International Journal of Active Learning
International Journal of Active Learning p-ISSN 2528-505X | e-ISSN 2615-6377 is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
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<![CDATA[The Effectiveness of Tpack-Based Learning Physics with The PBL Model to Improve Students' Critical Thinking Skills ]]>
<![CDATA[Wardani, Cindy Adelia]]>;
<![CDATA[Jatmiko, Budi]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v6i1.28497
<![CDATA[Critical thinking skills are thinking skills that are needed to live in the 21st century. This study aims to analyze the effectiveness of TPACK based physics learning with the PBL model to improve students' critical thinking skills. The research is a Pre-Experimental Design with the trial design a one-group pretest-posttest design. The subjects in this study were students of class X IPA 5 and X IPA 6 SMA Negeri 1 Driyorejo Gresik in the academic year 2020-2021. Trial design using. The data analysis technique used quantitative and interferential descriptive analysis. The results showed that physics learning based on TPACK with the PBL model was effective in improving students' critical thinking skills. In terms: a) improving critical thinking skills of students is significant at α = 0.05 (2-tailed), b) mean n-gain score with high category, and c) nothing different in improving critical thinking skills of students at each class. Thus, TPACK-based physics learning with the PBL model can use as input for teachers to improve the critical thinking skills of students.]]>
<![CDATA[Developing Problem Based Learning Module Containing Multiple Levels of Representation of Ksp Material to Improve Students' Problem Solving Ability ]]>
<![CDATA[Sulistiyanti, Irma]]>;
<![CDATA[Haryani, Sri]]>;
<![CDATA[Cahyono, Edy]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v6i1.28587
<![CDATA[Research is based on the mastery of problem solving abilities is still low and the teaching materials used in learning lack training and develop students' problem-solving abilities. This study aims to develop a module based on problem-based learning and contains multiple levels of representation in the solubility material and its solubility product which is feasible and to determine the improvement of students' good problem solving abilities. The research method used is research and development (Research and Development) and the learning modules are arranged according to PBL. Data were collected through expert validation sheets, tests and questionnaires. The results of the validation of the material experts, linguists and media experts respectively showed very good results with an assessment percentage of 93.98%, 86.03% and 88.39%. The results of module trials by students through questionnaires received very good feasibility assessments with a percentage of 78.89% and the results of module trials by teachers got very good assessments with a percentage of 96.83%. The results of the application of problem-based learning modules obtained data in the form of pretest-posttest values which were tested using the n-gain test. The n-gain test results obtained a value of 0.56 in the medium category. The results of this test indicate that there has been an increase in the problem-solving abilities of students after using the module. Based on the results obtained, it can be concluded that the PBL-based chemistry learning module on the solubility material and the solubility product developed is very effective and suitable for use in chemistry learning processes in schools.]]>
<![CDATA[Analysis of Student Science Process Skills in The Practicum of Physical Chemistry Based on Linguistic and Interpersonal Intelligence ]]>
<![CDATA[Asmorowati, Dian Sri]]>;
<![CDATA[Wardani, Sri]]>;
<![CDATA[Mahatmanti, F. Widhi]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v6i1.29006
<![CDATA[This study aims to determine the level of mastery of science process skills in physics   chemistry practicum students based on linguistic and interpersonal intelligence. This research was conducted with a quantitative descriptive method. This research was conducted with a quantitative descriptive method. The respondents of this study were 66 students of the 2017 class of chemistry study program consisting of two classes. The data collection technique is done by interview, observation, documentation, and test. This research was conducted in the physical chemistry laboratory of the Department of Chemistry, Universitas Negeri Semarang. The research results obtained were the percentage of science process skills of students of the 2017 batch of chemistry study program students. The result of the percentage of science process skills in class 1 students is an indicator of formulating hypothesis with a percentage 74.26%, interpreting data 73.53%, and asking question 77.57%. The result of the percentage of science process skills in class 2 students is an indicator of formulating hypothesis with a percentage 71,88%, interpreting data 74.22%, and asking question 72.27 %.]]>
<![CDATA[Nomographic Technique Development on Global Warming Material for High School Student Grade Eleven of Literacy Class ]]>
<![CDATA[Arum, Anjar Desynta]]>;
<![CDATA[Suprapto, Nadi]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v6i1.28314
