scholarly journals Desain Modul Pembelajaran Mandiri Tentang Gerak Parabola Pada Bidang Miring Tanpa Gesekan Udara

2019 ◽  
Vol 12 (1) ◽  
pp. 9-19
Author(s):  
Beta Sugesti Situmeang ◽  
Debora Natalia Sudjito ◽  
Nur Aji Wibowo
Keyword(s):  
Undergraduate Students ◽  
Physics Education ◽  
Friction Material ◽  
Independent Learning ◽  
Design Development ◽  
Education Department ◽  
Projectile Motion ◽  
Learning Module ◽  
Addie Model ◽  
Inclined Surface

Generally, the learning about projectile motion on inclined surface neglecting air friction can not be delivered during the meeting hours because of the limited time. One way that can be done is by doing independent learning about projectile motion on inclined surface neglecting air friction which is assisted by an independent learning module. The purpose of this study is to design an independent learning module of projectile motion on inclined surface neglecting air friction and to investigate the effectiveness of the module toward undergraduate students’ understanding. Hopefully, this module can enrich the mechanic's modules for the undergraduate students and support them in learning about projectile motion on the inclined surface out of the meeting hours so that they can learn about the projectile motion comprehensively. The method of this study is the ADDIE model of development method consisting of Analysis, Design, Development, Implementation, and Evaluation steps. This independent learning module is applied to three freshmen of the Physics and Physics Education Department. Based on the observation sheet, the undergraduate students were able to do 88% of the module correctly, they also give 90% positive response to the statements of the module, and gets an average evaluation score of 75. Therefore, this independent learning module about projectile motion on inclined surface neglecting air friction is effective in assisting undergraduate students to understand the projectile motion on inclined surface neglecting air friction material.

scholarly journals Desain Modul Pembelajaran Mandiri tentang Gerak Parabola pada Bidang Miring dengan Gesekan Udara

2019 ◽  
Vol 10 (1) ◽  
pp. 10-21
Author(s):  
Debora Natalia Sudjito
Keyword(s):  
Undergraduate Students ◽  
Plane Surface ◽  
Independent Learning ◽  
Limited Time ◽  
Projectile Motion ◽  
Average Percentage ◽  
Learning Module ◽  
Air Resistance ◽  
Qualitative Descriptive ◽  
Inclined Surface

Abstrak. Pada mata kuliah mekanika khususnya materi gerak parabola, pembelajaran yang diberikan oleh pengajar cenderung hanya pada bidang datar dan tanpa gesekan udara karena keterbatasan perkuliahan tatap muka. Kenyataannya, gerak parabola dipengaruhi gesekan udara dan bisa terjadi pada bidang miring. Tujuan penelitian ini adalah membuat desain modul pembelajaran mandiri tentang gerak parabola pada bidang miring dengan gesekan udara yang dapat digunakan sebagai panduan tugas terstruktur perkuliahan mahasiswa serta menyelidiki efektivitas modul tersebut terhadap pemahaman mahasiswa. Pembuatan modul pembelajaran menggunakan metode ADDIE (Analyze, Design, Develop, Implement, Evaluate). Teknik analisa data yang digunakan dalam menentukan efektivitas modul pembelajarannya adalah deskriptif kualitatif. Kriteria keefektifan adalah mendapatkan 70% respon positif pada lembar observasi dan kuesioner. Berdasarkan lembar observasi dan kuesioner, rata-rata persentase lembar observasi adalah 83% dan kuesioner adalah 76%. Jadi, dapat disimpulkan bahwa modul ini efektif digunakan dengan revisi minor berupa perbaikan kalimat penggiring pada bagian kegiatan yang mendapatkan skor kurang dari 70%.Kata kunci: gerak parabola, bidang miring, gesekan udara, modul pembelajaranAbstract. On the mechanics course especially on projectile motion material, the learning given by the lecturer tends to be focused on the plane surface without considerating the air resistance because of the limited time of the meetings. In fact, the projectile motion is influenced by the air resistance and it can also occur on the inclined surface. The purpose of this study is to design an independent learning module of projectile motion on inclined surface with air resistance which can be used as the structured assignment for undergraduate students. It also aims to investigate the effectiveness of the module toward the students’ understanding. The process of making this learning module applies the ADDIE method (Analyze, Design, Develop, Implement, Evaluate). The analysis of the data used in determining the effectiveness of the module is qualitative descriptive. The effectiveness criteria are to gain minimum of 70% positive responses on the observation sheet and questionnaires. Based on the result of the observation sheet and questionnaires, the average percentage of the observation sheet is 83% and the average percentage of the questionnaires is 76%. Therefore, it can be concluded that this module is effective to be used with minor revision in guide sentences on the activity parts which gained score less than 70%.Keywords: projectile motion, inclined surface, air resistance, learning module

