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INDONESIA
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL)
Published by Universitas Negeri Jakarta
ISSN : 23021829     EISSN : 24769398     DOI : https://doi.org/10.21009/03
Core Subject : Science, Education, Engineering,
Electrical & Electronics Engineering Energy Physics Other
Focus and Scope: Physics education Physics Instrumentation and Computation Material Physics Medical Physics and Biophysics Physics of Earth and Space Physics Theory, Particle, and Nuclear Environmental Physics and Renewable Energy
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 976 Documents
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RANCANG BANGUN EKSPERIMEN SEDERHANA KUAT MEDAN MAGNET MENGGUNAKAN SENSOR KECEPATAN ARDUINO Iman Safari; Inggrid Ayu Putr; Riris Purbosari; Rita Amalia Huljannah; Iwan Sugihartono; Mangasi Alion Marpaung
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.861 KB) | DOI: 10.21009/03.SNF2019.01.PE.31

Abstract

Pada pembelajaran Induksi elektromagnet, pada umumnya siswa SMA kelas XII mampu menyebutkan faktor-faktor yang mempengaruhi tegangan GGL. Salah satu faktor yang disebutkan adalah memperbesar kuat medan magnet yang digunakan. Tetapi 93,7% memiliki analisis bahwa kuat medan magnet berhubungan dengan ukuran magnet. Di dalam penelitian ini akan dilakukan pembuatan rancang bangun eksperimen sederhana untuk menentukan kuat medan listrik. Eksperimen bertujuan untuk memberikan alternatif percobaan yang bisa memberikan pengalaman langsung kepada siswa sehingga dapat memecahkan masalah miskonsepsi siswa tentang kuat medan magnet. Penelitian ini menggunakan metode ADDIE (analyse, design, development, Implementation, dan Evaluation). Namun, penelitian ini hanya dilakukan sampai tahap develeopment. Hasil dari sensor akan dipresentasikan dalam grafik tegangang GGL terhadap kecepatan sudut putarnya digrafikkan sehingga dapat dihitung besar kuat medan magnet yang ada. In learning electromagnetic induction, high school students in grade 12 are generally able to mention the factors that influence the voltage of electromotive force. One of the factors mentioned is to increase the strength of the magnetic field used. But 93.7% had an analysis that the magnetic field strength was related to the size of the magnet. In this study it will be reported about the design of simple experiments to determine the electric field strength. The research aims to provide an alternative experiment which gives direct experience to students so that they can solve the problem of students' misconceptions about magnetic field strength. The results of the sensors will be presented in the graph of the GLD strain on the rotational angular velocity so that the magnitude of the magnetic field can be calculated.
ANALISIS KOMPARASI MODEL PEMBELAJARAN MEANS ENDS ANALYSIS (MEA) BERBANTUAN VIDEO DENGAN TANPA VIDEO PEMBELAJARAN TERHADAP KEMAMPUAN BERPIKIR ANALITIS PESERTA DIDIK Annisa Muslimah; Anggara Budi Susila; Cecep E.Rustana
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.96 KB) | DOI: 10.21009/03.SNF2019.01.PE.32

