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Jurnal Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : 25499955     EISSN : 25499963     DOI : http://dx.doi.org/10.20527
Core Subject : Science, Education,
Education Physics
Jurnal Ilmiah Pendidikan Fisika publishes articles from research in the field of physics education, which have not been published elsewhere. This Jurnal Ilmiah Pendidikan Fisika is periodically published by the Physics Education Study Program, Mathematics and Science Education, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat in collaboration with Physical Society of Indonesia (PSI) published three times a year in February, June, and October. Jurnal Ilmiah Pendidikan Fisika publishes articles about the results of research in the field of physics education including: Learning models , Learning methods, Learning media , Assessment, Teaching materials Curriculum
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Design TPACK Strategy with Modellus Software for Simulation Based on The Guided Inquiry on The Wave Concept Muniyatun Hasanah; Dwi Sulisworo
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4086

Abstract

Technological Pedagogical and Content Knowledge (TPACK) is a teacher framework in integrating Information and Communication Technology (ICT) in learning. The purpose of the initial learning planning by implementing the guided inquiry-based TPACK strategy is to increase the mastery of concepts and student learning activities. This research uses the literature review method with qualitative predictive analysis. Object research is an information system with the reason that there is a change in the application of information systems that were once still conventional, now began to be computerized and the development of information systems can be on various platforms, Among others, the web, desktop, mobile, and the last reason being that the development of information system systems has a variety of methods. Initial planning of learning using TPACK-based guided inquiry effectively improves students' mastery of concepts. The subjects were transversal and longitudinal waves with Modellus software. In general, this initial design is that learning with guided inquiry-based TPACK strategies increases mastery of concepts and student learning activities.
Kepraktisan Buku Ajar Listrik Magnet Seri 2 Bermuatan Ayat-Ayat Al-Qur’an Menggunakan Model Pembelajaran Connecting-Organizing-Reflecting-Expanding Lutfiyanti Fitriah; Irma Rahmawati
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4079

Abstract

Tujuan dari penelitian ini adalah mendeskripsikan kepraktisan buku ajar listrik magnet Seri 2 bermuatan ayat-ayat Al-Qur’an menggunakan model pembelajaran CORE (Connecting-Organizing-Reflecting-Expanding). Jenis penelitian ini adalah penelitian dan pengembangan dengan menggunakan model 4D. Penelitian ini menggunakan mahasiswa calon guru fisika berjumlah 14 orang yang sedang mempelajari topik listrik pada mata kuliah listrik magnet di tahun akademik 2020/2021 sebagai subjek ujicoba. Data dikumpulkan melalui angket respon mahasiswa, lembar observasi keterlaksanaan aktivitas mahasiswa, dan lembar observasi keterlaksanaan aktivitas dosen. Analisis data dilakukan secara kuantitatif dan kualitatif. Berdasarkan hasil penelitian diperoleh buku ajar praktis digunakan karena skor rata-rata indikator kemudahan penggunaan, efisiensi waktu pembelajaran, manfaat buku ajar, dan ketertarikan terhadap buku ajar sebesar 4,00; skor rata-rata keterlaksanaan aktivitas dosen di kelas sebesar 4,52; dan skor rata-rata keterlaksanaan aktivitas mahasiswa di kelas sebesar 3,91. Oleh karena itu, buku ajar yang dikembangkan dapat digunakan pada perkuliahan listrik magnet. Selain itu, buku ajar yang dikembangkan hendaknya diuji pada sampel yang lebih besar. This research aimed to describe Electricity and Magnetism Series 2 textbook practicality that contained Al-Qur’an verses that used CORE (Connecting, Organizing, Reflecting, dan Extending) learning model. The research was research and development that used a 4D model. The study used 14 prospective teachers who learned electricity topics in the Electricity and Magnetism course of the 2020/2021 academic year as subjects. The data were collected through the students’ responses questionnaire, observation sheet of student activities implementation, and lecturer activities implementation. The analysis data were conducted quantitatively and qualitatively. Based on the result of the research, the textbook practicality was practical because the average score of easy to use, learning time efficiency, benefit, and interest were 4.00, the lecturer activities implementation average score was 4.52, and the student activities implementation average score was 3.91. Therefore, this textbook could be used in Electricity and Magnetism course. Furthermore, this textbook should be tested on a larger sample.
Program Resitasi Materi Vektor sebagai Alternatif Pengganti Tatap Muka di Masa Pandemi Covid-19 untuk Meningkatkan Penguasaan Konsep Siswa Ahmad Ridlotul Adha; Parno Parno
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4176

