Pendemi covid 19 mengharuskan semua jenjang pendidikan melakukan pembelajaran daring. Akan tetapi banyak pendidik yang masih kesulitan dalam memilih dan menggunakan platform yang sesuai dengan pembelajaran fisika terutama pada materi prinsip bernaoulli. Upaya untuk mengatasi hal tersebut salah satunya melalui pemanfaatan media pembelajaran yang bersifat audio visual dalam bentuk multimedia interaktif. Tujuan dari penelitian pengembangan ini adalah mengembangkan multimultimedia interaktif fisika pokok bahasan prinsip bernoulli. Penelitian pengembangan ini menggunakan model pengembangan 4D. Pengumpulan data dilakukan dengan menggunakan instrumen berupa kuesioner dan soal tes pemahaman konsep terhadap 36 siswa kelas XI MIPA 2 di SMA Katolik Rajawali Makassar. Untuk mengukur tingkat pemahaman konsep siswa dilakukan dengan membandingkan hasil pretes dan posttes. Instrumen tes yang digunakan berupa tes uraian. Hasil validasi ahli menunjukan bahwa multimedia pembelajaran yang dikembangkan layak untuk di uji coba. Hasil Uji coba menunjukkan bahwa multimedia pembelajaran yang kembangkan sangat praktis dan layak digunakan. Sedangkan untuk kemampuan pemahaman konsep siswa mengalami peningkatan yang ditunjukan dengan nilai N-gain yang diperoleh mencapai 0,50 yang berada dalam kategori medium atas. Hal ini berarti bahwa multimedia pembelajaran yang dikembangkan secara efektif dapat meningkatkan pemahaman konsep fisika siswa. Penelitian lanjutan diharapkan dapat mengembangkan multimedia interaktif pada materi lainnya sehingga banyak tersedia multimedia pembelajaran interaktif yang dapat digunakan oleh siswa untuk meningkatkan pemahaman konsep fisika siswa. AbstractCOVID 19 requires all levels of education to do online learning. However, many educators still find it challenging to choose and use a platform suitable for learning physics, especially in Bernoulli's principle. One of the efforts to overcome this is to use audiovisual learning media in interactive multimedia. This development research aims to develop interactive multimedia subject matter of the Bernoulli principle. This development research uses the 4D development model. In this research, the development stage is limited to the development stage because of time and cost limitations. Data were collected using instruments in the form of questionnaires and concept understanding test questions on 36 students of class XI MIPA 2 at Catholic High School Rajawali Makassar. To measure the level of understanding of student concepts is done by comparing the pretest and post-test results. The test instrument used was a description test. The results of expert validation show that advanced learning multimedia is worthy of a trial. The trial results show that the developed learning multimedia is efficient and feasible to use. As for the ability to understand, the concept of students has increased as indicated by the value of N-gain obtained reached 0.50, which is in the medium category. This means that multimedia learning developed effectively can improve students' understanding of physics concepts. Further research is expected to create interactive multimedia on other materials. That way, there are many interactive learning multimedia available that students can use to improve students' understanding of physics concepts.
Scientific literacy is the ability to involve yourself in problems related to science. This research explores students' scientific literacy skills in experiential learning based on phenomena on the concept of expansion. This research was conducted with a mix-method approach with an embedded experimental model design. The data were collected through scientific literacy tests (r = 0.53), and open-ended questions interviews with the students, then analyzed using the Mann-Whitney U-Test quantitatively, and using the Bybee (1997) assessment rubric qualitatively. Based on the results, it was found that the majority of students experienced an increase in their scientific literacy from the SI (Scientific Illiteracy) category (96.88%) into CSL (Conceptual Scientific Literacy) (46.88%). We concluded that phenomenon-based experiential learning was effective in improving students' scientific literacy. So, we need more effort to improve and increase students' scientific literacy skills by integrating scientific literacy competencies while implementing science learning in schools.
This research is aimed to describe students’ problem-solving skill in phenomenon-based experiential learning especially in the subtopics of temperature and expansion. The problem-solving skill is one of the vital skills in physics learning that should be applied in measuring students’ understanding level. This research used a mixed-method approach with research design of an embedded experimental model for 32 eleventh graders of State Senior High Schools in Malang, East Java, Indonesia. The data were collected by pretest and posttest using tests and interview. The result shows that there is an improvement of students’ problem-solving skill after being taught by using phenomenon-based experiential learning. The calculation result of the N-Gain score showed the improvement of students’ problem-solving skill on a moderate category and the calculation result of d-Cohen effects size in on strong category. Meanwhile, the result of the qualitative calculation showed that students’ problem-solving skill is improved from beginner category to expert category that is 62.5%. The students’ problem-solving skill should be intensively trained by using contextual scientific problems in daily life.
