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Eko Prihandono
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JURNAL FIRNAS
Published by Universitas Muhammadiyah Metro
ISSN : 2722077X     EISSN : 27222144     DOI : https://doi.org/10.24127
Core Subject : Science, Education,
Education Physics
Aims and scope of the FIRNAS Journal is innovation related to physics, either through learning or through research by educators and students. In detail it can be seen as follows: 1. Innovation Physics Learning: models, strategies, approaches, development of teaching materials and learning media for physics; 2. Scientific research: experimental physics and development research in the field of physics (usually the type of quantitative research); 3. Philosophy of science: renewable thinking in the field of physics, but has an acceptable reference (usually the type of qualitative research/quantitative research).
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2025): Volume 6" : 5 Documents clear
Validitas VALIDITAS HANDOUT ELEKTRONIK BERBASIS PROJEK PENGUATAN PROFIL PELAJAR PANCASILA TEMA KEWIRAUSAHAAN Annisa Fadhilaturrahmi; Desnita; Hidayati; Dea Stivani Suherman
JURNAL FIRNAS Vol. 6 No. 2 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i2.8721

Abstract

Learning in the Merdeka curriculum consists of intracurricular, co-curricular, and extracurricular learning. Co-curricular learning is at least in the form of a project to strengthen the profile of Pancasila students. This research aims to develop and test the validity of electronic handouts based on the Pancasila Student Profile Strengthening Project (P5) with the theme of entrepreneurship. This product is designed to support the implementation of the Independent Curriculum by integrating Pancasila values and entrepreneurial principles in learning. The research method uses ADDIE development, design. This article presents the results of expert validation tests. Validation by three experts using a questionnaire instrument consisted of 7 aspects which were described into 89 items. Data were analyzed using the Aiken's V. validity index of assessment categories using the Likert scale. The validation results showed that the electronic handout met the valid criteria with an average score of 0.93, including aspects of content feasibility (0.89), presentation (0.92), language (0.88), visual display (0.91), strengthening the Pancasila Student Profile (0.96), and entrepreneurship theme (0.99). These findings indicate that the product being developed, conceptually. This handout can be tested in the real field by both teachers and students.
PENINGKATAN HASIL BELAJAR SISWA KELAS V SD PADA TEMA SIKLUS AIR MELALUI STRATEGI PBL BERBASIS TPACK DENGAN BANTUAN DIORAMA SIKLUS AIR SEBAGAI BENDA KONKRET Sari, Anita; sudrajat; Mardiani, Nindy
JURNAL FIRNAS Vol. 6 No. 2 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i2.8780

Abstract

This Classroom Action Research (CAR) was conducted with the aim of improving the science learning outcomes of fifth-grade elementary school students, particularly in understanding the concept of the water cycle. The study employed the Problem Based Learning (PBL) strategy, integrated with the Technological Pedagogical Content Knowledge (TPACK) framework, to enhance both the pedagogical process and student engagement. The integration of concrete media in the form of dioramas and digital support through an interactive water cycle simulation application was used to help students visualize abstract scientific processes and build a deeper conceptual understanding. The research was carried out in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. Data were collected through tests (pretest and posttests), observations, and student learning activity documentation. The findings revealed a significant increase in students’ academic performance. The average score improved from 61,2 in the pretest to 72,3 in the first cycle, and further increased to 92.6 in the second cycle. The percentage of students achieving the minimum mastery criteria (≥75) rose from 17% in the pretest to 47% in cycle I, and finally to 91% in cycle II. This demonstrated that students not only acquired better cognitive understanding but also showed greater involvement, problem-solving skills, and collaborative attitudes throughout the learning process. The study concludes that the application of the PBL strategy combined with the TPACK framework and supported by relevant media significantly contributes to improving science learning outcomes in elementary education. Furthermore, it provides a meaningful learning experience that encourages critical thinking, inquiry, and the use of digital tools to construct scientific knowledge. These findings suggest that this model of instruction can serve as a reference for future practices and further research in science education, particularly for complex and abstract topics.
PENERAPAN MEDIA PEMBELAJARAN INTERAKTIF GAMIFIKASI “GEMA” UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA DI KELAS V Maulida Rachma, Aura; Sudrajat; Mardani, Nindy
JURNAL FIRNAS Vol. 6 No. 2 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i2.8781

