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All Journal Jurnal Pijar MIPA Seminar Nasional Teknologi dan Multidisiplin Ilmu
Wendra, Fartin
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Mathematics Physics Social Sciences

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Pengaruh Penggunaan Simulasi PhET dan Model Problem Based Learning Terhadap Peningkatan Pamahaman Konsep Siswa pada Materi Gerak Parabola Wendra, Fartin; Corry Mandriesa
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: 10.51903/532cf775

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh serta membandingkan efektivitas penggunaan simulasi phet dan model problem based learning (pbl) terhadap peningkatan pemahaman konsep peserta didik pada materi gerak parabola. Penelitian ini menggunakan metode kuantitatif dengan desain quasi-eksperimen nonequivalent control group design, melibatkan siswa kelas XE3 dan XE6 sma adhyaksa 1 jambi sebagai sampel melalui purposive sampling. Kedua kelompok diberikan pretest untuk menilai kemampuan awal, kemudian kelompok XE6 memperoleh pembelajaran menggunakan simulasi phet, sedangkan kelompok XE3 mengikuti pembelajaran berbasis problem based learning (pbl) dan diakhiri dengan posttest untuk mengevaluasi peningkatan pemahaman konsep. Hasil penelitian menunjukkan bahwa kedua model pembelajaran mampu meningkatkan pemahaman konsep siswa. Peningkatan signifikan pada kelas problem based learning (pbl) terlihat pada indikator analisis (c4) dengan nilai n-gain 0,747 (kategori tinggi) dan penerapan (c3) 0,564, sedangkan kelas phet simulasi menunjukkan peningkatan lebih tinggi pada indikator mengingat (c1) 0,334 dan menerapkan (c3) 0,312, tetapi kemampuan analitis hanya mencapai 0,294. Hasil ini menegaskan bahwa model problem based learning (pbl) lebih efektif dalam mengembangkan kemampuan pemahaman konsep yang mendalam, sementara phet simulasi lebih mendukung pemahaman konsep dasar melalui visualisasi interaktif.
Effect of Conceptual Scaffolding in the E-Recitation Program on Students Conceptual Understanding Wendra, Fartin; Nehru, Nehru; Riantoni, Cicyn
Jurnal Pijar MIPA Vol. 21 No. 2 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i2.11686

Abstract

Conceptual understanding is a fundamental aspect of physics learning because each concept is interrelated and becomes the basis for mastering subsequent materials. However, students often experience misconceptions that lead to low conceptual mastery. This study aims to analyze the effect of conceptual scaffolding in the E-Recitation program on students' conceptual understanding of temperature and heat. This study uses a quantitative, experimental approach with a One-Group Pretest-Posttest Design, which involves a single group without a control group. The research subjects were 29 grade XI Science students. The research procedure consisted of three main stages: administering a pretest to measure students' initial abilities, providing treatment by implementing conceptual scaffolding in the E-Recitation program, and administering a posttest to measure changes in conceptual understanding after treatment. The instrument used was a conceptual understanding test comprising 20 multiple-choice questions, validated by experts. The data were analyzed using the Shapiro-Wilk normality test followed by a paired sample t-test to test the hypothesis, as well as to calculate the effect size. The average pretest score of 55.00 increased to 77.24 in the posttest. The analysis results indicate that the data are normally distributed, and the paired-samples t-test is significant (p = 0.000 < 0.05), indicating a significant difference between the pretest and posttest results. In addition, the effect size of 2.07 falls in the very large category. The novelty of this study lies in the direct application of conceptual scaffolding to each answer choice through guiding questions and conceptual feedback videos in the E-Recitation system. Thus, it can be concluded that the application of conceptual scaffolding in the E-Recitation program has a very significant effect on improving students' conceptual understanding of temperature and heat.
Co-Authors Corry Mandriesa Nehru Riantoni, Cicyn