Abstrak:Â Pembelajaran virtual merupakan proses belajar mengajar yang menggunakan media virtual berbantuan platform berbasis web. Penelitian deskriptif kuantitatif ini bertujuan untuk memperoleh gambaran pelaksanaan pembelajaran virtual online calon guru pada masa pandemic COVID-19. Penelitian ini dilakukan pada calon guru di Fakultas Keguruan dan Ilmu Pendidikan Universitas Samawa. Responden penelitian sebanyak 51 orang yang dipilih menggunakan teknik purposive sampling. Instrumen dalam penelitian ini menggunakan kuesioner berisi pertanyaan dan pernyataan yang berjumlah 13 item dengan satu kolom komentar yang disediakan diakhir. Angket tersebut menggambarkan tentang proses pembelajaran virtual online dari kesiapan infrastruktur sampai dengan prospek pembelajaran ini kedepan. Hasil penelitian diperoleh bahwa dari empat aspek yang diukur, mahasiswa calon guru memiliki pandangan positif tentang proses pembelajaran secara daring termasuk berkategori tinggi kecuali pada aspek kepraktisan. Dapat disimpulkan bahwa pembelajaran secara daring mempermudah mahasiswa dalam proses belajar dan sangat membantu mereka dalam menghindari pencemaran COVID-19.Abstract: Virtual learning is a teaching and learning process using virtual media assisted by a Web-based platform as a tool in the teaching and learning process. This quantitative descriptive study aims to obtain an overview of the implementation of virtual online learning for prospective teachers during the COVID-19 pandemic. This study was conducted on prospective teachers at the Faculty of Teacher Training and Education, Samawa University. The research respondents were 51 prospective teachers selected using the purposive sampling technique. The instrument in this study used a questionnaire containing questions and statements totaling 13 items with one comment column provided at the end. The questionnaires discuss the online virtual learning process, from infrastructure readiness to prospects for this learning. The study results showed that from the four aspects measured; teacher candidates had a view of the learning process being categorized as high except for the practical element. It can be concluded that online learning makes it easier for students in the learning process and helps them avoid contamination with COVID-19.Â
Physics learning should be student center. Students used as learning centers impact their understanding of the material or concepts being taught. However, students do not get to learn like that. It impacts students’ low level of understanding of physics concepts, especially the concept of motion. An alternative solution to this is using dominoes and ladders in physics learning. This study examines the effect of using two learning media (dominos and ladder snakes) on the understanding of physics concepts of class X students at MAN 1 Sumbawa. This type of research is quasi-experimental with a posttest-only design. The research sample was obtained using a purposive sampling technique. The number of research respondents was 138 students, who were divided into two experimental groups. Experimental Group 1 used domino media, and Experimental Group 2 used snakes and ladders media. The data collection instrument used was a concept understanding test in the form of filling in and multiple choice given after the treatment was given. The results showed that the domino group better understood the concept than the snakes and ladders group. The parametric prerequisite test shows that the students’ conceptual comprehension data is homogeneous and not normally distributed. The hypothesis test results show that the data’s significance value is less than 0.05. It can be concluded that there are significant differences in understanding the concept of motion between the domino group and the snakes and ladders group. Applying the domino game in physics learning is better than the snakes and ladders game in maximizing the students’ understanding of the concept of motion in MAN 1 Sumbawa.
The use of appropriate media to facilitate student activities in learning physics is still very minimal at this time. This has an impact on the lack of enthusiasm of students in learning physics which will indirectly affect their learning outcomes. The integration of interactive multimedia in direct learning is an alternative solution in carrying out activities in physics learning. This quasi-experimental research aims to determine the effect of using interactive multimedia in direct learning on students' cognitive learning outcomes for GLB-GLBB material. The research design used was a pretest-posttest control group design with purposive sampling as sampling technique. The respondents for this research were 45 students of Class X MIA in one of the senior high schools in Sumbawa Regency, which were divided into 2 groups, experimental and control. Data analysis used the ANOVA test to determine the significance of the difference in the mean of the two groups. The question instrument used to collect data on students' cognitive learning outcomes is in the form of descriptions with a total of 5 items. The ANOVA test results obtained a significance of 0.175, where the significance value is greater than 0.05. Based on these results, it can be concluded that the use of interactive multimedia that is integrated in direct learning does not significantly affect students' cognitive learning outcomes for GLB-GLBB material.
The use of appropriate media is minimal in physics learning today, which impacts students' lack of motivation and indirectly affects their learning outcomes. A direct learning model with interactive multimedia is an alternative solution during the current pandemic. This study aims to improve students' understanding of physics concepts by applying a direct learning model with interactive multimedia. This is a quasi-experimental research with a pretest-posttest control group design using a purposive sampling technique. Forty-five respondents were divided into two groups, experimental and control. N-Gain was used to determine the high increase in both groups. The test was used to collect data on students' conceptual understanding in the form of a description with a total of 5 questions. In addition to the N-Gain, a t-test was also conducted to test the mean difference of the data. The findings revealed that the understanding of the concepts of the two groups had increased, where the experimental group was 40.3, and the control group was 35.8 but did not differ significantly. It can be concluded that the understanding of the fluid concept of the experimental class students is not better than the control class students.
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