scholarly journals Design and Validity of Cognitive Conflict-Based Teaching Materials Integrating Virtual Laboratories to Improve Concept Understanding of Waves

2021 ◽  
Vol 9 (3) ◽  
pp. 244
Author(s):  
Reni Saputri ◽  
Fatni Mufit ◽  
Gusnedi Gusnedi ◽  
Silvi Yulia Sari
Keyword(s):  
Cognitive Conflict ◽  
Development Stage ◽  
The Self ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Self Evaluation ◽  
Expert Review ◽  
Virtual Laboratories ◽  
Analysis Technique ◽  
Preliminary Research

Learning physics shows that students' understanding of concepts is still low, and there are misconceptions. One solution to overcome this problem is to create conflict-cognitive-based physics teaching materials that integrate virtual laboratories. The purpose of this research was to produce valid cognitive conflict teaching materials. The type of research was development research using the Plomp model. The preliminary research instruments were in the form of concept tests and questionnaires. Meanwhile, a self-evaluation sheet was used at the development stage, and a validation sheet used three validators. The self-evaluation data analysis technique used percentage techniques, while the validity used the Aiken's V formula. At the preliminary research stage, it was found that more than 30% of students experienced misconceptions, and 40% of students did not understand the concept. From questionnaires to teachers, it was found that learning was still teacher-centred, and ICT facilities had not been used optimally. At the development stage, a prototype of teaching materials was designed using the cognitive conflict-based learning model stages. The self-evaluation test results obtained a score of 85, which was categorized as very good, while in the expert review test, the value of all components was 0.81 was categorized as very valid and capable of being tested for practicality and effectiveness tests in learning.

Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus

2021 ◽  
Vol 14 (1) ◽  
pp. 05
Author(s):  
Tisa Febri Delvia ◽  
Fatni Mufit ◽  
Mugni Bustari
Keyword(s):  
Atomic Nucleus ◽  
Material Design ◽  
Cognitive Conflict ◽  
Development Stage ◽  
Virtual Laboratory ◽  
Design Development ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Self Evaluation ◽  
Preliminary Research

Curiculum.2013 requires.the students to be able to improve.the understanding of a.concepts. But it stil not realizet One of the solutions of this problem is to make physics teaching.materials based on cognitive conflicts on atomic nucleus to improve students’ conceptual understanding. The purpose.of this a research is to produce a valid cognitive conflict-based teaching material design. The type of research is Design / Development Research usingn the Plomp model. However, this research is limited to theaPreliminary.Research and Prototype.Phase. The first step is Preliminary Research by analyzing needs and context by conducting journal analysis and interviews with physics teachers in schools. The second step of the Prototype.Phase is the development stage by making the design of teaching materials, conducting validation by researchers (self evaluation) and experts review. From the results.of.the Preliminary Research stage, it was found that in the atomic nucleus theory there were still many misconceptions, there were no teaching materials that integrated models and there was a lack of guidelines for conducting virtual laboratory. In the Prototype Phase, it was found that the results ofathe design of teaching materials is based on cognitive conflict that were developed had passed the self-validation and experts validation tests with a very valid validity level with an averaga value of 0.87. With the acquisition of this value, the design of physics teaching materials based on cognitive conflict is declaredjfeasible.to be used in the learning processin order to improve the conceptual understandingof the students.

scholarly journals Disain dan Validitas E-Modul Interaktif Berbasis Konflik Kognitif untuk Remediasi Miskonsepsi Siswa pada Konsep Gaya

2021 ◽  
Vol 5 (1) ◽  
pp. 68-76
Author(s):  
Viki Pratama ◽  
Sonia Fitri Anggraini ◽  
Hilman Yusri ◽  
Fatni Mufit
Keyword(s):  
Cognitive Conflict ◽  
The Self ◽  
Development Phase ◽  
Self Evaluation ◽  
Module Design ◽  
Expert Review ◽  
Student Misconceptions ◽  
Assessment Sheet ◽  
Preliminary Research ◽  
Is Design

