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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 60 Documents
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PROTOTIPE SMART GUIDANCE STICK TUNANETRA BERBASIS ARDUINO DENGAN SENSOR HC-SR04 SEBAGAI PROJEK DALAM PEMBELAJARAN DIGITAL: Prototype of an Arduino-Based Smart Guidance Stick for the Visually Impaired Using an HC-SR04 Sensor: A Digital Learning Project Riswanto, Riswanto; prihandono, eko; Hidayat, Arif; Riswanto, Wisnu Rifky Alfathir
JURNAL FIRNAS Vol. 6 No. 1 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i1.8596

Abstract

This study presents the design, development, and evaluation of a Smart Guidance Stick (SGS) that enables visually impaired children to navigate safely while serving as a hands-on digital-learning project for university students. Following the ADDIE R&D framework, researchers analysed user needs, designed an Arduino-based prototype integrating an HC-SR04 ultrasonic sensor, buzzer, lightweight cane body, and battery pack, then built, implemented, and refined the device. Thirty experimental trials conducted with child users in both indoor and outdoor settings produced a mean absolute distance error of 1.13 cm (SD = 0.84 cm) and 80 % detection accuracy for a ≤2 cm error threshold, fulfilling the <3 cm safety margin widely accepted for mobility aids. Although performance trails advanced dual-sensor canes reported in recent literature, SGS offers a low-cost, single-sensor alternative suitable for classroom fabrication. Pedagogically, the project embodies project-based learning principles: students apply coding, electronics, and CAD skills while cultivating empathy and digital literacy through co-design with disabled stakeholders. The hybrid learning mode delivered via the SPADA UM Metro LMS further illustrates inclusive digital education practice. Comparative analysis with prior studies highlights avenues for improvement sensor redundancy, signal-filtering algorithms, GPS or IoT modules, and expanded user experience tests to raise accuracy above 90 % and extend battery life beyond five hours. Overall, SGS demonstrates how affordable assistive technology can enhance blind learners’ autonomy and simultaneously act as a rich instructional object, modelling the integration of engineering design, social responsibility, and accessibility within higher-education curricula
PENERAPAN PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH Dian Arsy Syafira; M. Barkah Salim; Eko Prihandono
JURNAL FIRNAS Vol. 6 No. 1 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i1.8684

Abstract

Abstract: The purpose of this study was to determine the application of problem based learning can improve problem solving skills This study used classroom action research, using 2 research cycles with each cycle being implementation, application, observation, and reflection. The research instruments used were lesson plans, and student worksheets. The implementation of learning is done through five stages. Stage 1: Directing students to the problem, stage 2: Organizing students during the learning process, stage 3: Assisting independent and group investigations, stage 4: Developing and presenting work and exhibitions, stage 5: Evaluating and reflecting on the learning process. This application has assessment results taken from the value of student worksheets in cycle I is 75.00, 81.25, and 87.50 with each of these values then included in the good category. Whereas in cycle II the values were 87.50 and 93.25 in the very good category. The application of problem-based learning can improve the problem solving ability of students in class XI IPA SMA Muhammadiyah 2 Metro on light waves material in the form of understanding problem-based concepts.
IMPLEMENTASI MODEL GAME-BASED LEARNING DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN KEAKTIFAN SISWA SD Muhammad Alfarisi; Andi Widiono; Andriyansah
JURNAL FIRNAS Vol. 6 No. 1 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i1.8685

