scholarly journals Pengembangan E-Modul dengan Pendekatan Problem Based Learning untuk Peserta Didik SMA/MA Kelas XI Materi Gejala Gelombang

2020 ◽  
Vol 11 (2) ◽  
pp. 185-201
Author(s):  
Faqih Dinal Malik Sidik ◽  
Ika Kartika
Keyword(s):  
Field Test ◽  
Problem Based Learning ◽  
Teacher Assessment ◽  
Student Response ◽  
Large Field ◽  
Average Score ◽  
Learning Approach ◽  
Response Sheet ◽  
Physics Teacher ◽  
Research Procedure

This research aims to: (1) development of e-module with problem based learning approach, (2) obtaining the quality of e-module with problem based learning approach based on material expert, media expert and physics teacher assessment, (3) Obtaining the response from student and enforceability of e-module with problem based learning approach. This research belongs to Research and Development (R&D). Development is done by referring to the procedural model. This development research procedure is based on 4-D model which includes 4 steps, namely (1) Define, (2) Design, (3) Develop, (4) Disseminate. This research is done until Development steps. The research instrument are criticism and validator suggestion sheet, e-module quality assessment sheet, student response sheet and enforceability observastion sheet. The result of this research is e-module with problem based learning approach. The e-module quality based on assessment of material expert, media expert and physics teacher has average score 3,62; 3,80; and 3,92 with a very good category. Student’s responses on small field test have average score 0,88 with agree category. Result from the enforceability of e-module on 3th and 4th problem based learning steps in e-module has not been implemented. Other steps as a whole have been well implemented on the large field test.

The Development of Physics Education Game on Direct Current Electric Circuit for Learners

2021 ◽  
Vol 1 (1) ◽  
pp. 50-62
Author(s):  
Jati Zen Ma'ruf
Keyword(s):  
Direct Current ◽  
Physics Education ◽  
Electric Circuit ◽  
Student Response ◽  
Educational Game ◽  
Average Score ◽  
Distribution Data ◽  
Response Sheet ◽  
Physics Learning ◽  
Electric Circuits

This study is the research of the development of physics education game application. This study has two purposes, namely to (1) developing multimedia for physics learning in the form of a physics education game on direct current electric circuits, (2) knowing the quality of educational game applications that have been produced according to experts, (3)knowing the user's (student's) response to the media of physics learning in the form of educational game applications related to direct current electrical circuit. The development procedure in this study refers to the Luther-Sutopo procedure consisting of the stage of concept, design, material collecting, assembly, testing, and distribution. Data collection techniques in the research in this study using a questionnaire. The research instrument in this study was a validation and assessment sheet which was adapted from the rubric for evaluating C. Stewart's educational game, student response sheets, and the game tester response sheet. Product validation and assessment uses a Likert scale with 4 scales and students' responses use the Guttman scale, while the game tester response sheet uses descriptive analysis. The results of this study are products in the form of simulation physics education game applications in direct current electric circuits, the results of the validation and assessment of material experts and media experts, the educational game application scored 3.8 and 3.3 in a very good category. The results of the user’s (student’s) response to the direct current electric circuit educational game application developed got an average score of 0.97 with the agreed category.

scholarly journals THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS

2018 ◽  
Vol 17 (2) ◽  
pp. 300-319
Author(s):  
Budi Jatmiko ◽  
Binar Kurnia Prahani ◽  
Munasir Munasir ◽  
Z. A. Imam Supardi ◽  
Iwan Wicaksono ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Control Group ◽  
Response Sheet ◽  
Conventional Model ◽  
Physics Teachers ◽  
Pbl Model

Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this. Keywords: basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers, and PBL model.

scholarly journals E-Module Development using Kvisoft Flipbook Maker through the Problem Based Learning Model to Increase Learning Motivation

2020 ◽  
Vol 4 (4) ◽  
pp. 834
Author(s):  
Minar Situmorang ◽  
Yustina Yustina ◽  
Wan Syafii
Keyword(s):  
Problem Based Learning ◽  
Development Stage ◽  
Student Response ◽  
Average Score ◽  
Response Analysis ◽  
Learning Material ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Addie Model ◽  
Module Development

