The Importance of Teacher Bridging in Game-Based Learning Classrooms

Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a framework of bridging in game-based learning classes, where teachers leverage and build upon students' game-based implicit learning experiences to support science classroom learning. Bridging was studied with two physics learning games in about 30 high-school classes per game. Results from both studies show that students in bridging classes performed better on external post-tests, when accounting for pre-test scores, than in classes that only played the game or did not play the game at all. These findings suggest the teachers' role is critical in game-based learning classes. Effective bridging includes providing teachers with common game examples along with actionable discussion points or activities to connect game-based learning with classroom content.

The Response of Class X IPA SMAN 3 Muaro Jambi Students to the Application of the Jigsaw-Type Cooperative Learning Model in Physics Learning

Generally, the learning model used in physics learning is the lecture learning model. The use of a suitable learning model can undoubtedly attract the interest and attention of students. The novelty of this research is the implementation or application of the jigsaw cooperative learning model to determine the students 'responses to the Jigsaw cooperative learning model. This study aims to describe the students' responses to the application of the jigsaw cooperative learning model in physics subjects. The method used is the mixing method (mixture). Quantitative data is obtained by collecting data in the form of a questionnaire. Qualitative data were obtained using an interview instrument sheet. The results showed that 65% (13 of 20 students) responded quite well, and 35% (7 of 20 students) responded well to applying the jigsaw cooperative learning model in physics lessons.

The E-Learning Design for Problem Based Learning in Dynamic Fluid Topic using Microsoft Sway

The development of information and communication technology (ICT) based on education can be an opportunity to improve the learning process. Learning in the pandemic era Covid-19 needs media that help teachers and students enthusiasm for learning. The lessons with e-learning are flexible and easy to use. Microsoft Sway 365 is one of the e-learning that can be used because of the features such as presentation, text, images, video, and sound. This study aims to produce e-learning using Microsoft Sway on Dynamic Fluid. This study uses an R&D method with the 4D model but only defines, designs, and develops stages. Media experts and material experts validated the e-learning. The validity test result from content experts showed that the e-learning using sway was feasible with 77.7% and from media experts was feasible with 77.5%. The study concludes that e-learning with Microsoft Sway is flexible, easy to use, can support physics learning with fun, and feasible to be used as a teaching medium that helps students in explanatory activities.

Emotional Intelligence on Students’ Learning Achievement in High School of Makassar, Indonesia

The objectives of this research to describe level of students’ emotional intelligence, learning achievement’s, and the influence of emotional intelligence on student learning achievements. This type of quantitative research consists of two variables of emotional intelligence as the independent variable and learning achievements of physics learning achievements as dependent on the ex-post facto method. Proportional cluster random sampling is a data collection method used to collect 135, a questionnaire instrument with a Likert scale to collect emotional intelligence data and a documentation format used to collect Physics learning achievements. The data obtained were analyzed by descriptive and inferential statistics. The conclusion of this study is that the emotional intelligence of students is in the moderate category with a presentation of 65% with a frequency of 88 students.

PENGARUH PENGETAHUAN AWAL DAN TES FORMATIF TERTULIS BERBASIS WEBSITE TERHADAP HASIL BELAJAR FISIKA SISWA MTs NEGERI BATAM

