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

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.

Comparison of static-fluid or excretory magnetic resonance urography with computed tomography urography for visualization of nondilated renal pelvises and ureters in healthy Beagles

OBJECTIVE To assess the usefulness of magnetic resonance urography (MRU) for the visualization of nondilated renal pelvises and ureters in dogs and to compare our findings for MRU versus CT urography (CTU). ANIMALS 9 healthy Beagles. PROCEDURES Dogs underwent CTU, static-fluid MRU, and excretory MRU, with ≥ 7 days between procedures. Contrast medium was administered IV during CTU and excretory MRU, whereas urine in the urinary tract was an intrinsic contrast medium for static-fluid MRU. For each procedure, furosemide (1 mg/kg, IV) was administered, and reconstructed dorsal plane images were acquired 3 minutes (n = 2) and 7 minutes (2) later. Images were scored for visualization of those structures and for image quality, diameters of renal pelvises and ureters were measured, and results were compared across imaging techniques. RESULTS Excretory MRU and CTU allowed good visualization of the renal pelvises and ureters, whereas static-fluid MRU provided lower visualization of the ureters. Distention of the renal pelvises and ureters was good in excretory MRU and CTU. Distention of the ureters in static-fluid MRU was insufficient compared with that in CTU and excretory MRU. Distinct artifacts were not observed in CTU and excretory MRU images. Static-fluid MRU images had several mild motion artifacts. CLINICAL RELEVANCE Our findings indicated that excretory MRU with furosemide administration was useful for visualizing nondilated renal pelvises and ureters of dogs in the present study. When performing MRU for the evaluation of dogs without urinary tract dilation, excretory MRU may be more suitable than static-fluid MRU.

Analysis of Students' Conceptual Understanding of Physics on the Topic of Static Fluids

Physics misunderstandings still occur in high school students now. Therefore, it requires complete learning so that students' conceptual physics can be stable and embedded in everyone. This study aimed to diagnose the extent to which students' conceptual understanding of physics on the topic of static fluid is. This study used a survey approach to form a written test for 100 senior high schools in two schools in Central Maluku Regency. The results showed that there were still many students who experienced fluid misconceptions in cases 2, 3, and 5 to achieve a good level. Therefore, deep learning is needed so that students' conceptual physics will be good and not forgotten

What do physics teachers need? A need analysis of interactive multimedia to train creative thinking in static fluid

The purpose of this study was to analyze the needs of physics teachers in Lampung regarding interactive multimedia. Because many studies have proven the importance of using media in learning, it is necessary to conduct studies to reveal what media are needed to support static fluid learning according to the perceptions of physics teachers in Lampung. The analysis was carried out by providing a needs analysis questionnaire regarding learning media for static fluid material to 32 physics teachers in Lampung. Respondents were physics teachers with educational qualifications for Strata 1 and Strata 2, with 12 male respondents and 20 female respondents. Data presented in descriptive quantitative. Based on the results of the analysis, it is known that 88% of physics teachers need learning media that contains writing, pictures, animation, video, and audio to facilitate various learning styles and can train students’ creative thinking skills during online learning. Based on these findings, it is necessary to develop interactive multimedia to train creative thinking skill on static fluid topic.

Kemampuan Berpikir Kritis Siswa melalui Model STEM PjBL disertai Penilaian Otentik pada Materi Fluida Statis

<table width="645" border="1" cellspacing="0" cellpadding="0" align="left"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> The purpose of this study is to analyze students' critical thinking especially on static fluid material through STEM PjBL accompanied by authentic assessment. The research design used mixed methods type embedded experimental design and the sample used in the study amounted to 32 students. Through the results of the analysis note that the learning process used is moderately influential on increasing students' critical thinking skills. In general, students experience an increase in all indicators of critical thinking.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa khususnya dalam materi fluida statis melalui STEM PjBL disertai penilaian otentik. Rancangan penelitian yang digunakan ialah <em>mixed methods </em>tipe<em> embedded experimental design</em> dan sampel yang digunakan dalam penelitian berjumlah 32 siswa. Berdasarkan hasil analisis diketahui bahwa perlakuan yang diterapkan mampu meningkatkan kemampuan berpikir kritis siswa. Secara umum, siswa mengalami peningkatan pada semua indikator berpikir kritis.</p></td></tr></tbody></table>

Pengembangan instrumen diagnostik three-tier untuk mengidentifikasi miskonsepsi materi fluida statis pada siswa kelas X MIA