This study aims to develop e-modules through the Problem Based Learning (PBL) model. The type of this research was development research with the ADDIE model. The trial subjects were students of SMAN 1 Seberida. The research instruments were observation, interview, media expert validation questionnaire, material expert, biology teacher validation, student and student response questionnaire. Qualitative data analysis techniques in the form of qualitative descriptive observations and interviews and presented at the analysis stage, suggestions from media expert validators, materials, biology teachers, student and student responses were carried out descriptively and qualitatively and presented in the development stage. While the score of the biology teacher validation questionnaire was carried out using Descriptive statistics by presenting data through tables. The validation results of media experts, material experts and biology teachers on the e-module were 3.63, 3.62 and 3.71, respectively with valid category. The results of student and student response analysis obtained an average score of 89.98 and 87.7 which are categorized as very practical. Based on these results, it can be concluded that the electronic module with the Kvisoft flipbook maker is suitable for use as learning material and can be tested in direct learning.

scholarly journals Developing PBL kit by utilizing blog in order to improve scientific process and problem solving skills in physics learning

2017 ◽  
Vol 3 (1) ◽  
pp. 89 ◽  
Author(s):  
Siti Maria Ulva
Keyword(s):  
Problem Solving ◽  
Field Experiment ◽  
Lesson Plan ◽  
Student Response ◽  
Average Score ◽  
Response Sheet ◽  
Scientific Process ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Teacher Interview

The study aimed at generating PBL-based learning kit product by utilizing blog, at meeting the criteria of learning kit feasibility, at testing the effectiveness of learning kit that the researcher had developed and at identifying the learning participants’ scientific process and problem solving skills. In conducting the study, the researcher implemented the 4-D Model. The learning kit development started involved preliminary study, product design, expert and practitioner test, limited experiment and field experiment. The instruments that had been deployed in conducting the study consisted of validation sheet, learning management observation sheet, student response sheet, teacher interview sheet and learning results test. This study generated a product that consisted of lesson plan, teacher’s book, student’s book, student’s working sheet, blog and learning results assessment. The validation results showed that the learning kit that had been developed were feasible for implementation. Then, the experiment results showed that the learning kit that the researcher had developed met the criteria of effectiveness. Based on the pretest and the posttest results that was administered during the field experiment, students’ physics learning has increased approximately 17.10 point from the pretest average score, namely 58.20, and from the posttest average score, namely 75.30.

scholarly journals Pengembangan handout fluida dinamik terintegrasi metakognisi untuk meningkatkan kemampuan aplikasi siswa SMA dan MA

2018 ◽  
Vol 4 (1) ◽  
pp. 11-25
Author(s):  
Atep Koswara ◽  
Mundilarto Mundilarto
Keyword(s):  
Fluid Dynamics ◽  
Physics Education ◽  
Descriptive Analysis ◽  
Field Testing ◽  
Teacher Assessment ◽  
Response Sheet ◽  
Teaching Materials ◽  
Gain Score ◽  
Physics Teacher ◽  
Assessment Sheet

Penelitian ini bertujuan untuk mengembangkan handout fluida dinamik terintegrasi metakognisi. Jenis penelitian ini adalah penelitian dan pengembangan. Subyek penelitian ini adalah guru fisika dan siswa kelas XI IPA pada SMAN 8 Yogyakarta dan MAN Laboratorium UIN Yogyakarta. Instrumen yang digunakan berupa lembar penilaian kualitas handout oleh ahli pendidikan fisika dan guru fisika, lembar tanggapan siswa terhadap kualitas handout, tes awal dan tes akhir kemampuan menerapkan prinsip fluida dinamik, lembar tanggapan guru fisika dan siswa terhadap penggunaan handout. Teknik analisis data yang digunakan adalah analisis deskriptif, analisis gain score, dan analisis varians dua jalur. Hasil penilaian ahli dan guru menunjukkan bahwa handout memiliki kualitas yang sangat baik. Hasil uji lapangan menunjukkan bahwa handout memiliki kualitas yang baik menurut tanggapan siswa, penggunaan handout menghasilkan peningkatan kemampuan menerapkan prinsip fluida dinamik siswa SMA dan MA yang signifikan, dan handout sangat praktis digunakan menurut guru fisika SMA dan praktis menurut siswa SMA. Developing handout of fluid dynamics integrated by metacognition to improve application ability of SMA and MA students AbstractThis research aims to develop a handout of fluid dynamics integrated by metacognition. This type of research is research and development. The subjects of this study were a SMA/MA physics teacher and XI IPA grade students at SMAN 8 Yogyakarta and MAN Laboratory UIN Yogyakarta. The instruments used in this study were in the form of quality assessment sheet of teaching materials handout by physics education experts and SMA/MA physics teachers, students response sheet on the quality of teaching materials handout, initial and final test of application competence of the principles of fluid dynamics, and SMA/MA physics teacher and students response sheet on the use of the teaching materials handout. The data analysis technique used in this research was descriptive analysis, analysis of gain score, and two way analysis of variance. The expert and physics teacher assessment results show that the handout developed has a very good quality. Field testing results show that the handout developed has good quality according to student responses, the use of this handout can result significant improvement on the students ability to apply the principles of fluid dynamics at SMAN 8 Yogyakarta and MAN Laboratory UIN Yogyakarta, and the use of the handout is very practical according to SMA physics teacher and practical according to SMA students.

