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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Kasuari: Physics Education Journal (KPEJ)
Maisaroh, Mukholiffatul
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Education Physics Other

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REVIEW LITERATUR : PENGGUNAAN SIMULASI FISIKA DALAM PEMBELAJARAN FISIKA DI SMA Maisaroh, Mukholiffatul; Ishafit
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27033

Abstract

Penelitian ini bertujuan untuk mereview literatur terkait penggunaan simulasi fisika dalam pembelajaran fisika di SMA. Metode yang digunakan adalah literature review dengan jenis narrative literature review (NLR) yang disusun secara eksplisit, sistematis dan replicable yang bertujuan untuk mengidentifikasi dan menganalisis hasil penelitian terdahulu. Teknik pengumpulan data dilakukan dengan cara trianggulasi (gabungan) berupa kajian pustaka dari ilmiah, jurnal dan sumber literatur relevan lainnya. Data dianalisis secara deskriptif-induktif untuk mengevaluasi potensi dan kegunaan media dalam pembelajaran. Hasil kajian menunjukkan bahwa penggunaan simulasi fisika seperti PhET Simulation, Physic Classroom, Crocodile Physics, Olabs dan Modellus mampu meningkatkan pemahaman konsep siswa yang abstrak, keterampilan proses sains serta motivasi belajar siswa. Oleh karena itu, simulasi fisika terbukti menjadi inovasi pembelajaran yang potensial dalam mendukung pembelajaran fisika yang interaktif, menarik dan kontekstual.
Development of an Inquiry Based and Deep Learning Animate Physics Module with 4D Models to the Develop Stage Maisaroh, Mukholiffatul; Toifur, Moh.; Okimustava
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 2 (2025): December 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i2.1022

Abstract

This research aims to develop an animate physics module based on an inquiry approach and deep learning. The method used is Research and Development (R&D) with a 4D model consisting of the Define, Design, Develop, and Disseminate stages. The research was carried out up to the Develop stage which includes analysis of the curriculum, materials, and student needs (Define).module structure design (Design); and expert validation and limited trials (Develop).The research instruments consisted of an expert validation questionnaire, a student response questionnaire, and learning outcome tests (pretest and posttest). The validation results showed that the module obtained a score of 87% (very suitable) from material experts, 85% (very suitable) from media expert, and 83% (suitable) from language experts. Limited trials on 25 grade XI students showed a practicality score of 86% (very practical). Furthermore, student learning outcomes improved, with an average pretest score of 58.4, a posttest score of 80.6, and an N-Gain of 0.062 (medium-high category). These findings demonstrate that the inquiry based and immersive learning based physics module is feasible, practical, and effective for improving conceptual understanding and higher order thingking skills in physics learning. This study provides a significant contribution to the development of innovative learning materials aligned with the demands of the 21st century, offering an alternative solution for creating meaningful, contextual, and critical-thinking-oriented physics learning.
Co-Authors Ishafit Moh. Toifur Okimustava