This study aims to determine the effect of applying the Ethno-STEM-Project Based Learning model about the concept of physics related to Lake Tempe on students’ conceptual understanding of physics, which is characterized by higher-order thinking skills and the level of misconceptions. The sample in this study was eleventh-grade students in senior high school. Students are exposed to local wisdom-based learning strategies integrating science, technology, engineering, and mathematics through group project assignments. Students are given a pre-Achievement Test (PAT) to determine their initial Higher-Order Thinking Skill of physics concepts in everyday life. Then after being treated through project work, they are asked to do a Post-Achievement Test (PAT). A three-tier test was carried out before and after treatment to determine the level of misconceptions. In addition, focus group interviews were conducted with several students to strengthen the pre and post-test results. Student responses to focus group interviews and the PAT’s open-ended questions were analyzed using the N-Gain Score equation. The data in the initial and final tests were analyzed quantitatively and qualitatively. Based on the analysis results, it was found that using the Ethno-STEM-PjBL model affected the understanding of physics concepts. It was marked by increases in higher-order thinking skills and decreases in misconceptions on several physics topics related to students’ activities around Lake Tempe.
The Saoraja Lapinceng traditional house in Barru Regency has social, cultural and religious values. In addition, this traditional house has a physical value, namely the concept of rigid body equilibrium. The research objective is to analyze the concept of rigid body equilibrium at the Saoraja Lapinceng traditional house. The research method used is the traditional review. Data obtained from journals, books, and websites that are relevant to this research, which are then reduced, presented, verified, and conclusions drawn. Based on the results of the research, it is obtained: (1) The support poles (Aliri) in the main building are rectangular in shape following the Bugis Sulapa Appa philosophy and an odd number with the total force and torque acting on the poles equal to zero, the support poles cause the main building to not move (balance). (2) The foundation of the umpak (Pallangga) is rectangular and has an odd number of values of life and death for the Buginese community where Pallangga functions to make Aliri immobile (balance). (3) Attic support (Pattolo’) following the width of the house gives Aliri and Arateng a style which is the same as the force received by Pallangga, thereby helping Aliri to balance the main building. (4) Floor support (Arateng) functions to connect Aliri with other Aliri in the long direction of the house so that the force and torque to the main building body are equal to zero (balance). (5) The stairs (Addengeng) are made with a slope of 30 ° to 45 ° from Aliri, so that the vertical force from the floor and the horizontal force from the wall, balances the ladder when given Addengeng’s load.
The research aims to obtain related information: (1) the characteristics of teaching aids of physics learning based Modified Free Inquiry (MFI); (2) feasibility of teaching aids of physics learning based MFI; and (3) the level of achievement activities physics of learning-based MFI. This research is research development focused on developing of teaching aids of physics learning based MFI such as learning of materials, worksheet for students (LKPD), learning implementation plan (RPP), the assessment instruments, and form validation, feasibility sheet teaching aids of physics learning. The development model used in this study refers to the 4-D model of development which consists of stages define, design, develop, and disseminate. Trials conducted at SMA Negeri 3 Takalar in class XI MIA with the number of sample students as much as 36 students. The results showed that the teaching aids developed include: materials, RPP, LKPD, assessment instruments include of the validation sheet, feasibility of teaching aids sheet, the activity of the student sheet, and the results of the study revealed very valid Content Validity Value (Vc) of the test through Gregory assessment for all devices are in the range of 3.5 ≤ x ≤ 4. The results for the feasibility of teaching aids is done entirely on the category with the highest average of 1.75. Learning outcomes for learners who are taught through learning physics-based MFI obtained an average score of 10.59. Next activity learners generally appear at each meeting. On the activities of the wants, the learners learning activities that have the highest percentage of visual activity and activity is metrics. Whereas, in the discussions and activities of the project have the highest percentage is a visual activity.
Book for the student is one of the supporting items in today's Indonesian learning process. Physics book based on local wisdom aims to enhance learner science literacy, particularly in physics class. The study used a qualitative approach with research and development method. The subject in this research is two students who attained the highest and the lowest score in science literacy test in SMA 8 Maros. The results showed that the book based on local wisdom is valid, practical, and effective to enhance student science literacy. Keywords-local wisdom, science literacy, the supplementary book195
Abstrak. Mitra Program Kemitraan Masyarakat (PKM) ini adalah masyarakat guru SMAN 11 Makassar. Masalahnya adalah: (1) Kurangnya pemahaman masyarakat guru tentang tes diagnostik untuk menjaring konsepsi awal peserta didik dalam pelaksanaan pembelajaran, (2) Kurangnya kemampuan dan keterampilan masyarakat guru untuk membuat instrumen tes disgnostik yang dapat digunakan untuk proses pembelajaran. Sasaran eksternal adalah intrumen tes diagnostic four tier test yang dapat digunakan untuk menjaring konsepsi awal peserta didik. Metode yang digunakan adalah: ceramah, demonstrasi, diskusi, tanya jawab, dan mitra pendamping. Hasil yang dicapai adalah (1) masyarakat guru fisika telah memiliki kemampuan dan keterampilan dalam mengembangkan metode pembelajaran di kelas sesuai dengan kondisi/kebutuhan peserta didik, dan (2) memiliki pengetahuan, kemampuan, dan keterampilan bagi masyarakat guru untuk merancang pembelajaran fisika berdasarkan konsepsi awal yang dimiliki peserta didik, sehingga materi ajar dan metode yang digunakan dalam pembelajaran dapat membantu peserta didik dalam mencapai tujuan pembelajaran. Kata kunci: tes diagnostik four tier test.
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