Learning Physics in the 2013 Curriculum requires students to understand concepts. However, the facts found in the field show that students' understanding of concepts is still low and there are misconceptions, especially on unidirectional electricity. One solution to overcome this problem is to make physics teaching materials based on cognitive conflicts integrating virtual laboratories on unidirectional electrical materials to improve students' conceptual understanding. The aim pf this study was to produce a valid cognitive conflict teaching material design. This type of research was Design / Development Research. Using the Plomp model development which has two stages, namely Preliminary Research, at this stage an initial problem analysis was carried out by conducting concept tests on students using coding techniques and conducting interviews with teachers. The second stage of the Prototype Phase was the development stage by designing the required teaching materials. For the design of teaching materials that have been made, a self-evaluation test was carried out using the Likert formula, after which the expert validation or expert review was carried out using the V Aiken's formula for each indicator. Based on the analysis of the data obtained, it can be explained, at the Preliminary Research stage, it was found that in the same direction electricity material more than 30% of students experienced misconceptions and 50% of students did not understand. Meanwhile, teachers still use conventional learning (lecture method) and insufficient laboratory tools to do practicum. The second stage of the Prototype Phase produces teaching material design based on cognitive conflict. The results of the self-evaluation test showed that teaching materials at the validation level were very valid with an average value of 86.7 and the expert validation test for materials at the validation level was very valid with an average value of 0.87. The conclusion from the acquisition of the assessment of physics teaching material design based on cognitive conflict is declared valid and the characteristics of the teaching material are in accordance with the 2008 Ministry of National Education
This study looks at the impact of the industrial revolution 4.0 on the Islamic banking sector. The industrial revolution simply implies major and advanced innovations to the way humans produce goods. This great change has happened three times, and we are currently experiencing the fourth industrial revolution. Every major change is always followed by major changes in the economic, political, even military, and cultural fields. The Industrial Revolution 4.0 has entered Indonesia since 2015. This provides opportunities for several economic sectors around the world to gain market share and wider investment. This study uses qualitative methods to explain the phenomenon being studied. The Sharia Supervisory Board and National Sharia Council of the Indonesian Ulema Council (DSN-MUI) are one of the regulators that make sharia banking stronger and more recognized. A method that we use is a qualitative method by looking at and analyzing the object of research to be studied. Where the object of research in this paper is Islamic banking in Indonesia, and how Islamic banking faces the Industrial Revolution 4.0. Islamic banking in Indonesia needs to apply advanced technology to be able to compete with conventional banking, especially during the 4.0 era, technology is one of the most important things to be able to keep up with the times.
The inclusion and literacy of Islamic finance is an index that can use as a guide in assessing whether people living in a country know about Islamic finance. Multiple variables can conclude whether a nation knows Islamic banking. The Financial Services Authority does a review that can use as additional analysis on the knowledge of the Indonesian personalities about Islamic Banking. Overall, the Third National Financial Literacy Survey (SNLIK) accompanied by the Financial Services Authority (OJK) this year revealed that the financial literacy index equaled 38.03%, including the financial inclusion index of 76.19%. Based on geographical levels, during urban financial literacy index equaled 41.41% and economic inclusion of urban ranges amounted to 83.60%. OJK will use the results of the 2019 financial literacy survey to improve the national financial literacy developing policy that is further practical and targeted. In comparison, the literacy index and financial inclusion of rural communities were 34.53% and 68.49%. This pattern developed compared to the results of the 2016 OJK survey, precisely the financial literacy index 29.7% and the financial inclusion index 67.8%. The questionnaire effects further designated that based on gender literacy index and economic inclusion of men were 39.94% and 77.24%, comparatively higher than women at 36.13% and 75.15%.
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