scholarly journals Pengembangan Multimedia Interaktif Kimia Berbasis PBL (Problem Based Learning) untuk Meningkatkan Keterampilan Generik Sains Siswa

2020 ◽  
Vol 8 (2) ◽  
pp. 85
Author(s):  
Ratna Azizah Mashami ◽  
Khaeruman Khaeruman
Keyword(s):  
Problem Based Learning ◽  
Ease Of Use ◽  
Average Score ◽  
Instructional Media ◽  
Design Development ◽  
Student Responses ◽  
Gain Score ◽  
Research Procedure ◽  
Normalized Gain ◽  
Implementation Stage

Most of the students had difficultyin understanding the concept of chemistry  which is abstract and cannot connect the concepts studied with the phenomena in everyday life.This is because the instructional media and learning models used by the teacher do not pay attention to submicroscopic representations and do not link chemistry with the environment around students.This study aims to develop Chemical Interactive Multimedia (CIM) based on PBL (Problem Based Learning) to improve students' Generic Science Skills (GSS). PBL-based CIM was developed on the concept of salt hydrolysis in a tutorial format. This study was a Research and Development using the ADDIE design. The research procedure consists of five stages, namely Analyze, Design, Development, Implementation, and Evaluation. The PBL-based CIM effectiveness test against the GSS of MA Darul Habibi NW Paok Tawah students was carried out at the implementation stage using a one-group pretest-posttest design. The instrument used was in the form of a questionnaire to obtain eligibility data and student responses, as well as a description test to obtain KGS data. CIM based on PBL feasibility data will be analyzed using a five-scale absolute norm, student responses were analyzed descriptively, and GSS data were analyzed using a normalized gain score (N-gain). The validation results show that PBL-based MIK has an average score of 92% which means it was very feasible.The limited trial of 12 students stated that PBL-based CIM met the aspects of appearance, readability, language, and ease of use very well.The results of PBL-based CIM trials in learning can increase students' GSS which is indicated by an average N-gain score of 58% in the moderate category.Therefore, it can be concluded that PBL-based MIK was successfully developed in the very feasible category and could improve students' GSS.

scholarly journals Android-Based Learning Media Using Problem Based Learning on Physics Learning of Senior High School Students

2020 ◽  
Vol 6 (2) ◽  
pp. 289-298
Author(s):  
Reni Tania Reni Tania ◽  
Jumadi Jumadi ◽  
Falentinus Tolino
Keyword(s):  
High School Students ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Research Data ◽  
Student Response ◽  
Average Score ◽  
School Students ◽  
Student Responses ◽  
Physics Learning ◽  
Feasibility Assessment

This study aims to determine Android-based physics learning media (ABLM) with developed Problem Based Learning (PBL) learning. This research uses R&D research. The research steps were guided by the 4D model (Define, Design, Develop, and Disseminate). The research data were obtained through the product feasibility assessment of expert validators (media experts and material experts) and questionnaire responses from class X students of SMA Negeri 1 Tempilang. Collecting research data using validation sheets and questionnaires. Data collected using descriptive analysis. The results of product feasibility by media experts with an average score of 3.72, product feasibility by material experts of 3.76, and student response results of 3.64. The results of expert validation analysis and student responses were in the "Very Good" category. The ABLM media with PBL learning was declared feasible and suitable for learning physics.

