scholarly journals Electronic thermodynamics teaching materials based on authentic learning to practice students’ problem-solving skills: Aspects of validity

2021 ◽  
Vol 2104 (1) ◽  
pp. 012018
Author(s):  
M Rizki ◽  
M Wati ◽  
M Misbah
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
The Third ◽  
A Value ◽  
Third Stage ◽  
Selection Of

Abstract The purpose of this study was to describe the validity of authentic learning-based electronic thermodynamic teaching materials to train students’ problem-solving skills during the covid-19 pandemic. The model used in this study was the ASSURE development model, which only reached the third stage, namely Selection of Media and Materials. The validation of teaching materials was assessed by three validators consisting of two physics education academics and one practitioner. Based on the validation results, it was found that the authentic learning-based electronic thermodynamic teaching material for training students’ problem-solving skills was declared valid with a value of 3.14. Appropriate teaching materials can then be used in schools’ teaching and learning processes and tested for practicality and effectiveness.

scholarly journals Simple Harmonic Motion Electronic Teaching Materials Based on Authentic Learning to Train Students’ Problem-Solving Skills: Aspects of Validity

2021 ◽  
Vol 2126 (1) ◽  
pp. 012016
Author(s):  
S R Saputri ◽  
M Wati ◽  
M Misbah
Keyword(s):  
Problem Solving ◽  
Authentic Learning ◽  
Instructional Materials ◽  
Average Score ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Harmonic Motion ◽  
Simple Harmonic Motion ◽  
Analysis Technique ◽  
Electronic Teaching

Abstract The absence of teaching materials that can train students’ problem-solving skills optimally is the background of this research. This study describes the validity of simple harmonic motion electronic teaching materials based on authentic learning to train students’ problem-solving skills. This research is development research with the ASSURE model that focuses on the Utilization of Instructional Materials stage. The instrument used is the validity sheet of electronic teaching materials. The validity of electronic teaching materials is viewed from the aspect of content, construct, and appearance. The validation of electronic teaching materials is carried out by three validators: two expert validators and one practitioner validator. The data analysis technique used descriptive statistics. The results showed that the validity of electronic teaching materials with an average score of 3.87 was categorized as good. It was concluded that the simple harmonic motion electronic teaching material based on authentic learning was declared valid to train students’ problem-solving skills. Furthermore, these electronic teaching materials can be used as teaching materials in the classroom to determine the practicality and effectiveness of the developed teaching materials.

scholarly journals Implementation of Augmented Physics Animation Integrated Crosscutting Concept COVID 19 in Facilitating Problem Solving Skills and Disaster Preparedness

2021 ◽  
Vol 7 (1) ◽  
pp. 43-52
Author(s):  
Yudi Guntara ◽  
Indri Sari Utami
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Disaster Preparedness ◽  
Comparison Group ◽  
Sampling Technique ◽  
Problem Solving Skills ◽  
A Value ◽  
Nonequivalent Groups ◽  
Research Population ◽  
Student Problem

This study aimed to implement augmented physics animation integrated crosscutting concept COVID-19 in facilitating student problem-solving skills and disaster preparedness. This study used a quantitative approach. The research design chosen was a pre-experimental design with a posttest-only design with nonequivalent groups. The research was conducted at the Department of Physics Education, Universitas Sultan Ageng Tirtayasa. All students of the department are the research population. The sampling technique used was purposive sampling. The number of 35 students entered the experimental group, and 36 students entered the comparison group. The results showed that a) there was no difference in students' mastery of problem-solving skills in the experimental and comparison group. Asymp. Sig indicates a value of 0.187 or > 0.05, so it can be decided that H1 was rejected. b) There was a difference in the level of student COVID-19 disaster preparedness between the experimental and the comparison group. Asymp indicated this. Sig was 0.012 or < 0.05, so it could be decided that H2 was accepted. Therefore, it can be concluded that the implementation of augmented physics animation on the mastery of student problem-solving skills has not yet been seen but can already be seen in facilitating the level of preparedness of students in dealing with the COVID-19 disaster.

PENGEMBANGAN BAHAN AJAR PROBLEM BASED LEARNING KEMAMPUAN PEMECAHAN MASALAH MATERI SPLTV

2019 ◽  
Vol 3 (1) ◽  
pp. 70-80
Author(s):  
Sri Ayu Harani Tanjung ◽  
Yuli Amalia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Student Response ◽  
Design Development ◽  
Research Subjects ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Ability Tests ◽  
Analysis Design