scholarly journals Online Interactive Multimedia Oriented to HOTS through E-Learning on Physics Material about Electrical Circuit

2020 ◽  
Vol 9 (1) ◽  
pp. 1 ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf ◽  
Zuhdan Kun Prasetyo ◽  
Edi Istiyono
Keyword(s):  
Physics Education ◽  
Interactive Multimedia ◽  
Electrical Circuit ◽  
Design Development ◽  
Education Department ◽  
Physics Courses ◽  
Assessment Sheet ◽  
Basic Physics ◽  
E Learning ◽  
Addie Model

This article explains the development of interactive multimedia which is designed using e-learning. The development technique uses ADDIE model which consists of some stages namely Analyze, Design, Development, Implementation, and Evaluation. The trial subjects in this study were 13 students of Physics Education Department in Universitas Papua who programed basic physics courses in the even semester of 2018-2019. Interactive multimedia validity was obtained based on an assessment sheet filled by 7 validators consisting of material expert validators, media experts and practitioners. Meanwhile, the effectivity and practicality of interactive multimedia was obtained based on the students’ responses after learning. The instrument used in this study was the validation sheet filled out by the validators and questionnaire about students’ responses after learning. The technique used to analyze the results of the validator's assessment was V Aiken while the questionnaire analysis used Rasch model. The results showed that the developed learning media were in the valid category for each aspect of the assessment, namely layout, navigation, functions, and pedagogy aspects. Moreover, students’ responses towards interactive multimedia used were also effective and practical in every aspect of assessment. Students gave good responses towards HOTS abilities that could be developed during learning, including the ability to analyze, evaluate, and create. Therefore, online interactive multimedia oriented to HOTS through e-learning can be applied in physics lesson.

scholarly journals Pengembangan media pembelajaran IPS berbasis android materi kerajaan dan peninggalan Hindu-Buddha

2021 ◽  
Vol 7 (1) ◽  
pp. 19-31
Author(s):  
Meilia Tika Ayu Ningrum ◽  
Agus Purnomo ◽  
Idris Idris
Keyword(s):  
Virtual Reality ◽  
Student Understanding ◽  
Independent Learning ◽  
Design Development ◽  
Virtual Reality Technology ◽  
Implementation Evaluation ◽  
Innovative Learning ◽  
The Media ◽  
Analysis Design ◽  
Addie Model

Android-based learning media for Social Studies (SS) might reduce boredom and accelerate student learning because it conveys attractive, creative, and innovative learning materials that support independent learning. This study aims to develop android-based learning media for SS about the Kingdom and Relics of Hindu-Buddhist. It employed Research and Development (R&D) with Analysis, Design, Development, Implementation, Evaluation (ADDIE) model. Validation by material experts and linguists stated that the learning media was feasible with 61.5% and 70%. Results show that the learning media is suitable to use by 88.2%. The product trials resulted in practical products by 100% from educational practitioners, and 80.2% from students. This finding indicates that the media is effective, as can be seen, that 26 out of 32 students scored above the minimum grade. It is suggested that SS learning media are developed through further research by utilizing virtual reality technology. This may accelerate student understanding as the use of videos and pictures, and virtual reality to images and objects help depict things clearly.

