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Mengembangkan Keterampilan Berpikir Kreatif Calon Guru Fisika melalui Model Project Based E-Learning Irma Rahmawati
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i2.4158

Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kreatif calon guru fisika dan pelaksanaan model project-based e-learning. Penelitian ini menggunakan metode deskriptif. Data diperoleh melalui observasi terhadap pelaksanaan pembelajaran berbasis proyek menggunakan e-learning Moodle dan keterampilan berpikir kreatif calon guru fisika selama mengikuti pembelajaran. Instrumen pengumpulan data menggunakan lembar observasi pelaksanaan pembelajaran dan lembar penilaian keterampilan berpikir kreatif. Subjek penelitian ini terdiri dari 14 calon guru fisika yang menempuh mata kuliah multimedia pembelajaran fisika pada semester genap 2020/2021 di Tadris Fisika Universitas Islam Negeri Antasari Banjarmasin. Teknik analisis data menggunakan deskripsi kualitatif terhadap pelaksanaan pembelajaran dan deskripsi kuantitatif terhadap keterampilan berpikir kreatif. Hasil penelitian menunjukkan bahwa mata kuliah multimedia pembelajaran fisika telah dilaksanakan secara daring berbantuan e-learning Moodle dan menerapkan model project-based learning dengan tahapan 1) penentuan pertanyaan mendasar, 2) merancang proyek, 3) menyusun jadwal, 4) memantau kemajuan proyek, 5) penilaian hasil, 6) evaluasi pengalaman. Persentase pencapaian indikator keterampilan berpikir kreatif calon guru fisika termasuk dalam kategori sangat baik yaitu merinci/ elaboration (91%), sedangkan indikator lainnya termasuk dalam kategori baik, berpikir lancar/fluency (83%), keluwesan/ flexibility (83%), keaslian/ originality (80%). Dengan demikian project-based learning yang dilaksanakan secara daring dengan bantuan e-learning Moodle dapat diimplementasikan dalam perkuliahan untuk mengembangkan keterampilan berpikir kreatif calon guru fisika. This study aims to describe the creative thinking skills of physics teacher candidates and the implementation of a project-based e-learning model. This research uses a descriptive method. Data were obtained through observation of the implementation of project-based e-learning using Moodle and the creative thinking skills of physics teacher candidates during the lesson. The subjects of this study consisted of 14 physics teacher candidates who took multimedia courses in 2020/2021 at Tadris Fisika, Antasari State Islamic University, Banjarmasin. The results show that the multimedia course had been conducted with Moodle e-learning and applied a project-based learning model. The learning steps are 1) start with the essential question, 2) design project, 3) create a schedules, 4) monitor the progress of project, 5) assess the outcome , 6) evaluate the experience. The percentage of achievement indicators of creative thinking skills for physics teacher candidates is included in the very good category, namely elaboration (91%), while other indicators are included in the good category, fluently (83%), flexibility (83%), originality (80%). Thus, project-based learning with Moodle e-learning can be applied in lectures to develop the creative thinking skills of physics teacher candidates.

Multi-representation-based interactive physics electronic module as teaching materials in online learning Irma Rahmawati; Nada Nisrina; M Rezalul Abdani
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 11, No 1 (2022): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

This study aims to describe the validity and practicality of the Interactive Physics Electronic Module (IPEMo) based on multiple representations. This study uses the ADDIE research and development method to produce a product in the form of a multi-representation-based IPEMo on the magnetic field. Product validity is viewed from the material aspect which was validated by 2 material experts and the media aspect validated by 2 media experts. The product practicality test was carried out on respondents consisting of 16 students of Tadris Fisika UIN Antasari Banjarmasin using a practicality questionnaire. Descriptive analysis was carried out on the validity and practicality of the product. The results showed that in the material aspect, the product was included in the very valid category with details on the subject matter 94%, auxiliary information 90%, affective considerations 80%, and pedagogy 90%. In the media aspect, the product is also declared to be very valid with the percentage of details on each aspect of the interface 97%, navigation 100%, and robustness 100%. The level of practicality of the product according to the respondents is included in the very practical category with details of subject matter 95%, auxiliary information 94%, affective considerations 94%, pedagogy 94%, interface 91%, navigation 98%, and robustness 93%. The results of this study have implications for the provision of valid and practical magnetic field teaching materials for use in online learning.

