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This study aims to show the basic concepts of wave through traditional musical instruments integrated with computer-based software and smartphones, as well as to find out the profile and improvement of students’ science process skills. The design of inquiry-oriented learning activities is guided by science process skill worksheets that involve the exploration of traditional musical instruments and software. Traditional musical instruments used are stringed instruments (Gambo Mbojo), wind instruments (Sundanese flute), and membrane instruments (Rebab), while the software used is Adobe Audition, Zelscope, MacScope II, LiteChromatic, Spectrum Advenced, and Spear. The students studied were 32 prospective physics teacher students enrolled in the wave course. Data collection was carried out by means of literature study and tests. The test kits use multiple choice science process skills (SPS-tests). The data was statistically analyzed using the mean difference test (paired sample t-test) with normalized gain determined by the hake factor (N -gain). Based on the results of the research, it was concluded that the learning design of the traditional musical instrument and freesoftware can be increase the quality of the process of physics learning which is indicated by the achievement students science process skills which significantly increase between before and after learning activities.
This study aims to show the basic concepts of wave through traditional musical instruments integrated with computer-based software and smartphones, as well as to find out the profile and improvement of students’ science process skills. The design of inquiry-oriented learning activities is guided by science process skill worksheets that involve the exploration of traditional musical instruments and software. Traditional musical instruments used are stringed instruments (Gambo Mbojo), wind instruments (Sundanese flute), and membrane instruments (Rebab), while the software used is Adobe Audition, Zelscope, MacScope II, LiteChromatic, Spectrum Advenced, and Spear. The students studied were 32 prospective physics teacher students enrolled in the wave course. Data collection was carried out by means of literature study and tests. The test kits use multiple choice science process skills (SPS-tests). The data was statistically analyzed using the mean difference test (paired sample t-test) with normalized gain determined by the hake factor (N -gain). Based on the results of the research, it was concluded that the learning design of the traditional musical instrument and freesoftware can be increase the quality of the process of physics learning which is indicated by the achievement students science process skills which significantly increase between before and after learning activities.
This is a classic classroom demonstration of resonance, nodes, anti-nodes, and standing waves that has been described elsewhere.1,2 The modern age twist that we are advocating is the coupling of this classic demo with free (or relatively inexpensive) sound analysis software, thereby allowing for quantitative analysis of resonance while experimenting with a number of important variables.
Tujuan penelitian ini adalah mendesain kegiatan pembelajaran yang berorientasi pada keterampilan kerja ilmiah, pengelolaan alat musik tradisional dan pengelolaan perangkat teknologi digital sebagai sumber belajar melalui matakuliah gelombang, selain itu mengetahui tingkat keterlaksanaan pembelajaran, dan respon mahasiswa terhadap desain kegiatan pembelajaran yang diterapkan. Desain pembelajaran dilakukan dengan cara studi literatur dan studi kasus pada sejumlah kelompok belajar (19 orang mahasiswa) calon guru fisika. Aspek-aspek desain dan keterlaksanaan pembelajaran dievaluasi berdasarkan pengamatan dan respon mahasiswa menggunakan lembar observasi serta kuisioner, sedangkan tanggapan responden dianalisis secara deskriptif berdasarkan rating scale. Orientasi desain pembelajaran gelombang dalam penelitian ini adalah menghubungkan sains dengan teknologi dan masyarakat, mengintegrasikan konten dengan proses penyelidikan ilmiah serta sumber belajar yang kontekstual dengan objek atau peristiwa yang dekat dengan mahasiswa, sekaligus dapat membentuk nilai-nilai budaya. Secara umum setiap aspek dalam desain perkuliahan dapat terlaksana sepenuhnya, dengan rata-rata 98,12%. Sementara itu respon mahasiswa terhadap desain pembelajaran dapat diterima secara positif untuk setiap aspek dari implementasi program pembelajaran dengan skor rata-rata 399,91 (S). Disimpulkan bahwa desain perkuliahan yang dibangun dicirikan oleh sintaks yang meliputi kegiatan awal, eksplorasi, pemfokusan, penyelidikan/inkuiri, elaborasi, konfirmasi, dan kegiatan akhir/penutup, sedangkan sumber belajar melibatkan alat musik tradisional, komputer dan smartphone. Desain pembelajaran dapat mengembangkan kualitas ilmiah mahasiswa calon guru fisika yang diindikasikacn oleh porsentase keterlaksanaan yang mencapai target dan respon positif mahasiswa setelah diterapkannya dalam kegiatan perkuliahan.Design of Wave Learning to Form Prospective Students of Physics Teachers who are Skilled, Cultured and Literacy of Digital TechnologyAbstractThe purpose of this study is to design learning activities oriented to scientific performance, management of traditional music instruments and digital technology devices as a source of learning on wave courses, knowing the profile of the implementation of learning, and student responses to the design of learning activities that are applied. Learning design is done by means of literature studies and case studies in groups (19 students) prospective physics teachers. The aspects of design and implementation of learning are evaluated based on observations and responses of students using observation sheets and questionnaires, while respondents responses are analyzed descriptively based on rating scale. The orientation of the wave learning design in this research is connecting science with technology and culture, integrating content with scientific inquiry processes and learning resources that are contextual with objects or events that are close to students, as well as forming cultural values. In general, every aspect in the design of lectures can be fully implemented, with an average of 98.12%. Meanwhile student responses to learning designs can be positively received for every aspect of the implementation of learning programs with an average score of 399.91 (S). It was concluded that the learning design that was built was characterized by syntax which included initial activities, exploration, focusing, inquiry, elaboration, confirmation, and closing section activities, while learning resources involved traditional musical instruments, computers and smartphones. The learning design can develop the scientific quality of the prospective physics teacher students as indicated by the percentage of accomplishment that reaches the target and the positive response of students after applying it in lecture activities.
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