Abstract

Telah dilakukan penelitian untuk mengetahui perbedaan kemampuan berpikir analitis peserta didik dengan penerapan model pembelajaran Means Ends Analysis berbantuan video dengan tanpa video pembelajaran pada materi gelombang bunyi. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain penelitian nonequivalent control group design. Populasi pada penelitian ini adalah seluruh peserta didik kelas XI MIPA SMA Negeri 44 Jakarta. Pengambilan sampel pada penelitian ini menggunakan teknik purposive sampling dan terpilih kelas XI MIPA 1 sebagai kelas eksperimen 1 dan XI MIPA 3 sebagai eksperimen 2. Teknik pengumpulan data menggunakan metode tes. Teknik analisa data pada penelitian ini menggunakan uji t-gain. Nilai t-gain yang didapat dari penelitian ini sebesar 2,360. Rata-rata nilai pretest pada kelas eksperimen 1 diperoleh 35,028 sedangkan pada kelas eksperimen 2 sebesar 35,833. Setelah dilakukan proses pembelajaran menggunakan model pembelajaran Means Ends Analysis (MEA) berbantuan video pembelajaran pada kelas eksperimen 1 diperoleh rata-rata nilai posttest sebesar 78,417, sedangkan pada kelas eksperimen 2 dengan menggunakan model pembelajaran Means Ends Analysis tanpa video pembelajaran diperoleh rata-rata nilai posttest sebesar 73,750. Rata-rata nilai N-gain pada kelas eksperimen 1 sebesar 0,667 dan pada kelas eksperimen 2 sebesar 0,597. Uji effect size yang didapat dari penelitian ini dengan menggunakan rumus Cohen’s d sebesar 0,369. Maka dapat disimpulkan bahwa terdapat perbandingan model pembelajaran Means Ends Analysis berbantuan video dengan tanpa video pembelajaran terhadap kemampuan berpikir analitis peserta didik. Research has been conducted to determine differences in students' analytical thinking skills with the application of the Means Ends Analysis learning model with video assistance without learning videos on sound wave material. This research is a quasi-experimental study with a nonequivalent control group design. The population in this study were all students of class XI MIPA SMA Negeri 44 Jakarta. Sampling in this study used purposive sampling technique and selected class XI MIPA 1 as experimental class 1 and XI MIPA 3 as experiment 2. Data collection techniques used test methods. Data analysis techniques in this study used the t-gain test. The t-gain value obtained from this study was 2.360. The average pretest score in the experimental class 1 was 35,028 while in the experimental class 2 it was 35,833. After the learning process is carried out using the Means Ends Analysis (MEA) learning model assisted by learning videos in experimental class 1, the average posttest score is 78,417, while in experimental class 2 using the Means Ends Analysis learning model without learning video the average posttest score is 73,750. The average N-gain value in the experimental class 1 is 0.667 and in the experimental class 2 is 0.597. Test the size of the effect obtained from this study using the Cohen's d formula of 0.369. Then it can be concluded that there is a comparison of the Means Ends Analysis learning model video assisted with no learning video on the students' analytical thinking skills.
PRACTICE OF OUTDOOR LEARNING TO PROMOTING LEVEL COGNITIVE THINKING IN PHYSICS STUDENT Nirwana Nirwana; Syaiful Rochman
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.733 KB) | DOI: 10.21009/03.SNF2019.01.PE.33

Abstract

This study aims to improve cognitive thinking skills in physics courses. This research is a Classroom Action Research (CAR) which consists of three cycles. Each cycle consists of planning, observation, and reflection. The population of this study was students of the University of Bengkulu Physics Education. The research instruments used were observation and test sheets. The indicator of success is seen from the score of activity, that is if the cycle III> cycle II> cycle I and categorized well. Learning outcomes are said to increase if the average in cycle III> cycle II> cycle I. Absorption is said to increase when the cycle III> cycle II> cycle I. learning is said to be completed individually if the student value is ≥70 and completes classically if ≥ 85% students get a score of ≥70. The conclusion of this study is that it can improve learning outcomes in physics education students. The average score of student learning activities in the first cycle of 28 in sufficient categories, in the second cycle is to be 32 in the good category, in the third cycle is to be 35 in the good category. The application of this model can improve student learning processes, namely understanding the material with an average value of the first cycle of 64, the second cycle of 73.3 and the third cycle of 82.7. Student absorption of cycle I was 64%, cycle II was 73.3%, and cycle III was 82.7%, and learning completeness in cycle I was 65%, cycle II was 85% and cycle III was 100%.
PENERAPAN PEMBELAJARAN KOOPERATIF TALKING STICK UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA SMP NEGERI 1 KUPANG TENGAH KABUPATEN KUPANG Hartoyo Yudhawardana; Marsi D. S Bani
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (133.452 KB) | DOI: 10.21009/03.SNF2019.01.PE.34

