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All Journal Schrödinger: Journal of Physics Education Seminar Nasional Teknologi dan Multidisiplin Ilmu
Muhammad Afrialdi, Raden
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences Other

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Teacher Strategies in Developing Students Independence in Physics Learning Isdianti, Isdianti; Muhammad Afrialdi, Raden
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1874

Abstract

Purpose of the study: This study aims to identify and analyze the instructional strategies used by physics teachers to develop students’ learning independence, particularly their responsibility in completing tasks and self-confidence in solving problems, in accordance with 21st-century education demands. Methodology: This study employed a qualitative naturalistic method using direct classroom observation, in-depth interviews, and document analysis. Tools included observation checklists, interview guides, and physics learning modules. Thematic analysis was conducted using manual coding without software. Data triangulation combined teacher, student, and laboratory assistant perspectives. The subject comprised 36 tenth-grade students at State High School 11 Muaro Jambi. Main Findings: This study demonstrates that students' learning independence improves through the application of well-structured teaching strategies. Students were able to complete class assignments independently and showed strong confidence in solving physics problems. Teachers implemented inquiry-based, problem-based, and project-based learning models supported by scaffolding and contextual tasks. Activities such as group discussions, presentations, and self-reflection significantly contributed to fostering independent learning behaviors and student responsibility. Novelty/Originality of this study: The novelty of this study lies in its explicit focus on enhancing students’ learning independence through a comprehensive integration of four instructional dimensions approach, method, model, and strategy. Additionally, the inclusion of laboratory assistants as data sources enriches the contextual insight. This study contributes to the literature by illustrating how early, intentional instructional design can effectively build learning independence at the secondary school level.
Perbandingan Metode Eksperimen Sederhana dan Simulasi Phet Listrik Terhadap Sikap Ilmiah Siswa di Pembelajaran Fisika Muhammad Afrialdi, Raden; Rohima Rohima
Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol. 5 No. 1 (2025): SEMNASTEKMU
Publisher : Universitas Sains dan Teknologi Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/kfnn0f54

Abstract

This study aims to compare the effectiveness of simple experimental methods and static electricity PhET simulations in developing scientific attitudes and improving learning outcomes for grade XII students. Grade XII PMIA 1 was taught using simple experiments utilizing readily available tools, while grade XII PMIA 2 used Static Electricity PhET simulations to visualize concepts interactively. This study used a quasi-experimental design with a nonequivalent control group design through the administration of pretests and posttests to both classes. The results showed that both methods provided significant improvements in understanding the concept of static electricity. The simple experimental method produced large improvements but with a more varied distribution of scores, while the PhET simulation produced a higher average post-test score and a more even increase among students. These findings indicate that PhET simulations are more effective in providing stability in understanding abstract material, while simple experiments remain superior in providing concrete experiences to students. Overall, both methods can be used as effective learning alternatives in improving students' learning outcomes and scientific attitudes in static electricity.  
Co-Authors Isdianti, Isdianti Rohima Rohima