Abstract

Vektor merupakan salah satu topik penting dalam fisika karena seringnya dijumpai pada topik-topik fisika lainnya. Akan tetapi, sejumlah penelitian terdahulu menunjukkan bahwa pemahaman konsep vektor siswa masih rendah. Beberapa upaya yang telah dilakukan diantaranya penggunaan multirepresentasi verbal dan matematis, pembelajaran berbasis masalah, dan penggunaan media serta sumber belajar daring. Tujuan dari artikel ini adalah untuk mendeskripsikan pengembangan resitasi pada materi vektor dengan mengangkat sejumlah solusi terdahulu yang dapat digunakan di masa pandemi. Jenis penelitian yang digunakan adalah penelitian kepustakaan atau library research dengan metode analisis deskriptif. Berdasarkan hasil studi kepustakaan, diperoleh suatu metode yang dapat meningkatkan penguasaan konsep siswa, yaitu resitasi berbasis program. Metode tersebut merupakan suatu penugasan kepada siswa yang dirancang dengan umpan balik pada setiap jawaban siswa. Pengalaman penggunaan resitasi terbukti dapat meningkatkan pemahaman konsep fisika siswa secara signifikan. Rata-rata peningkatan dari pre-test ke post-test pada penelitian-penelitian terdahulu sebesar 14,5. Resitasi juga dapat menjadi pengganti guru di luar jam pembelajaran, sehingga dapat dijadikan sebagai alternatif pengganti tatap muka pada masa pandemi. Vector is one of the prominent topics in physics because it is often found in other physics topics. However, many previous studies show that students' understanding of vector concepts is still low. Some of the efforts that have been made include verbal and mathematical multi-representations, problem-based learning, and the use of media and online learning resources. This article describes the development of recitation in vector material by highlighting several previous solutions that may be used during a pandemic. The type of this research is library research or library research with descriptive analysis methods. Based on the literature study results, a method that can improve students' conceptual mastery was discovered, namely recitation-based-program. The method is an assignment to students with feedback on each student's answer. The experience of using recitation has been proven to improve students' understanding of physics concepts significantly. The average increase from pre-test to post-test in previous studies was 14.5. Recitation can also be a substitute for teachers out of class learning so that it can be used as an alternative to face-to-face during a pandemic. 
Penggunaan Virtual Laboratory secara Daring pada Praktikum Fluida Statis di Masa Covid-19 Rizal Efendi Simamora; Agus Suyatna; Chandra Ertikanto
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4377

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan laboratorium virtual secara daring pada praktikum Fluida Statis terhadap peningkatan Keterampilan Proses Sains (KPS) pada siswa kelas XI IPA 2 Pringsewu dengan desain penelitian Pre-eksperimental Design jenis One Sample Pretest-posttest Design. Teknik pengumpulan data yang digunakan pada penelitian ini yaitu: instrumen pretest-posttest materi fluida statis dalam bentuk pilihan jamak sebanyak 20 butir soal. KPS siswa yang diamati antara lain: melakukan pengamatan, menafsirkan pengamatan (interpretasi), mengelompokkan/klasifikasi, berkomunikasi, berhipotesis, dan merencanakan percobaan. Hasil uji data penelitian diketahui bahwa persentase pencapaian rata-rata KPS siswa pada pretsest sebesar 42,52% dengan kategori cukup, sedangkan persentase rata-rata pencapaian pada posttest sebesar 73,48% dengan kategori baik Hasil uji hipotesis dengan menggunakan analisis paired sample t-test diperoleh nilai sig. sebesar 0,00 < 0,050, menunjukkan adanya perbedaan yang signifikan antara persentase rata-rata KPS pretest dan posttest, dimana setelah menggunakan laboratorium virtual secara daring pada praktikum fluida statis rata-rata pencapaian KPS siswa pada posttest lebih besar. Dari hipotesis tersebut diharapkan penggunaan laboratorium virtual ini sangat membantu pada pembelajaran daring di kondisi pandemi covid-19 This study describes the effect of using an online virtual laboratory in the Static Fluids practicum on improving Science Process Skills (SPS) in class XI IPA 2 Pringsewu with a Pre-experimental Design type of One-Sample Pretest-posttest Design. The data collection techniques used in this study were: pretest-posttest instruments for static fluid material in the form of multiple-choice as many as 20 items. The SPS students observed included: making observations, interpreting observations (interpretation), classifying/classifying, communicating, hypothesizing, and planning experiments. The results of the research data test show that the average percentage of students' SPS achievement at the pretest is 42.52%, with sufficient category. The average percentage of achievement in the post-test is 73.48%, with a good category. Hypothesis test results using paired sample t-analysis test obtained sig value. of 0.00 < 0.050, they were indicating a significant difference between the average percentage of pretest and post-test SPS. After using an online virtual laboratory in the static fluid practicum, the average student's SPS achievement in the post-test is greater. From this hypothesis, it is hoped that using this virtual laboratory will be very helpful in online learning during the COVID-19 pandemic.
Online Probelm-Based Learning to Enhace Student Creativity in Physics Learning Azyyati Azyyati; Dwi Sulisworo
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4135

