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All Journal Jurnal Pendidikan MIPA Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA)
Asita Al Mufida
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Students Understanding of Climate Change after Learning using Immersive Virtual Learning Asita Al Mufida; Ari Widodo; Rini Solihat
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : University of Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Immersive Virtual Learning is a learning that is considered meaningful for students to learn the complex concept of climate change because of the many interactions of the systems involved in it, and is considered a concept that is quite challenging for students. It is known that there are still many students who have limited knowledge about climate change so that learning methods are needed that can help them understand the concept of climate change well. This study aims to see how students understanding after learning using the Immersive Virtual Learning method, and compared with conventional learning methods. Using the Pre-Post Experiment Control Group Design involving 59 students who were divided into treatment and control classes, resulted in data showing that students understanding in the two classes experienced a significant difference, but very small improvement, even though the treatment class experienced a better improvement. than the control class. Based on this, it can be concluded that students understanding has increased slightly after learning to use the Immersive Virtual Learning method.Keywords: immersive virtual learning, understanding, climate change.Abstrak: Immersive Virtual Learning merupakan pembelajaran yang dinilai bermakna bagi siswa untuk mempelajari konsep perubahan iklim yang kompleks karena banyaknya interaksi sistem yang terlibat di dalamnya, serta dianggap menjadi konsep yang cukup menantang bagi siswa. Diketahui masih banyak siswa yang memiliki pengetahuan terbatas mengenai perubahan iklim hingga diperlukannya metode pembelajaran yang dapat membantu mereka memahami konsep perubahan iklim dengan baik. Penelitian ini bertujuan melihat bagaimana pemahaman siswa setelah belajar menggunakan metode Immersive Virtual Learning, dan dibandingkan dengan metode pembelajaran konvensional. Menggunakan desain Pre-Post Experiment Control Group Design dengan melibatkan 59 siswa yang dibagi ke dalam kelas eksperimen dan kontrol, menghasilkan data yang menunjukkan bahwa pemahaman siswa di kedua kelas mengalami perbedaan peningkatan yang signifikan, namun sangat kecil, meskipun kelas eksperimen mengalami peningkatan yang lebih baik daripada kelas kontrol. Berdasarkan hal tersebut, dapat disimpulkan bahwa pemahaman siswa mengalami sedikit peningkatan setelah belajar menggunakan metode Immersive Virtual Learning.Kata kunci immersive virtual learning, pemahaman, climate change.DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp642-650
Penerapan Immersive Virtual Learning terhadap Pemahaman Konsep Perubahan Iklim dan Keterampilan Proses Berpikir Asita Al Mufida; Ari Widodo; Rini Solihat
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 3 (2022): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i3.1673

Abstract

problem of climate change is currently a problem that worries people around the world. Education is considered one way to solve this problem. However, the material on climate change is challenging to understand because the concepts contained in it are complex and require good thinking skills. Therefore, learning is needed that can facilitate this. Immersive Virtual Learning (IVL) analyzes the results of its application to students' understanding and thinking process abilities. The use of a pre-post control group design involving 59 junior high school students showed student learning outcomes in the class were significantly different from the control class. The understanding of the concept of treatment students is better than the control class students. The same results are also shown in the results of data analysis related to thinking skills in the two classes. It is hoped that there will be further research related to IVL to get better learning outcomes
Analisis kedalaman dan keterkaitan antar konsep pada pembelajaran IPA di masa pandemi Asita Al Mufida; Ari Widodo
Jurnal Inovasi Pendidikan IPA Vol 7, No 2: Oktober 2021
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v7i2.40887

