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Physics Learning and Education
Published by Universitas Negeri Padang
ISSN : -     EISSN : 29874270     DOI : https://doi.org/10.24036/ple.v1i2
Core Subject : Science, Education,
Education Physics
Physics Learning and Education (PLE): International Journal on Physics Education is an open-access and peer-reviewed journal, published by Universitas Negeri Padang, which is dedicated to intercharge for the results of high-quality in all aspect of physics education. The editors welcome submissions of papers describing recent theoretical and experimental research related to: (1) learning outcome of physics, (2) Learning materials of physics, (3) Learning and teaching theories and models of physics, (4) Learning and teaching strategies and methods of physics, (5) Learning assessment and evaluation of physics, (6) The use of ict and media in learning of physics, (7) Learning management of physics, (8) Research and development in learning of physics, (9) Experimental methods in learning of physics, (10) Action research of learning of physics. The Physics Learning and Education follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must written in English.
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "Vol. 1 No. 3 (2023): September Edition" : 7 Documents clear
The Effect of Using E-Learning Assisted by Schoology on Physics Learning Outcomes of Students on the Material of Global Warming and Optical Devices Nafizatul Qalbi; Silvi Yulia Sari
Physics Learning and Education Vol. 1 No. 3 (2023): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v1i3.41

Abstract

There is new hope for the problems that often occur in education in Indonesia, namely with the existence of alternative solutions to E - Learning assisted by schoology there are functions that are tailored to the needs, for the learning process. From these problems, researchers concluded that applying varied learning media such as teachers using schoology-assisted e-learning which is online-based. The application of schoology in the learning process can reduce these problems. As students often have difficulty understanding physics material that is abstract. With this schoology is a solution for teachers to communicate well between students to help get a role / part in the discussion and cooperation. Schoology is equipped with many media factors such as video, audio and images that can increase student interest. Schoology helps students to apply technology to learning. This study uses a type of quasi-experimental design, this study aims to directly test the effect of a variable and test the hypothesis of a causal relationship to determine the effect of teaching materials. The sampling technique used in this study is Purposive Sampling, which is based on consideration of the classes taught by the same teacher and classes that have an average daily test score in physics subjects that are almost the same value. For the results of this calculation, the coefficient of determination is 85.32%, which means that student achievement of cognitive abilities is seen from schoology-assisted e-learning teaching materials while 14.68% is due to other things.
Needs Needs Analysis of Discovery Learning Model in Physics Learning for Students Rio Fahlevi Rumsariadi; Silvi Yulia Sari; Hufri Hufri; Wahyuni Satria Dewi
Physics Learning and Education Vol. 1 No. 3 (2023): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v1i3.58

Abstract

Education is a basic need that must be done by every human being. In education, the Discovery Learning model is one of the innovative and appropriate models used in physics learning because this model prioritizes student discovery of the knowledge gained. The identification of problems expressed include: 1) The application of the learning model is not yet fully perfect; 2) Some students do not provide feedback to the teacher who teaches; 3) Student learning outcomes are still fairly low; 4) Student errors in understanding physics material; 5) The mechanics material used is momentum and impulse, and simple harmonic vibrations. Furthermore, the problem limitations used include: 1) Some students do not give feedback to the teacher; 2) Student learning outcomes are still fairly low; 3) The mechanics material used is momentum and impulse, and simple harmonic vibrations. This type of research is descriptive research that aims to determine the needs of the discovery learning model in the school under study. The research instrument was made with a questionnaire addressed to 2 physics teachers and students of class X Natural Science 1 - X Natural Science 6, an interview sheet addressed to 2 physics teachers. The data obtained that the discovery learning model has been applied and to determine the need for discovery learning models in learning, it is analyzed through student responses and teacher readiness with existing facilities and infrastructure. The advantages are effective to increase student activeness and the weaknesses are not all physics material that can be applied with the learning model, some students are still passive, limited time and student understanding is still low.
NEEDS ANALYSIS FOR DEVELOPMENT OF DIGITAL TEACHING MATERIALS WITH AUGMENTED REALITY FOR OPTICAL INSTRUMENTS MATERIALS Indah Saputri; Asrizal Asrizal
Physics Learning and Education Vol. 1 No. 3 (2023): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v1i3.65

Abstract

The use of instructional materials in education is highly crucial to achieve the success of a quality learning process. This study aims to analyze the need for the development of digital instructional materials using Augmented Reality (AR) for the topic of optical instruments. The study investigates five main aspects: physics learning issues, student learning results, student characteristics, learning objectives, and challenges related to the optical instruments topic. The research subjects include three physics teachers and eleventh-grade students from MAN 1 Kota Padang. Data collection techniques used in this study comprise interviews, questionnaires, documentation, and literature review. The collected data, analyzed with appropriate instruments, are subjected to descriptive statistical analysis techniques. Based on the data analysis, the following results are obtained: 1) students are no longer interested in using printed instructional materials, and the existing teaching materials do not align with the school's context, 2) student physics learning results are categorized as low, 3) internal factors such as interest, motivation, and learning styles among students are still underdeveloped, 4)the learning objectives designed by teachers inadequately consider appropriate learning behaviors for the competency levels of eleventh-grade students in fundamental knowledge and skills, 5) the average scores in the physics National Examination (UN) for the optical instruments topic have been consistently decreasing each year, falling below the standard passing grade, 6) in conclusion, it can be inferred that the development of digital instructional materials using AR for the optical instruments topic is highly necessary for both teachers and students.
Physical Module Validation Integrating Creative Thinking Ability in Measurement and Movement Materials Nisaul Hafizah; Hufri Hufri
Physics Learning and Education Vol. 1 No. 3 (2023): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v1i3.66

