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ORBITA: Jurnal Pendidikan dan Ilmu Fisika
Published by Universitas Muhammadiyah Mataram
ISSN : 24609587     EISSN : 26147017     DOI : https://doi.org/10.31764/orbita.v8i2.10197
Core Subject : Science, Education,
Education Physics
ORBITA: Jurnal Kajian, Inovasi, dan Aplikasi Pendidikan Fisika invites and welcomes the submission of advanced research and review papers, innovations and developed selected conference papers that have never been previously publicized. This journal provides publications and a forum to the academics, scholars and advanced level students for exchanging significant information and productive ideas associated with all these disciplines. The relevant topics of the latest progressive findings or developments will be taken seriously into consideration, the topics covered by the journals include: Physics Education : Physics learning innovation; Physics learning methods, models, and approaches; Physics learning media; ICT in Physics learning; Physics learning evaluation and assesment; Etnophysics. Ecophysics Applied Physics : Theoretical and computational physics; Instrumentation physics; Geophysics; Material Physics; Biophysics and Medical Physics.
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 8 Documents
 1 
Search results for , issue "Vol 10, No 2 (2024): November" : 8 Documents clear
Practical Design for Vibration Concepts Based on Problem Based Learning to Improve Science Process Skills Isnaini, M; Anwar, Khairil; Setiawan, Anas; Yanti, Lili Rahma; Pratama, Martoni Yuda
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.27167

Abstract

This research is important to carry out the learning achievements (CPL) of the mandatory physics education study program in developing 21st century skills, especially science process skills (KPS). Apart from that, the practicum function which is still valid today in the FKIP UMMAT physics education study program has not been able to train KPS students well because the design of practicum activities has not been based on science processes and problem based learning (PBL), causing KPS students to not be able to improve. This research will produce an innovative practicum learning method to improve KPS in a concrete and structured manner. The aim of this research is to design a practical program for the Vibration concept which is outlined in the form of a practical activity sheet (LKPR) and a KPS assessment instrument with the target of improving the science process skills (KPS) of physics education students. The method used is Research and Development (R&D) through the ADDIE (Analysis, Design, Development, Implementation, Evaluation) process which begins with analyzing problems, needs and solutions; designing LKPR and assessment instruments, then validating and testing on a small scale and evaluating the product for further revision and implementation. The KPS pretest and posttest quantitative data were analyzed using inferential statistics and the normalized gain test to determine the KPS improvement category. Data analysis using the help of Ms. software. Excel and IBM SPSS v.23. It was concluded that the practicum design had the characteristics of applying a problem-based model, oriented towards laboratory investigation activities, using traditional musical instruments and computer-smartphone technology devices through three phases and six stages. The practicum program has had a significant impact in increasing student KPS which shows a significant increase in all aspects of KPS. Students give positive responses to the practicum program because it can practice science process skills.
Development of differentiated e-module using the AppYet application on measurement material at taruna high school Tulung, Laila Tulisna; Lubis, Rajo Hasim
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.24930

Abstract

Merdeka Curriculum is designed to meet the challenges of 21st-century skills, focusing on student development, thus requiring differentiated teaching materials that accommodate students' interests and learning styles. This research aims to develop a differentiated e-module using the AppYet application on measurement material for X IPAS 1 students at Taruna high school in Medan, which is feasible, practical, and effective. The research method used is Research and Development (R&D) with a 4D development model that includes Define, Design, Develop, and Disseminate. The research subjects were 20 students in class X IPAS 1 at Taruna high school . The research instruments used were validation questionnaires, teacher and student response questionnaires, and validated test questions. The data analysis technique used the Likert scale to determine feasibility and practicality, and the N-gain to determine the effectiveness of the e-module. The results showed that the developed e-module was highly feasible, validated by material, media, and language experts, with an overall average of 85.92%. The practicality obtained from student responses in the large group test, was 87.35%, categorized as very practical, while the responses from the physics teacher were 90.3%, also categorized as very practical. The effectiveness of the e-module, determined using the N-gain based on pre-test and post-test results, was 0.774 or 77.4%, indicating that the e-module is effective for use in learning activities. Based on the research results, it can be concluded that the developed e-module is proven to be highly feasible, practical, and effective, thus facilitating more structured and organized learning by providing content tailored to the learning styles of each student.
Development of Virtual Reality Hydroelectric (VIRRIC) for teaching students about renewable energy Zakaria, Aminudin; Anggaryani, Mita
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.24960

