Students' Perceptions of Mathematical Physics E-Module on Multiple Integral Material

Astalini, Astalini; Kurniawan, Dwi Agus; Chen, Diki

doi:10.23887/jet.v5i4.33600

Cited by 14 publications

(18 citation statements)

References 55 publications

(61 reference statements)

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“…The role of technology in E-Module makes students more flexible in finding information about learning. This is in line with research that the development of E-Module by integrating STEM can support learning and increase student learning motivation (Astalini et al, 2021). Students are given problems related to the real world and trained to find solutions to these problems.…”

Section: Introductionsupporting

confidence: 82%

The Impact of Static Fluid E-Module by Integrating STEM on Learning Outcomes of Students

et al. 2022

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Students' success in learning can be seen from the achievement of student competencies. This means that several factors affect student learning outcomes, such as learning materials or e-module. E-module is a module packaged in electronic or digital form that contains a variety of interactive media. The situation found in the field is that the teaching materials used are still in printed form or textbooks and student learning outcomes are still in the low category of students. This study aims to analyze the effectiveness of using STEM integrated e-module on static fluid materials. This research was quasi-experimental research with a single factor independent groups design. The research method used was the development method with the Hannafin and Peck instructional development model focused on product-oriented learning design. The instruments used in the study were final tests, observations, and worksheets. The data analysis techniques used in this research were descriptive statistical analysis, normality test, homogeneity test, t-test for two unrelated samples. Data analysis showed differences in learning outcomes in the experiment group compared to the control group. This indicates the influence of the STEM-integrated static fluid E-Module on student learning outcomes. Therefore, the STEM-integrated static fluid material electronic module design can improve student learning outcomes.

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Section: Introductionsupporting

confidence: 82%

The Impact of Static Fluid E-Module by Integrating STEM on Learning Outcomes of Students

et al. 2022

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“…Lima ranah/domain dalam taksonomi untuk pendidikan sains (taxonomy for science education) yang dikembangkan oleh Allan J. Mac Cormack dan Robert E. merupakan perluasan, pengembangan dan pendalaman tiga ranah Bloom yang mampu meningkatkan aktivitas pembelajaran sains di kelas dan mengembangkan sikap positif terhadap mata pelajaran. Salah satu domain tersebut adalah domain feeling and valuing (attitudinal domain) berkaitan dengan sikap ilmiah [1]. Sikap ilmiah diantaranya adalah sikap ingin tahu, respek terhadap data, berpikir kritis, ketekunan, penemuan/kreatif, berpikiran terbuka, kerjasama, keinginan menerima ketidakpastian dan sensitive terhadap lingkungan [2].…”

Section: Pendahuluanunclassified

Analisis Pelaksanaan Model Discovery Learning Serta Pengaruhnya Terhadap Sikap Kreatif Dalam Pembelajaran Kelarutan Di Kelas XI MIA SMAN 2 Kota Jambi

Jufri¹,

Srimadona²

2022

In. Sci. Ed. J

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Tujuan Penelitian: Penelitian ini bertujuan untuk mengetahui sejauh mana keterlaksanaan model discovery learning serta pengaruhnya terhadap sikap kreatif peserta didik dalam pembelajaran materi kelarutan dan hasil kali kelarutan (Ksp) di kelas XI MIA SMAN 2 Kota Jambi. Metodologi: Penelitian ini merupakan penelitian deskriptif asosiatif dengan desain Pre-Eksperimental Design tipe One-Shot Case Study. Data dikumpulkan dengan cara mix method jenis concurrent embedded. Teknik pengambilan sampel dilakukan dengan teknik Purposive Sampling. Instrumen penelitian berupa lembar observasi keterlaksanaan model discovery learning baik dari guru maupun peserta didik serta lembar observasi dan angket sikap kreatif peserta didik. Temuan utama: Hasil dari penelitian menunjukkan adanya hubungan keterlaksanaan model discovery learning dengan sikap kreatif yang dikategorikan kuat dengan rata-rata rxy 0,633 dan terdapat juga pengaruh keterlaksanaan model discovery learning terhadap sikap kreatif peserta didik. Keterbaruan penelitian: Dengan demikian dapat disimpulkan bahwa model discovery learning dalam pembelajaran kelarutan dan hasil kali kelarutan (Ksp) di kelas XI 5 MIA SMAN 2 Kota Jambi telah terlaksana dengan baik sehingga peserta didik dapat mengembangkan sikap keratif dalam proses pembelajaran. Disamping itu pelaksanaan model discovery learning dapat meningkatkan sikap kreatif peserta didik dalam proses pembelajaran.

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“…Pendidikan Pelajaran IPA merupakan ilmu pengetahuan yang bisa didapatkan dengan cara terkontrol dan sistematis sesuai dengan prosedur ilmiahnya [1]. Pelajaran IPA pelaksanaannya umumnya lebih dekat ke pembelajaran sains dan juga mengajak berpikir logis, saintifik, dan kritis dalam menganalisis dan menyikapi fenomena-fenomena dan kejadian-kejadian yang dapat terlihat di kehidupan sehari-hari [2], salah satu pelajaran IPA yang sering kita jumpai di sekolah yaitu fisika. Fisika merupakan ilmu yang bersifat faktual dan matematis dan menjurus ke abstrak sehingga untuk menarik perhatian peserta didik perlu adanya sesuatu yang baru atau menarik dalam pembelajaran, sesuatu yang menarik tersebut bisa dari metode mengajar gurunya ataupun media yang digunakan [3].…”

Section: Pendahuluanunclassified

Identifikasi Pemahaman Konsep Siswa Terhadap Materi Momentum Di Kelas X MIPA 1 SMA Adhyaksa 1 Jambi

Chen¹,

Simanjuntak²,

Alfiana³

2022

Jor. Eva. Edu

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Research objectives: This study aims to identify the level of understanding of the class X Mipa 1 SMA Adhyaksa regarding the material momentum. Methodology: The type of research used is a quantitative research method used in this research, namely descriptive quantitative. The population of this research is 30 high school students. Main findings: Based on the results of the study, it was found that the level of students' understanding of the momentum material was relatively low, namely <59.18, whereas for each sub-material, the level of understanding was also relatively low. The average value for the momentum sub-matter is 61.111, the impulse is 58.5720, and the collision is 59.5237. This reasonably common understanding will undoubtedly have an impact on student learning outcomes. This level of knowledge will, of course, change over time according to the circumstances of the students. For this reason, the teacher's role is needed in guiding students to lead to better changes. Novelty/Originality of this study: This research aims to find out how the level of understanding of the concept, especially the material momentum and impulse.

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Students' Perceptions of Mathematical Physics E-Module on Multiple Integral Material

Cited by 14 publications

References 55 publications

The Impact of Static Fluid E-Module by Integrating STEM on Learning Outcomes of Students

The Impact of Static Fluid E-Module by Integrating STEM on Learning Outcomes of Students

Analisis Pelaksanaan Model Discovery Learning Serta Pengaruhnya Terhadap Sikap Kreatif Dalam Pembelajaran Kelarutan Di Kelas XI MIA SMAN 2 Kota Jambi

Identifikasi Pemahaman Konsep Siswa Terhadap Materi Momentum Di Kelas X MIPA 1 SMA Adhyaksa 1 Jambi

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