scholarly journals PENGEMBANGAN FILM SERI ANIMASI 3D “CERITA MADE” SEBAGAI MEDIA PEMBELAJARAN BIPA DI UNIVERSITAS PENDIDIKAN GANESHA

2019 ◽  
Vol 8 (1) ◽  
pp. 22
Author(s):  
Made Widiatmika . ◽  
I Gede Mahendra Darmawiguna, S.Kom., M.S . ◽  
I Made Putrama, S.T., M.Tech .
Keyword(s):  
3D Animation ◽  
Design Development ◽  
Response Data ◽  
Learning Module ◽  
Teachers And Students ◽  
Analysis Design ◽  
Addie Model ◽  
The University ◽  
Good Range ◽  
Bahasa Indonesia

Penelitian ini bertujuan: (1) untuk merancang dan mengimplementasikan Film Seri Animasi 3D “Cerita Made” sebagai Media Pembelajaran BIPA di Universitas Pendidikan Ganesha. (2) Untuk mengetahui respon guru dan peserta didik BIPA terhadap Film Seri Animasi 3D “Cerita Made” sebagai Media Pembelajaran BIPA di Universitas Pendidikan Ganesha. Pengembangan Film Seri Animasi 3D “Cerita Made” sebagai Media Pembelajaran BIPA di Universitas Pendidikan Ganesha ini menggunakan model ADDIE. Model ADDIE merupakan singkatan dari Analysis, Design, Development, Implementation, dan Evaluation. Data yang dikumpulkan yaitu data respon peserta didik BIPA UNDIKSHA terhadap pengembangan Film Seri Animasi 3D “Cerita Made” sebagai Media Pembelajaran BIPA di Universitas Pendidikan Ganesha dengan menggunakan angket. Hasil penelitian ini adalah Film Animasi 3D berupa DVD yang menggunakan Bahasa Indonesia dengan subtitle dalam Bahasa Inggris. Film yang dihasilkan sudah sesuai dengan materi yang tertera pada modul pembelajaran BIPA Pemula serta silabus yang digunakan oleh BIPA UNDIKSHA. Respon peserta didik BIPA terhadap Film Seri Animasi 3D “Cerita Made” sebagai Media Pembelajaran BIPA di Universitas Pendidikan Ganesha masuk dalam rentangan sangat baik. Kata Kunci : Film Animasi, ADDIE, BIPA, Blender, Animasi 3D. The purpose of this study is: (1) to design and implement the 3D Animation Series "Cerita Made" Film as BIPA Learning Media at the Ganesha University of Education. (2) To find out the response of teachers and students of BIPA to the 3D Animation Series "Cerita Made" Film as BIPA Learning Media at the Ganesha University of Education. Development of the 3D Animation Series "Cerita Made" Film as a BIPA Learning Media at Ganesha University of Education using the ADDIE model. ADDIE model stands for Analysis, Design, Development, Implementation, and Evaluation. The data collected is the response data of BIPA UNDIKSHA students to the development of the 3D Animation Series " Cerita Made " Film as BIPA Learning Media at the Education University of Ganesha using a questionnaire. The results of this study are 3D Animation Film in the form of DVDs that use Indonesian with subtitles in English. The film produced is in accordance with the material stated in the Beginner's BIPA learning module and the syllabus used by BIPA UNDIKSHA. The response of BIPA students to the 3D Animation Series "Cerita Made" Film as BIPA Learning Media at the University of Education Ganesha categorized a very good range. keyword : Film, ADDIE, Indonesian for Foreign, Blender, 3D Animation.

scholarly journals Pengembangan E-Modul Berbasis Project Based Learning(PjBL) Mata Pelajaran Visual Effect Kelas XI Multimedia Di SMK TI Bali Global Singaraja

