This aims of the research to determine students’ conceptual understanding of Newton’s gravitation concept by producing comic physics media. This research was conducted in May 2018 for high school students of grade 10 science, using one class of rumbel with 10 students. Researchers used the ADDIE development model. Data was obtained through class discussion and assessment tests. The results showed that students’ understanding of concepts when treated using comic-assisted android media can be categorized as good.

No abstract

This research was designed to map students’s learning motivation by developing comic physics media. This study used the ADDIE development model. The subjects tried in this study were students in one senior high school in Yogyakarta at the grade of 10th science. Data collection instruments were in the form of students’ motivation observation sheets and students’ learning motivation questionnaire. The data obtained were analyzed quantitatively. The results showed that (1) Android-based physics comic media on the Newton’s Gravity chapter was an innovation in the world of education that utilized TPACK (Technological Pedagogical Content Knowledge). (2) Comic media can be and are suitable for use in physics learning for senior high school, and (3) comic media can be used to map the learning motivation of high school students.

Increasing technology in this modern era of globalization can be applied to the world of education as a facility to facilitate the learning process delivered. Applying technology can help to learn that are hampered by distance can be overcome by distance learning. Distance learning has not yet become a part of most schools in Indonesia, especially elementary schools. So, there is a need for further research to produce audio-visual animation media so that it can help to learn for elementary school students. This type of research is an educational R&D development research (Educational Research and Development) referring to the ADDIE development model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The type of data used is descriptive qualitative and quantitative data. Techniques for data collection are using questionnaires and questions. This shows no difference between using audio-visual animation learning media for science-themed to permanently save energy and other media provided by educators in schools to improve students’ conceptual understanding and creativity.

No abstract