Abstract

This study aims to determine the increase in students' mastery of concepts and creative thinking skills after implementing the problem-based learning model. The sample in this study were students of class VIII MTs Ad-Diinul Qayyim West Lombok using a qualitative approach and the type of classroom action research. The material used in this research is Substance Pressure. This research was conducted in the second (even) semester of the 2018/2019 academic year. The instruments used in this study include 1) observation sheets on the implementation of learning by the teacher; 2) student activity observation sheets; 3) the concept mastery test instrument, and the creative thinking skill test instrument in the form of essay questions. The results showed that using a problem-based learning model could improve conceptual mastery and creative thinking skills, with the following scores: For knowledge of concepts in the first cycle, a score of 65.52% was obtained, and the second cycle was 89.65%. Meanwhile, for creative thinking skills using a test in the form of an essay, 37.93% was obtained, and the second cycle was 93%.
Pengembangan Buku Ajar Fisika Sekolah berbasis Creative Responsibility untuk Mahasiswa Calon Guru Agus Rohman; Indrawati Wilujeng
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4306

Abstract

Kreativitas menjadi sumber inovasi baru dalam menghadapi masalah kompleks di era globalisasi sekarang ini. Penting dilakukan mengarahkan setiap perkuliahan untuk melatihkan kreativitas mahasiswa. Produk kreativitas dapat maksimal, diperlukan nilai-nilai tanggung jawab agar melakukan yang terbaik. Penelitian ini bertujuan untuk mendeskripsikan validitas dan praktikalitas buku ajar fisika sekolah berbasis creative responsibility untuk mahasiswa calon guru. Jenis penelitian ini adalah penelitian pengembangan dengan model pengembangan Tessmer yaitu preliminary, self evaluation, expert review dan one-to-one, small group, dan field test. Subjek penelitian adalah 7 mahasiswa yang mengambil mata kuliah fisika sekolah. Intrumen pengumpul data berupa lembar validasi dan angket respon mahasiswa. Teknik analisis data menggunakan kualitatif yaitu tahap preliminary dan self evaluation, sedangkan pada tahap one-to-one dilakukan menggunakan analisis kuantitatif. Hasil penelitian didapatkan bahwa buku ajar yang dikembangkan menurut penilaian para pakar sudah valid dan juga sudah praktis berdasarkan respon mahasiswa terhadap buku ajar yang dikembangkan. Buku ajar fisika sekolah berbasis creative responsibility diharapkan dapat meningkatkan keterampilan berpikir kreatif dan tanggung jawab mahasiswa calon guru.Creativity is a source of innovations in dealing with complex problems in the current era of globalization. It is important to direct each lecture to train students' creativity. For creativity products to be maximized, the values of responsibility are needed to do the best. This study describes the validity and practicality of creative responsibility-based school physics textbooks for student teacher candidates. This type of research is research and development with the Tessmer development model, namely preliminary, self-evaluation, expert review and one-to-one, small group, and field test. The research subjects were seven students who took the school physics course. Data collection instruments in the form of validation sheets and student response questionnaires. The data analysis technique used qualitative, namely the preliminary and self-evaluation stages, while the one-to-one stage was carried out using quantitative analysis. The results showed that the textbooks developed according to the expert's assessment were valid and practical based on student responses to the developed textbooks. School physics textbooks based on creative responsibility are expected to improve prospective teacher students' creative thinking skills and responsibility.
Integrasi Budaya Lokal (Bundengan) pada Pembelajaran Gelombang dan Bunyi untuk Meningkatkan Sikap Cinta Tanah Air dan Literasi Sains Siswa Gusrina Rahayu; Ahmad Khoiri; Firdaus Firdaus
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4323