This study aims to determine: (1) Differences in physics learning outcomes between students who are given a website-based formative written test and students who are given a paper and pencil-based formative written test; (2) The effect of the interaction between a website-based formative written test and a written formative test based on a website, paper and pencil, and the level of initial knowledge of physics learning outcomes; (3) The difference in physics learning outcomes between students who were given a website-based formative written test and a paper and pencil-based formative written test in a group of students who had a high level of initial knowledge; and (4 ) Differences in physics learning outcomes between students who were given a website-based formative written test and a paper and pencil-based written formative test in a group of students who had a low level of initial knowledge. This research uses experimental method with treatment by level fixed model design. The population of the entire class VIII of MTsN Batam for the academic year 2010/2011 is 10 classes. The research sample was determined by multi-stage random sampling consisting of 4 classes. Two experimental classes 1 were given a website-based formative written test and two experimental classes 2 were given a paper and pencil-based written formative test. Each treatment consisted of 40 students. The technique of collecting initial knowledge data and learning outcomes data is done by testing. Test requirements analysis was carried out with normality test and homogeneity test. The research hypothesis was tested using two-way ANOVA and further tests were carried out with the Tukey test. Based on the results of data analysis, it can be concluded: (1) Overall, the learning outcomes of students who are given a written formative test based on a website are higher than students who are given a written formative test based on paper and pencil; (2) There is an interaction effect between written formative tests and the level of initial knowledge. on physics learning outcomes; (3) Overall, in the group of students who have a high level of initial knowledge, the learning outcomes of students who are given a website-based formative written test are higher than students who are given a paper and pencil-based written formative test; and (4) Generally Overall, in the group of students who have a low level of prior knowledge, the learning outcomes of students who are given a paper and pencil-based formative written test are higher than students who are given a website-based formative written test. ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dengan siswa yang diberikan tes formatif tertulis berbasis paper and pencil; (2) Pengaruh interaksi antara tes formatif tertulis berbasis website, tes formatif tertulis berbasis paper and pencil, dan tingkat pengetahuan awal terhadap hasil belajar fisika; (3) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dan tes formatif tertulis berbasis paper and pencil pada kelompok siswa yang memiliki tingkat pengetahuan awal tinggi; dan (4) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dan tes formatif tertulis berbasis paper and pencil pada kelompok siswa yang memiliki tingkat pengetahuan awal rendah. Penelitian ini menggunakan metode eksperimen dengan desain treatment by level fixed model. Populasi seluruh kelas VIII MTsN Batam tahun pelajaran 2010/2011 sebanyak 10 kelas. Sampel penelitian ditentukan secara multi stage random sampling terdiri 4 kelas. Dua kelas eksperimen 1 diberi perlakuan tes formatif tertulis berbasis website dan dua kelas eksperimen 2 diberikan perlakuan tes formatif tertulis berbasis paper and pencil. Masing masing perlakuan terdiri dari 40 siswa. Teknik pengumpulan data pengetahuan awal dan data hasil belajar dilakukan dengan tes. Uji persyaratan analisis dilakukan dengan uji normalitas dan uji homogenitas. Uji hipotesis penelitian menggunakan anava dua jalan dan dilakukan uji lanjut dengan uji Tukey. Berdasarkan hasil analisa data disimpulkan: (1) Secara keseluruhan, hasil belajar siswa yang diberikan tes formatif tertulis berbasis website lebih tinggi dibanding siswa yang diberikan tes formatif tertulis berbasis paper and pencil; (2) Terdapat pengaruh interaksi antara tes formatif tertulis dan tingkat pengetahuan awal terhadap hasil belajar fisika; (3) Secara keseluruhan, pada kelompok siswa yang memiliki tingkat pengetahuan awal tinggi, hasil belajar siswa yang diberikan tes formatif tertulis berbasis website lebih tinggi dari siswa yang diberikan tes formatif tertulis berbasis paper and pencil; dan (4) Secara keseluruhan, pada kelompok siswa yang memiliki tingkat pengetahuan awal rendah, hasil belajar siswa yang diberikan tes formatif tertulis berbasis paper and pencil lebih tinggi dari siswa yang diberikan tes formatif tertulis berbasis website.