Abstract

Understanding abstract physics theories, such as energy, can be challenging for students. Teachers also face the difficulty of meeting learning objectives within limited classroom time. The purpose of this research is to develop physics learning media to teach high school students about renewable energy. The learning media is presented as virtual reality, focusing on the energy conversion process in hydroelectric power plants. The goal is for students to apply their understanding of energy conversion concepts in hydroelectric power plants as one type of renewable energy source. The research process follows the ADDIE model, focusing on the analysis, design, and development stages. Data is collected through validation sheets completed by media experts, which provide valuable suggestions for revisions. The data was analyzed using descriptive statistical methods. It is known that at this level of education, the cognitive level required for understanding renewable energy material is C4 according to the revised Bloom's taxonomy. At the design stage, storyboards are used to frame the media development process, comprising a problem orientation scene and an exploration scene. After development, the VIRRIC media was validated based on visual aspects, interest, usefulness, accuracy, legitimacy, and structure. The final media expert validation score for the VIRRIC media is 0.87, categorized as highly valid. The lowest score was in the visual aspect, which was 0.77. This was due to some text information in the media being difficult to read. The text is observable when not using a gyro device, but becomes difficult to read when observed using a gyro device. Based on these results, the VIRRIC media is deemed suitable for testing in learning after making improvements.
Comparison of students’ critical thinking ability between PBL and PjBL learning groups on environmental pollution material Phase-E at SMAN 1 2x11 Kayu Tanam Astuti, Aulia Fuji; Desnita, Desnita; Putra, Amali; Emiliannur, Emiliannur
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.23679

Abstract

21st century learning prepares high school graduates to master critical thinking ability. However, there are still many high school graduates who do not have critical thinking ability. One way to overcome students' low critical thinking ability is to use innovative learning models that prioritize student activity. This research aims to compare the critical thinking abilities of students taught using the Problem-based learning (PBL) and Project-based learning (Pj.BL) models. This study uses a posttest-only control group design and is quasi-experimental in nature. Determination of the sample through the use of a purposive sampling technique. The data obtained is in the form of data resulting from critical thinking ability. The instrument used is a critical thinking ability test instrument in the form of a description test. The data analysis techniques used are normality, homogeneity and hypothesis testing at a significance level (α) = 0.05. Based on data analysis, the results obtained are tcount = 4.552 > ttable = 1.998 which states that H1 is accepted. Based on these results, it can be concluded that the Problem-based learning model is more effective than the Project-based learning model in honing students' critical thinking ability.
Development of an e-module based on the Self-Organized Learning Environment (SOLE) model assisted by Artificial Intelligence (AI) on kinematics material Anggraini, Welly; Komikesari, H.; Pratiwi, Mala; Ningtias, Putri Ayu
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.26992

Abstract

This development research aims to develop an e-module based on the Self-Organized Learning Environment (SOLE) model assisted by Artificial Intelligence (AI) on kinematics material. The research and development method uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach created by Robert and Maribe Brach. This model includes the following stages: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. The subjects of this research were students from two schools, and the data collection instruments were questionnaires provided to expert validators and students. The data generated is qualitative and analyzed using assessment criteria guidelines to determine the quality of the product. The results of this research produced teaching materials and determined the quality of the developed product: 86% from material experts (categorized as highly feasible), 95% from media experts (categorized as highly feasible), 87% from educators, and 93% from students in small-scale trials, with 87% in large-scale trials, all categorized as very attractive. Based on these results, it can be concluded that the E-module based on the Self-Organized Learning Environment (SOLE) model assisted by Artificial Intelligence (AI) for kinematics material is highly feasible and attractive for use in high school physics learning for 11th-grade students.
The effect of the POE (Predict-Observe-Explain) learning model using a differentiation approach on student learning outcomes in the concept of temperature and heat Oktavia, Nurlaila; Odja, Abdul Haris; Supartin, Supartin; Setiawan, Dewa Eka Gede
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.24270

