The application of inquiry learning is one of the ways to improve the students’ ability of scientific literacy. The difficulty of applying inquiry-based learning in physics learning gave a negative effect on scientific literacy skills. One way to optimize inquiry-based learning activities was to combine learning with the use of technology. The purpose of this research was to optimize inquiry learning through Edmodo in improving students’ ability of scientific literacy on the material of Newton’s Law. The method used was pre-post control design with 96 students of SMA Negeri 4 Kerinci as the research subjects. They were divided into three groups: experimental class 1 was given guided inquiry assisted by Edmodo, experiment class 2 was given guided inquiry learning and control class was given conventional learning. Instrument used was multiple choice questions and questionnaire. The data gathered were analyzed using Anova Mixed Design technique using significance level of 0.05 and effect size (ES). The results of the analysis show that guided inquiry learning assisted by Edmodo was more effective in improving scientific literacy of cognitive aspect (SLC) compared with inquiry and conventional models with t-testα = 0,05 = 0.000 and contributed an improve of 0.847 with ‘Big’ category. In the scientific literacy of affective aspect (SLA) Edmodo-assisted inquiry study contributed an improve of 0.097 categorized as ‘Small’ with t-testα = 0.05 = 0.003. It means that guided-inquiry assisted by Edmodo is effective to improve SLA, but contribute to small improvements.
The difficulty of students in understanding concepts in physics has a significant effect on students’ motivation. The purpose of this study is to develop animation media that make students easier to understand the abstract concept of Newton’s law and find out students’ responses to the use of instructional media. The 4D framework is used to develop animation-based learning media, which consists of four-phase, namely: define, design, develop, and disseminate. The instruments used are a questionnaire and interviews. The results showed that (1) Based on expert judgment Animation-based learning media was appropriate and feasible to be implemented in the physics class; (2) used of media animation in learning physics could facilitate students in understanding the abstract concept of Newton’s Law, especially in describing the direction of the force and gave opportunity to the student’s to increase their motivation to learning physics where average score of the motivation was 70% in the “High” category.
Creative thinking is one of the abilities in the 21st Century that must be mastered by students. The difficulty of developing students’ creative thinking is because teachers in the school do not make a collaboration between technology and science in learning. The purpose of this study is to develop creative thinking through the application of Science Technology Engineering and Mathematics (STEM) based learning. This research was conducted at 1 Kerinci Public High School. the sample include 90 Students divided into three classes namely Experiment Class 1 (EC1) are given STEM-based learning, experiment Class 2 (EC 2) given Science Engineering Mathematics Learning (SEM) and Control Class (CC) given conventional learning. The method used is a quasi-experiment with pre-post control design. The instrument used was 12 essay questions validated by 7 experts. The results were analysis using Anava mixed method with the General Linear Model. The results show that STEM-based learning improves creative thinking skills by 0.663 or 66.3% in the medium category, this shows that STEM-based learning is effective in developing students’ creative thinking, STEM-based learning also provides experience to students in collaborating between technological science, engineering and mathematics in optimizing learning.
The lack of motivation will affect to the students' learning outcomes. The research was conducted to enhance the students' motivation with the Gasing learning in the ARCS learning strategy on the static and dynamic electricity. The specific objectives of this research was to describe effect of the gasing learning on the students' learning motivation. The research consisted of 3 cycles of Hopkin's Classroom Action Research Model. Each cycle consists of the plan, the action/the observation, and the reflective. The data of students learning motivation obtained by questionnaires and be analyzed with method of successive interval (MSI). The findings of the research are: (1) the result of questionnaire of ARCS motivation in cycle I was 3.71, cycle II was 3,80, and cycle III was 3,99. These results indicate an increase in student learning motivation; (2) The completeness of students' learning outcomes in cycle I was 68,18%, in cycle II was 90,90%, and in cycle III was 100%. It can be concluded that the Gasing learning in ARCS strategy can enhances students'motivation on static and dinamic electricity in 9 th grade of SMP Muhammadiyah 1 Banjarmasin. The Gasing learning can be an alternative for the teachers to enhance students' motivation in learning physics through the provision of comic media and calculations without formulas.
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