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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Filsafat Indonesia
Hazrati Ashel
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other

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Inovasi Metode Pembelajaran Hazrati Ashel; Riandi Riandi
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 6 No 1 (2022): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol6-iss1/644

Abstract

Physics is a subject that consists of concepts related to real life. Empirical phenomena can be observed directly through experimental activities. However, this experimental method is still not optimally applied by teachers in learning. Problems that can be an obstacle in carrying out experiments in schools include difficulties in collecting and analyzing data on some Physics materials, not all schools have adequate practicum tools, and it is difficult to carry out experimental activities in online learning conditions. Based on this, a mixed-methods research was carried out to find a solution to this problem. Qualitative research consisting of literature review about real experimental methods, virtual experimental methods, and the use of video analysis software in physics learning was conducted to obtained innovation on experimental methods. Furthermore, quantitative research was conducted to determine the difference of student’s conceptual understanding before and after being given the intervention. Based on the results of the literature review, it is concluded that the experimental method innovation that can be carried out is the mixed experimental method by combining real and virtual experimental activities. One example of technology that can be used in this method is video analysis software. The results of data analysis showed that there was a difference in concept understanding between before and after given the mixed experimental method. Therefore, the innovation of the learning method can improve students' understanding of concepts in learning Physics.
Pandangan Aksiologi terhadap Geoengineering sebagai Usaha Untuk Mengatasi Pemanasan Global Hazrati Ashel
Jurnal Filsafat Indonesia Vol. 6 No. 1 (2023)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v6i1.42467

Abstract

Penanggulangan pemanasan global merupakan salah satu tantangan yang sedang dihadapi dunia saat ini. Beberapa bencana yang disebabkan oleh pemanasan global diantaranya adalah badai, angin ribut, hujan deras, serta perubahan musim tanam. Salah satu upaya yang dapat dilakukan untuk mengatasi permasalahan ini yaitu dengan melakukan strategi geoengineering. Geoengineering adalah suatu upaya untuk memanipulasi iklim bumi guna melawan efek pemanasan global. Akan tetapi, dalam melakukan manipulasi perlu ditinjau etika, kebaikan, keburukan, hingga estetikanya. Artikel ini menyajikan tentang pandangan aksiologi terhadap geoengineering sebagai usaha mengatasi pemanasan global. Kajian dilakukan menggunakan pendekatan kualitatif melalui studi literatur seperti penelaahan terhadap buku-buku, literaturliteratur, dan artikel ilmiah terkait. Beberapa Lembaga terkemuka di dunia telah dan akan meneliti geoengineering dan mencari manfaat potensial dari ilmu ini. Namun, jika konsep manipulasi iklim ini disalahgunakan seperti dijadikan senjata perang dan teknologi untuk menghancurkan suatu wilayah, maka geoengineering dikatakan sudah melanggar etika sains. Oleh karena itu, kajian aksiologi terhadap strategi geoengineering menjadi penting untuk dilakukan.
Applying Problem-Based Learning in Thermodynamics to Enhance Comprehension of Physics Concepts and Argumentation Skills Lasmita Sari; Rizal Adimayuda; Surya Gumilar; Arip Nurahman; Hazrati Ashel
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8, No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.14607

Abstract

To effectively teach the complex concept of thermodynamics, appropriate and innovative teaching methods are needed to ensure a correct and in-depth understanding. This study aims to evaluate the application of the Problem-Based Learning (PBL) model in teaching thermodynamics to enhance students' comprehension of concepts and argumentation skills. The research utilized a quasi-experimental design with a pretest-posttest non-equivalent control group. Of the 50 participants, two distinct groups were formed through purposive sampling. A total of 27 participants underwent PBL instruction, while the remaining 23 participants received conventional learning instructions. The results revealed that students who were taught thermodynamics using the PBL model exhibited significant improvement in both conceptual understanding and argumentation skills compared to the control group. These participants displayed high engagement in tackling thermodynamic problems. PBL taught them how to argue comprehensively, emphasizing the cultivation of 'how to think' rather than just 'what to think' in addressing thermodynamic challenges. Based on these findings, this study recommends that physics educators consider incorporating PBL as a teaching strategy to bolster students' conceptual understanding and argumentation skills in thermodynamics.
Co-Authors Arip Nurahman Lasmita Sari R. Riandi, R. Rizal Adimayuda Surya Gumilar