JURNAL EKSAKTA PENDIDIKAN (JEP)

Integrating SDGs in Climate Change Education: Insights from Pre-Service Physics Teachers

2024-11-28T02:13:40+00:00

To develop a further sustainable world and address the sustainability-related challenges outlined in the SDGs, every individual should be an agent of sustainability. Individuals need understanding, skills, and attitudes that can contribute to the achievement of SDGs and teachers are the key to the development and implementation of SDGs through education. This study aims to measure the knowledge, perception, and attitude of pre-service physics teachers toward the implementation of SDGs. Our research involved 188 students taken from physics education of two different universities in Indonesia. A modified version of a prior study's questionnaire was used to assess students' knowledge, perception, and attitude. The result shows the entire sample had moderate overall knowledge of the SDGs; there were notable variations in the scores gained for the SDGs' personal and professional implications; and there were differences between the perception of the goals, with the different level of SDGs involvement with the climate change courses. Means that pre-service physics teacher still lacks of information and professional education on pedagogies also the instructing abilities essential for teaching them, obstructing the implementation of the SDGs. Pre-service physics teachers must acquire the knowledge and competencies necessary for teaching and promoting the SDGs to stimulate students’ interest, curiosity and capability for learning science as well as increasing students’ enrolment in science related courses towards the achievement of SDGs.

Research Trends and Opportunities of Argumentation Based Learning for Solving Problems in Physics Learning : A Bibliometric Analysis

2024-12-03T09:13:45+00:00

Research on argumentation has been widely conducted and continues to develop. Research trends and opportunities need to be known by researchers to conduct research. To find out this, a bibliometric analysis needs to be conducted. This analysis is conducted to determine the development of publications, trends, and research opportunities on the topic of argumentation in Physics learning. Article data was obtained from Scopus and analyzed using the VOSviewer application. The results obtained are that research in this topic tends to increase every year. Keywords that are trending in this topic include high school, physics and science education, e-learning and dialogic argumentation, and argumentation skills. Meanwhile, keywords that are opportunities are higher education, other fields that study Physics, the use of teaching materials and inquiry, assessment in argumentation-based learning, and understanding concepts. In addition, a relationship between argumentation and problem-solving skills was also obtained. There are still few articles that connected argumentation and problem-solving so that this topic can be an opportunity to conduct research, especially at the university level. We suggest exploring various methods in implementing argumentation in Physics learning. Argumentation can not only improve argumentation skills but also improve various 21st century skills such as problem-solving skills

Influence of the IDEAL Problem-Solving Model on Students' Problem-Solving Skills in the Concept of Elasticity

2024-11-28T02:01:19+00:00

Problem-solving ability is crucial for students to face 21st-century challenges, especially in physics education, where many concepts are abstract. Despite its importance, students' problem-solving skills in elasticity are often low due to teacher-centered approaches and insufficient use of problem-solving models. This study aims to evaluate the impact of the IDEAL Problem-Solving model on students' problem-solving abilities concerning elasticity material. The research method and design were quasi-experiments with a nonequivalent posttest-only control group design. Analysis revealed outstanding implementation of the IDEAL model, with normality and homogeneity tests supporting the sample's suitability. The t-test (α = 0.05) confirmed that the IDEAL model significantly enhanced problem-solving skills in elasticity. The findings suggest that adopting student-centered models like IDEAL can improve learning outcomes and problem-solving abilities and provide a basis for further research on similar models in other educational contexts.

Evaluating Students’ Acceptance of Augmented Reality in Protist Learning: A Preliminary Research in Developing Protist Learning Media

2024-11-28T02:01:20+00:00

Protist concepts pose significant challenges for students due to their abstract nature and the complexity of microscopic structures. This study evaluates the validity, practicality, and acceptance of the Augmented Reality-Based Protist Application (AR-BPA), designed to enhance students' understanding of protists through immersive, 3D visualization. Following the development model by Lee & Owens (2004), this research focuses on the development stage, involving validity tests, preliminary implementation, and practicality assessments. Data were gathered from 3 experts, 32 students, and 2 lecturers through questionnaires and interviews, revealing high levels of usability and practicality for AR-BPA. The findings indicate that AR-BPA effectively supports student learning by making abstract concepts more accessible. Nonetheless, improvements in content scope and interface design are suggested to further optimize user experience. The study highlights AR-BPA’s potential to revolutionize protist education, with implications for broader applications in biology learning. Future research should explore scalability and additional factors to fully realize AR-BPA’s educational impact.

Development Of Ethnoscience Motivational Video At Chemical Bonding Material

2024-11-28T02:01:20+00:00

This ethnoscience motivational video was created utilizing the Microsoft Office PowerPoint 2021 application. This research uses the flow or steps of the design model from Borg & Gall as modified according to its needs. In this research, there are 5 main steps, such as preliminary studies, product design, validation, product trials, and final product results dissemination. The questionnaire was approved by instrument experts and declared feasible for validation and product trials. Product validation was carried out by three material experts and media experts each. The calculation results of each overall ideal percentage were 98% for learning material experts and 96.47% for media experts. The calculation results show that the motivational video is suitable for testing with an excellent category. Once the product was confirmed, class X students at various high schools in East Kupang conducted product trials in small and large groups. The evaluation of this product through a small group test involving eight students from a single high school yielded excellent results with an impressive 90% score, while the large group test with 32 students from three high schools achieved outstanding results with an impressive 96.25% score. Based on the results of product validation assessments and product trials of ethnoscience motivational videos on chemical bonding material, it is feasible to use them as media in early learning activities

Development of Powtoon-Based Learning Videos on Chemistry Materials for SMA/MA Class XII

2024-11-28T02:01:20+00:00

Teachers often face challenges in implementing new teaching methods in order to arouse students' learning motivation. The use of technology has the potential to improve the quality of education in schools, efficiency and effectiveness in the teaching and learning process, and act as a tool to enrich knowledge and sources of information for learning. The aim of this research is to create learning video material using the Powtoon platform for the topic of elemental chemistry, as well as evaluating the quality of the learning video as a learning tool on this topic. The evaluation was carried out by experts in the field of chemical materials, experts in the field of media, chemistry teachers, and responses from students. This study adopts a research and development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model, but the focus is only limited to the Implementation stage. The result is a learning video that is available in .mp4 format and can be viewed on YouTube. This video covers material about chemical elements. According to the assessment of material experts, the product received a score of 95% in the very good (VG) category; assessment from media experts shows a score of 94.29% also in the very good category (VG); while the assessment from high school chemistry teachers resulted in a score of 83.64% in the very good category (VG). This product received a positive response from all class XII high school students, reaching a satisfaction level of 100%. According to the evaluation that has been carried out, learning videos can be an effective teaching option for teaching elemental chemistry material in the classroom.

The Effectiveness of PBL-Role Playing with the TaRL Approach to Improve Student Learning Outcomes and Activity of Number Counting Operations

2024-11-28T02:01:20+00:00

Learning mathematics is often considered difficult, scary, and abstract for students at the elementary school level. This has an impact on learning outcomes and students' activeness in mastering material concepts. The PBL-Role Playing model with the TaRL approach is one way to overcome this problem. The purpose of the study is to determine the effectiveness of PBL-role playing learning with the TaRL approach in improving learning outcomes and student activity in numerical counting operation material. This research is classroom action research (CAR). The results showed that the learning completeness in the first cycle was 46.43% and the second cycle was 96.43%. Meanwhile, the results of student activity reached an average of 67.85 in the first cycle and 83.92 in the second cycle. Based on these results, it was concluded that PBL-Role Playing with the TaRL approach was proven to be effective in improving learning outcomes and student activity.