Abstract

Tujuan penelitian untuk menganalisis integrasi budaya lokal (bundengan) pada pembelajaran gelombang dan bunyi yang dapat meningkatkan sikap cinta tanah air dan litersasi sains siswa. Metode penelitian kuantitatif dengan pre-Experimental Design (non-desaign) One-Group Pretest-postest Design. Subjek penelitian siswa kelas VIII MTs Nurul Chusna pada tahun ajaran 2020/2021 sebanyak 20 siswa. Metode pengumpulan data menggunakan soal pretest, postest literasi sains dan angket sikap cnta tanah air. Teknik analisis uji prasyarat, uji t-test dan uji N-Gain. Hasil penelitian menunjukan: 1) Ada perbedaan signifikan literasi sains siswa sebelum dan sesudah menggunakan budaya lokal (bundengan) berdasarkan uji t-test sig (2-tailed) sebesar 0,000 < 0,005. 2) Adanya peningkatan keterampilan literasi sains sebelum dan sesudah menggunakan budaya lokal (Bundengan) sebesar 57% berdasarkan uji N-Gain. Penggunaan budaya lokal (Bundengan) dalam pembelajaran gelombang dan bunyi efektif digunakan untuk meningatkan sikap cinta tanah air dan literasi sains siswa. Rekomendasi penelitian bahwa integrasi budaya lokal mampu mempertahankan tardisi dan budaya daerah serta memberikan kontribusi terhadap karakter siswa. The research aims to analyze the integration of local culture (Bundengan) in learning waves and sounds that can improve students' patriotism and scientific literacy. Quantitative research method with pre-experimental Design (non-design) One-Group Pretest-posttest Design. The research subjects were 20 class VIII MTs Nurul Chusna in the 2020/2021 academic year. Data collection methods using pretest, posttest scientific literacy and love attitude questionnaire for the homeland: prerequisite test analysis technique, t-test and N-Gain test. The results showed: 1) There was a significant difference in students' scientific literacy before and after using local culture (Bundengan) based on the t-test sig (2-tailed) of 0.000 < 0.005. 2) There is an increase in scientific literacy skills before and after using local culture (Bundengan) by 57% based on the N-Gain test. The use of local culture (Bundengan) in learning waves and sounds is effectively used to increase students' patriotism and scientific literacy. Research recommends that the integration of local culture can maintain local traditions and culture and contribute to students' character.
Pengembangan Perangkat Pembelajaran Model Direct Instruction untuk Melatihkan Keterampilan Proses Sains Siswa SMA Materi Gerak Melingkar Selvia Rizki; Mastuang Mastuang; Abdul Salam M
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.3295

