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U-Teach
Published by Universitas Nurul Huda
ISSN : 27238156     EISSN : 27238164     DOI : https://doi.org/10.30599/u-teach
Core Subject : Science, Education, Social,
Education Energy Environmental Science Physics
U-Teach: Journal of Young Physics Education Teacher is a scientific journal published with the aim of facilitating academics and researchers to publish their research findings in the fields of Physics Education Innovation, Physics Learning Media and Scientific Research in the field of physics. U-Teach: Journal of Young Physics Teacher Education is a journal published by the STKIP Physics Education Study Program Nurul Huda. U-Teach will start appearing in June 2020 ie Vol. 1 No. 1 of 2020, with and regularly published twice per year in June and December. Focus articles that can be published on U-Teach Here are the details: 1. Physics Learning Innovation: models, strategies, approaches, development of teaching materials and media in learning physics. 2. Scientific research: physics experiments and physics development research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "Vol. 6 No. 1 (2025): June Edition" : 8 Documents clear
Pengembangan E-Modul Berbasis Inkuiri Terbimbing pada MateriKalor SMP Kelas VIII Nidayati, Yura; Widayanti, Widayanti; Effendi, Effendi
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/nv6m4p58

Abstract

This research aims to: 1) develop a guided inquiry-based e-module on the subject of Natural Sciences (IPA) heat materials; 2) find out the students' responses after using guided inquiry-based e-modules on the heat material of junior high school grade VIII; and 3) to determine the feasibility of the E-Module based on guided inquiry. This research is a type of development research (Research and Development) with a 4D development model design which includes (define, Design, Develop, Disseminate). This research was carried out until the third stage, not until the fourth stage of dissemination but only to the development stage. Because this study looks at feasibility/validation, it does not reach the stage of widespread spread. The data collection instrument used in this study was in the form of validation sheets given to 6 validators, namely 3 media experts and 3 material experts. The type of data produced is quantitative data that is analyzed with the criteria guidelines of the assessment category to determine the quality of the product. The results of the analysis obtained in this study are based on the assessment: 1) media experts obtained an average of 0.87% including the Very Valid category. 2) material experts obtained an average of 0.88%. including the VeryValid category. 3) The feasibility of the product in the guided inquiry-based e-module with the percentage of field trials has met the average of 80% including the Very High category. The results show that the E-Module is worth using.
Pembelajaran Interaktif Articulate Storyline 3: Peningkatan Minat dan Hasil Belajar IPA Materi Struktur Bumi Hasanah, Uswatun; Firdaus, Thoha; Rosa Sinensis, Arini
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/7j9a1b08

Abstract

This research aims to find out how students' learning outcomes and interest in learning are influenced by involving Articulate Storyline 3-based learning media in science subjects on the structure of the earth. This research uses a nonequivalent control group design research methodology, namely there are two groups, the experimental class and the control class. Based on the results of research and data analysis regarding student learning outcomes, it was found that after using Articulate Storyline 3-based learning media, the comparison between the increase in learning outcomes for the experimental class and the control class proved that the average learning increase for the experimental class was higher than the control class, namely the average The N-gain of the control class is N-Gain 0.51 with medium qualifications and the average N-Gain of the experimental class is N-Gain 0.70 with medium qualifications. Furthermore, based on the results of the independent sample T-test analysis, the P value was obtained, namely 0.006 < 0.05, so it can be concluded that there is an influence of the use of interactive learning media based on Articulate Storyline 3 on student learning outcomes. And based on the results of research and data analysis regarding student interest in learning, it was found that after implementing the Articulate Storyline 3-based learning media, the qualifications for student interest in learning were very high, with an average of 89.24%. Because of this, the Articulate Storyline 3 learning media is suitable for use to increase student interest and learning outcomes.
Implementasi Modul Aturan Cramer dan Invers Matriks pada Materi Katrol Tetap dalam Meningkatkan Hasil Belajar Fisika Siswa Purwanti, Nurul Yunda Nanik; Dina Maharika; Supriadi, Bambang; Anggraeni, Firdha Kusuma Ayu; Ernasari, Ernasari
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/amh68431

Abstract

The low learning outcomes of students in physics lessons are one of the main challenges in education. One of the reasons behind this low achievement is the lack of teaching materials available in schools. The purpose of this research is to improve student learning outcomes for the implementation of learning modules at SMA Negeri Arjasa. This type of research is quantitative descriptive with a One Group Pretest-Posttest Design. The sample used was 60 students. The results showed that in class XI 2 that applied the Cramer rule, the average posttest result was 84.87 and the pretest result was 49.53. A similar thing was found in class XI 4 with an average posttest result of 86.9 which was better than the pretest result of 55.8. The increase was analyzed using the N-Gain Score through SPSS 25 to get an average of 0.7 including the high category. The learning outcomes of students who applied Cramer's rule and the inverse matrix method showed a better improvement compared to the learning outcomes of students before being treated with both methods in solving fixed pulley problems
Comparative Analysis of Students' Science Process Skills Using Virtual Laboratory in Photoelectric Effect Experiments Nadiyyah, Khoirotun; Aprianti, Rika; Nisa, Uliya Khoirun
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/xmssdv54

