Validity and practicality of interactive multimedia based on cognitive conflict integrated new literacy on thermodynamic and mechanical waves material for class xi high school students

Arifin, Fadly; Mufit, Fatni; Asrizal, Asrizal

doi:10.1088/1742-6596/1876/1/012052

Cited by 15 publications

(20 citation statements)

References 1 publication

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“…This interactive multimedia was created with the help of a syntactic cognitive conflict-based learning model, which consists of four syntaxes: 1) Activation of Preconceptions and Misconceptions, 2) Presentation of Cognitive Conflicts, 3) Discovery of Concepts and Equations, and 4) Reflections (Mufit, 2018). Students' new reading abilities can be enhanced by the usage of interactive multimedia that is based on cognitive conflict in learning (Arifin et al, 2021). It was discovered that interactive multimedia based on cognitive conflict can enhance students' grasp of the 4C concepts and abilities of static fluid material, which is in line with research by Dhanil & Mufit (2021).…”

Section: Introductionsupporting

confidence: 66%

Using Adobe Animate CC Software in Designing Interactive Multimedia Based on Cognitive Conflict in Straight Motion

Aini

Mufit

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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The understanding of student concepts found in the field in straight motion materials is still relatively low and the unavailability of teaching materials or multimedia can increase students' understanding of concepts. One solution to be able to solve this problem is to design interactive multimedia based on cognitive conflicts. This study aims to design interactive multimedia based on cognitive conflicts on valid straight-motion materials. Interactive Multimedia based on cognitive conflicts as teaching material to improve understanding of student concepts based on assessments from experts. This research uses a development research method (Design Research) with a group development model. However, the research carried out is limited to the Development or Prototyping phase stage of the expert review section. The object of this study is interactive multimedia based on cognitive conflicts. The data collection instruments in this study are educator questionnaires, journal analysis sheets, and validity test sheets. The data were analyzed using the Percentage technique and the V-Aiken formula. The results of the study obtained interactive multimedia design using Adobe Animate CC software which can be used on student smartphones. This interactive multimedia is compiled based on syntactic cognitive conflict-based learning models. The validity of the product obtained from the assessment of experts obtained the average value of the product, which was 0.81 with a valid category. Interactive multimedia is proven to be valid in terms of material substance, learning design, visual communication display, and use of software

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Section: Introductionsupporting

confidence: 66%

Using Adobe Animate CC Software in Designing Interactive Multimedia Based on Cognitive Conflict in Straight Motion

Aini

Mufit

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Cognitive conflict is the activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection, which have the aim of increasing students' understanding of concepts and remediation to correct students' misconceptions (Dhanil, et al, 2021). Cognitive conflict-based interactive multimedia is easy to use because interactive multimedia contains instructions for use, and can be used at any time, and has feedback on its use (Arifin, et al, 2021). Experimental activities will also encourage students to find learning concepts that are correct and based on scientific facts so that they can improve students' understanding of concepts and avoid misconceptions.…”

Section: Concept Understandingmentioning

confidence: 99%

Analysis of Concept Understanding and Students' Attitudes towards Learning Physics in Material of Straight Motion

Capriconia

Mufit

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Understanding the concept and having a positive attitude towards studying physics is a requirement to succeed in studying physics. Studies have shown that students have low conceptual understanding and do not yet have positive attitudes toward learning physics. This research aims to analyze students' conceptual understanding of Straight Motion for class X, analyze students' attitudes towards learning physics, and analyze the correlation between conceptual understanding and students' attitudes towards teaching physics. This type of research is descriptive research with a quantitative approach and the population of all students of class X SMAN in Payakumbuh City and a sample of 205 students. The sampling technique used the purposive sampling technique using the Four-Tier Multiple Choice and Likert Scale. The research results revealed: Students understood the concept of 33.93% in the medium category. Students' attitudes towards studying physics are good, but the indicators of interest in increasing the time to study physics tend to be in the reasonably good category. The correlation between conceptual understanding and student attitudes with a significance value of 0.000 and a correlation value of 0.490 means that the correlation between the concept understanding variable and the student attitude variable is moderate.

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“…The results of self evaluation are in a very valid category. This is because it corresponds to Ministry of National Education 2010 namely title, competency standards and learning competencies, supporting information, materials in learning, practice and assessment [20], the syntax order of the CCBL model is appropriate [5], the experiment using real experimental video analysis was appropriate, the language rules were appropriate and the graphics were appropriate. So the results of self-evaluation can determine the validation process of teaching materials based on cognitive conflict [21].…”

Section: B Discussionmentioning

confidence: 99%

Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding

Defrianti¹,

Mufit²,

Gusnedi³

et al. 2021

Pend. Fisika

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Students do not understand concepts and misconceptions occur in momentum and impulses. Less available teaching materials that can remediate misconceptions. This study aims to design cognitive conflict-based teaching materials that integrate video analysis of real experiments to improve students' conceptual understanding of momentum and impulses. This research is a development research using the Plomp model. In the preliminary research, journal analysis, interviews with physics teachers, and literature studies were conducted. At the prototyping stage, teaching materials are designed, self-evaluation is carried out, validation by 3 lecturers and one-to-one practicality test for 3 students. The data analysis technique used descriptive analysis for interviews, the Aiken-V formula for validation and percentage techniques for practicality tests. The results of the preliminary research, it was found that students' understanding of concepts was low and there were still misconceptions, the unavailability of teaching materials that corrected misconceptions. The results of the prototyping stage, momentum and impulse teaching materials were designed based on four syntaxes of cognitive conflict-based learning model (CCBL Model). In the third syntax, real-experiment video analysis is integrated using the tracker program. The results of the self-evaluation showed that the teaching materials were complete with very good criteria. The results of the validation test obtained a very valid value of 0.81. The results of the practicality test obtained a very practical value of 90.27. So, the design of cognitive conflict-based teaching materials integrating video analysis of real experiments on momentum and impulses is very valid and practical in one-on-one evaluation

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Validity and practicality of interactive multimedia based on cognitive conflict integrated new literacy on thermodynamic and mechanical waves material for class xi high school students

Cited by 15 publications

References 1 publication

Using Adobe Animate CC Software in Designing Interactive Multimedia Based on Cognitive Conflict in Straight Motion

Using Adobe Animate CC Software in Designing Interactive Multimedia Based on Cognitive Conflict in Straight Motion

Analysis of Concept Understanding and Students' Attitudes towards Learning Physics in Material of Straight Motion

Design of Cognitive Conflict-Based Teaching Materials Integrating Real Experiment Video Analysis on Momentum and Impulse Materials to Improve Students' Concept Understanding

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