Abstract

Minimnya keterampilan proses sains (KPS) siswa SMA menimbulkan pembelajaran dalam fisika menjadi sulit. Hal ini disebabkan karena kurang memadainya perangkat pembelajaran yang digunakan. Solusi yang digunakan dalam permasalahan ini adalah dengan mengembangkan perangkat pembelajaran yang melatihkan KPS model Direct Instruction(DI). Penelitian ini adalah penelitian pengembangan (R&D)dengan desain penelitian menggunakan model ADDIE. Tujuan dari penelitian ini adalah mengembangkan perangkat pembelajaran dengan model DI untuk melatihkan keterampilan proses sains siswa SMA pada pokok bahasan gerak melingkar, dengan subjek penelitian perangkat pembelajaran berupa RPP (Rencana Pelaksanaan Pembelajaran), materi ajar, LKPD (Lembar Kerja Peserta Didik), dan THB (Tes Hasil Belajar). Instrumen pengumpulan data yang digunakan adalah lembar validasi, lembar keterlaksanaan RPP, dan lembar THB. Uji cona dilaksanakan di SMAN 4 Banjarmasin.  Hasil penelitian pengembangan perangkat pembelajaran gerak melingkar dikategorikan valid, meliputi: RPP kategori baik sebesar 3,20; materi ajar kategori baik sebesar 3,05; LKPD kategori baik sebesar 3,33; dan THB kategori baik sebesar 3,25. Kepraktisan ditinjau dari keterlaksanaan RPP yang berkategori sangat praktis. Perangkat pembelajaran dengan model Direct Instruction (DI) untuk melatihkan KPS termasuk efektif karena hasil dari gain score diperoleh sebesar 0,33 yang berkategori sedang, dan KPS siswa berkategori sangat baik.  Ditarik kesimpulan bahwa perangkat pembelajaran gerak melingkar layak untuk melatihkan KPS siswa SMA. Dengan demikian, perangkat ini dapat digunakan oleh guru sebagai salah satu alternatif dalam pembelajaran.The lack of science process skills (SPS) for high school students makes learning in physics difficult. This is due to inadequate learning tools used. The solution used in this problem is to develop teaching materials that train the Direct Instruction (DI) KPS model. This was a R&D with a research design using the ADDIE model. This research aims to develop teaching materials with the DI model to train high school students' science process skills on the subject of circular motion, with the research subjects teaching materials in the form of lesson plans, teaching materials, Student Worksheets and Study Outcome Test. The data collection instruments used were validation sheets, lesson plans implementation sheets and Study Outcome Test sheets. The cona test was carried out at SMAN 4 Banjarmasin. The research results on the development of circular motion teaching materials are valid, including lesson plans in the good category of 3.20; good category teaching materials of 3.05; Student Worksheets in a good category is 3.33; and Study Outcome Test in a good category is 3.25. Practicality is seen from implementing the lesson plans, which is categorized as very practical. Teaching materials with the Direct Instruction (DI) model to train SPS is effective because the gain score obtained is 0.33, in the medium category. The student's SPS is in the very good category. It is concluded that the circular motion teaching materials are suitable for training high school students' SPS. Thus, these teaching materials can be used by teachers as an alternative to learning.Akbar, S. (2017). Instrumen perangkat pembelajaran. PT Remaja Rosdakarya.Alia, N., & Supriyono, S. (2013). Penerapan model direct instuction dengan menggunakan keterampilan proses sains untuk meningkatkan hasil belajar siswa kelas x sma negeri 1 bangkalan pada materi pokok azaz black. , 2(3), . Jurnal Inovasi Pendidikan Fisika, 2(3), 50–55.Anggraeni, P., & Akbar, A. (2018). Kesesuaian rencana pelaksanaan pembelajaran dan proses pembelajaran. Jurnal Pesona Dasar, 6, 55–65.Anisah, A., Wati, M., & Mahardika, A. I. (2016). Pengembangan perangkat pembelajaran getaran dan gelombang