scholarly journals Pengaruh Model Problem Based Learning terhadap Keterampilan Menulis Teks Eksposisi dari Siswa Sekolah Menengah

2020 ◽  
Vol 1 (1) ◽  
pp. 20-30
Author(s):  
Efrianto Efrianto ◽  
Siska Novelia ◽  
Afrnita Afnita
Keyword(s):  
Performance Test ◽  
Model Problem ◽  
Writing Skills ◽  
Problem Based Learning ◽  
Average Score ◽  
Natural Setting ◽  
School Students ◽  
Data Collection Instrument ◽  
Research Procedure ◽  
Pbl Model

The purpose of this study was to discuss the effect of the Problem Based Learning (PBL) model on writing skills of exposition text for middle school students. The method used is an experiment inquiry to find the effect of certain treatments on others under controlled conditions. The research procedure which is natural setting and descriptive pay more attention to data processing and analysis, tend to be inductive, and search for suitable meaning. The data collection instrument was a performance test in the form of writing skills on exposition text. The results showed that the application of the PBL model increased the scores of the students' exposition text writing results with an average score of 58%. In addition, the application of the PBL model also deepens students' understanding of the structure, language rules, diction, language style, and speeling contained in the exposition text.

scholarly journals PENGEMBANGAN MODUL MATEMATIKA BERBASIS LKS DENGAN PENDEKATAN PROBLEM BASED LEARNING

2017 ◽  
Vol 1 (1) ◽  
pp. 84
Author(s):  
Anna Ulfatu Zuhro
Keyword(s):  
Feasibility Study ◽  
Problem Based Learning ◽  
Student Response ◽  
Development Model ◽  
Learning Approach ◽  
Design Development ◽  
Teaching Materials ◽  
Mathematical Problems

This research was conducted to develop teaching materials modul-based mathworksheets (LKS) with problem based learning approach. By developing the teaching materials is expected to help students learn independently and improve students’ ability in solving mathematical problems. The teaching materials developed with 4-D Thiagarajan development model that has been modified into 3-D that define, design, development. Validated teaching materials developed by lecturers and teacher of mathematics. The result were obtained validity for two aspects : the average material 4 and the average media aspect 4. These teaching materials declared valid. For the feasibility study gained an average of 4.1 and student response gained an average of 4.2, which was developed into simpleteaching materials. And as many as 26 students scored above the KKM with a percentage of 87% proved the effectivity of the teaching materials.

scholarly journals THE INFLUENCE LEARNING MODEL GUIDED INQUIRY AND CREATIVITY ON HIGHER COGNITIVE

2016 ◽  
Vol 5 (2) ◽  
pp. 106
Author(s):  
Pretti T. M. Ambarita ◽  
Sahyar . ◽  
Ridwan A.Sani
Keyword(s):  
Student Learning ◽  
Small Group ◽  
Learning Outcomes ◽  
Field Test ◽  
Student Learning Outcomes ◽  
Lesson Plans ◽  
Student Response ◽  
Response Sheet ◽  
Design Development ◽  
Assessment Of Student Learning

The objective of this research were to produce a lesson plans and worksheets learning instrument design that corresponded to problem based learning models and analyze whether it was can improve student learning outcomes. This research development was done in classroom by using development research methods of Analysis Design Development Implementation and Evaluation (ADDIE). ADDIE method was used as a method for designing a lesson plans and worksheets that corresponded to it. Three stages of development of lesson plans and worksheets such as an assessment by a team of experts, small group, and a field test. Assessment by a team of experts based on theree aspects such as format, content, and language. In small group and field test based on a response of students sheet. The student response sheet contains of teacher's ability to teach. Worksheet assessment based on aspects of the format, content, and language. Assessment of student learning outcomes based on pretest and posttest were analyzed by ngain. The results of development of lesson plans and worksheets were validated by a team of experts on aspects of format, content, and language. The result both of development of lesson plans and worksheets in small group and field test produced good categories. There was an increased student learning outcomes of  first to third meeting with categories of low to moderate.

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