Student misconceptions occur because students build their own concepts from their own environment without the help of experts, therefore, students' initial knowledge that is not the same as expert opinion is what causes misconceptions. This study aims to produce an interactive conflict-based cognitive e-module to remediate misconceptions and improve students' understanding of concepts about force. This type of research is design or development research using the Plomp model, with 3 phases, namely; (1) preliminary research, (2) development phase and (3) assessment phase. This research is limited to the expert review development phase. The preliminary research was conducted by reviewing 5 journals about the problems of students' misconceptions on the concept of force. At the development phase, e-module design, self-evaluation, and expert review of the e-module prototype are carried out. The data were obtained from the self-evaluation assessment sheet by three researchers and the validation sheet by three physics lecturers. Based on the preliminary research, it was found that there were problems in understanding the concept of students in the material of force. Therefore, a cognitive conflict-based emodule was designed that could improve students' conceptual understanding. The self-evaluation results of the emodule design showed that the e-module design was in the very good category with an average of 93.4. The results of the expert's study showed that the e-module design was in a very valid category with an average of 85.6.

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

2021 ◽  
Vol 14 (1) ◽  
pp. 37
Author(s):  
Irfan Luthfi ◽  
Fatni Mufit ◽  
Mutia Rosiana Nita Putri
Keyword(s):  
Material Design ◽  
Cognitive Conflict ◽  
Teaching Material ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Self Evaluation ◽  
Average Value ◽  
Second Stage ◽  
Evaluation Test ◽  
Prototype Phase

Learning Physics in the 2013 Curriculum requires students to understand concepts. However, the facts found in the field show that students' understanding of concepts is still low and there are misconceptions, especially on unidirectional electricity. One solution to overcome this problem is to make physics teaching materials based on cognitive conflicts integrating virtual laboratories on unidirectional electrical materials to improve students' conceptual understanding. The aim pf this study was to produce a valid cognitive conflict teaching material design. This type of research was Design / Development Research. Using the Plomp model development which has two stages, namely Preliminary Research, at this stage an initial problem analysis was carried out by conducting concept tests on students using coding techniques and conducting interviews with teachers. The second stage of the Prototype Phase was the development stage by designing the required teaching materials. For the design of teaching materials that have been made, a self-evaluation test was carried out using the Likert formula, after which the expert validation or expert review was carried out using the V Aiken's formula for each indicator. Based on the analysis of the data obtained, it can be explained, at the Preliminary Research stage, it was found that in the same direction electricity material more than 30% of students experienced misconceptions and 50% of students did not understand. Meanwhile, teachers still use conventional learning (lecture method) and insufficient laboratory tools to do practicum. The second stage of the Prototype Phase produces teaching material design based on cognitive conflict. The results of the self-evaluation test showed that teaching materials at the validation level were very valid with an average value of 86.7 and the expert validation test for materials at the validation level was very valid with an average value of 0.87. The conclusion from the acquisition of the assessment of physics teaching material design based on cognitive conflict is declared valid and the characteristics of the teaching material are in accordance with the 2008 Ministry of National Education

scholarly journals E-Summary Teaching Materials with Hannafin & Peck Models for Training Participants in the Human Resources Development Agency

2021 ◽  
Vol 4 (3) ◽  
pp. 534
Author(s):  
Pauline Tricia Andriani ◽  
I Gde Wawan Sudatha ◽  
I Kadek Suartama
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Design Stage ◽  
Teaching Material ◽  
Teaching Materials ◽  
Expert Review ◽  
Content Expert ◽  
Analysis Technique ◽  
Electronic Teaching ◽  
Questionnaire Method

This study aims to describe the design of electronic teaching materials packaged in e-summary form, and to determine the validity of e-summary teaching materials according to experts and product trials. This type of research is development research using the Hannafin & Peck model. The types of data in this study are quantitative and qualitative data. The research data collection used the document recording method and the questionnaire method. The data analysis technique used is descriptive quantitative analysis technique, and descriptive qualitative. The results of the study (1) The design of this e-summary teaching material consists of three stages, namely the needs analysis stage, the design stage, the development and implementation stage. And at each stage it passes through the evaluation stage. (2) The validity of the development of e-summary teaching materials is measured through (a) the results of the content/content expert review by obtaining a percentage of 93.3% being in very good qualification, (b) the results of the e-summary linguist review being 87.5% being on good qualifications (c) the results of the review of individual trials show that the percentage of the overall subject is 97.1% with very good qualifications and (d) the results of the small group trial review show that the percentage of the overall subject is 96.3% with very good qualifications. . In general, the research results show that e-summary is valid with very good quality and is suitable for use in the learning process in creative thinking training. Suggestions that can be given from the results of this study are that this e-summary teaching material can be used optimally in the learning process so that it can increase the training participants' self-study motivation and make it easier to understand the training material.