Peneliti melakukan penelitian pengembangan dan penggunaan instrumen diagnostik three-tier dengan tujuan untuk megidentifikasi miskonsepsi yang dimiliki siswa pada materi fluida statis. Penelitian yang dilakukan merupakan penelitian pengembangan. Subjek penelitian dalam penelitian adalah siswa kelas X MIA 4 MAN 3 Malang. Instrumen yang dikembangkan adalah instrumen diagnostik three-tier berjumlah 24 butir soal dengan 4 alternatif jawaban, 4 alternatif alasan pemilihan jawaban, dan keyakinan jawaban (yakin / tidak yakin) dengan 3 rentang tingkat keyakinan. Seluruh butir soal dinyatakan layak pada ranah materi, konstruksi, bahasa, dan kemampuan identifikasi miskonsepsi menurut penilaian ahli dengan nilai rata-rata diatas 3,26. Hasil identifikasi menunjukkan bahwa siswa yang mengalami miskonsepsi dan bahkan tidak memiliki konsepsi pada materi fluida statis masih cukup besar. Beberapa jenis miskonsepsi yang ditemukan diantaranya, siswa beranggapan bahwa (1) luas bejana mempengaruhi besarnya tekanan hidrostatis, (2) gaya yang diberikan pada fluida akan diteruskan ke segala arah sama besar, (3) gaya Archimedes dipengaruhi kedalaman benda dalam fluida. The researcher do research about development and application of three-tier diagnostic instrument to identify misconceptions within static fluid material. This research is due to research and development. The subject of the research is the student of 10th grade of mathematics and science 4 MAN 3 Malang. The instrument is three-tier diagnostic instrument that consist of 24 questions with 4 alternative answers, 4 alternative reasons, and the sureness of every answer (sure/not sure) with three different levels. The material, construction, language, and misconception identificational ability on every question are valid according to experts judgement with average score over 3,26. Identification's result shows that many students still get in misconception on understanding the static fluid material, even some of them don't understand at all. Sort of misconception's types that found are student belief that (1) area of the container has an effect on hydrostatic pressure, (2) force given to the fluid will be transferred in all direction propotionally, (3) Archimedes's force is influenced by the depth of object on fluid.

Learning Media Development using Transformative Learning Strategy Android Application as a Distance Learning Support on Static Fluid

This research aims to develop and produce an Android application using a Transformative Learning Strategy as a Distance Learning on static fluid material. The research used Research and Development (R&D) method, which refers to the Dick and Carey model. The instrument was a questionnaire using a Likert scale and analyzed with a continuous line. According to media experts, this Android application had a validation test phase with a successful percentage of 96% according to matter experts and 80%. According to learners, this application trial was conducted to 30 students of class XI MIPA and physics educators/teachers at SMA Negeri 109 Jakarta with a percentage achievement of 77% according to educators and 83.21%. Based on these results, the data showed that the Android application using Transformative Learning Strategy as a Distance Learning on static fluid material is suitable media for learning physics.

Analysis of the Critical Thinking Initial Ability about Static Fluid Material in Class XI of SMA Negeri 7 Surakarta

This research aims to describe the initial ability of critical thinking, of high school students in Surakarta on static fluid. This study is part of the learning tools development study to improve critical thinking ability. The critical thinking skills test is compiled into ten questions. The analyzed critical thinking skills are students' critical thinking abilities before a model is applied that is expected to develop a student's critical thinking skills. This research includes descriptive research. The subjects of this study were 35 students of Class XI in SMA Negeri 7 Surakarta. The data collection methods used are test methods. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of critical thinking in the analysis aspect with sub-skills of detecting arguments and analyzing arguments was 41,75%. The inference aspect with sub-skills of making a logical conclusion was 29,25%. The interpretation aspect with sub-skills of classifying the meaning was 44,1 %. The explanation aspect with sub-skills of stating re-sults, justifying procedures, and presenting arguments was 57,7%. And the evaluation aspect with sub-skills of assess the credibility and assess the quality of arguments was 24,65%. These results show that students' critical thinking skills are still low, especially in evaluation aspects.

The Effect of Problem Based Learning Model on Creative and Critical Thinking Skills in Static Fluid Topics

Creative and critical thinking skills are one of the demands of new skills needed by students in the current era. One of the learning models that can sharpen creative and critical thinking skills is Problem based learning (PBL). Heretofore, research related to creative and critical thinking skills with PBL in understanding static fluid material is still minimal. Therefore, this research explored it. This study aimed to analyze the effect of PBL on students' creative and critical thinking skills. This type of research is experimental with a total of 58 students, both experimental class and control class in 10th-grade science class Christian Senior High School YPKPM Ambon. The research procedure in the form of creative and critical thinking skills tests carried out during the research process and data analysis used was the independent sample t-test. The results showed that the average value of the experimental class students' learning achievement related to students' creative and critical thinking skills was higher than the conventional class. This implies that PBL facilitates in improving students' creative and critical thinking skills on static fluid.

Character Education Oriented Physics E-Module Development in the Static Fluid Section

This development research aimed to produce a valid and practical character education-oriented Physics e-module for students Class XI Senior High School. The model used in this research was the development of Rowntree with three stages, namely the planning stage, the development stage, and the evaluation stage. At the evaluation stage, Tessmer's formative evaluation was used, namely, self-evaluation, expert review, one-to-one evaluation, small group evaluation to determine the validity and practicality of the e-module. The characteristics of the developed e-module were oriented in static fluid material on several character values, namely religious, curiosity, discipline, cooperation and communicativeness. The orientation aimed to instill the values of religious character, curiosity, discipline, cooperation and communicativeness in students. At the expert review stage, the average results of content, language, and design validation respectively were 4.5, 4.5 and 5 with very valid categories. In the one-to-one and small group evaluation stage, the average results of the assessment on the use of the developed e-module were 4.05 and 4.35 with practical and very practical categories. The implication of this research was that it can be used as one of the teaching materials used in learning also as a learning resource that aims to motivate students to learn independently.