This study is an "expost-facto" study which aims to analyze the influence of: (1) learning facilities on physics learning results of students; (2) learning facilities on learning motivation of students at; and (3) ) learning motivation on physics learning results of students. The population in this study were all students of class 2015 and class of 2016 Study Program of Physics Education at with a total of 224 people. The research sample was taken using the Slovin technique with a total of 145 students. The data collection process was carried out using questionnaires and tests of physics learning outcomes that have been empirically tested. The results of the research data were analyzed using Structural Equation Modeling analysis method with Analysis of Moment Structures technique. Through this model it can be concluded: (1) learning facilities have a positive direct influence on students learning motivation at; (2) learning facilities do not have a positive direct influence on the results of students studying physics at; and (3) learning motivation has a positive direct influence on the results of students learning physics.
This research can be done to assess the analogical transfer skill based on isomorphic problems. The assessment tool in this research contains momentum and impulse material questions consisting of 40 multiple-choice items. Instruments that have been validated by physics education experts, physicists, and educational practitioners. The instrument was piloted on 333 learners. This research used a response model dichotomous. The result of the research shows that there are 40 items of expert judgments that have a “good for use” category. Based on the analysis, the mean INFIT MNSQ, which is 1.00 ± 0.04, means that all items are accord the Rasch Model. The whole item represents the range of capabilities -2.0 to +2.0. Thus, this assessment instrument can be used to measure the analogical transfer skill of senior high school students, especially on the matter of momentum and impulse.
This research is an expo-facto study which aims to analyze and test the particular teaching skills model of beginner lecturers that applies basic physics courses I. Testing models aim to provide information and knowledge about the indicators that most influence lecturers’ skills in teaching in the classroom. The population in this study were all students of the 2015 class and the 2016 class of the Physics Education Study Program of the University of Muhammadiyah Makassar with 224 people. The research sample was taken using Slovin techniques with a total of 145 students. The process of data collection was carried out by using an empirically tested questionnaire. The research data were analyzed using Structural Equation Modeling analysis method with Analysis of Moment Structures techniques. Through this model, it can be concluded that the skills of explaining basic physics material the most influential indicator of the teaching skills of beginner lecturers.
This study aims to develop web-based multimedia cMOOCs in basic physics material. The research method used is research and development using the ADDIE model (Analyze-Design-Development-Implementation-Evaluation). The objects in this study were 31 students in the physics education study program at the State University of Jakarta. The research instruments used were material expert validation sheets, multimedia expert validation sheets, and multiple choice questions. The results of the material expert validation showed 94.19% (very good). The results of the multimedia expert validation showed 78.33% (good). The results of the small group trial got a score of 82.67% and the results of the large group trial showed 90.03%. The results of the assessment of the effectiveness of web cMOOCs in the basic physics material I, obtained N-gain at a score of 0.786 so that it falls into the very high category.
Based on the data above, this study shows that cMOOCs web-based multimedia development in basic physics material I can be used as learning multimedia.
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