Abstract

Penelitian Penelitian Tindakan Kelas (classroom action research). Bertujuan meningkatkan minat dan prestasi belajar siswa SMP Negeri Kabupaten Kupang.Penelitian ini dilaksanakan dalam dua siklus.Penelitian ini dilaksanakan selama proses pembelajaran fisika dengan materi Karakteristik zat. Subyek penelitian ini adalah siswa kelas VII A SMP Negeri 1 Kupang Tengah dengan jumlah siswa 30 orang. Data prestasi belajar siswa diambil dari nilai tes belajar siswa setiap akhir siklus yang diambil selama proses pembelajaran berlangsung. Dari hasil penelitian prestasi belajar siswa pada siklus I diperoleh persentase ketuntasan belajar untuk indikator I sebesar 96,67% sudah mencapai ketuntasan belajar secara klasikal, untuk indikator II sebesar 90% sudah mencapai ketuntasan belajar secara klasikal, untuk indikator III sebesar 86,67% sudah mencapai ketuntasan belajar secara klasikal, dan untuk indikator IV sebesar 60% belum mencapai ketuntasan belajar secara klasikal. Pada siklus II untuk indikator IV sebesar 93,33% sudah mencapai ketuntasan belajar secara klasikal. This research use a Classroom Action Research (CAR). Where in each cycle have a five phases: planning stage, action stage, observation stage evaluation stage and reflection phase. This research was conducted in two cycles. Where the first cycle there have three meetings and in the second cycle there have one meetings. The research was conducted during the process of learning in physics at the matterial on essence characteristic. Subject of this research are the student of SMP Negeri 1 Kupang Tengah totally amount 30 persons. Learning achievement of the students get drawn from the cognitive test studying at the finally cycle, student assessment have taken during the learning process. From the results of student learning achievement in the first cycle obtained the percentage passing grade for the first indicator is 96,67% has reached complete learn classical, for the indicator II is 90% has reached complete learn classical, for the indicator III amount 86,67% reached complete learn classical, and the indicator IV amount 60% has not reached complete learn classicall. The second cycle of the IV indicator amount 93,33% has reached complete learn classical.
PENGEMBANGAN BAHAN AJAR DAMPAK PEMANASAN GLOBAL BERBASIS PROBLEM BASED LEARNING MANAGEMENT SYSTEM (LMS) SCHOOLOGY Natasya Cynthia Tamara; Yetti Supriyati; Riser Fahdiran
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (912.481 KB) | DOI: 10.21009/03.SNF2019.01.PE.35

Abstract

Tujuan dari penelitian ini adalah mengembangkan bahan ajar untuk materi dampak pemanasan global berbasis Problem Based Learning (PBL) menggunakan Learning Management System (LMS) Schoology. Metode yang digunakan dalam penelitian ini adalah Research and Development dengan pendekatan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Bahan ajar yang dihasilkan berbasis Problem Based Learning dan dapat diakses menggunakan laptop maupun smartphone yang terkoneksi dengan jaringan internet. Konten dari bahan ajar ini terdiri atas permasalahan, latihan, kuis dan diskusi. Berdasarkan hasil penelitian, hasil validasi ahli materi pada aspek kualitas isi sebesar 75% dengan kategori baik, pada aspek keterbahasaan sebesar 75% dengan kategori baik, dan pada aspek keterlaksanaan sebesar 83,333% dengan kategori sangat baik. Hasil validasi ahli media pada aspek kualitas media sebesar 62,5% dengan kategori baik, pada aspek tampilan bahan ajar sebesar 75% dengan kategori baik, pada aspek tampilan media social schoology sebesar 75% dengan kategori baik, dan pada aspek kemudahan penggunaan sebesar 75% dengan kategori baik. Hasil validasi ahli pembelajaran pada aspek karakteristik pembelajaran problem based learning sebesar 81,667% dengan kategori sangat baik. Bahan ajar dampak pemanasan global berbasis Problem Based Learning menggunakan Learning Management System (LMS) Schoology sesuai untuk dijadikan referensi bahan ajar dampak pemanasan global. The purpose of this study is using Schoology's Learning Management System (LMS) in developing teaching materials related to the impact of global warming based on Problem Based Learning (PBL). The method used in this study are Research and Development with ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model., Teaching materials produced are based on Problem Based Learning and could be accessed using laptops or smartphones connected to the internet.The content of this teaching material consists of problems, exercises, quizzes and discussions. Based on results, the results of material expert validation on the aspect of content quality were 75% with good categories, on the aspect of knowledge by 75% with good categories, and on aspects of implementation by 83,333% with very good categories. The results of media expert validation on media quality aspects amounted to 62.5% with a good category, in the aspect of display of teaching materials by 75% with good categories, on the display aspects of social media schoology at 75% with good categories, and on ease of use by 75% in good category. The results of learning expert validation on the problem based learning aspects of learning characteristics amounted to 81.667% with very good categories. Teaching materials from this study can be used as reference materials for teaching the impact of global warming.
PENGARUH MODEL PEMBELAJARAN PROBLEM POSING TIPE PRE SOLUTION TERHADAP HASIL BELAJAR SISWA PADA MATERI GELOMBANG BUNYI KELAS XI SMA Raihanati Raihanati; Siswoyo Siswoyo; Ramadhani Putri M.
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (154.16 KB) | DOI: 10.21009/03.SNF2019.01.PE.36

