This research is motivated by the fact that physics learning content based on mobile learning can be accessed widely and most students have cellphones, but it has not been widely used to increase student enthusiasm in learning physics. Physics Learning Media Based on Mobile Learning is an effort to solve this problem. One of them is by Development of Physics Learning Media-Based Mobile Learning Using Adobe Flash CS6. This study aimed to determine the development of learning media products based on mobile learning using adobe flash CS6 and to examine the the feasibility of learning media based on mobile learning using Adobe Flash CS6 at Muhammadiyah University of Makassar. This type of research was a research and development starting from the defining stage (define), the design stage (design), and the development stage (develop). This mobile learning-based physics learning media was tested for validity by 2 experts of media, and tested for its effectiveness by 33 students. The results achieved were the m-learning media products that used the adobe flash CS6 application with validity criteria that were relevant, consistent and have practical usability, as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education. as well as effective implementation. These instructional media products can be used by teaching staff and students in higher education.
Hypercontent module as one of Technological Pedagogical Content Knowledge (TPACK) learning device contains collaboration between technology, pedagogy, and material content equipped with Quick Response Code (QR Code) as a learning navigation tool that is open source for learning, so it is expected to improve students’ creative thinking skills in information processing as new knowledge through technological literacy. This study aims to analyze the effectiveness of the hypercontent module to improve creative thinking skills of prospective physics teachers. The hypercontent module contains various learning resources such as presentation, text, video, images, and exersice that can be accessed via QR Code reader. This research is a pre-experimental research with one group pretest postest design. The research subject is 16 students in Department of Physics Education Muhammadiyah University of Makassar. The data were collected through tests of creative thinking skills with indicators of thinking fluency, flexibility, elaboration, and originality. The results of data collection were analysed with descriptive analysis and N-gain test. This research shows that the hypercontent module is effective to improve the creative thinking skills of prospective physics teachers. This can be seen from the increase in the score of students’ creative thinking skills from 64.51 to 72.64 after implementing the hypercontent module.
This study aims to develop a device learning based on TPACK (Technological Pedagogical Content Knowledge) in the form of hypercontent modules in electronics courses that combine technological, pedagogical, and material content knowledge by using QR code as a learning navigation tool so it acts as open resources for learning. This device sustains the 21st century system and independent learning, because students can begin to learn the subject needed with non-linearly and facilitate learning styles by providing variety of learning resources such as site addresses, journal texts, videos, audio, and images that can be accessed with QR code reader so learning feels contextual and able to direct students to think creatively in learning. Research and development carried out using the Borg and Gall models with the step of collecting information, do the planning, developing product formations, testing, revising, disseminating, and implementing the product. This research shows that device learning based on TPACK in the form of hypercontent modules is valid, practice, and effective for use in electronics courses as seen from the improvement of student learning outcomes.
This study aims to describe the olympic tutors problem-solving skill of the National Science Olympic for elementary school level and analyze based on the type of problem-solving skill. In a National Science Olympic competition, the selection is made based on the ability of students to solve questions, so that the teacher as olympic tutors need to apply correct problemsolving skills as the main key to solving olympic questions. This research was a qualitative descriptive study that aimed to determine the condition of an object through a case study for olympic tutors of the National Science Olympics for elementary school level in Barru Regency, South Sulawesi. The data collection methods were tests and interview. This study showed the olympic tutors problem-solving skill of the National Science Olympic for elementary school level in Barru Regency at the moderate category which revolved around the score 25 - 49. Based on the result of the analysis, in terms of the types and stages of problem-solving, most of the olympic tutors of the National Science Olympic for elementary school level did not understand systematic problem solving and still needed accuracy in choosing the most appropriate equations to use when solving problems.
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