Abstract

Abstract: This study aims to implement the Game-Based Learning model in improving student activity and learning outcomes in science learning in grade IV of SD N 1 Sidomulyo. Using the classroom action research (CAR) method with two cycles, this study applies the educational game "Light Explorer" for the material on the properties of light in cycle I and "Force and Motion Quest" for the material on force and motion in cycle II. Data were collected through observation, tests, interviews, and student response questionnaires. The results showed a significant increase in student activity from 26.67% (initial condition) to 66.67% (cycle I) and 86.67% (cycle II). Learning outcomes also increased with an average value from 63.60 (initial condition) to 73.87 (cycle I) and 82.53 (cycle II), and classical completeness reached 86.67% in cycle II. The students’ responses were very positive with 93.33% of students showing enthusiasm towards game based learning in cycle II. Supporting factors for successful implementation include game design that suits students’ characteristics, effective collaboration between researchers and teachers, and students’ enthusiasm. Meanwhile, inhibiting factors include time constraints, students’ diverse adaptability, technology limitations, and individual assessment difficulties. This study concludes that Game-Based Learning is an effective model to improve the activeness and science learning outcomes of elementary school students.
PENGEMBANGAN MODUL AJAR BERBASIS MASALAH DALAM IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI TERHADAP PENINGKATAN KEMAMPUAN NALAR KRITIS SISWA Reka Diana Permata Sari; Riswanto; Eko Prihandono
JURNAL FIRNAS Vol. 6 No. 1 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i1.8692

Abstract

Abstract: The purpose of this research is to determine the feasibility of problem-based teaching modules, to understand the application of problem based teaching modules in differentiated learning, and to measure the improvement in students' critical thinking skills. This research is motivated by several problem factors identified from the results of questionnaire distribution and interviews, namely the still low critical thinking skills, the absence of differentiated learning implementation, and the use of the discovery learning model with the lecture method. The research method used is R&D (Research and Development) with the ADDIE development model, which includes five development stages: analyze, design, development, implementation, and evaluation. Research data were collected using expert validation questionnaires for teaching modules, user response questionnaires for teachers and students, test item validation sheets, and test items. The feasibility of the problem-based teaching module on alternative energy materials is overall categorized as very feasible with a percentage of 91.66%, which consists of expert validation of the teaching module. The implementation of problem-based teaching modules in differentiated learning, as seen from the results obtained through initial assessments or diagnostic assessments, shows three groups of learning styles: the visual group with 9 students achieving a percentage score of 85.55%, the auditory group with 8 students achieving a percentage score of 85.75%, and the kinesthetic group with 8 students achieving a percentage score of 87.25%. Based on the user response questionnaire results from each group—visual, auditory, and kinesthetic—the implementation of differentiated learning was effective and very well conducted in the learning activities. The average percentage scores from both teachers and students were very good, at 86.4% and 86.13%, respectively. The use of problem-based teaching modules can enhance students' critical thinking abilities. This is evidenced by a significant improvement in students' critical thinking test scores, with an N-gain score of 0.81 in the high category.
PENGEMBANGAN MODEL SIMULASI GELOMBANG MENGGUNAKAN MICROSOFT EXCEL SEBAGAI MEDIA PEMBELAJARAN FISIKA SMA KELAS XI Lia Wijaya; Partono; Dedy Hidayatullah Alarifin
JURNAL FIRNAS Vol. 6 No. 1 (2025): Volume 6
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jurnal firnas.v6i1.8694

Abstract

Abstract: Physics is one of the subjects that is quite abstract and difficult for students to understand, especially in wave material. So it requires relevant learning media to help students understand the material to be delivered. This study aims to overcome the limitations in the delivery of wave material through the development of a wave simulation model design using Microsoft Excel as a learning media, then test the feasibility and level of attractiveness of the model. This research was designed using the Research and Development (R&D) research method based on the 4-D research model. The research respondents were Class XI of SMA Negeri 1 Rumbia in the 2024/2025 academic year. This research and development produces a final product in the form of physics learning media for wave material based on Microsoft Excel. This wave learning media can present simulations of transverse waves, longitudinal waves, and wave superposition made using the developer menu. The learning media that has been made is then validated by experts, namely media experts and material experts. Media expert validation obtained a percentage of 88.94% with very feasible eligibility criteria, while material expert validation obtained a percentage of 85.11% with very feasible eligibility criteria, and the results of small group trials obtained a percentage of 86% with very feasible eligibility criteria.
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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