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Posing tipe pre Solution terhadap hasil belajar siswa pada materi gelombang bunyi kelas XI SMA. Penelitian ini dilaksanakan di SMAN 30 Jakarta. Pada penelitian ini menggunakan metode quasi eksperimen dengan desain Pretest-Post test Control Group Design. Pada penelitian ini menggunakan teknik purposive sampling sehingga di dapatkan kelas eksperimen dan kelas kontrol. Kelas eksperimen menggunakan model pembelajaran problem posing tipe pre solution, sedangkan kelas kontrol dengan pembelajaran langsung. Hasil penelitian ini menunjukkan bahwa hasil dari pembelajaran kelas eksperimen lebih besar dari pada hasil belajar kelas kontrol. Hal ini dapat dilihat dari rata-rata posttest kelas eksperimen = 85,25 dan kelas kontrol = 82,48. Hasil Posttest tersebut diuji menggunakan uji-t, menghasilkan nilai thitung = 1,773 dan tabel = 1,667. Berdasarkan hasil uji-t dikatakan bahwa nilai thitung > ttabel,sehingga dapat disimpulkan bahwa H0 ditolak dan Ha diterima. Maka dapat disimpulkan bahwa model pembelajaran Problem Posing tipe pre Solutian berpengaruh terhadap hasil belajar siswa pada materi gelombang bunyi kelas XI SMA. This study aims to determine the effect of the learning model Problem Posing tipe pre Solution model to the learning outcomes on sound wave material of class XII high school. This study was held in SMAN 30 Jakarta . This study used a quasi experimental method with a pretest posttest design. The research sample was taken using purposive sampling, so theta the experimental class and control class were obtained. The experimental class uses a Problem Posing tipe pre Solution model, while class control uses direct instruction. The results showed that the learning outcomes of experimental class student were higher than the learning outcomes of control class students. It can be seen from the posttest average value of experimental class = 85,25 and the control = 82,48. This posttest result were tested using the t-test, the value of thitung = 1,773 and table = 1,667. Based on the results of t-test, the value of thitung > ttabel, means H0 is rejected and Ha is accepted. Then, the conclusiaon is Problem Posing tipe pre Solution model has an effect on learning outcomes on sound wave material of class XII high school.
PENGEMBANGAN E-MODUL FISIKA PHYHEART (PHYSICS HEAT AND TEMPERATURE) BERBASIS ANDROID DENGAN PENDEKATAN LEARNING CYCLE 5E PADA MATERI SUHU DAN KALOR UNTUK SISWA SEKOLAH MENENGAH ATAS Silvia Junaresti Gustiningrum; Esmar Budi; Siswoyo Siswoyo
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.413 KB) | DOI: 10.21009/03.SNF2019.01.PE.37