Abstract

This study aims to determine the Effect of the POE (Predict-observe-Explain) Learning Model using a differentiated approach to student learning outcomes on the concepts of temperature and heat. This research was conducted at SMAN 1 Bokat. This study used an experimental method with the research design used was Pretest-Posttest Control Group Design. The sampling technique used in this study was cluster random sampling. The population in this study was all students of grade X Science 1 SMAN 1 Bokat. The sample of this study is class X as an experimental class and class X as a control class. The learning outcome instrument is an Esay test in the cognitive realm that has been validated by 3 validators. The results of this study showed that the learning outcomes of the experimental class were higher than the learning outcomes of the control class. This study aims to determine the effect of the POE (Predict-Observe-Explain) learning model with a differentiated approach on student learning outcomes in the concept of temperature and heat. This research was conducted at SMAN 1 Bokat using an experimental method with a Pretest-Posttest Control Group Design. The sampling technique used was cluster random sampling. The learning outcome instrument was an essay test in the cognitive domain validated by 3 validators. The results showed that the learning outcomes of the experimental class were higher than those of the control class. Normality tests showed that the data were normally distributed, and homogeneity tests showed that the data were homogeneous. Hypothesis testing using the t-test at a significance level of α = 0.05 indicated that t_calculated > t_table, thus H0 is rejected and H1 is accepted. It can be concluded that the POE learning model with a differentiated approach significantly affects students' learning outcomes on the concept of temperature and heat.
Development of scaffolding-based science e-modules to improve junior high school students’ scientific reasoning Hanum, Wardah Nabilah; Nuha, Ulin; Ridlo, Zainur Rasyid
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.26773

Abstract

Scientific Reasoning is a high-level thinking ability to think scientifically, systematically, and logically in the scientific method process. The scientific reasoning of junior high school students is still low in Science learning. In fact, scientific reasoning is an essential component of the cognitive flow of 21st-century skills. This study aimed to describe the validity, practicality, and effectiveness of scaffolding-based Science e-module in improving the scientific reasoning of junior high school students. This study was a developmental study with the ADDIE model. The subjects were 35 7-E students in SMP Negeri 7 Jember with the implementation in the even semester of the 2023/2024 academic year. The data collection techniques used were observation, documentation, validation sheets, implementation observation sheets, tests (pretest and posttest), and questionnaires of student response. Based on the research results, the implementation of a scaffolding-based Science e-module obtained a validation value of 89.8%, which was included in the valid category and can be used in the learning process. The results of the practicality analysis obtained a value of 88%, which was included in the very practical category to be used in the learning process. The effectiveness was obtained from the results of the pretest and posttest with an N-Gain value of 0.73%, which was included in the high category, and the results of student response were 89.4%, which was included in the very good category and effective in improving scientific reasoning of the junior high school students.
Meta-analysis: the influence of learning styles on critical thinking of science learning Hayat, Nor; Yuliani, Hadma; Nastiti, Luvia Ranggi
ORBITA: Jurnal Pendidikan dan Ilmu Fisika Vol 10, No 2 (2024): November
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v10i2.24124

Abstract

This study aims to investigate whether learning styles significantly affect the critical thinking ability of science learning students. The method in this study is a second-order integrative meta-analysis using many data sets from the results of previous research obtained from as many as 13 research journal articles with literature search using electronic databases using the keywords "Learning style", "Critical thinking", and "Science learning" conducted using the DOAJ, ERIC, Scopus, publish or perish 8.12 websites, research gate and Google Scholar in the form of international and national journals. This analytical study includes research comparing students' learning outcomes using different learning styles with quasi-experimental, experimental, and research and development methods. The results showed that there was a significant influence of learning style on the critical thinking ability of science learning students, with a representation obtained of 1.35 in the "high" category to conclude the effect of the effectiveness of the independent variable, namely the influence of learning style on the dependent variable critical thinking 88%.

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