Abstract

The demands of the world of the future require children to have the creative thinking skills needed to develop science, technology and art. The chosen approach was to create a Physics learning module that incorporates students' creative thinking skills. The research conducted included the type of research and development and the object of the research was the Physics Module which was tested on high school class X students. This demonstrate employments 4 stages, specifically defining, designing, developing, and disseminating. Based on the comes about of the investigate that has been done, it can be concluded that the Physics Module integrates the ability to think creatively in the measurement and motion material that has been developed has a validity value of 71 in the valid category
The Implementation of a Generative Learning Model With Contextual Approach Toward Physics Learning Outcomes Nurul Hasanah Parni; Akmam Akmam
Physics Learning and Education Vol. 1 No. 3 (2023): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v1i3.72

Abstract

Learning is an interactive process among students to accomplish the educational outcome. The problem occurring is that the students give few participations in during the learning process, since they only listen to the teachers, as a result, they are not able to develop their own knowledge so the learning outcome is low. The solution offered to improve the learning outcome is implement generative learning model which is based on contextual approach. The goal of the study is to discover the impact of generative learning model based on contextual approach toward the results of students learning about dynamic fluid material in the second grade of High School 13 Padang particularly science students. This is a quasi experiment research with Post-test Only Control Design. The population of this research is science students of High School number 13 Padang in the year of 2022/2023. The technique used to achieve data is Purposive Sampling. The sample is XI Science 1 students as experiment class and XI Science 3 as control group. The instrument applied is written test in form of multiple questions. Data analysis was done by mean similarity test. The result showed a significant variation between students learning outcome from the group which utilized generative learning model PBL. The average of student’s learning outcome in experiment group is 73.14 and control group PBL is 69.83. Based on the equality test two averages are obtained tcount 9.70 and ttable=1.995 in significant level alfa = 0,05. The H0 requirement refused is if ttable < tcount. The mark of tcount is in the denial of H0 hereby Hi is received. It proves that generative learning model based on contextual approach affected students learning outcome.
VALIDITY AND PRACTICALITY OF ANIMATION VIDEO-BASED LEARNING MEDIA ON VARIOUS FORCES AND INERTIAL PROPERTIES OF OBJECTS Dwi Yunita Fajriati; Amali Putra
Physics Learning and Education Vol. 1 No. 3 (2023): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v1i3.74

Abstract

Contextual learning using observation objects about natural properties and phenomena in learning physics still finds many obstacles. Such as the lack of laboratory facilities, demonstration equipment and direct observations in the field. So we need learning media that can show real conditions, namely animated videos. In the concept of force and inertial properties of objects, there are difficulties in describing forces proportionally and describing forces in free diagrams which have an impact on difficulties answering questions in quantitative or qualitative terms. This study aims to determine the characteristics and produce valid and practical animated video-based learning media. This development research uses the Plomp model which is limited to the development stage (one to one evaluation). The research instruments used were journal analysis sheets, teacher interviews, self-evaluation sheets, material expert and media expert validation sheets, and one to one evaluation assessment sheets. Preliminary research analysis techniques using descriptive analysis techniques. While the development stage uses the percentage technique. The results of the journal analysis showed that it was difficult to learn the concept of style and the inertia of objects. In the teacher interviews, it was shown that learning in the classroom was still saturated due to the lack of variations in graphical learning media. At the development stage the results of the self-evaluation test obtained very good criteria, on the expert review test the validation results were obtained by material experts 81% and 93.8%. While the practicality stage obtained results by teachers 87.9% and 86.9% by students. So, the animated video media is valid and practical so that it can be continued at the effectiveness test stage.
Implementation of Generative Learning Models with Probing Question Methods in Static Fluid Learning Elvira Hendini; Akmam Akmam; Gusnedi Gusnedi; Putri Dwi Sundari
Physics Learning and Education Vol. 1 No. 3 (2023): September Edition
Publisher : Department of Physics Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ple.v1i3.85

Abstract

Learners who cannot connect the new knowledge received with previous knowledge will find it difficult to understand learning, causing low learning outcomes. The solution offered is to apply a generative learning model with the probing question method. The purpose of the study was to determine the effect of applying a generative learning model with probing question method on the learning outcomes of students in Static Fluid material class XI SMAN 14 Padang. The type of research is Quasi Experimental. The study population was all students of class XI MIPA. Sampling using purposive sampling technique. The research sample is XI MIPA 4 class as an experimental class and XI MIPA 5 class as a control class. A written page in the shape of an objective serves as the tool. The findings revealed a substantial contrast between classes using PBL learning models with probing question techniques and classes using generative learning models with these techniques in terms of the learning outcomes of the students. When compared to the control class, the experimental class's average learning outcomes were 81, while it was 78.4. At a significant threshold of alpha = 0.05, it was determined that tcount = 8.704 and ttable = 1.995 based on the equality test of the two averages. If ttable< tcount, then H0 must be disregarded. The significance of tcount lies in the rejection of H0 and acceptance of H1, which demonstrate that the generative learning model with the probing question method has a beneficial impact on learning outcomes.

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