Abstract

The use of virtual laboratories in distance learning has increasingly developed as a solution to overcome the limitations of physical laboratory access, particularly in fostering students' science process skills. This study aims to analyze students' science process skills in a photoelectric effect experiment using two virtual laboratories: PhET Simulation and Amrita VLab. The research method employed is quantitative descriptive analysis, Microsoft Excel (the analysis Toolpak, Pivot table, and Pivot chart), involving physics education students as respondents. Data were collected through an assessment of science process skills based on 13 indicators and the effectiveness of the virtual laboratories across 8 aspects, which were then analyzed using descriptive statistics. The results indicate that observation skills scored the highest (91.56%), while analytical skills received the lowest score (71.56%). In terms of effectiveness, PhET Simulation excelled in supporting conceptual understanding, while Amrita VLab provided a more realistic experimental experience. These findings suggest that virtual laboratories are effective in enhancing students' science process skills in different contexts, depending on the learning objectives
Model PBL dengan Media Asesmen AR: Pengaruh Keterampilan Berpikir Kritis dan Hasil Belajar Hidayah, Hikmah; Maryani, Maryani; Nuraini, Lailatul
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/ebw90911

Abstract

The purpose of the research was to examine the effect of implementing the Problem Based Learning model accompanied by Augmented Reality assessment media on critical thinking skills and physics learning outcomes in high school on circular motion material. This research uses the type of research true experiment because the research sample was selected using a lottery technique or randomly. The sample was obtained by testing the homogeneity of the midterm exam scores that had been carried out by the teacher. The research design used posttest only control group design. Based on the results of the Mann-Whitney U Test, it can be found that Asymp. Sig (2-tailed) of 0.028 <0.05. This shows that H0 is rejected and Ha is accepted. Proving that there is an effect of the implementation of Problem Based Learning models accompanied by Augmented Reality assessment media on students' critical thinking skills in circular motion material. And the results of the T test (Independent Sample T-Test) found that Asymp. Sig (2-tailed) of 0.006 <0.05, then H0 is rejected and Ha is accepted, then it is concluded that the implementation of Problem Based Learning models accompanied by Augmented Reality assessment media affects student learning outcomes in circular motion material. Furthermore, there are suggestions for other researchers, namely that they can use the results of this study as a reference and basis for exploring other topics or materials and developing interactive learning media that are interesting, innovative and more creative
Analisis Kebutuhan Asesmen Working Memory dalam Pembelajaran Fisika di Sekolah Inklusif: Kajian Literatur Sari, Lasmita; Novia, Hera; Fatimatuzzahra, Ana; Arifiyanti, Fitria
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/6gf1n612

Abstract

Working memory (WM) assessment plays a vital role in supporting physics learning within inclusive classrooms that serve students with diverse learning needs. This study examines the necessity of WM assessment through a systematic literature review. WM is responsible for temporarily storing and manipulating information, which is crucial for understanding complex physics concepts. Students with limited WM capacity often struggle to follow instructions and complete problem-solving tasks. Inclusive classrooms face challenges due to varied learning needs and the lack of valid and reliable assessment tools. Instruments such as the Wechsler Memory Scale and the Automated Working memory Assessment (AWMA) are recommended for accurately measuring WM capacity. Teaching strategies that incorporate visual supports and reduce cognitive load have proven effective in accommodating WM limitations. While computer-based WM training shows promise, direct classroom interventions are considered more effective in the long term. This study recommends ongoing WM assessment, tailored instructional strategies, supportive learning materials, and collaboration between teachers and professionals to create a more adaptive and inclusive physics learning environment
Does Higher Student Confidence Lead to Better Science Literacy? Janeusse Fratiwi, Nuzulira; Susilowati, Nur Endah; Irwandani, Irwandani
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/941z9d29

Abstract

Student confidence plays a crucial role in supporting students’ ability to engage effectively with scientific concepts, yet its impact on science literacy remains underexplored. This study aims to analyze the relationship between student confidence and their science literacy skills in physics. A quantitative correlational design was employed to investigate this association among 50 high school students (aged 15-17 years), consisting of 28 females and 22 males, from one of Public High School in Lampung. Student confidence levels were measured using a structured questionnaire, while science literacy was assessed through a standardized test on the physics topic of Density. Data analysis involved Pearson’s correlation coefficient and significance testing using Fisher’s method. The results demonstrate a strong positive correlation (r = 0.80) between student confidence and science literacy, with statistical significance (t = 12.97, p < 0.05). These findings suggest that higher student confidence is associated with better science literacy, indicating the importance of fostering confidence to enhance science learning outcomes in physics education
Analisis Kesulitan Mahasiswa Program Studi Pendidikan Fisika Universitas Jember dalam Memahami Konsep Thermodinamika Handayani, Angel Ika Siswi; Indriyani, Amalia Rosyida; Rosida, Anisa Suci Galuh; Astutik, Sri; Meilina, Ike Lusi
U-Teach: Journal Education of Young Physics Teacher Vol. 6 No. 1 (2025): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/6ycw1266

Abstract

Students often have difficulty understanding complex and abstract thermodynamic concepts, due to differences in learning styles, low digital literacy, and lack of effective media and learning methods. This study aims to identify the causes of these difficulties, determine the most difficult concepts to understand, and formulate appropriate learning strategies to improve student understanding. The research method used is a descriptive quantitative method that is able to provide an objective picture of the students' level of understanding, the various difficulties they experience, and the aspects that affect their learning process. From this research, the results and conclusions were obtained that students tend to have difficulty in understanding abstract concepts of thermodynamics due to ineffective teaching methods and weak basic understanding so that innovative learning strategies that integrate theory and practice are needed to improve understanding

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