scholarly journals SOAL OPEN-ENDED BERKONTEKS BENGKULU TENTANG BANGUN RUANG SISI DATAR UNTUK KEMAMPUAN BERPIKIR KREATIF MATEMATIS

2021 ◽  
Vol 9 (4) ◽  
pp. 442-455
Author(s):  
Tris Diana Setia Karti ◽  
Mardiah Syofiana
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Program ◽  
School Students ◽  
Self Evaluation ◽  
Expert Review ◽  
Analysis Technique ◽  
Class Viii

Students’ ability for thinking creatively is very important due to highly support the increase of global competition in the current digital era. However, the condition of students' creative thinking abilities is still relatively low, which strongly leads the learning program that can explore the competence of students' creative thinking abilities, one of which is by using open-ended questions under the Bengkulu context. This study aims to produce open-ended questions on mathematical creative thinking skills that are valid and practical. This research was development research by using the 1993 Tessmer development model (modified by Zulkardi, 2006). In this study, the stages used preliminary, self-evaluation, expert review, and one-to-one. The test subjects of this study were class VIII Junior High School students. This research was conducted from June to July 2021. The data analysis technique used qualitative and quantitative analysis. Based on the results of the research showed that the open-ended questions developed were valid based on validators' comments and practical based on the results of the answers and interviews by students.

scholarly journals PENGEMBANGAN BAHAN AJAR MATERI BILANGAN BERBASIS SAINTIFIK UNTUK ANAK USIA 5-6 TAHUN DI TK ISLAM ALKAUTSAR INDRALAYA

2019 ◽  
Vol 6 (1) ◽  
pp. 1-10
Author(s):  
Issaura Dwi Selvi
Keyword(s):  
Design Development ◽  
Teaching Materials ◽  
Self Evaluation ◽  
Expert Review ◽  
Group Evaluation ◽  
Evaluation Stage ◽  
One To One ◽  
Average Observation ◽  
Addie Model ◽  
The One

This development research aims to produce teaching materials in the form of handouts for teachers in Al-Kautsar Indralaya Islamic Kindergarten. Development is done by using ADDIE model (analysis, design,development, implementation and evaluation). The evaluation was done by Tessmer's formativeevaluation with four evaluation phases, namely self evaluation, expert review, one-to-one evaluation andsmall group evaluation. Data collection techniques use observation and walkthrough. Experimental resultsHandout 1 of 3.75, Handout 2 of 3.75, Handout 3 of 3.80, Handout 4 of 3.65, Handout 5 of 3.75 andHandout 6 of 3.80 (with very valid category) . Furthermore, the one to one evaluation stage obtained theaverage of teacher observation with Handout 1 of 87%, Handout 2 of 88%, Handout 3 of 87%, Handout 4of 90%, Handout 5 of 87% and Handout 6 of 88% with excellent category). While in the small groupevaluation, the average observation result on Handout 1 of 90%, Handout 2 of 90%, Handout 3 of 92%,Handout 4 is 90%, Handout 5 of 88%, and Handout 6 of 90% (with excellent category). Therefore, it canbe concluded that the teaching materials of scientifically based number of numbers is valid and practicalfor use by the teacher.

scholarly journals Design and Validity of Interactive Multimedia Based on Cognitive Conflict on Static Fluid Using Adobe Animate CC 2019

2021 ◽  
Vol 7 (2) ◽  
pp. 177-190
Author(s):  
Muhammad Dhanil ◽  
Fatni Mufit
Keyword(s):  
Conceptual Understanding ◽  
Interactive Multimedia ◽  
Cognitive Conflict ◽  
Self Evaluation ◽  
Expert Review ◽  
Multimedia Teaching ◽  
Material Substance ◽  
Static Fluid ◽  
Preliminary Study ◽  
Preliminary Phase

This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.

