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All Journal Journal of Advances in Physics Education
Anwaril Huda
Junior High School 3 Pesawaran
Education Physics Other

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MODISS as a Differentiated Learning Support to Improve Student Learning Outcomes Anwaril Huda; Novvia Puspita
Journal of Advances in Physics Education Vol. 1 No. 2 (2025): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v1i2.367

Abstract

This study aims to develop MODISS (Interactive Digital Module for Integrated Social-Emotional Learning) as a supporting media for differentiated learning strategies to enhance student learning outcomes. MODISS is an offline interactive media featuring videos, animations, interactive buttons, and interactive assessments. The offline operation of MODISS is designed to accommodate schools located in areas with limited signal access and minimize data usage for students. This innovation employs the ADDIE model of research and development, which consists of five stages: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The analysis and development of MODISS were conducted at SMPN 3 Pesawaran and SMPN Satap 5 Pesawaran. MODISS was designed using MS Office PowerPoint, Canva, ISpring, and Website 2 APK Builder v.5.1.0.1, and subsequently validated by practitioners. Prior to development, MODISS underwent readability and usability testing, yielding excellent results. It also underwent field trials to assess its practicality, which demonstrated a very practical outcome. Based on the assessment analysis, significant improvements in student learning outcomes were observed after the use of MODISS.
Design of an Axle Wheel Laboratory Tool Assisted by Phyphox to Enhance Students’ Critical Thinking Skills Nurul Faizah; Anwaril Huda
Journal of Advances in Physics Education Vol. 2 No. 1 (2026): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i1.1598

Abstract

This research aims to develop a wheel-and-axle practicum apparatus assisted by the Phyphox sensor application to support the verification of mechanical advantage concepts and strengthen students’ critical thinking skills in rotational dynamics learning. The study employed the Research and Development (R&D) method with the 4D model, limited to the development stage due to time constraints. Product validation involved four expert validators, consisting of a physics content expert, a learning media expert, a sensor technology expert, and a pedagogical expert. Validation data were analyzed using Aiken’s V formula. The results indicate that the developed practicum tool meets the criteria of content accuracy, technical feasibility, safety, and pedagogical appropriateness. The overall Aiken’s V coefficient was 0.91, categorized as highly valid. Experts noted that the integration of magnetic sensors with the Phyphox application enables real-time measurement of angular velocity, providing more precise experimental data compared with manual stopwatch-based methods. The tool effectively visualizes rotational dynamics concepts—such as torque, moment of inertia, and angular acceleration—making it a suitable medium for inquiry-based physics learning. Thus, the Phyphox-assisted wheel-and-axle apparatus is feasible for implementation in physics practicum activities and has the potential to enhance students’ critical thinking skills.
Co-Authors Novvia Puspita Nurul Faizah