2018 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
I Ketut Adhi Krisnayana . ◽  
I Made Putrama, S.T., M.Tech . ◽  
Dr. Dewa Gede Hendra Divayana, S.Kom., M .
Keyword(s):  
Learning Process ◽  
Learning Model ◽  
Project Based Learning ◽  
Independent Learning ◽  
Design Development ◽  
Visual Effect ◽  
Effect Model ◽  
Model Project ◽  
Addie Model ◽  
The Individual

Pendidikan merupakan sebuah proses yang di dalamnya terdapat sebuah kegiatan yang disebut dengan belajar. Proses belajar terjadi karena interaksi antara individu dengan lingkungan sekitarnya. SMK TI Bali Global Singaraja memiliki tiga (3) kompetensi keahlian, salah satunya adalah kompetensi keahlian Multimedia. Dalam kompetensi keahlian Multimedia terdapat mata pelajaran khusus atau yang biasa disebut dengan mata pelajaran produktif. Salah satu mata pelajaran produktif yang terdapat pada kompetensi keahlian Multimedia adalah Visual Effect. Setelah dilakukan observasi, wawancara, dan penyebaran angket di kelas XI Multimedia pada mata pelajaran Visual Effect, diperoleh informasi bahwa media pembelajaran yang digunakan belum sesuai dengan tuntutan kemajuan arus informasi yang memanfaatkan teknologi informasi dan komunikasi sebagai sistem informasi pendidikan. Salah satu media yang memenuhi kriteri sebagai media pembelajaran mandiri adalah modul elektronik (e-modul). Modul Elektronik merupakan sebuah media pembelajaran untuk menyampaikan materi kepada siswa. Dalam proses pembelajaran Visual Effect kelas XI Multimedia SMK TI Bali Global Singaraja menggunakan model pembelajaran berbasis proyek (project based learning). Model pembelajaran berbasis proyek sendiri didefinisikan sebagai model pembelajaran yang melibatkan suatu proyek/kegiatan sebagai media dalam proses pembelajaran. Model pengembangan yang digunakan pada penelitian ini adalah Model ADDIE yang terdiri dari Analyze (analisis), Design (Desain), Development (Pengembangan), Implementation (Implementasi), dan Evaluation (Evaluasi). Kata Kunci : E-Modul, Model Pembelajaran Berbasis Proyek, Project Based Learning, Visual Effect, Model ADDIE Education is a process in which there is an activity called learning. The learning process occurs because of the interaction between the individual and the surrounding environment. SMK TI Bali Global Singaraja has three (3) competence skill, one of them is Multimedia skill competence. In the competence of Multimedia expertise there are special subjects or commonly referred to as productive subjects. One of the productive subjects in Multimedia expertise is Visual Effect. After observation, interview and questionnaire in class XI Multimedia in Visual Effect subjects, it was found that the learning media used was not in accordance with the demand of the progress of information flow that utilizes information and communication technology as education information system. One media that meets criteria as an independent learning media is electronic module (e-module). Electronic module is a medium of learning to convey material to students. In the learning process Visual Effect class XI Multimedia SMK TI Bali Global Singaraja using project-based learning model (project based learning). The project-based learning model itself is defined as a learning model that involves a project / activity as a medium in the learning process. The development model used in this research is ADDIE Model which consists of Analyze (Analysis), Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation). keyword : E-Module, Project Based Learning Model, Project Based Learning, Visual Effect, Model ADDIE

scholarly journals Inovasi Bahan Ajar Dinamika Gerak dengan Modul Pembelajaran Berbasis Discovery Learning

2020 ◽  
Vol 6 (2) ◽  
pp. 175
Author(s):  
Siti Halimatul Fatihah ◽  
Neng Nenden Mulyaningsih ◽  
Irnin Agustina Dwi Astuti
Keyword(s):  
Descriptive Analysis ◽  
Discovery Learning ◽  
Design Development ◽  
Physics Learning ◽  
Learning Modules ◽  
Is Research ◽  
Learning Module ◽  
Analysis Technique ◽  
Addie Model ◽  
User Friendly