Bahan ajar dikembangkan berdasarkan karakteristik siswa, sehingga kompetensi yang ditetapkan dapat dicapai. Secara umum kemampuan pemecahan masalah siswa masih sangat rendah, siswa belum bisa memahami soal, sehingga terkendala dalam menentukan model penyelesaian soal matematika. Penelitian ini bertujuan untuk mendeskripsikan kevalidan, keefektifan, dan respon siswa terhadap bahan ajar berbasis Problem Based Learning berkemampuan pemecahan masalah yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Subjek Penelitan dalam penelitian ini adalah siswa SMA Negeri 1 Meureubo kelas X Mia2 sebanyak 23 siswa. Instrumen penelitian berupa lembar validasi, angket respon siswa, dan tes. Dari hasil uji coba, pada uji coba I dan II diperoleh bahan ajar berbasis Problem Based Learning yang dikembangkan efektif ditinjau dari 70% siswa yang mengikuti tes kemampuan pemecahan masalah memperoleh nilai minimal 75 dan tercapainya ketuntasan belajar tes kemampuan pemecahan masalah  75% dan respon positif siswa terhadap bahan ajar berbasis Problem Based Learning untuk kemampuan pemecahan masalah yang dikembangkan. Teaching materials are developed based on the characteristics of students, so that the specified competencies can be achieved. In general, students' problem solving abilities are still very low, students have not been able to understand the problem, so it is constrained in determining the mathematical problem solving model. This study aims to describe the validity, effectiveness, and response of students to Problem Based Learning-based teaching materials that are problem-solving skills developed. This research is a development research using ADDIE models namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects in this study were 23 students of Meureubo High School 1 in class Mia2 as many as 23 students. The research instruments were validation sheets, student response questionnaires, and tests. From the results of the trials, in the first and second trials obtained teaching materials based on Problem Based Learning that were developed effectively in terms of 70% of students taking the test of problem solving skills obtained a minimum score of 75 and achievement of learning completeness 75% problem solving ability tests and positive responses for Problem Based Learning based teaching materials for problem solving abilities developed.

scholarly journals Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA

2018 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Hanifa Prahastami Pambayun ◽  
Endah Retnowati
Keyword(s):  
High School ◽  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Load Theory ◽  
Study Results

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak  100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.

scholarly journals MEASURING STUDENTS’ PROBLEM-SOLVING SKILLS ON DIRECT CURRENT CIRCUITS WITH MULTIPLE REPRESENTATIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 725-736
Author(s):  
Maria Dewati ◽  
A. Suparmi ◽  
Widha Sunarno ◽  
Sukarmin ◽  
C. Cari
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Multiple Choice ◽  
Multiple Representations ◽  
Assessment Instruments ◽  
Multiple Choice Questions ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Electrical Circuits ◽  
Physics Problems

Purpose of study: This study aims to measure the level of students' problem-solving skills, using assessment instruments in the form of multiple-choice tests based on the multiple representation approach on DC electrical circuits. Methodology: This research is a quantitative descriptive involving 46 students of physics education. Students are asked to solve the problem of DC electrical circuits on 12 multiple choice questions with open reasons, involving verbal, mathematical, and picture representations. Data were analyzed by determining means and standard deviations. Main findings: The results of the study showed that there were 3 levels of students' problem-solving skills, namely 7 (15%) students in the high category, 22 (48%) students in the medium category and 17 (37%) students in the low category. Applications of this study: The implication of this research is to continuously develop assessment instruments based on multiple representations in the form of various types of tests, to help students improve their conceptual understanding, so students can solve physics problems correctly. The novelty of this study: Researchers explain the right way to solve physics problems, 1) students are trained to focus on identifying problems, 2) students are accustomed to planning solutions using a clear approach, to build an understanding of concepts, 3) students are directed to solve problems accordingly with understanding the concepts they have built.

scholarly journals Learning Tool for Robotics Basic Programming Based on Contextual Teaching and Learning to Improve Problem-Solving Skills

2020 ◽  
Vol 26 (1) ◽  
pp. 76-82
Author(s):  
Muhamad Syariffuddien Zuhrie ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Lilik Anifah ◽  
Nur Hasanah
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Development Process ◽  
Software Development Process ◽  
Problem Solving Skills ◽  
Implementation Processes ◽  
Design Error ◽  
Process Implementation ◽  
Contextual Teaching ◽  
Basic Course

In the robotics program design basic course, it is very essential to be able to construct programming and then translate it into the language. If there is a design error in the algorithms and mistakes in the flowchart or an error in translating it into a programming language, the application software would be unable to work. The objectives of this study are to develop the basic teaching module for Robotics Programming and to implement robotics courses oriented on contextual teaching and learning to enhance university students' problem-solving skills. This study was designed with pre-action, action and reports procedures. 4D development was employed in the software development process. Implementation processes cover four phases: identifying, planning, creating, and disseminating. The findings suggested that contextual teaching and learning enable students to be actively engaged in the learning process encourage and motivated more active students' activities and promote creativity.

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