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All Journal Optika : Jurnal Pendidikan Fisika Unram Journal of Community Service (UJCS)
Syahputri, Selvia Mariska
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences

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PERBANDINGAN ANTARA METODE DEMONSTRASI DAN EKSPERIMEN TERHADAP HASIL BELAJAR FISIKA SISWA SMA Syahputri, Selvia Mariska; Kistiono, Kistiono; Akhsan, Hamdi
OPTIKA: Jurnal Pendidikan Fisika Vol. 9 No. 1 (2025): OPTIKA: Jurnal Pendidikan Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/optika.v9i1.5721

Abstract

Beberapa studi menunjukkan bahwa siswa cenderung tidak dapat menjelaskan dan mengaitkan konsep pemanasan global dalam kehidupan sehari-hari sehingga berdampak pada rendahnya hasil belajar fisika. Tujuan dari penelitian ini adalah membandingkan metode pembelajaran demonstrasi dan eksperimen dalam model PBL terhadap hasil belajar fisika siswa. Penelitian ini merupakan penelitian kausal komparatif (ex post facto) dengan desain perbandingan kelompok statis. Penelitian ini dilaksanakan di SMA Negeri 22 Palembang pada Tahun Ajaran 2024/2025 pada bulan April 2025. Subjek penelitian ini adalah siswa kelas X di SMA Negeri 22 Palembang. Teknik pengambilan sampel menggunakan teknik purpose sampling. Sampel penelitian melibatkan 80 siswa kelas X, yang dibagi menjadi dua kelompok: 40 siswa diajar dengan metode demonstrasi dan 40 siswa dengan metode eksperimen selama dua pertemuan (6 JP). Instrumen yang digunakan adalah soal pilihan ganda yang berjumlah 10 soal materi pemanasan global untuk mengukur hasil belajar. Uji Kolmogorov-Smirnov digunakan untuk menguji normalitas data dan didapatkan bahwa data tidak terdistribusi normal (0.000 < 0.05). Selanjutnya, analisis data diuji dengan statistik non-parametrik, yaitu uji Mann-Whitney U. Hasil analisis data menunjukkan nilai signifikansi 0.000 < 0.05. Sehingga, bisa dinyatakan bahwa terdapat perbedaan yang signifikan dalam hasil belajar fisika antara kedua kelompok yang diajar menggunakan metode demonstrasi dan  eksperimen dalam kerangka model pembelajaran PBL.
The Enhancement of Teacher Competency Through Assistance in Creating Augmented Reality-Based Interactive E-Modules at SMAN 10 Palembang Sriyanti, Ida; Marlina, Leni; Mataram, Agung; Sanjaya, Muhammad Rudi; Syahputri, Selvia Mariska; Dani, Rahma; Almafie, Muhammad Rama
Unram Journal of Community Service Vol. 6 No. 4 (2025): December: In Progress
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1269

Abstract

Educational transformation in the Industrial Revolution 4.0 era demands that teachers adapt to digital technology and develop innovation-based learning. However, the results of a preliminary survey indicated that a majority of teachers at SMAN 10 Palembang lacked skills in creating digital learning media and were unfamiliar with Augmented Reality (AR) technology. This community service activity aimed to improve teacher competence through mentoring in the creation of AR-based interactive e-modules as a 21st-century learning innovation. The implementation methods included socialization, technical training, a coaching clinic, and an evaluation of outcomes using a pre-test, post-test, and a participant satisfaction survey. Fifteen teachers actively participated in this activity. The paired sample t-test analysis revealed a significant increase between the pre-test (M = 47.00; SD = 7.75) and post-test scores (M = 91.67; SD = 4,87), with t = –18.506, p = 0.000 (p < 0.05). And the Cohen’s d = 9.35, categorized as a very large effect. This finding demonstrates that the mentoring program was effective in enhancing teacher competence in developing AR-based interactive e-modules. Furthermore, the results of the participant satisfaction survey reinforced the program's effectiveness. A total of 73.3% of participants stated they were "very satisfied" with the quality of the mentoring and facilitators, while 80% felt their e-module creation skills had significantly increased. Regarding the AR integration aspect, 87% of participants expressed high satisfaction with the clarity of the training and the implementation results. Meanwhile, 67% rated the activity as having a direct impact on enhancing their instructional technology integration skills. All participants demonstrated a high commitment to sustainably implementing the training outcomes in their respective schools. Consequently, this program is proven to have a positive impact on enhancing digital literacy, pedagogical competence, and teacher readiness to face the challenges of 21st-century, technology-based learning.
Co-Authors Agung Mataram Almafie, Muhammad Rama Dani, Rahma Hamdi Akhsan Ida Sriyanti Kistiono Kistiono Leni Marlina Sanjaya, Muhammad Rudi