<![CDATA[This research aims to describe the media's feasibility in terms of the validity, practicality, and effectiveness of infographic media as student learning media. This type of research develops ADDIE (Analyze, Design, Development, Implementation, Evaluation) model with data collection techniques in the form of media validation sheets given to media expert lecturers and material experts, as validators, and distributing questionnaires online to 100 Unesa physics students as respondents. Validation measurements from expert lecturers and the ability to understand and practice and the media's effectiveness from respondents used a Likert switch. The validation results from the expert lecturers based on the learning aspects, the material aspects, and the media aspects and physics students' responses based on the ability of understanding and practice and effectiveness. The result of the average value shows that the respondents agreed to the media being developed. Based on the results of student responses, the validity test was obtained with a value of r count> r table, so that the media designed was declared valid, and based on the reliability test with a Cronbach's alpha value greater than 0.6, the questionnaire was declared reliable or consistent. It can conclude that the infographic media that develops nomography techniques are conceptually feasible and can be used in the learning of students' scientific literacy.]]>
<![CDATA[Development of Interactive Digital Module Based on Virtual Laboratories in The Covid-19 Pandemic Era in Dynamic Fluid Materials ]]>
<![CDATA[Kusyanti, Rita Nunung Tri]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v6i1.29639
<![CDATA[Research and development for distance learning has been carried out during the Covid-19 pandemic which has produced learning media in the form of an interactive digital physics module based on a virtual laboratory for dynamic fluid material. At the development stage, the research was carried out at SMAN 1 Tempel, to test the use of modules in class XI MIPA1. The research method used is the theory of research and development (research and development) or R & D by Sugiyono. The module view uses the Flip PDF Professional application and the content is self-learning videos with the vokoscreen application, youtube link, PHET application, Quizizz. The digital module was validated by media expert lecturers and material content experts, as well as module trials by 35 students of class XI MIPA1. The results of the validation of the media expert obtained 92.36%, the expert validation of the material content was 86% so that the expert validation obtained by the classification of the module was very valid / very feasible to use. The results of student responses using the module gave an average response of 87.8% with a good category, with an average quiz result of 78.These results indicate that the use of interactive digital modules based on virtual laboratories on dynamic fluid material is very feasible, easy, and attracts students to studied physics at home during the C-19 pandemic.]]>
<![CDATA[The Suitability of Video Learning Media on Youtube with Poetry Writing Learning Materials Curriculum ]]>
<![CDATA[Wicaksono, Harits Agung]]>;
<![CDATA[Pristiwati, Rahayu]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v6i1.28390
<![CDATA[This research is motivated by the large number of video learning media teaching materials to write poetry texts taken from Youtube without any adjustment and filtering of the content contained. The purpose of this study was to analyze the results of the suitability of video learning media on Youtube with the curriculum of writing poetry in class X SMA. The method used in this research is descriptive qualitative with research data sources obtained from Youtube. The results of this study refer to the indicators of the suitability of writing poetry in the curriculum by paying attention to the building blocks, namely theme, diction, language style, image, structure, and appearance. The results of the analysis show that in the discussion of the poetry theme there are four videos that are in accordance with the 2013 revised curriculum. One of the videos did not describe the theme material in detail. The diction material is discussed in all videos analyzed by the researcher. Furthermore, the language style is presented in all videos with a variety of different explanations according to the development of each presenter. In the presentation of image material, only one video describes it in detail, namely the video entitled Poetry Writing Learning Videos. In the material physical and mental structure, the physical and mental structure of the poetry is described as a whole. These structures are conveyed in all the indicator points of this research analysis which are part of the physical and mental part of the poetry. In the form or typography presented in four videos explaining the lyrics, good, and characteristics.]]>
<![CDATA[Development of Interactive Digital Module Based on Virtual Laboratories in The Covid-19 Pandemic Era in Dynamic Fluid Materials ]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Research and development for distance learning has been carried out during the Covid-19 pandemic which has produced learning media in the form of an interactive digital physics module based on a virtual laboratory for dynamic fluid material. At the development stage, the research was carried out at SMAN 1 Tempel, to test the use of modules in class XI MIPA1. The research method used is the theory of research and development (research and development) or R D by Sugiyono. The module view uses the Flip PDF Professional application and the content is self-learning videos with the vokoscreen application, youtube link, PHET application, Quizizz. The digital module was validated by media expert lecturers and material content experts, as well as module trials by 35 students of class XI MIPA1. The results of the validation of the media expert obtained 92.36%, the expert validation of the material content was 86% so that the expert validation obtained by the classification of the module was very valid / very feasible to use. The results of student responses using the module gave an average response of 87.8% with a good category, with an average quiz result of 78.These results indicate that the use of interactive digital modules based on virtual laboratories on dynamic fluid material is very feasible, easy, and attracts students to studied physics at home during the C-19 pandemic.]]>
