The Covid-19 pandemic forced the Indonesian government to release learning from home policy. This policy also applies to the Physics Education of Siliwangi University. This study aims to know undergraduate students’ perceptions of online learning during the transition period from face-to-face learning to online learning in Physics context. Undergraduate students’ perceptions of online learning are seen from aspects of access to technology, technology for learning, online learning readiness, and attitude towards digital technology literacy. The data is collected by an online survey method. This research shows that most undergraduate students have sufficient facilities for online learning and have a positive attitude towards digital technology literacy. Another finding from the study is that the majority of undergraduate students have difficulty accessing the fast internet (83.87%). Undergraduate students like a combination of online media learning and offline media learning (90.32%), but they do not like full online learning (98.06%). This research indicates that teachers should support students at online learning by providing proper Physics learning material and media. This research is expected to suggest better online learning and literacy technology in Physics context in the new normal era.
AbstrakPerkembangan IPTEKS dewasa ini menyebar secara cepat dibidang pendidikan khususnya dalam pengembangan media pembelajaran. Penerapan media pembelajaran tersebut menggunakan pendekatan behavioristik yang cenderung mengoptimalkan stimulus dan respon peserta didik dalam proses (keterampilan proses sains). Tujuan penelitian ini yaitu a) untuk mendeskripsikan penerapan bahan ajar multimedia interaktif terhadap keterampilan proses sains peserta didik dan b) untuk mengetahui dampak bahan ajar multimedia interaktif terhadap keterampilan proses sains peserta didik. Jenis penelitian ini adalah Penelitian Pre-Eksperimen dengan menggunakan desain one shot case study. Implementasi produk penelitian dilapangan dapat mengembangkan keterampilan proses sains peserta didik berdasarkan hasil Uji T sebesar 2.229 signifikansi 0.056 . Diharapkan adanya penelitian lanjutan untuk mengetahui respon positif peserta didik.Kata Kunci: alat ukur dan pengukuran; keterampilan proses sains; multimedia interaktif; pendekatan behavioristik DOI: http://dx
Problem-based learning (PBL) merupakan model pembelajaran berpusat pada peserta didik yang telah banyak dikenal. Meskipun telah banyak dikenal, guru dan calon guru perlu mengetahui landasan teori PBL, karakteristik PBL, dan hal-hal yang perlu dilakukan sebelum dan saat melaksanaan model PBL. Artikel ini bertujuan untuk memaparkan landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Metode yang digunakan dalam penulisan adalah kajian pustaka. Fokus kajian pada landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Hasil kajian menunjukkan bahwa selain teori konstruktivisme, landasan teori bagi PBL adalah Teori Perkembangan Kognitif Piaget, Teori Dewey, Teori Bruner tentang Discovery Learningi. Sebelum melaksanakan PBL, guru perlu melatih peserta didik untuk belajar secara kooperatif.
Science arises and develops by including roles between theory and experiment. Physics, as part of science, is seen as a process, product, and attitude that is called the nature of science (Nature of Science / NOS). Learners obtain and construct science products in physics learning should pay attention to the NOS through Science Process Skills (SPS). This study aims to determine the level of students' understanding of integrated SPS, namely identifying and controlling variables, hypothesizing, operationally defining, graphing and interpreting data, and designing experiments. The research conducted was descriptive quantitative research with survey methods. The research subjects were students of physics teacher candidates at the University of KH. A. Wahab Hasbullah. The results showed that the integrated SPS student physics teacher candidates were still low with an average of 60.20. This shows that students have not yet reached the level of formal operational cognitive development and have not been strong in basic SPS. Students have the highest ability in the aspect of formulating hypotheses while the lowest aspects are operationally defined. An integrated effort needs to be made to increase SPS for students. Abstrak: Sains muncul dan berkembang dengan menyertakan peran antara teori dan eksperimen. Fisika, sebagai bagian dari sains, dipandang sebagai proses, produk, dan sikap yang disebut sebagai hakikat sains (Nature of Science/NOS). Peserta didik memperoleh dan mengkonstruk produk sains di pembelajaran fisika seharusnya memperhatikan NOS melalui Keterampilan Proses Sains (KPS). Penelitian ini bertujuan mengetahui tingkat pemahaman mahasiswa terhadap KPS terintegrasi yaitu mengidentifikasi dan mengontrol variabel, berhipotesis, mendefinisikan secara operasional, membuat grafik dan menginterpretasikan data, serta mendesain eksperimen. Penelitian yang dilakukan adalah penelitian kuantitatif deskriptif dengan metode survei. Subjek penelitian adalah mahasiswa calon guru fisika di Universitas KH. A. Wahab Hasbullah. Hasil penelitian menunjukkan KPS terintegrasi mahasiswa calon guru fisika masih rendah dengan rata-rata 60,20. Hal ini menunjukkan bahwa mahasiswa belum sampai pada tingkat perkembangan kognitif operasional formal dan belum kuat pada KPS dasar. Mahasiswa memiliki kemampuan paling tinggi pada aspek merumuskan hipotesis sedangkan paling rendah aspek mendefinisikan secara operasional. Usaha terpadu perlu dilakukan untuk meningkatkan KPS pada mahasiswa.
Providing STEM (Science Technology Engineering Mathematics) education and apply it in learning is influenced by teacher‘s knowledge and attitude towards The purpose of this study is to determine the teachers and lecturers’ attitudes, knowledge, and application of STEM education. Data were collected from the responds of science lecturers and teacher toward a set of STEM instuments. The results point out that respondents strongly agreed to apply STEM education in learning and are sure that students would get added value when applying STEM education. Regarding aspect of knowledge, more than 50% of the respondents have adequate knowledge of the term STEM although more than 50% of the respondents do not grasp the idea of weaknesses and advantages of implementing integrated STEM. Furthermore, 76.2% of respondents tried to implement integrated STEM when teaching with a percentage between 26%-75%. The application of integrated STEM involving the discipline of engineering has a lower percentage of application than integration with other disciplines. The findings also report that obstacles to the implementation of integrated STEM are the ability to apply the mathematics concepts, technological tools available, the duration of learning time, and the process of connecting between disciplines in STEM. This research implies that there is a need to increase the understanding the interrelationships between aspects of STEM, and need to develop STEM-based learning models to support the application of integrated STEM in Science learning.
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