dengan model inkuiri terstruktur untuk siswa kelas VIIIA SMPN 31 Banjarmasin. Berkala Ilmiah Pendidikan Fisika, 4(1), 1. https://doi.org/10.20527/bipf.v4i1.1008Desy, Desnita, & Raihanati. (2015). Pengembangan Alat Peraga Fisika Materi Gerak Melingkar Untuk SMA. Seminar Nasional Fisika Universitas Negeri Jakarta, 39–44.Fakhrah, F. (2015). Penerapan model pembelajaran langsung (direct instruction) untuk meningkatkan keterampilan proses sains pada materi pengklasifikasian filum arthropoda. JESBIO, 4(2).Fatmawati, A. (2016). Pengembangan perangkat pembelajaran konsep pencemaran lingkungan menggunakan model pembelajaran berdasarkan masalah untuk sma kelas x. Edu Sains: Jurnal Pendidikan Sains & Matematika, 4(2), 94–103.Habibi, M., Zainuddin, & Misbah. (2017). Menggunakan model pengajaran langsung pada pokok bahasan tekanandi SMP Negeri 11 Banjarmasin. Berkala Ilmiah Pendidikan Fisika, 5(1), 1–17.Hamdani. (2011). Strategi Belajar Mengajar. Pustaka Setia.Komariah, U. H., Arifuddin, M., & Misbah. (2017). Meningkatkan Keterampilan Proses Sains Melalui Model Inquiry Discovery Learning Terbimbing Pada Pokok Bahasan Fluida Statis Di Kelas XI IPA 4 SMAN 11 Banjarmasin. Berkala Ilmiah Pendidikan Fisika, 5(3), 309–327.Marlina, Mastuang, & Dewantara, D. (2021). Validity of learning material about particle dynamics contained quranic verses using direct instruction model. Proceeding International Conference on Science and Engineering, 371–378.Misbah, M., Dewantara, D., Hasan, S. M., & Annur, S. (2018). The Development of student worksheet by using guided inquiry learning model to train student’s scientific attitude. Unnes Science Education Journal, 7(1), 19–26. https://doi.org/10.15294/USEJ.V7I1.15799Muslich, M. (2011). KTPS. Bumi Aksara.Nisa, M., Arifuddin, M., & Miriam, S. (2018). Peningkatan hasil belajar IPA fisika siswa kelas VIII G SMP Negeri 13 Banjarmasin dengan model pembelajaran 5E. Berkala Ilmiah Pendidikan Fisika, 6(2), 233–246.Noor, M., Zainuddin, & Miriam, S. (2017). Pengembangan perangkat pembelajaran IPA fisika melalui model pengajaran langsung dengan metode problem solving. Berkala Ilmiah Pendidikan Fisika, 5(3), 328–339.Orrahmah, A., An’nur, S., & M., A. S. (2016). Meningkatkan hasil belajar melalui model pengajaran langsung dengan metode problem solving pada pembelajaran fisika di kelas XII IPA 1 SMAN 10 Banjarmasin. Berkala Ilmiah Pendidikan Fisika, 4(2), 127. https://doi.org/10.20527/bipf.v4i2.1271Rahmi, K., Zainuddin, Z., & Suriasa, S. (2018). Penerapan model pembelajaran penemuan terbimbing suatu upaya meningkatkan keterampilan proses sains siswa. Berkala Ilmiah Pendidikan Fisika, 1(1), 1. https://doi.org/10.20527/bipf.v1i1.847Sasanti, M., Hartini, S., & Mahardika, A. I. (2017). Pengembangan LKS dengan model inquiry discovery learning (idl) untuk melatihkan keterampilan proses sains pada pokok bahasan listrik dinamis di SMAN 5 Banjarmasin. Berkala Ilmiah Pendidikan Fisika, 5(1), 49–62.Susanti, S. D., Taqwa, M. R. A., & ... (2020). Pengembangan e-module berbasis discovery learning berbantuan phet pada materi teori kinetik gas untuk mahasiswa. Jurnal Pendidikan Fisika …. http://jurnalfkip.unram.ac.id/index.php/JPFT/article/view/2234Suyono. (2019). Inkuiri terbimbing untuk meningkatkan keterampilan proses sains siswa sekolah menengah atas. Jurnal Komunikasi Pendidikan, 3(2), 86–91.Tegeh, I. M., Jampe, I. N., & Pudjawan, K. (2014). Model Penelitian Pengembangan. Graha Ilmu.Yudani, J., Arifuddin, M., Misbah, & Dewantara, D. (2018). Implementing direct instruction model with mind mapping method on static fluid. Proceeding of 2nd International Conference on Learning Innovation (ICLI 2018), 193–196. 
Pengembangan Modul Praktikum Fisika Dasar Rumahan di Masa Pandemi Covid-19 Hari Anggit Cahyo Wibowo; Faiz Hasyim; Trise Nur Ain
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4227