Abstract

In response to the rapid advancements in education, teachers face the challenge of designing engaging and meaningful learning experiences. Mathematics, often perceived as a difficult subject due to its computational nature, remains a particular area of concern. Preliminary observations indicate that elementary mathematics instruction frequently relies on conventional methods, lacking innovative approaches, which results in low student engagement and participation. This study aims to enhance mathematics learning outcomes on the topic of plane figure perimeter among fifth-grade students at SDN 3 Sumber by implementing “GEMA", a gamification-based interactive learning medium. The research involved 23 students (11 female, 12 male) and employed Classroom Action Research (CAR) conducted in three phases: pre-cycle, Cycle I, and Cycle II. The pre-cycle stage included a diagnostic assessment to evaluate students' baseline abilities. Cycle I utilized the Discovery Learning model, while Cycle II incorporated Problem-Based Learning (PBL) alongside the "GEMA" interactive media. Findings revealed a significant improvement, with an 87% completion rate (20 students meeting passing criteria) in Cycle II. The study concludes that gamification-based interactive media effectively enhances mathematics learning outcomes in plane figure perimeter.
Analisis Validitas E-LKPD Interdisipliner Berbasis Projek Penguatan Profil Pelajar Pancasila Tema Kewirausahaan Fadhillah, Aisyah Rehan; Desnita; Fatni Mufit; Hayyu Yumna
JURNAL FIRNAS Vol. 6 No. 2 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i2.8929

Abstract

Strengthening the Pancasila Student Profile (P5) is an essential aspect of implementing the Merdeka Curriculum, aiming to build student character through project-based learning. This study aims to develop and validate a P5-based E-Worksheet (E-LKPD) titled "Penenrapan Teknologi dalam Pengolahan Kolang-Kaling Menjadi Aneka Selai Berbasis Konsep Zero Waste". The research employed a Research and Development (R&D) method using the ADDIE development model. Validation was conducted by three experts using a Likert-scale instrument and analyzed with Aiken's V formula. This article presents the validation results by instructional design experts. The validation covered several aspects, including content feasibility, presentation, language, visual appearance, the dimensions of the Pancasila Student Profile, and the entrepreneurship theme. The results showed high validity indices ranging from 0.89 to 0.98, categorized as valid. The average validity score of the E-LKPD was 0.95, indicating that the developed E-LKPD is suitable for practical implementation by both teachers and senior high school students.
PENGEMBANGAN E-MODUL BERBASIS PjBL DENGAN PENDEKATAN GAMIFIKASI TERHADAP KEMAMPUAN LITERASI SAINS DAN LITERASIDIGITAL SISWA Febriana, Fani; Riswanto; Eko Prihandono
JURNAL FIRNAS Vol. 6 No. 2 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i2.10618

Abstract

The condition of physics learning at Kesuma Bhakti High School shows that student activity still varies, and the use of technology in learning is not yet optimal. In addition, the availability of books at school is actually adequate, but the limitations of the lending system, which only allows use for a certain period of time, means that students cannot always access books at home. This condition has an impact on the suboptimal opportunities for independent learning outside of school. This problem has resulted in low science literacy among students due to the use of textbooks, suboptimal independent learning, difficulties in understanding physics concepts, and limited digital literacy due to the lack of utilization of technology-based devices. However, this condition is also supported by students' interest in physics and their ownership of mobile phones, which can be used as alternative learning media. In addition, students' interest in learning increases when learning is packaged with interactive and fun game elements. Based on these conditions, this study was conducted to assess the feasibility of PjBL-based e-modules with a gamification approach and to determine students' science and digital literacy skills after using the e-modules. The study was conducted using an R&D approach with the ADDIE model. Data were collected through expert validation, science literacy tests, digital literacy questionnaires, and teacher and student response questionnaires. The validation results showed a percentage of 94.5% (very feasible category). The application of the e-module resulted in an increase in science literacy skills with an N-gain of 0.62 (moderate category) and digital literacy of 0.63 (moderate category). In addition, teacher response reached 100% (very good) and student response 79.35% (good). These findings confirm that PjBL-based e-modules with a gamification approach are not only feasible but also capable of addressing physics learning problems related to low science and digital literacy among students.

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