Self-regulated learning mahasiswa dalam pembelajaran daring Irma Rahmawati; Fitri Nur Hikmah; Hasby Assidiqi; Alim Khotami; Junaidi Junaidi
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 10, No 1 (2022): VOLUME 10 NOMOR 1 JUNI 2022
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/eds.v10i1.3441

Penelitian ini bertujuan untuk mendeskripsikan Self-regulated learning mahasiswa dalam pembelajaran daring saat pandemi Covid-19. Penelitian ini menggunakan metode deskriptif kuantitatif. Subjek penelitian adalah 46 mahasiswa Tadris Fisika UIN Antasari Banjarmasin. Data dikumpulkan menggunakan angket Self-regulated learning yang terdiri dari 17 pernyataan dengan skala Likert 1-5. Indikator Self-regulated learning meliputi strategi kognitif, strategi motivasi, dan strategi perilaku. Item pernyataan dalam angket telah dinyatakan valid dan reliabel (α=0,832). Data dianalisis menggunakan statistik deskriptif meliputi skor minimal, skor maksimal, mean, dan standar deviasi. Selanjutnya Self-regulated learning mahasiswa dipersentase dan dikategorisasi menjadi lima kategori yaitu sangat baik, baik, cukup, kurang, kurang sekali. Hasil penelitian menunjukkan rerata skor Self-regulated learning mahasiswa adalah 58,91 (dengan ketercapaian 69%) dengan SD 7,73; skor minimal 34; skor maksimal 73. Rata-rata persentase setiap indikator adalah strategi kognitif 68%, strategi motivasi 68%, dan strategi perilaku 72%. Self-regulated learning mahasiswa termasuk dalam kategori sangat baik 2%, baik 22%, cukup 65%, kurang 7%, kurang sekali 4%. Sebagian besar Self-regulated learning mahasiswa berada pada kategori cukup. Oleh karena itu, perlu dilakukan penelitian lebih lanjut tentang intervensi yang dapat meningkatkan Self-regulated learning mahasiswa dalam pembelajaran.

Pengembangan Instrumen Validasi Produk Multimedia Pembelajaran Fisika Nada Nisrina; Irma Rahmawati; Fitri Nur Hikmah
Lensa: Jurnal Kependidikan Fisika Vol 10, No 1: June 2022
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v10i1.5278

Penelitian ini bertujuan untuk menghasilkan instrumen penelitian berupa lembar validasi produk multimedia pembelajaran fisika yang valid dan reliabel. Instrumen berupa lembar validasi produk multimedia pembelajaran fisika ini terdiri dari 55 item pernyataan yang berfungsi untuk menilai kelayakan produk multimedia pembelajaran fisika. Penelitian ini menggunakan model pengembangan 3D yang dimodifikasi dari Thiagarajan. Data validitas dan reliabilitas instrumen diperoleh dari validator yang terdiri dari tiga orang ahli. Pengumpulan data menggunakan teknik angket dengan skala 1 sampai 4. Teknik analisis data menggunakan formula Aiken untuk uji validitas instrumen dan Cronbach’s Alpha untuk uji reliabilitas instrumen. Hasil penelitian menunjukkan bahwa terdapat 8 item yang memperoleh nilai koefisien Aiken’s V sebesar 0,60<V<0,80 (validitas tinggi) dan 47 item memperoleh nilai 0,80<V<1,00 (sangat tinggi). Oleh karena itu dapat disimpulkan bahwa 55 item pada instrumen adalah valid. Hasil uji reliabilitas instrumen memperoleh nilai Cronbach’s Alpha sebesar 0,994 yang termasuk dalam kategori sangat reliabel. Dengan demikian, instrumen berupa lembar validasi produk multimedia pembelajaran fisika yang dikembangkan sangat valid dan reliabel sehingga layak digunakan untuk mengukur kelayakan produk multimedia pembelajaran fisika.Development Of Validation Instruments Multimedia Products Physics LearningAbstractThis study aims to produce a valid and reliable instrument as a validation sheet for measuring the advisability of physics learning multimedia products. The instrument consists of 55 items. This study uses a 3D development model that is modified from Thiagarajan. Validity and reliability of instruments obtained from validators consisting of three experts. Data collection uses a questionnaire technique with a scale of 1 to 4. The data analysis technique uses the Aiken formula to test the validity of the instrument and Cronbach's Alpha to test the reliability of the instrument. The results showed that eight items scored Aiken's V coefficient of 0.60 <V < 0.80 (high validity), and 47 items scored 0.80 <V<1.00 (very high). Therefore, it can be said that 55 items on the instrument are valid. The results of the instrument reliability test obtained a Cronbach's Alpha value of 0.994, which was included in the very reliable category. Thus, the instrument is very valid and reliable, so it is suitable for measuring the advisability of physics learning multimedia products.