Abstract

Pandemi Covid-19 mengakibatkan perubahan sistem pembelajaran. Salah satu dampak besar yang dirasakan pada pembelajaran fisika ialah proses perkuliahan praktikum fisika dasar. Praktikum yang seharusnya dilaksanakan di laboratorium dengan peralatan yang telah disediakan menjadi terhambat karena berlakunya kebijakan belajar dari rumah. Penelitian ini bertujuan untuk memberikan solusi alternatif masalah tersebut dengan mengembangkan modul praktikum fisika dasar rumahanyang layak digunakan sebagai panduan praktikum mahasiswa fisika ketika di rumah. Penelitian pengembangan ini menggunakan model pengembangan Four-D­. Data yang diperoleh berupa hasil wawancara dan lembar validasi modul. Data yang diperoleh kemudian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa rerata hasil validasi oleh dua validator menunjukkan bahwa modul yang dikembangkan berkategori sangat valid. Kesimpulan dari penelitian ini adalah modul praktikum fisika dasar rumahan valid secara berdasarkan ahli dan sangat layak digunakan sebagai panduan praktikum fisika dasar bagi mahasiswa.  The Covid-19 pandemic has resulted in changes in the learning system. One of the major impacts felt on learning physics is the process of lectures on basic physics practicum. The practicum that should have been carried out in the laboratory with the equipment provided was hampered due to the implementation of the study from home policy. This study aims to provide an alternative solution to this problem by developing a home-based basic physics practicum module that can be used as a practical guide for physics students at home. This study uses the Four-D development model, which is carried out until the development stage only, namely the limitation of validation on the module. The data was obtained in the form of interviews and module validation sheets. The data obtained were then analyzed descriptively, qualitatively and quantitatively. The results showed that two validators' average expert judgment results showed in the very feasible category. This research concludes that the basic physics practicum module at home is valid and useful for students to use as a basic physics guide.
Efektivitas Pembelajaran Daring dengan Metode Flipped Classroom Pada Matakuliah Farmasi Fisika Haritsah Alfad; Noor Annisa Susanto
Jurnal Ilmiah Pendidikan Fisika Vol 6, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v6i1.4320

Abstract

Pembelajaran daring secara sinkron menghadapi beberapa tantangan dalam penerapannya seperti keterbatasan waktu dan gangguan internet. Penelitian ini bertujuan untuk menganalisis efektivitas metode flipped classroom pada pembelajaran daring terhadap prestasi belajar mata kuliah farmasi fisika. Penelitian ini adalah kuasi eksperimen menggunakan Post-test Only Design. Dua kelas kontrol dan dua kelas eksperimen pada mata kuliah farmasi fisika terlibat dalam penelitian ini selama satu semester. Kelas eksperimen dengan metode flipped classroom mendapatkan video rekaman dari modul materi dan tugas pada LMS Microsoft Teams sebelum kelas tatap muka daring. Hasil independent t-test menunjukkan perbedaan prestasi belajar yang positif dan signifikan untuk kelas eksperimen baik dari hasil post-test 1 (p=0,002; effect size=0,6) maupun hasil post-test 2 (p=0,008; effect size=0,5). Hasil kuesioner mahasiswa tentang metode flipped classroom mendapatkan skor 86,8% dibandingkan metode yang pembelajaran daring biasa. Kesimpulan yang diperoleh, pembelajaran daring menggunakan flipped classroom efektif meningkatkan prestasi belajar farmasi fisika dibandingkan pembelajaran daring biasa. Implikasi dari penelitian ini mendorong penggunaan metode flipped classroom untuk mengatasi beberapa keterbatasan pada pembelajaran daring biasa. Synchronous online learning faces several challenges in its implementation, such as time constraints and internet disturbances. This study aims to determine the effectiveness of the flipped classroom method in online learning on learning achievement in Physical Pharmacy courses. This quasi-experimental research uses a Post-test Only Design. Two control classes and two experimental classes in the pharmaceutical physics course were involved in this research for one semester. The experimental class with the flipped classroom method got a video recording of the material and assignment module on the Microsoft Teams LMS before the online, face-to-face class. The independent t-test showed a positive and significant difference in learning achievement for the experimental class both from the results of posttest 1 (p=0.002; effect size=0.6) and posttest results 2 (p=0.008; effect size=0.5). The results of the student questionnaire about the flipped classroom method got a score of 86.8% compared to the conventional online learning method. The conclusion obtained is that online learning using flipped classrooms effectively improves Physical Pharmacy learning achievement compared to conventional online learning. The implications of this research encourage using the flipped classroom method to overcome some of the limitations of ordinary online learning. 

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