The number of learning media at this time is still deemed insufficient that students can use to study independently anywhere and anytime. So we need a media companion to the main book that students can use, namely in the form of pocket books. The feasibility test was carried out by material experts, media experts, design experts and Senior High School Physics Teachers. the results of the product media expert test were quite good with a proportion of 70%, the material expert test was declared good with a proportion of 84%, the product design expert test was not good with a proportion of 64% and by education practitioners namely high school physics teachers declared good with a proportion of 88%. So that the overall feasibility of the product is 76.5% in the good category. So it can be concluded that the pocket book of Newton’s law material on Physics for class X senior high school students is in accordance with the appropriate syllabus and is suitable for use as a supporting book for learning physics.
The purpose of this study was to see the effect of the TPS Cooperative learning method on physics learning outcomes in terms of student attention. The research method used was an experimental method. One group was used as the experiment group, namely the physics treatment with the TPS model, While the other group as a control group treated with a model of learning physics discussion. From each group then divided into groups that have high activity and low activity. Based on the results of the analysis, it can be ignored that there is no significant interaction effect between the TPS cooperative learning method and attention to physics learning outcomes. This can be proven where F_count < Ftable (3.289 <4.11) at a very significant level of 5%. which means that there is no significant effect between the Think-Pair-Share cooperative learning method with student attention. So that the Think-Pair-Share cooperative learning method is not appropriate to use to assess the level of student attention.
On the subject of geometry optics, pictures that can facilitate students in understanding the material are needed. Therefore, learning media that can show animations or pictures that can be understood by students are needed. One of the learning media that can be used is video scribe. Video scribe application can show animations and writings in the form of videos. The stages of this product development are carried out by six stages, such as, concept, design, material collecting, assembly, testing, and distribution. The data collection technique used was product evaluation questionnaire. The product evaluation questionnaire is used to assess development products by material experts and media experts. On average, the result of the validation test by material experts obtained a score of 80,11%, in which it is feasible in terms of material. Whereas, the score by media experts was 84,16%, in which it is also feasible in terms of learning media. Based on the results of the feasibility test conducted, Video scribe-based high school physics learning media on the subject of geometry optics has an average value of 82,14% with a very good interpretation. So that this product can be used in a field trial for users to get a product that viable as an alternative learning media in the classroom.
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