Validity and Students’ Responses to Interactive E-Modules Based on Inquiry Learning Assisted by the Virtual Laboratory on Static Electricity Fatmila Nurliani; Irma Rahmawati; Suryandari Suryandari
Berkala Ilmiah Pendidikan Fisika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i2.16027

The development of an interactive e-module based on inquiry learning assisted by a virtual laboratory on static electricity was created to produce innovative learning media and follow the trends of the 5.0 learning era. Therefore, the research was directed at validating the material and media in related modules and measuring students' responses to the modules being developed. This research used Borg and Gall's ten-step research and development model. However, the Borg and Gall development model in this study was modified into six research steps: research and information collecting, planning, developing preliminary from product, preliminary field testing, main product revision, and main field testing. The research respondents were 30 students from class XII IPA at MAN 1 Hulu Sungai Tengah. The product validity results by material experts reached V Aiken's 0.91, and media experts reached V Aiken's 0.96, both of which are in the high validity category. The results of student responses show an average value of 90%, equivalent to a very good product category. Thus, the interactive e-module based on inquiry learning assisted by the virtual laboratory on static electricity is included in the “strongly agree” category to be suitable for use.

Multi-representation-based interactive physics electronic module as teaching materials in online learning Irma Rahmawati; Nada Nisrina; M Rezalul Abdani
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 11, No 1 (2022): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v11i1.10544

This study aims to describe the validity and practicality of the Interactive Physics Electronic Module (IPEMo) based on multiple representations. This study uses the ADDIE research and development method to produce a product in the form of a multi-representation-based IPEMo on the magnetic field. Product validity is viewed from the material aspect which was validated by 2 material experts and the media aspect validated by 2 media experts. The product practicality test was carried out on respondents consisting of 16 students of Tadris Fisika UIN Antasari Banjarmasin using a practicality questionnaire. Descriptive analysis was carried out on the validity and practicality of the product. The results showed that in the material aspect, the product was included in the very valid category with details on the subject matter 94%, auxiliary information 90%, affective considerations 80%, and pedagogy 90%. In the media aspect, the product is also declared to be very valid with the percentage of details on each aspect of the interface 97%, navigation 100%, and robustness 100%. The level of practicality of the product according to the respondents is included in the very practical category with details of subject matter 95%, auxiliary information 94%, affective considerations 94%, pedagogy 94%, interface 91%, navigation 98%, and robustness 93%. The results of this study have implications for the provision of valid and practical magnetic field teaching materials for use in online learning.

Validity and Response to the Go-Lab ILS Platform Assisted E-Module on Light Wave Material St Maisarah; Irma Rahmawati; Suryandari Suryandari
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 12 No. 2 (2023): December
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v12i2.10623

This study aims to determine the validity and response to e-modules assisted by the ILS Go-Lab platform on light wave material. This research is an R&D (research and development) study with the ADDIE model. The product has been validated by three experts. Responses to the use of e-modules assisted by the ILS Go-Lab platform on light wave material were obtained from the responses of MA Siti Mariam Banjarmasin students. Data was collected using a questionnaire instrument. The data were analyzed using qualitative and quantitative descriptive analysis. The e-module was declared very valid, with an average percentage of 90.40% from material experts and 95.56% from media experts. The ILS Go-Lab platform is declared very valid, with an average percentage of 94.17% from material experts and 96.67% from media experts. Student responses to the use of the E-module and ILS Go-Lab Platform were stated to be very good, with an average percentage of 90.51% for the e-module and 90.08% for the ILS Go-Lab platform. It can be concluded that the ILS Go-Lab platform-assisted learning e-module on light waves material is stated to be very valid and gets a very good response from students.

Validity of Optical Practicum KIT Equipped with Guided Inquiry-Based Worksheet for Madrasah Aliyah Students Nur Isnaniah; Irma Rahmawati
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 13 No. 1 (2024): June
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v13i1.10625

The background of this research is the lack of supporting facilities for physics practicum activities, such as laboratories and teaching aids, so skills competence in optical material is not carried out. This study aimed to determine the validity of the Optical Practicum KIT with the validity of the Guided Inquiry-based worksheets. This study uses the Research and Development (R&D) method with the ADDIE model (Analyze, Design, Development, Implementation, and Evaluate). The data in this study are product validity obtained from 3 expert validators. The research results data were then analyzed using quantitative descriptive and qualitative descriptive analysis techniques. The results showed that the validity of the Optical Practicum KIT was stated to be very valid by the validator with a value of 84,83%, and the validity of the Guided Inquiry-based worksheet was also stated to be very valid with a value of 89,56%, so it was suitable for use as a physics learning medium. Hopefully, this research can be further refined in terms of construction and adding components such as microcontroller sensors, as well as implementing or testing products with experimental research.

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