Selama pendemi covid-19 melanda di Indonesia, pemerintah menerapkan pembelajaran dalam bentuk daring. Tujuan penelitian ini adalah untuk mendapatkan informasi terkait proses pembelajaran daring di kabupaten Sumba Barat selama pandemi covid-19. Penelitian ini menggunakan metode survey. Subjek penelitian ini terdiri dari 3 sekolah di Sumba Barat, yaitu SMA Negeri 1 Wanokaka, SMA Negeri 1 waikabubak, dan SMA Negeri 1 Tanarighu. Teknik pengumpulan data yang digunakan adalah angket yang disebar terhadap siswa yang jurusan IPA dan wawancara. Data yang dikumpulkan dianalisis menggunakan analisis kuantitatif deskriptif. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan disetiap indikator. Hasil dari SMA Negeri 1 Wanokaka, SMA Negeri 1 waikabubak, dan SMA Negeri 1 Tanarighu berturut-turut yaitu 1) akses materi siswa cenderung sulit dengan persentase 75%, 83%, dan 59%, 2) kemampuan memahami konsep cenderung sulit dengan persentase berturut-turut 80%, 80%, dan 70%, 3) keaktifan siswa dengan persentase berturut-turut 76%, 61%, 69% masih cenderung sulit. 4) Masalah teknis cenderung sulit karena masih banyak siswa tidak memiliki Handphone/Laptop serta jaringan internet yang tidak stabil. Masalah teknis didapatkan persentase berturut-turut 69%, 61%, dan 69%. Hasil penelitian menunjukkan bahwa penerapan pembelajaran daring di era pendemi covid kurang efektif. Rekomendasi penelitian selanjutnya dapat membuat instrument yang beragam tidak hanya membuat instrument mengungkap data kuantitaif, tetapi menggunakan instrument pengungkap data kualitatifKata kunci: Efektifitas, Pembelajaran Daring, Akses Internet
<div align="center"><table class="KisiTabel1" width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research was aimed to describe problem solving skill in Experiential Learning based on the phenomenon, particularly about heat and temperatur. This study was conducted using mix method approach with embedded experimental model research design. The data were collected through pretest and posttest using test and interview. The result of N-Gain Score calculation showed that there are increase in student’s skill on solving problem about temperature and calorie is in moderate category, and the result of d-cohen effect size is in moderate category. At the same time the result of qualitative calculation on student solving skill showed there are 9,4% students in low category, 53,1% student in medium category, and 37,5% student are in high category after experiencing phenomenon based Experimental Learning. Student’s skill in problem solving has to be practiced more intensively using real-life problem in daily life.</p><p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah siswa dalam pembelajaran <em>Experiential Learning</em> berbasis fenomena terutama pada suhu dan kalor. Penelitian ini menggunakan pendekatan <em>mix method</em> dengan desain penelitian <em>embedded experimental</em> model. Data dikumpulkan melalui <em>pretest</em> dan <em>posttest</em> menggunakan tes dan wawancara. Hasil perhitungan N-Gain score menunjukkan adanya peningkatan kemampuan siswa dalam memecahkan suhu dan kalor dalam kategori sedang dan hasil perhitungan <em>d-cohen effect size</em> dalam kategori sedang. Sementara itu, hasil perhitungan kualitatif kemampuan pemecahan masalah siswa melalui <em>crosstabulation</em> menunjukkan sebanyak 9,4% siswa berada pada kategori rendah, 53,1% siswa pada kategori sedang, dan 37,5% siswa pada kategori tinggi setelah mengalami <em>Experiential Learning </em>berbasis fenomena. Kemampuan pemecahan masalah siswa perlu dilatih lebih intensif menggunakan masalah nyata dalam kehidupan sehari-hari.<strong><em> </em></strong></p></td></tr></tbody></table></div>
Pembinaan guru menuju Society 5.0 adalah suatu upaya yang penting untuk mempersiapkan guru agar siap menghadapi era masyarakat yang semakin terhubung secara digital dan berbasis teknologi. Program pelatihan guru dan kegiatan belajar mengajar sangat menolong guru untuk siap menuju kepada pembelajaran Society 5.0, dengan melakukan langkah-langkah yang tepat, diharapkan guru dapat memainkan peran yang penting dalam menghadapi tantangan yang ada dan membawa perubahan yang positif dalam pembelajaran. Seperti lngkah pembinaan dengan pelatihan dan workshop.
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