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INDONESIA
Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 14 Documents
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Search results for , issue "Vol 10, No 1 (2022)" : 14 Documents clear
Development of HOTS Assessment Instruments on Static Electricity Materials for High School Level Athari Hany Milia; Silvi Trisna; Iing Rika Yanti
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.11914

Abstract

This development research is motivated by the lack of Higher Order Thinking Skill (HOTS) assessment instruments at 3 Public High School in physics subjects, especially static electricity. One of the efforts to assist teachers in knowing the development of students' higher-order thinking skills is by developing the HOTS assessment instrument. This study aims to develop a valid and practical HOTS assessment instrument for class XII static electricity at SMA N 3 Padang and to analyze the reliability of the items using the 4-D model research and development (R&D) method (four-D models) developed by Thiagarajan. , consists of 4 stages: (1) define, (2) design, (3) develop, and (4) disseminate. However, this research is limited to the development stage due to time and cost constraints. The research results on needs analysis show that the static electricity material developed follows the 2013 curriculum seen from Basic Competencies, along with its indicators. Validation analysis with three validators obtained 88.32% results with very valid category; practicality analysis obtained 95.55% results with very practical category; and reliability analysis the question obtained is 0.24, which is categorized as low. The implications of this research are to assist teachers in developing HOTS assessment instruments on other materials.
Development of Android-Based Modules to Improve Learning Outcomes and Learning Motivation of High School Students Novi Alisia; Albertus Djoko Lesmono; Yushardi Yushardi
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12606

Abstract

Physics is very well known as a difficult science to understand because it contains many complex mathematical formulas and calculations that can affect student learning outcomes and motivation. To overcome this situation, it is necessary to innovate teaching materials, namely with android-based modules. Almost all students now have a smartphone. An android-based physics module was developed to improve student learning outcomes and motivation. This research is a Research and Development (R&D) research using a Nieveen research design which includes 1) preliminary research, 2) the design stage (prototype stage), and 3) the assessment stage. The android-based module was validated by two expert validators who are lecturers of Physics Education at the University of Jember, obtaining the same score of 75 in the valid category. As for the validation results, the user validator, a physics teacher at MA Raudaltul Ulum obtained a score of 92.8 with a very valid category. To find out the increase in student learning outcomes, pre-test and post-test questions were given. The pre-test and post-test results were analyzed using the N-gain test and obtained a score of 0.72 in the high category. Learning motivation is done by distributing questionnaires. The distribution of the questionnaire was carried out after learning using an android-based module. 
Inquiry-based Blended Learning Design for Physics Course: The Effectiveness and Students’ Satisfaction Wayan Suana
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12468

Abstract

This paper describes the effects of implementing inquiry-based blended learning (IBBL) design on students' learning achievement and satisfaction in an undergraduate physics course. This study employed the one group pre-test – post-test experiment design with a sample of 32 students who took an undergraduate level basic physics course. Learning design and devices applied in this research have been validated by three experts in physics education. 'Schoology', a virtual learning management system, was used as the online learning platform. One cycle of inquiry phases was conducted in the blended learning format of ‘pre-online–face to face–post-online learning’. The data were collected through tests, a scale, and a questionnaire. The test consisted of 35 multiple-choice questions with five alternative answers. It was designed to measure students’ abilities in remembering, understanding, applying, and analyzing. The satisfaction scale ranging from 1 (strongly disagree) to 5 (strongly agree) consisted of 21 items and covered the attractiveness, ease of use, and benefits of learning using the learning products. Furthermore, the questionnaire consisted of six open-ended questions asking about the obstacles and benefits students faced during the learning activities. The results showed that the students’ learning outcomes increased sufficiently. Besides, students’ satisfaction with the learning design and materials was also positive. These initial findings imply that inquiry-based learning (IBL) may be implemented in physics teaching using a blended learning format that can be more effective and efficient. 
The Development of Student Worksheet Based on STEM Integrated Blended Learning to Improve Student's Science Argumentation Skills in the Covid-19 Pandemic Era Mohd Zaidi Bin Amiruddin; Eka Putri Dian Nata Sari; Wadhifah Qiyyamul Lailli Arrafi'; M. Samsul Ma'arif; Setyo Admoko
Berkala Ilmiah Pendidikan Fisika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i1.12657

Abstract

The year 2020, until now, is a year that changes all aspects of life. The spread of Covid-19 causes changes in the order in various fields ranging from health to education. The impact of the Covid-19has made students study online using existing devices. This situation needs to be addressed with the development of learning models that follow these conditions. This study aimed to determine the validity, practicality, and effectiveness of STEM-based Blended learning worksheets developed to improve students' scientific argumentation skills. This research uses the ADDIE development model (Analysis, design, develop, implement, and evaluate), which begins with analyzing needs, making student worksheet designs, developing, conducting validation tests, conducting usage tests, and managing data. Data collection uses pretest and posttest instruments consisting of 10 multiple choice questions and five essay questions. Then it was done with the student worksheet Ohm's Law practicum. Data is analyzed using validity tests, paired T-tests to test effectiveness, and questionnaires to test practicality. This research indicates that the student worksheet that was developed was validated with the content feasibility aspect obtained is very valid criteria, the linguistic aspect obtained is very valid criteria, the presentation aspect obtained is very valid criteria, and the graphic aspect obtained is very valid criteria. The results of the practicality of the student worksheet in terms of the results of the student response questionnaires and obtained with very practical criteria. Then, the results of the effectiveness of the student worksheet in terms of the pretest and posttest treatment obtained an average N-Gain value was included in the medium category. Lastly, the student worksheet is feasible and ready to be used as teaching material. In the future, it is hoped that further research related to learning scientific argumentation to train students' argumentation skills in line with technological developments.

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