<![CDATA[The Suitability of Video Learning Media on Youtube with Poetry Writing Learning Materials Curriculum ]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research is motivated by the large number of video learning media teaching materials to write poetry texts taken from Youtube without any adjustment and filtering of the content contained. The purpose of this study was to analyze the results of the suitability of video learning media on Youtube with the curriculum of writing poetry in class X SMA. The method used in this research is descriptive qualitative with research data sources obtained from Youtube. The results of this study refer to the indicators of the suitability of writing poetry in the curriculum by paying attention to the building blocks, namely theme, diction, language style, image, structure, and appearance. The results of the analysis show that in the discussion of the poetry theme there are four videos that are in accordance with the 2013 revised curriculum. One of the videos did not describe the theme material in detail. The diction material is discussed in all videos analyzed by the researcher. Furthermore, the language style is presented in all videos with a variety of different explanations according to the development of each presenter. In the presentation of image material, only one video describes it in detail, namely the video entitled Poetry Writing Learning Videos. In the material physical and mental structure, the physical and mental structure of the poetry is described as a whole. These structures are conveyed in all the indicator points of this research analysis which are part of the physical and mental part of the poetry. In the form or typography presented in four videos explaining the lyrics, good, and characteristics.]]>
<![CDATA[The Effectiveness of Tpack-Based Learning Physics with The PBL Model to Improve Students' Critical Thinking Skills ]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Critical thinking skills are thinking skills that are needed to live in the 21st century. This study aims to analyze the effectiveness of TPACK based physics learning with the PBL model to improve students' critical thinking skills. The research is a Pre-Experimental Design with the trial design a one-group pretest-posttest design. The subjects in this study were students of class X IPA 5 and X IPA 6 SMA Negeri 1 Driyorejo Gresik in the academic year 2020-2021. Trial design using. The data analysis technique used quantitative and interferential descriptive analysis. The results showed that physics learning based on TPACK with the PBL model was effective in improving students' critical thinking skills. In terms: a) improving critical thinking skills of students is significant at α = 0.05 (2-tailed), b) mean n-gain score with high category, and c) nothing different in improving critical thinking skills of students at each class. Thus, TPACK-based physics learning with the PBL model can use as input for teachers to improve the critical thinking skills of students.]]>
<![CDATA[Developing Problem Based Learning Module Containing Multiple Levels of Representation of Ksp Material to Improve Students' Problem Solving Ability ]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Research is based on the mastery of problem solving abilities is still low and the teaching materials used in learning lack training and develop students' problem-solving abilities. This study aims to develop a module based on problem-based learning and contains multiple levels of representation in the solubility material and its solubility product which is feasible and to determine the improvement of students' good problem solving abilities. The research method used is research and development (Research and Development) and the learning modules are arranged according to PBL. Data were collected through expert validation sheets, tests and questionnaires. The results of the validation of the material experts, linguists and media experts respectively showed very good results with an assessment percentage of 93.98%, 86.03% and 88.39%. The results of module trials by students through questionnaires received very good feasibility assessments with a percentage of 78.89% and the results of module trials by teachers got very good assessments with a percentage of 96.83%. The results of the application of problem-based learning modules obtained data in the form of pretest-posttest values which were tested using the n-gain test. The n-gain test results obtained a value of 0.56 in the medium category. The results of this test indicate that there has been an increase in the problem-solving abilities of students after using the module. Based on the results obtained, it can be concluded that the PBL-based chemistry learning module on the solubility material and the solubility product developed is very effective and suitable for use in chemistry learning processes in schools.]]>