PENINGKATAN PRESTASI BELAJAR FISIKA MELALUI METODE EKSPERIMEN SISWA KELAS XI MIA 1 SMAN 3 BENGKALIS

Classroom action research on using experiment methods to inprove students physics learning achievement. Experimental learning method is a way of teaching and learning that involves students experiencing and proving themselves into process of the experimental results. With experiments, it is hoped that students can really understand the physics concepts being studied. The problem to be solved is the low achievement in learning physics as shown by the physics learning outcomes of class XI MIA 1 students at SMA Negeri 3 Bengkalis. This study consisted of 2 cycles, in each cycle consisting of 4 stages, namely Planning, Implementation, Observation and Reflection. This study involved 23 students of class X1 MIA 1 SMA Negeri 3 Bengkalis consisting of 10 male students and 13 female students. Before the implementing of the experimental method, the percentage of learning completeness was 17.39%, then after the first cycle of learning using the experimental method there was an increase in the percentage of learning completeness to 43.48%. In the second cycle succeeded in achieving the percentage of learning completeness 73.91%. The results showed that there was an increase in student achievement along with the implementation of the experimental method. Thus, the application of the experimental method can improve the physics learning achievement of class XI MIA 1 SMA Negeri 3 Bengkalis. ABSTRAKPenelitian tindakan kelas menggunakan metode eksperimen sebagai upaya peningkatan prestasi belajar fisika siswa. Pembelajaran metode eksperimen adalah cara belajar mengajar yang melibatkan siswa mengalami dan membuktikan sendiri proses dari hasil percobaan itu. Dengan eksperimen diharapkan siswa benar-benar dapat memahami konsep fisika yang dipelajari. Masalah yang mau dipecahkan adalah rendahnya prestasi belajar fisika yang ditunjukkan oleh hasil belajar fisika siswa kelas XI MIA 1 di SMA Negeri 3 Bengkalis. Penelitian ini terdiri dari 2 siklus, pada setiap siklus terdiri dari 4 tahapan, yaitu Perencanaan, Pelaksanaan, Observasi dan Refleksi. Penelitian ini melibatkan 23 orang siswa kelas X1 MIA 1 SMA Negeri 3 Bengkalis yang terdiri dari 10 siswa laki-laki dan 13 siswa perempuan. Sebelum diterapkannya metode eksperimen, persentase ketuntasan belajar yaitu sebesar 17,39 %, kemudian setelah dilaksanakan pembelajaran siklus 1 dengan menggunakan motode eksperimen ada peningkatan persentase ketuntasan belajar menjadi 43,48 %. Pada siklus 2 berhasil mencapai persentase ketuntasan belajar 73,91 %. Hasil penelitian menunjukkan bahwa terjadi peningkatan prestasi belajar siswa seiring dengan diterapkannya metode eksperimen. Dengan demikian, penerapan metode eksperimen dapat meningkatkan prestasi belajar fisika siswa kelas XI MIA 1 SMA Negeri 3 Bengkalis.

Implementation of Modified Problem Based Learning (PBL) in Improving Learning Outcomes of Physics Vocational School for Optical Materials

The purpose of research on the implementation of Problem Based Learning (PBL) can improve students' physics learning outcomes in terms of knowledge and skills. Classroom Action Research was conducted in two cycles, the research subject was class X APHP 03 with 35 students. Method data collection uses tests for knowledge and skills aspects through observation. Data analysis is descriptive qualitative for aspects of knowledge by percentage of students' mastery level classically and aspects of skills through scoring observation sheets. Learning outcomes from cycle I and cycle II have increased in the knowledge by 17.14%. Aspects of student skills increase in the indicators of systematic presentation, mastery of the material and pronunciation at the time of presentation, so that the implementation of Problem Based Learning (PBL) can improve student learning outcomes.

Meta Analysis: The Effect of Edmodo Assisted Physics Learning Media on Student Learning Outcomes

The industrial revolution 4.0 requires humans to have 21st century skills. In essence, education is expected to produce students who have the quality to live as individuals who are creative, innovative, intelligent, and globally competent. The purposes of this study are to: 1) Determine the effect of Edmodo media on student learning outcomes in the aspect of high school level class levels. 2) Determine the effect of Edmodo media on student learning outcomes on the material used. 3) Determine the effect of Edmodo media on student learning outcomes. The type of research used is meta-analysis. The articles analyzed in this study amounted to 15 articles published in 2014-2021. The average overall effect size of using Edmodo-assisted learning media on high school students' learning outcomes is 2.51 in the high category. The Edmodo-assisted physics learning media provides an effect size on the XI SMA level with an average of 2.91 in the high category, the Edmodo-assisted physics learning media provides an effect size on the XI SMA level with an average of 2.15 in the high category. The highest average value of the effect size of Edmodo-assisted learning media on global warming material with a value of 7.50 in the high category, while the lowest average value of the effect size of Edmodo-assisted learning media on optical instrument materials with a value of 0.87