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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 71 Documents
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Pengembangan Instrumen Sound Wave Two Tier (Sowatt) Diagnostic Test: Analisis Rasch Model Muhhammad Fadlan; Nour Fadillah; Winny Liliawati; Ika Mustika Sari
U-Teach: Journal Education of Young Physics Teacher Vol. 5 No. 2 (2024): December Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v5i2.872

Abstract

This study aims to describe the validity of a sound wave diagnostic test instrument that can be used to identify students' conceptions. The research method used was Research and Development with the 4D model. The test instrument consisting of 15 questions with a two-tier format was tested on 64 students at one of the high schools in Bandung City. The results of the content validity of the instrument by experts were analyzed using a multi-rater test, namely the Many Facet Rasch Model (MRFM). As for construct validity, it was analyzed using Rasch modeling which describes validity, reliability, differentiating power, and item difficulty. The results showed that based on item dimensionality it was declared valid and every item met the criteria for item suitability with details of 3 easy questions, 11 medium questions, and 1 difficult question. Reliability based on Cronbach's alpha value is in the very good category, item reliability value is in the very good category, and person reliability is in the good category. The instrument can discriminate between individuals who have low and high abilities as seen from the results of the differentiating power test with all items in the very good category
Learning Styles and the Use of Multiple Representations in Basic Electronic Lectures for Physics Education Students: A Critical Study Febrian Virijai; Nuryani Rustaman; Asep Kadarohman; Dadi Rusdiana; Eka Cahya Prima; Hazrati Ashel; Ridwan Ridwan
U-Teach: Journal Education of Young Physics Teacher Vol. 5 No. 2 (2024): December Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v5i2.880

Abstract

Physics education graduates will produce quality teacher candidates. However, physics education students have difficulty understanding basic electronics lectures. Multiple representation-based lectures are needed to improve students' cognitive understanding and skills. This representative multiple is adapted to student learning styles. The problem comes from the lack of references that explain the learning styles of prospective physics teacher students with multiple representative integrated basic electronics lectures. The problem formulation that arises is how students' learning styles are presented and how basic electronics lectures are represented. The method used is mixed methods with a data triangulation design. Quantitative data comes from questionnaires of 50 students and qualitative data comes from interviews with lecturers teaching basic electronics courses. This research was conducted at a university in West Sumatra. The research results show that student understanding is still low and research needs to be carried out regarding the development of basic electronics programs based on multiple representations to improve students' cognitive understanding
Optimalisasi Hasil dan Motivasi Belajar Fisika melalui Model Discovery Learning pada Materi Suhu dan Kalor Gerosa Deity Kurniati; Isabel Coryunitha Panis; Egidius Dewa
U-Teach: Journal Education of Young Physics Teacher Vol. 5 No. 2 (2024): December Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v5i2.931

Abstract

Low physics learning outcomes and motivation among students are problems that require effective solutions. This study aims to measure the improvement of physics learning outcomes and motivation through the discovery learning (DL) model. This research was conducted at Santa Familia Catholic Junior High School in the academic year 2023/2024 with a sample of 34 seventh-grade students selected by purposive sampling. Research instruments include a learning implementation plan (RPP), teaching materials, student worksheets (LKPD), learning outcomes tests and learning motivation questionnaires. Data analysis using descriptive analysis and N-Gain test using SPSS. The results showed an increase in average learning outcomes from 45.90 (poor category) to 85.00 (very good category), as well as an increase in learning motivation from 57.88% (moderate category) to 79.03% (high category). The N-Gain test revealed an increase in learning outcomes of 0.72 and learning motivation of 0.51. Thus, the Discovery Learning model proved to be effective in improving physics learning outcomes and motivation in the material of temperature and heat
Waste to Energy Project-Based Learning: Evaluasi Relevansi Program dan Kesiapan Sumber Daya dalam Pembelajaran Fisika Lingkungan Hermansyah Hermansyah; Nahadi Nahadi; Siti Sriyati; Ida Kaniawati
U-Teach: Journal Education of Young Physics Teacher Vol. 5 No. 2 (2024): December Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v5i2.1100

Abstract

Waste management and the need for renewable energy are global issues that require innovative solutions, including in education. Project-Based Learning is an effective approach to connecting theory and practice, providing students with learning experiences that are relevant to modern environmental challenges. This study evaluates the relevance of the Waste to Energy Project-Based Learning program and the readiness of resources to support project-based learning in Environmental Physics courses at a private university with a CIPP model that is limited to context evaluation and input evaluation. With a descriptive qualitative approach, data were collected through interviews, questionnaires, and document analysis, then analyzed thematically and descriptively with Excel. The results of the study indicate that this program is relevant to the needs of education in the field of environmental physics and is supported by adequate lecturer competence. However, there are challenges in the form of student readiness, limited facilities, and funding. Recommendations include providing introductory materials, strengthening facilities, and collaboration with external partners. In conclusion, this program has the potential to be further developed as an innovative and sustainable project-based learning model, with further studies needed to evaluate its impact in various institutions
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

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