Physics learning with discovery learning approach requires students to be active in learning. In th schools in tangerang area, there is no discovery learning module available. the purpose of this research is to develop a physics learning module based on discovery learning on Motion materials. This research method is research & development with ADDIE model (analyze, design, development, implementetion, evaluation), using research instruments in the form of validation sheets. the data analysis technique used is descriptive analysis. The results of the study showed that discovery learning-based physics learning modules are worth testing and implementing to students. This module has characteristics according to discovery learning syntax and user friendly so that students can learn independently.

scholarly journals Characteristics of The Ability of Physics Concept in Enrichment Teaching Materials of Natural and Mineral Resources (NMRs) Literacy

2017 ◽  
Vol 6 (2) ◽  
pp. 252 ◽  
Author(s):  
C. Rochman ◽  
D. Nasrudin ◽  
M. Muslim ◽  
N. Hermita
Keyword(s):  
Undergraduate Students ◽  
Physics Education ◽  
Scientific Literacy ◽  
Mineral Resources ◽  
Physical Sciences ◽  
Education Department ◽  
Fundamental Physics ◽  
Physics Concepts ◽  
Basic Physics ◽  
Literacy Enrichment

<p>This study is aimed at describing the characteristics of basic physics concepts in materials of science literacy enrichment of natural and mineral resources (NMRs) prepared by students of Physics Education Department, Universitas Islam Negeri Sunan Gunung Djati Bandung. The method of data collection for scientific literacy ability of NMRs is obtained from the description of NMRs, results of describing the enrichment materials of NMRs process, the basic concepts of physics, and context as well as attitudes of students towards NMRs through paper enrichment materials. This study was conducted to 15 documents of  enrichment materials made by students. The study concluded that: (1) characteristics of students’ ability to describe the physics concepts in literacy enrichment materials NMRs show variation; (2) the ability of describing concept of fundamental physics in five NMRs groups being investigated shows a low gains. The study recommends that the application of material needs developing and teaching media literacy enrichment and physical sciences should have more contextual NMRs for secondary, high school and undergraduate students.<br /><br /></p>

scholarly journals Pengembangan Media Pembelajaran Interaktif tentang Optika Berbasis Android Menggunakan Perangkat Lunak Ispring Suite 7.0 untuk Mahasiswa S-1 Pendidikan Fisika pada Pokok Bahasan Interferensi Cahaya

2017 ◽  
Vol 2 ◽  
pp. 52
Author(s):  
Elfira Yulia Sasahan ◽  
Raden Oktova ◽  
Oky Oktavia I.R.N.
Keyword(s):  
Physics Education ◽  
Independent Learning ◽  
Development Model ◽  
Design Development ◽  
Light Interference ◽  
The Media ◽  
The Subject ◽  
Analysis Design ◽  
Undergraduate Physics Education ◽  
Bahasa Indonesia

<p class="AbstractEnglish"><strong>Abstract:</strong> Light interference in the course Optics at undergraduate Physics Education is an abstract subject, and students need a practical, interactive medium for learning independently the material already given in lectures by the lecturer, especially for problem solving exercise. Therefore a study has been performed to develop an android-based interactive learning medium on light interference in Indonesian using the software Ispring Suite 7.0. The study was based on the ADDIE development model, which includes the steps: analysis, design, development, implementation, and evaluation. The feasibility of the medium was validated using questionnaires by subject experts, media (IT) experts, and students as users. The feasibility level of the medium given by the subject  experts, the media experts, and the students are, respectively, 87.94 %, 90.44 %, dan 87.99 %. It is concluded that the medium developed is highly feasible for independent learning.</p><p class="KeywordsEngish"> </p><p class="AbstrakIndonesia"><strong>Abstrak: </strong>Pokok bahasan interferensi cahaya dalam mata kuliah Optika S-1 Pendidikan Fisika bersifat  abstrak, dan mahasiswa memerlukan media interaktif yang praktis untuk belajar secara mandiri materi yang diberikan dosen dalam tatap muka, terutama untuk berlatih soal secara mandiri. Oleh karena itu dilakukan penelitian untuk mengembangkan media pembelajaran tentang interferensi cahaya berbasis android dalam bahasa Indonesia dengan menggunakan perangkat lunak Ispring Suite 7.0. Penelitian ini dilakukan dengan model pengembangan ADDIE, yang meliputi langkah-langkah: <em>analysis</em> (analisis), <em>design </em>(desain), <em>development </em>(pengembangan), <em>implementation</em> (implementasi), dan <em>evaluation</em> (evaluasi). Untuk mengetahui kelayakan media dilakukan validasi melalui angket oleh ahli media (TI), ahli materi, dan pengguna mahasiswa. Tingkat kelayakan media yang diberikan oleh ahli materi, ahli media dan pengguna berturut-turut adalah sebesar  87,94 %, 90,44 %, dan 87,99 %. Dapat disimpulkan bahwa media yang dikembangkan sangat layak digunakan sebagai sumber belajar mandiri.</p>