Abstract

Paper ini bertujuan untuk menunjukkan hasil analisis kedalaman dan keterkaitan antar konsep pada materi interaksi makhluk hidup dengan lingkungan dan materi pencemaran lingkungan yang disampaikan oleh guru kepada siswa SMP dalam pembelajaran jarak jauh. Guru yang menjadi subjek penelitian berjumlah tiga orang yang menggunakan media yang berbeda dalam menyampaikan materi. Guru pertama menggunakan kombinasi WhatsApp dan Google Classroom, Guru kedua menggunakan kombinasi WhatsApp dan Zoom, dan Guru ketiga menggunakan kombinasi WhatsApp dan E-learning sekolah. Penelitian dilakukan dengan menganalisis pembelajaran yang dilakukan oleh ketiga guru dan materi yang disampaikan, serta didukung dengan hasil wawancara dengan guru. Hasil penelitian ini menunjukkan bahwa, baik Guru pertama, kedua, maupun ketiga masih terbatas dalam menyampaikan konsep, baik dalam segi durasi penyampaian konsep maupun banyaknya sub konsep yang disampaikan. Guru hanya sebatas menjelaskan pengertiannya saja disertai contoh tanpa membahas lebih lanjut konsep tersebut, serta keterkaitannya dengan konsep-konsep yang lain. Sangat jarang sekali guru mengaitkan antar konsep, sehingga konsep-konsep yang disampaikan terkesan berdiri sendiri dan tidak memiliki keterkaitan dengan konsep yang lain. Konsep yang disampaikan ketiga guru didominasi oleh konsep-konsep yang seharusnya sudah diajarkan di jenjang SD, namun diajarkan kembali di jenjang SMP.Kata Kunci: kedalaman konsep, keterkaitan antar konsep Depth analysis and relationships between concepts in natural science learning during the pandemic  Abstract: This paper is aimed to show the results of the analysis of the depth and interrelationships between concepts in the topic on interaction of living things with the environment and environmental pollution material that was delivered by the teacher to junior high school students in distance learning. There were three teachers who became the research subjects, all of which used different media in delivering the material. The first teacher uses a combination of WhatsApp and Google Classroom, the second teacher uses a combination of WhatsApp and Zoom, and the third teacher uses a combination of WhatsApp and school E-learning. The research was conducted by analyzing the learning carried out by the three teachers and the material presented, and supported by the results of interviews with teachers. The results of this study indicate that both the first, second, and third teachers are still limited in conveying concepts, both in terms of the duration of concept delivery and the number of sub-concepts delivered. The teacher is only limited to explaining the meaning accompanied by examples without further discussing the concept, as well as its relation to other concepts. It is very rare for teachers to link between concepts, so that the concepts conveyed seem to stand alone and have no connection with other concepts. The concepts presented by the three teachers were dominated by concepts that should have been taught at the elementary level, but were taught again at the junior high school level.
Analisis Penerapan ESD dalam Pembelajaran IPA Daring Pada Masa Pandemi Covid-19 Mia Aina; Dalimawaty Kadir; Baso Intang Sappaile; Dara Mutiara Aswan; Asita Al Mufida
Jurnal Penelitian Pendidikan IPA Vol 9 No 6 (2023): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i6.3818

Abstract

Education for Sustainable Development (ESD) is a program designed to achieve sustainable development goals. In the 2013 curriculum, ESD has been used as one of the bases for teaching science to students. However, the existence of the Covid-19 outbreak in Indonesia has had an effect on science learning activities in junior high schools, so that face-to-face learning has been shifted to online learning. This study aims to analyze activities in online learning, the obstacles experienced by teachers and students, and their effectiveness in implementing ESD principles. The method used is descriptive qualitative to describe online learning at one of the Junior High School (SMP) and Islamic Junior High School (MTs) in West Java. The Researchers used data from the analysis of the teacher's lesson plan and semi-structured interviews with 2 teachers and 2 students. Data analysis was performed by reducing data, presenting data, and drawing conclusions. The results show that online learning is less effective in implementing ESD values because the material presented is limited and learning is only one-way (teacher center). Online learning is carried out using WhatsApp, Google Classroom, and e-learning media with obstacles in the form of internet network instability and a lack of student motivation. Therefore, it is hoped that the teacher can use a learning model that is more attractive, student-centered, and can implement the principles of ESD.
Understanding Climate Change Material through Immersive Virtual Learning (IVL) Gusti Rusmayadi; Marsella Desriyarini; Nelli Roza; Asita Al Mufida
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6133

Abstract

Immersive Virtual Learning is learning that is considered meaningful for students to study climate change material which is considered complex because of the many interactions between the systems involved in it, and is considered to be material that is quite challenging for students. It is known that there are still many students who have limited knowledge about climate change so that learning methods are needed that can help them understand the climate change material well. This study aims to see how students' understanding after learning using the Immersive Virtual Learning (IVL) learning method, compared to the understanding of students using conventional learning methods. Using the Pre-Post Experiment Control Group Design design and involving 59 students who were divided into treatment and control classes, produced research data showing that students' understanding in the two classes experienced significant differences in improvement, but the increase in question was very small, even though the class treatment experienced a better increase than the control class. Based on this, it can be concluded that students' understanding has increased slightly after learning to use the Immersive Virtual Learning method. Further research is needed to develop the IVL method in order to provide better learning outcomes.
Co-Authors Ari Widodo Baso Intang Sappaile Dalimawaty Kadir Dara Mutiara Aswan Gusti Rusmayadi Marsella Desriyarini Mia Aina Rini Solihat Roza, Nelli