Abstract

Penelitian ini bertujuan untuk mengembangkan E-Modul berbasis Android dengan pendekatan Learning Cycle 5E yang membahas materi Suhu dan Kalor untuk siswa Sekolah Menengah Atas (SMA). Pengembangan ini didasarkan pada tujuan pembelajaran yang sesuai dengan prinsip kurikulum 2013 yaitu siswa dapat belajar kapan dan di mana pun. Materi dalam e-modul ini disajikan dalam bentuk video, gambar, tabel, formula serta deskripsi verbal yang disusun berdasarkan sintak model pembelajaran Learning Cycle 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation). Model Penelitian yang digunakan adalah Research and Development (R&D) dengan Model Pengembangan Instruksional menurut Atwi Suparman. Pengambilan data penelitian dilakukan dalam empat tahap: 1) Studi pustaka dan analisis kebutuhan untuk mengetahui kebutuhan pembelajaran fisika pada siswa SMA, 2) Uji keterbacaan produk kepada siswa SMA, 3) Validasi oleh ahli materi, media dan pembelajaran 4) Uji coba produk terbatas kepada siswa SMA. Hasil validasi uji kelayakan terhadap e-modul oleh ahli materi memperoleh 94% dan ahli media memperoleh 76,67 %. Berdasarkan uji kelayakan tersebut e-modul layak dijadikan sebagai media pembelajaran mandiri siswa. This research aims to develop Electronic Modul based on Android in Heat and Temperature with Learning Cycle 5E approach for high school students. This development is based on learning objectives that are in accordance with the 2013 curriculum principles, namely students can study anytime and anywhere. The material in this e-module is presented in the form of videos, images, tables, formulas and verbal descriptions arranged based on the learning syntax of the 5E Learning Cycle model (Engagement, Exploration, Explanation, Elaboration, Evaluation). This type of research is research & development (R & D), which refers to Instructional Development Model according to Atwi Suparman. The research data is taken in four steps: 1) A literature study and requirement analysis to determine the physics learning needs, 2) A legibility test on high school students, 3) Validation by subject, media, and learning experts, 4) Trial test on high school students. The results of the validation of the due diligence of e-modules by material experts obtained 94% and media experts obtained 76,67%. Based on the feasibility test the e-module is worthy of being used as a student's independent learning media.
LEMBAR KERJA ELEKTRONIK PESERTA DIDIK DILENGKAPI VIDEO ANIMASI BERBASIS GUIDED DISCOVERY PADA MATERI GERAK HARMONIS SEDERHANA Tyas Wiganingrum; Vina Serevina; Agus Setyo Budi
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.624 KB) | DOI: 10.21009/03.SNF2019.01.PE.38

Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berupa lembar kerja elektronik peserta didik dilengkapi video animasi berbasis guided discovery yang layak digunakan untuk mendukung proses pembelajaran. Metode penelitian ini menggunakan model ADDIE yang meliputi lima tahapan, yaitu tahap analisis (Analyze), tahap perencanaan (Design), tahap pengembangan (Development), tahap implementasi (Implement), dan tahap evaluasi (Evaluate). Melalui lembar kerja peserta didik yang dikembangkan diharapkan dapat dihasilkan media pembelajaran yang layak digunakan sehingga dapat mendukung proses pembelajaran fisika. This research is for developing instructional media in the form of electronic worksheet for student with animation video based on guided discovery to supporting learning process. The method of this research used ADDIE model that include five steps, which are analyze, design, development, implement, and evaluate. Through this developed worksheet for student the proper instructional media can be achieved, so physic learning process can be fully suppoprted.
LEMBAR KERJA PESERTA DIDIK PHET SIMULATION BERBASIS STEM Hannah Yessi Pricilia; Esmar Budi; I Made Astra
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.662 KB) | DOI: 10.21009/03.SNF2019.01.PE.39

