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All Journal JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA JPF : JURNAL PENDIDIKAN FISIKA KARST : Jurnal Pendidikan Fisika dan Terapannya JURNAL SIPISSANGNGI: Jurnal Pengabdian Kepada Masyarakat Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat AL-KHAZINI: JURNAL PENDIDIKAN FISIKA KHIDMAH: Jurnal Pengabdian kepada Masyarakat Pangulu Abdi: Jurnal Pengabdian Kepada Masyarakat International Journal of Educational Narratives
Kadir, Fitriani
Universitas Muslim Maros
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Pembelajaran Digital ( Digital Learning ) Bagi Guru SD di Desa Bontoala, Kabupaten Gowa Sulawesi Selatan Iin Almeina Loebis; Fahrisal Husain; Sri Maya; Fitriani Kadir; Kasmawati Kasmawati
Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Vol. 2 No. 2 (2022): Desember 2022
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpstm.v2i2.1137

Abstract

Abstract:. During the pandemic, almost all levels of education felt the negative impact of the spread of covid, especially elementary school students. Teachers and teaching staff are faced with a difficult time, due to changes in the way of teaching in the classroom. Under normal circumstances, the teacher teaches in class and gives material to his students. With the pandemic period that we are facing now, teachers are no longer in class, but are learning online from home, and material must still be delivered to students or their students. The teacher must already know the method of teaching besides delivering material in front of the class. With the condition that the teacher must continue to deliver material even when he is not in class to meet face to face with his students, the teacher must use another learning method, namely by using digital learning. The development of digital technology has provided technology as a digital medium with benefits in an effort to motivate elementary school students to study during a pandemic. Utilizing digital media in learning is very important to help the online learning process during a pandemic. This media plays a very important role as a medium for information transfer and distance learning interactions. By using digital learning, a teacher not only conducts questions and answers, discussions, group work, role plays in class, but students are also invited to learn using other learning media, such as Youtube and E-learning.            Keywords: teacher; student; learning Abstrak: Pada masa pandemic, hampir di semua jenjang pendidikan merasakan dampak yang buruk dengan adanya penyebaran covid, khususnya murid  Sekolah Dasar. Guru dan staff pengajar di hadapkan pada masa yang sulit, karena berubahnya cara mengajar di kelas. Pada keadaan normal, guru mengajar di kelas dan memberikan materi kepada siswanya. Dengan masa pandemic yang kita hadapi sekarang, guru tidak lagi masuk kelas, melainkan belajar daring dari rumah, dan materi harus tetap disampaikan kepada peserta didik atau siswanya. Guru harus sudah mengetahui metode  cara mengajar selain menyampaikan materi di depan kelas. Dengan keadaan guru harus tetap menyampaikan materi walau dalam keadaan tidak masuk kelas bertemu langsung dengan peserta didiknya, guru harus menggunakan metode pembelajaran yang lain, yaitu  dengan menggunakan pembelajaran digital. Perkembangan teknologi digital telah memberikan Teknologi sebagai media digital memiliki manfaat dalam upaya memotivasi belajar siswa Sekolah Dasar selama pandemi. Memanfaatkan media digital dalam pembelajaran sangat penting untuk membantu proses pembelajaran daring selama pandemi. Media ini sangat berperan sebagai media transfer informasi dan interaksi pembelajaran jarak jauh. Dengan menggunakan pembelajaran digital seorang guru tidak hanya melakukan tanya jawab, berdiskusi, kerja kelompok, bermain peran di dalam kelasnya, tetapi siswa juga diajak untuk belajar dengan menggunakan media belajar yang lain, seperti Youtube dan E- learning.  Kata kunci: guru; siswa; belajar
Making Physics Reasoning Visible: A Narrative-Informed Design of Embedded Assessment in Collaborative Learning Imam Permana; Misykat Malik Ibrahim; St. Syamsudduha; Ulfiani Rahman; Fitriani Kadir
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3856

Abstract

Background. Collaborative physics learning can make classroom participation visible, yet the reasoning behind students’ answers often remains difficult to follow. This concern is especially relevant in teacher education, where pre-service physics teachers are expected to understand physical concepts and learn how explanations are formed, challenged, revised, and consolidated. Purpose. This study examined how embedded assessment within a collaborative digital learning trajectory made students’ reasoning visible during instruction on Simple Harmonic Motion. Method. A narrative-informed mixed-methods design account was used. Qualitative evidence was collected from digital worksheet responses, classroom observations, and student reflections, while quantitative learning outcome data served as supporting evidence. The learning sequence was organized into three episodes—ignition, cruise, and terminal—and was supported by a microsite and interactive digital worksheets. The analysis focused on how students’ written explanations, revisions, and reflections changed across these episodes. Results. The findings show that embedded assessment documented students’ initial intuitive ideas, captured conceptual negotiation during collaborative work, and preserved reflective consolidation after instruction. Students’ explanations gradually shifted from descriptive accounts of repeated motion toward more relational reasoning involving displacement, restoring force, velocity, acceleration, and equilibrium. Quantitative evidence also indicated improvement in conceptual understanding after initial ability was controlled, supporting the patterns found in the process data. Conclusion. Embedded assessment can function as narrative evidence of reasoning development when it is deliberately connected to collaborative tasks, digital documentation, and a coherent learning trajectory. This study offers a practical framework for using digital worksheets not only as task spaces, but also as tools for tracing, interpreting, and supporting reasoning development in collaborative physics teacher education.
Co-Authors Akfar, Mariani Andi Uswatun Hasanah Ansarullah Ansarullah Azmar, Azmar Basri, Syamsuriana Edi Saputra, I Gede Purwana Edy Setiadi Fahrisal Husain Fatmalasari. L, Rizky Harnipa, Harnipa Harto Nuroso Idamayanti, Reski Iin Almeina Loebis Ilman Borahima AR Imam Permana Imam Permana Imam Permana Imam Permana Indrasari, Siti Zulfamia Irma Sakti Irmayani, Naim Kasmawati Kasmawati Khairiyah, Wildatul Latukau, Randi Hasim Lisna Lisna Marpiyanti, Marpiyanti Marsiana Marsiana MISYKAT MALIK IBRAHIM muh Subhan Muh. Rapi Muh. Syihab Ikbal Napsawati Nur Arifah Nursul Hijriani Nurul Qalby Permana, Imam Rahmat, Dedy Saputra, I Gede Purwana Edi Sopyana Sopyana Sri Maya Sri Nur Fira St Syamsudduha Suhardiman Suhardiman Syamsiar, Syamsiar Ulfiani Rahman Yusuf Yusuf