scholarly journals Developing Literacy Reading Teaching Materials by Using Big Books as an Effort to Build the 2nd Grade Students' Characters in Elementary School

2018 ◽  
Author(s):  
Taufina ◽  
Muhammadi
Keyword(s):  
Elementary School ◽  
Evaluation Method ◽  
Field Studies ◽  
Teaching Materials ◽  
School Students ◽  
Learning Materials ◽  
Self Evaluation ◽  
Expert Review ◽  
Reading Teaching ◽  
Research Show

Producing appropriate literacy reading teaching materials as an effort to establish the 2nd grade students' characters is regarded as a crucial goal in literacy reading topics. Moral degradation that could threaten the Elementary School students' positive characters is viewed as a huge problem to be solved in educational world. One of the efforts that could be done to cope with the problem is by developing literacy reading learning materials by using Big Books which is intended to build the 2nd grade students' characters. To develop the learning materials, Plomp model was applied. Literature and field studies conducted produce the draft of Big Books – based literacy reading teaching materials. The Big Books – based learning materials are reflected by using self evaluation method, and are revised based on the users' needs. The validation was done in accordance with the results of expert review method. The results of the research show that the validity score of the learning materials developed is 3.80 (very valid). Hence, this research produces a set of Big Books – based literacy reading teaching materials for establishing the characters of the 2nd grade students of Elementary School.

scholarly journals PENGEMBANGAN LEMBAR KEGIATAN SISWA BERBASIS PENEMUAN TERBIMBING PADA MATERI PELUANG UNTUK SISWA KELAS XI IPA SMA ADABIAH 2 PADANG

2018 ◽  
Vol 6 (2) ◽  
pp. 299-304
Author(s):  
Sefrida Nengsih ◽  
Tika Septia
Keyword(s):  
Learning Outcomes ◽  
Textbook Analysis ◽  
Guided Discovery ◽  
Self Evaluation ◽  
Expert Review ◽  
Group Evaluation ◽  
Analysis Phase ◽  
Preliminary Research ◽  
Research Stage ◽  
Phase Phase

AbstrakPenelitian ini dilatarbelakangi oleh adanya siswa yang belum memahami materi peluang dan penyajian materi pada LKS belum membimbing siswa menemukan konsep secara mandiri. Penelitian ini bertujuan untuk menghasilkan LKS berbasis penemuan terbimbing pada materi peluang untuk siswa kelas XI IPA SMA Adabiah 2 Padang yang valid, praktis dan efektif. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model Plomp yang terdiri atas 3 fase yaitu preliminary research, prototyping phase, dan assessment phase. Tahap preliminary research terdiri dari wawancara kepada siswa dan guru, analisis silabus, dan analisis buku teks. Tahap prototyping phase yaitu merancang sistematika dan struktur LKS, penyusunan prototipe, evaluasi diri, tinjauan ahli, evaluasi satu-satu dan evaluasi kelompok kecil. Tahap assessment phase yaitu uji kelompok besar terhadap satu kelas yaitu kelas XI IPA 3 sebagai kelas ekperimen.Hasil penelitian menunjukkan LKS berbasis penemuan terbimbing valid, praktis, dan efektif dalam meningkatkan hasil belajar dan memotivasi siswa.Kata Kunci: Pengembangan, Lembar Kegiatan Siswa, Penemuan Terbimbing.AbstractThis research is motivated by the existence of students who do not understand the material opportunities and presentation of the material on the LKS has not lead the students find the concept independently. This study aims to produce LKS based on guided discovery on the material opportunities for students of class XI IPA SMA Adabiah 2 Padang valid, practical and effective. This type of research is a development research using a plomp model consisting of 3 phases, namely preliminary research, prototyping phase, and assessment phase. The preliminary research stage consists of interviews to students and teachers, syllabus analysis, and textbook analysis. Phase prototyping phase is designing LKS systematics and structures, prototype arrangement, self-evaluation, expert review, one-to-one evaluation and small group evaluation. The assessment phase phase is a large group test of one class that is class XI IPA 3 as the experimental class. The result of the research shows that LKS based on the discovery of guidance is valid, practical, and effective in improving learning outcomes and motivating students.Keyword: Development, Student Activity Sheet, Guided Discovery.

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