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All Journal Carmin: Journal of Community Service UPEJ : Unnes Physics Education Journal
Isnaini Agus Setiono
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Humanities Education Physics Social Sciences

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Efektivitas Penggunaan E-Modul Berbasis Authentic Learning Konteks Lahan Basah pada Materi Hukum Archimedes Lasiani; Isnaini Agus Setiono
Unnes Physics Education Journal Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i2.27869

Abstract

Fisika sering dianggap sebagai subjek yang abstrak, sehingga memerlukan media pembelajaran inovatif yang dapat mengkonkretkan konsep dengan lingkungan sekitar mahasiswa. E-modul berbasis authentic learning konteks lahan basah merupakan salah satu media inovatif yang valid untuk digunakan namun perlu diuji efektivitasnya. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan e-modul berbasis authentic learning dengan konteks lahan basah pada materi Hukum Archimedes terhadap hasil belajar mahasiswa. Metode yang digunakan pada penelitian ini adalah pra-eksperimental dengan desain One Group Pretest-Posttest dengan subjek penelitian sebanyak 32 mahasiswa pada Program Studi Pendidikan Fisika, Universitas Lambung Mangkurat. Instrumen yang digunakan untuk mengumpulkan data pemahaman konsep adalah tes esai (pretest dan posttest), serta angket respons mahasiswa untuk mengetahui tanggapan mereka terhadap e-modul. E-modul yang digunakan dikembangkan sendiri oleh peneliti dan telah divalidasi. Teknik analisis data untuk mengukur peningkatan hasil belajar adalah uji N-Gain. Penelitian ini menunjukkan bahwa terdapat peningkatan hasil belajar ditunjukkan oleh nilai rata-rata N-Gain sebesar 0,75 yang tergolong dalam kategori “tinggi”. Selain itu, hasil angket respons mahasiswa menunjukkan tanggapan yang sangat positif, dengan rata-rata persentase sebesar 86% mahasiswa menyatakan bahwa e-modul menarik, mudah digunakan, dan konteks lahan basah sangat membantu dalam memahami konsep Hukum Archimedes. Berdasarkan hasil tersebut, dapat disimpulkan bahwa e-modul berbasis authentic learning konteks lahan basah efektif digunakan dalam perkuliahan untuk meningkatkan hasil belajar mahasiswa pada materi Hukum Archimedes.
SETS-Based Physics Learning Workshop: Strengthening Teachers’ Role in Fostering Students’ Scientific Literacy Abdul Salam M; Mustika Wati; Sri Hartini; Sarah Miriam; Dewi Dewantara; Surya Haryandi; Isnaini Agus Setiono; Siti Marlina; Rahmah Andriani
Carmin: Journal of Community Service Vol. 5 No. 2 (2025)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/carmin.v5i2.224

Abstract

The Physics Learning Workshop based on Science, Environment, Technology, and Society (SETS) was carried out to enhance the ability of physics teachers in the MGMP of Hulu Sungai Selatan Regency to foster students’ scientific literacy. The background of this activity is the low achievement of Indonesian students’ scientific literacy as reported by PISA, as well as the tendency of physics learning in schools to focus heavily on memorizing formulas and practicing problems, which makes it less relevant to real-life contexts. Partner teachers also experienced difficulties in designing contextual teaching materials, making an assistance program through an applied workshop necessary. The workshop was conducted in five stages: socialization, training, technology implementation, mentoring and evaluation, and program sustainability. The training materials included strengthening the concept of scientific literacy, introducing the SETS approach, and practicing the development of contextual SETS-based physics teaching modules. Teachers not only received material but were also guided in designing teaching tools that engage students in linking physics concepts with real phenomena in their environment, including local issues such as annual floods and wetland utilization. The evaluation results showed an improvement in teachers’ skills in designing and implementing SETS-based learning that encourages students to be more active, critical, and reflective in understanding physics concepts. More than 80% of teachers expressed satisfaction with the activity, while the implementation of learning practices reached the “good” category. This workshop successfully strengthened the role of teachers as facilitators who are able to cultivate students’ scientific literacy through contextual, innovative, and relevant physics learning in daily life.
Co-Authors Abdul Salam M Dewi Dewantara Lasiani Mustika Wati Rahmah Andriani Sarah Miriam Siti Marlina Sri Hartini Surya Haryandi