scholarly journals An Adaptive and Interactive 3D Simulation Platform for Physics Education using Machine Learning and Game Engine

2021 ◽  
Author(s):  
Weicheng Wang ◽  
Yu Sun
Keyword(s):  
Undergraduate Students ◽  
Physics Education ◽  
Gravitational Force ◽  
Current Position ◽  
Projectile Motion ◽  
User Input ◽  
Input Variables ◽  
Interactive 3D ◽  
The Right ◽  
The Masses

When undergraduate students just got into the physics field, it might be difficult for them to understand, think, and imagine what is happening in certain phenomenons [6]. For example, when two objects have different masses and velocity collide into each other, how are they going to act? Are they going to stop, bounce away from each other, or stick together? This simulation helps the students who do not feel comfortable imagining these scenarios. Currently we only have the gravitation lab, the trajectory lab, and the collision lab. The gravitation lab is a planet orbiting a sun, where the users can input different masses for the sun and planet, and the radius (in AU), the program will then calculate the gravitational force and orbital period while the planet starts orbiting its sun at a certain speed [7]. The trajectory lab is an object doing projectile motion, where the user input variables like initial velocity, angle, height, and acceleration, the program will present current position and velocity on the screen as the object doing projectile motion [8]. The collision lab is where the user input the masses and velocities for the two objects, and after the user decide the collision is going to elastic or not, set the lab and press start, the program will calculate the total momentum and kinetic energy and have it on the right side of the screen while the objects starts colliding [9].

scholarly journals Developing Authentic-based Instructional Materials for Writing Skill

2018 ◽  
Vol 9 (3) ◽  
pp. 591 ◽  
Author(s):  
Andi Kamariah ◽  
Djamiah Husain ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Instructional Material ◽  
Implementation Process ◽  
Instructional Materials ◽  
Design Development ◽  
Testing Strategy ◽  
Education Department ◽  
Need Analysis ◽  
Writing Skill ◽  
Analysis Design ◽  
Addie Model

The overall aim of this study is to develop an authentic-based instructional material for writing skill. Therefore, the research applied Research and Development design and used ADDIE model which consists of five stages namely Analysis, Design, Development, Implementation, and Evaluation. A Questionnaire was given to the third-semester students in Education Department of UIN Alauddin Makassar as the instrument to find out the students’ need analysis. After designing the product, the material was validated by two experts and then implemented to the students. The implementation process of the authentic-based instructional materials was done twice in a small number of students consisted 10 students as the first try out and in a large number of students consisted of 30 students as the second try out. Then, evaluation of the materials was given by the experts, the lecturers, and the students. Data were analyzed using percentages and charts. In addition, the analysis of the data shows that most students, lecturers, and the experts gave positive responses towards the developed materials. The material was revised three times by considering the comments and suggestions by the experts, lecturers, and the students. The model of the developed materials consisted of some aspects namely goal, topic, activities, approach, media, genres, content, and testing strategy. Moreover, the learning process consisted of four parts namely discussion, pre-writing, writing, and post-writing.

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