Abstrak: Pembelajaran fisika yang terjadi di lapangan masih minim inovasi. Pembelajaran cenderung berpusat pada pendidik. Pendidik hanya mentransfer pengetahuannya saja tanpa memikirkan apakah peserta didik sudah memahami konsep yang disampaikan atau belum. Rata-rata capaian hasil pemahaman konsep Fisika masih rendah. Teknologi yang berkembang pesat saat ini masih jarang dimanfaatkan oleh para pendidik. Padahal ini bisa menjadi salah satu alternatif untuk membuat pembelajaran lebih menarik dan berkesan. Dengan mengaitkan kearifan lokal yang ada di daerah peserta didik, dapat membuat peserta didik lebih mengenal kekayaan alam di daerahnya dan dapat diperkenalkan baik skala nasional maupun intrnasional. Dengan adanya permasalahan-permasalahan tersebut, maka perlu adanya integrasi anatara model, evaluasi dan media pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Metode Penelitian yang dilakukan adalah Kuasi Eksperimen dengan desain penelitian one group pretest-posttest design. Hasil observasi menunjukkan adanya peningkatan pemahaman konsep mahasiswa setelah diterapkan pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Dengan kategori sedang pada gain dinormalisasinya. Dari pembelajaran ini mahasiswa menjadi mengetahui kearifan lokal batu kuwung dan cara memanfaatkannya. Hasil penelitian akan terus dikembangkan pada mata kuliah-mata kuliah lain di jurusan Pendidikan Fisika Universitas Sultan Ageng tirtayasa.
Kata kunci: kearifan lokal, pemahaman konsep, STEM-AAbstract: Learning physics is still traditional in reality. It tends to be centered on Teachers. They only transfer knowledge without knowing the learners already understand the concept yet or not. The average achievement understanding of physics concept results is still low. Rapidly evolving technology is still rarely used by teachers. Though this could be one of the alternatives to make learning more interesting and memorable. Connecting the local knowledge in the area of learners can make students more familiar with the natural resources in the region and can be introduced to the outside world. Given these problems, the need for integration between models, evaluation and learning media STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom. The methods used were a Quasi-Experiment with the design of the study "One Group Pretest-Posttest Design." Observations indicate an increased understanding of the student concept after learning applied STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom with medium category in gain normalization. By learning this concept, students could be aware of local wisdom "Batu Kuwung" and understand how to get advantage from it. The results of the study will continue to be developed in the courses in the
Background: The need to use online learning is inevitable during the Covid-19 pandemic. There has been a call for action in education policy to provide a more flexible, digitally based learning strategy. It is presumed that this change in learning methods will reduce meaningful learning experiences. Methods: This study examines the application of discovery learning in the digital classroom and its effect on learning outcomes and independent learning. The research employed a quasi-experiment method, and the sample was taken using a randomized sampling technique. Two classes with the same initial knowledge value were used as experimental and control groups. The instrument used was a cognitive test and a Self-Directed Learning (SDL) questionnaire. Results: The results of this research show that there is a significant difference in learning outcomes and SDL in the experiment and control group. Students that apply discovery learning with a combination of face-to-face and digital classes get better results on both variables than in conventional discovery class. Conclusions: It can be concluded that the application of discovery learning through the digital classroom has a positive effect on learning outcomes and students' level of independence. This study was only conducted in one secondary school and more samples are recommended for further study. The limitations of the application of face-to-face discovery learning can be overcome by the application of online learning, which facilitates meaningful learning experiences for students.
The world of education today not only requires students to be experts in the cognitive realm, but is required to be able to achieve 21st century skills. Based on the analysis and synthesis of journals, the appropriate learning model to face the 21st century is the Project Based Learning (PjBL) learning model. The purpose of this article is to identify PjBL from the characteristics, effectiveness and implementation aspects of science learning. This structured review reviewed 20 articles on PjBL for science learning based on the available Scopus database reference from 2017 to 2021. The data obtained were analyzed using content analysis methods. The results showed that on average PjBL can be categorized as a learning model that can improve student learning outcomes in science learning and train students in problemving (critical thinking). The review reveals that PjBL has an influence on student learning, especially in science learning. From this article, it can be concluded and can be recommended three recommendations related to the essential success of PjBL in schools.
For physics teachers, how physics should be taught is an important question. This study, examines project based learning (PjBL) integrated in Science, Technology, Engineering and Mathematics (STEM). The aims of this study is to identify trends in PjBL integrated STEM in physics education. The method used is a bibliometric analysis method. 80 articles were collected from the literature of scholarly journals, both nationally and internationally through the Publish or Perish (PoP) application. The articles collected were analyzed using the VOSviewer application to obtain information. After analysis, information on the trend of PjBL integrated STEM was obtained by further analysis and by synthesizing it. The result of this study is that in recent years, Project Based Learning (PjBL) integrated STEM has become one of the trends and has become an option in implementing physics learning in schools. This can be seen from the many research, studies and discussions about PjBL integrated STEM in physics education. Based on the results of this literature study, several recommendations for future research were also obtained, namely so that PjBL integrated STEM can be better, it needs to be tried by adding various learning media in it, especially on-line learning media.
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