Abstract

Penelitian pengembangan ini bertujuan untuk menghasilkan LKPD PhET Simulation berbasis STEM (science, technology, enginnering and mathematics) yang membahas tentang konsep-konsep fluida dinamis melalui praktikum untuk peserta didik kelas XI Sekolah Menengah Atas (SMA). Pengembangan ini didasarkan pada tujuan pembelajaran yang sesuai dengan prinsip kurikulum 2013 yaitu peserta didik dapat belajar kapan dan di mana pun dengan panduan LKPD dan aplikasi PheT Simulation. Model penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi lima tahapan yaitu tahap perencanaan (design), tahap pengembangan (development), tahap impelementasi (implement), dan tahap evaluasi (evaluate). Maka dari itu pengambilan data dilakukan dalam empat langkah yaitu: 1) Studi pustaka dan analisis kebutuhan untuk mengetahui kebutuhan pembelajaran fisika pada peserta didik di SMA, 2) Uji keterbacaan produk kepada peserta didik di SMA, 3) Validasi oleh ahli materi, media dan pembelajaran 4) Uji coba produk terbatas kepada peserta didik SMA. This development research aims to produce STEM-based PhET Simulation LKPD (science, technology, engineering and mathematics) which discusses dynamic fluid concepts through practicum for high school students class XI. This development based on learning objectives that are in accordance with the 2013 curriculum principles, students can learn anytime and anywhere with the LKPD guide and the PheT Simulation application. The research model used is Research and Development (R & D) with the ADDIE development model which includes five stages : Design, Development, Implement, and Evaluate. Therefore data collection is took in four steps : 1) Literature study and needs analysis to find out the needs of physics learning in high school students, 2) Test the readability of products to students in high school, 3) Validation by material experts, media and learning 4) Product testing is limited to high school students.
MEDIA PEMBELAJARAN EBOOK BERBASIS 3D PageFlip PADA MATERI SUHU DAN KALOR DENGAN MODEL PEMBELAJARN DISCOVERY LEARNING Marta Lumban Gaol; Vina Serevina; Yetti Supriyati
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (402.626 KB) | DOI: 10.21009/03.SNF2019.01.PE.40

Abstract

Kemajuan teknologi yang semakin pesat membuat guru harus kreatif memanfaatkan media-media yang ada dalam proses belajar mengajar. E- book merupakan salah satu media pembelajaran yang dapat dimanfaatkan untuk mempermudah proses pembelajaran. E-book dapat diakses dengan mudah oleh peserta didik sehingga memudahkan guru dalam proses belajar mengajar. Dalam pembutan E-book ini materi yang dipilih adalah Materi Suhu dan Kalor karena dapat menganimasikan GAMBAR dan teks sehingga memperjelas teori dengan baik dan peserta didik tidak merasa bosan dalam proses pembelajaran. Penelitian ini bertujuan mengembangkan E-book berbasis 3D PageFlip pada materi Suhu dan Kalor dengan model pembelajaran Discovery Learning. Media Pembelajaran ini dikembangkan untuk menjadi referensi pada saat proses pembelajaran.Metode yang digunakan dalam penelitian ini adalah metode research and development dengan pendekatan model ADDIE , yang dilakukan dari langkah pertama sampai langkah kelima yakni, menganalisis kebutuhan sampai mengembangkan media pembelajaran e-book dan dilakukan revisi pada setiap langkah yang dilakukan. Media Pembelajaran yang dihasilkan bebasis 3D pageFlip dengan model pembelajaran Discovery Learning.Konten dari media pembelajaran ini adalah terdiri dari materi,video,LKPD menggunakan 3D PageFlip. Media pembelajaran E-book berbasis 3D PageFlip pada materi Suhu dan Kalor dengan model pembelajaran Discovery Learning sesuai dijadikan media pada saat proses belajar mengajar. Technological progress is increasingly rapid, making teachers creative to use the media in the teaching and learning process. The e-book is one of the learning media that can be used to facilitate the learning process. E-books can be easily accessed by students making it easier for teachers in the teaching and learning process. In the preparation of this E-book, the selected material is Temperature and Heat Material because it can animate images and text so that it clarifies the theory well and students do not feel bored in the learning process. This research aims to develop 3D PageFlip-based E-books on Temperature and Heat material with Discovery Learning models. Learning Media was developed to be a reference during the learning process. The method used in this study is the research and development method with the ADDIE model approach, which is carried out from the first step to the fifth step namely, analyzing the needs to develop e-book learning media and at the revision of each step taken. Learning Media produced by 3D page flip with the Discovery Learning model. The content of this learning media consists of material, video, LKPD using 3D PageFlip. The 3D PageFlip-based E-book learning media on the Temperature and Heat material with the Discovery Learning model is suitable as a medium during the teaching and learning process.

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