journal Vol. 1 No. 1 (2023): Educator Development Journal
Publisher : Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/edj.v1i1.2162

Abstract

The low ability to understand mathematical concepts, because mathematics is abstract, the time for the teaching and learning process is limited, the teacher plays a more important role, especially in explaining the material, the lack of time to provide exercises and quizzes in the teaching and leasrning processs, teachers must be able to take advantage of existing technology at this time. Students can be said to have the ability to understand mathematical concepts, if these students can formulate settlement strategies, apply simple calculations, use symbols to present concepts, anad change one form to another. In fact, students ability to understand mathematical concepts is still relatively low, so we need a learning model that can develop students ability to understand mathematical concepts, namely the flipped classroom learning model. The purpose of this study was to determine the students conceptual understanding ability after the flipped classroom learning model was applied. The research design used a quasi experimental design with a pre-test control group design. The population in this study were all eighth grade students of MTsN 2 Aceh Besar. Sampling was done by random sampling so that class VIII-5 was chosen as the experimental class and class VIII-6 as the control class. Data were collected using the ability test sheet for understanding mathematical concepts which were then analyzed using independent sampel t-test (right side test). As for the results of the study, it was obtained that t arithmetic > t table, namely 4,14 > 1,68, so it can be concluded that the ability to understand mathematical concepts of students who are taught by the flipped classroom learning model is better than the ability to understand mathematical concepts of students who are taught by the learning model conventional.
Bahasa Inggris Hafriani; Muhammad Yani; Yuzar, Maya Ghufra; Darwani; Bahasa Indonesia, Bahasa Indonesia; Bahasa Indonesia
Jurnal PEKA (Pendidikan Matematika) Vol. 8 No. 2 (2025): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jp.v8i2.3259

Abstract

Mathematical creative thinking is one of the important abilities that students must have to be able to solve various problems, both mathematical problems and problems related to life. The reality in the field is that students still lack mathematical creative thinking skills because the learning that is carried out is less able to optimize the development of students' mathematical creative thinking processes. This study aims to determine students' mathematical creative thinking skills through treffinger learning and conventional learning. The approach used in this study is quantitative with a pretest-posttest design. The research sample consisted of 16 students in the experimental class and 18 students in the control class. Data were collected through a valid written test that can measure students' mathematical creative thinking skills. Data analysis used a mean difference test using the t-test (independent sample t-test). The results of the study showed that there was a difference in the mathematical creative thinking skills of students who were taught using the treffinger learning model and students who were taught using conventional learning, where the mathematical creative thinking skills of students who were taught using the treffinger model were better than students who received conventional learning. The positive impact obtained from the application of the Treffinger learning model is also inseparable from the teacher's ability to understand the characteristics and phases of the Treffinger learning model as well as the time and class management which is already very good.
Co-Authors Amna Emda Angkat, Yuni Bahasa Indonesia Bahasa Indonesia, Bahasa Indonesia Hafriani Muhammad Yani Setiawan Yuzar, Maya Ghufra