Development of web based massive open online course on fundamental physics subject to increase students’ higher order thinking skill

Serevina, Vina; Raihanati,; Sunaryo, Sony; Andriana, Wawan

doi:10.1088/1742-6596/1280/5/052069

Cited by 3 publications

(4 citation statements)

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“…The education scholars have conducted various researches aiming to provide thinking processes in physics education. Some of them may enhance their thinking skills using simulation (Bakri et al, 2019), learning material (i.e., open online course (Serevina & Andriana, 2019), and virtual labs (Gunawan et al, 2018), STEM (Science, Technology, Engineering, and Mathematics) approach (Soros et al, 2018), and various learning models (i.e., Guided Inquiry Learning (Maknun, 2020), Ethnos Science-Based Direct Instruction Learning Model (Risdianto et al, 2020), and Problem-based Learning Model (Sari et al, 2019). As shown in Table 1, There are many suggestions from previous studies to construct better conditions in the classroom.…”

Section: Resultsmentioning

confidence: 99%

“…Higher-order Thinking(Bakri et al, 2019;Ramadhan et al, 2019;Serevina & Andriana, 2019) 3 Critical Thinking(Soros et al, 2018;Maknun, 2020;Risdianto et al, 2020) 4 Problem Solving Thinking(Gunawan et al, 2018;Soros et al, 2018) 5 Analytical Thinking(Sari et al, 2019) 6 Creative Thinking(Hakim et al, 2017) 7 Logical Thinking(Bektasli, 2006;Marušić & Sliško, 2017;Muzaky & Sunarno, 2020) …”

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confidence: 99%

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Teaching Philosophy Statement for Physics Teachers: Let’s Think About

Sumardani

Dujali

2021

JPII

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The statement of teaching philosophy reflects on teachers’ growth and dedication to achieve the goal and values. Concerning philosophy, physics is the most fundamental science discipline which has profound philosophical implications. This article aims to discuss the importance of the teaching philosophy statement (TPS) for sustaining the teaching-learning process in the classroom. Moreover, it also includes the authors’ TPS in teaching physics. This academic paper employs the systematic literature review and narrative literature review to explain scholarly opinion regarding teaching philosophy among physics and natural sciences philosophers. Three educational implications have been discussed. First, educators need to realize that not every student wants to be a physicist, and teachers need to manage this problem. More often, the physics teachers also have to think about addressing students with different abilities in the classroom. Second, as the facilitator of the learning outcomes, the teachers must possess good character and value-laden attributes necessary for teaching. Finally, the researchers of this study provide the TPS for physics, “Let Us Think About,” and philosophical implications in teaching physics. The term of teaching philosophy may vary based on the expert who writes it and its application in the classroom (i.e., philosophy in science teaching, philosophy of physics, philosophy of science in teaching, teaching philosophy, teaching statement, and teaching philosophy statement). However, the teaching philosophy statement is the most common phrase since Beatty et al. explain the concept in the early 21st century. In addition, the finding indicates that TPS is important for developing teachers’ way of thinking in the classroom setting.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

Teaching Philosophy Statement for Physics Teachers: Let’s Think About

Sumardani

Dujali

2021

JPII

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“…Digital learning is a form of learning that supports students to learn independently and helps students during online learning [2]. Modules that are part of digital learning and developed using computer technology are called Electronic Modules (E-Modules) [3]. E-Module is an alternative learning resource that can be used during online learning.…”

Section: Introductionmentioning

confidence: 99%

“…This e-MI development uses the Canva application, which students can use via laptops and smartphones. In addition, the E-Module, which is equipped with pictures, videos, animations, questions, and initial guidelines for practicum activities, is expected to help students learn independently to achieve concepts [3].…”

Section: Introductionmentioning

confidence: 99%

Development of Interactive E-Modules (e-MI) through The Canva App in Biology Learning

Handayani¹,

Lismaya²,

Nurlaelah³

et al. 2022

Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 Dec

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This study aims to produce an interactive e-module (e-MI) on carbohydrate material biochemistry course with good validity, practicality, and effectiveness. The research method used in this research is Research and Development (R&D) with ADDIE approach design (Analyze, Design, Development, Implementation, Evaluation). The results of this study are e-MI products based on the validation results of content experts by 84.25% and media experts by 77.98%, showing valid criteria in the aspects of content feasibility and practicality. While the results of user trials of 81.34% indicate practical criteria in the practical aspect of using interactive e-modules (e-MI), and a percentage of 82.65% shows very effective criteria in terms of the effectiveness of using e-MI. So the results of this study recommend using this interactive e-module (e-MI) for learning activities, especially in the Biochemistry course of carbohydrate material.

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The development of flip book contextual teaching and learning-based to enhance students’ physics problem solving skill

Maynastiti

Serevina

Sugihartono³

2020

J. Phys.: Conf. Ser.

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Apply CTL for learning media in the form of Flip Books. This research was conducted at SMAN 2 Bekasi from April to May 2019 as the field-testing phase which used Physics Flip Book media. The method of learning model ADDIE including the stages to develop this model. The Physics Flip Book display used the Kvisoft Flip Book Marker 3.6.1 software whose content is supported by several software, such as Camtasia 2018, Movie Maker and PDF. Results of validation test showed score 82.0% for material validation, 82.8% for media validation, and 81.20% for learning validation. The result of this research, 10 of 25 items were valid by using product moment validation test, 0.74 for the reliability test result by using Alpha Cronbach and 0.52 for the Flip Book effectiveness by using N-gain test. The results showed that using CTL-based Flip Books can improve physics problem solving skills in students.

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Development of web based massive open online course on fundamental physics subject to increase students’ higher order thinking skill

Cited by 3 publications

References 0 publications

Teaching Philosophy Statement for Physics Teachers: Let’s Think About

Teaching Philosophy Statement for Physics Teachers: Let’s Think About

Development of Interactive E-Modules (e-MI) through The Canva App in Biology Learning

The development of flip book contextual teaching and learning-based to enhance students’ physics problem solving skill

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