Increasing the Competence of Physics Teachers in Designing PjBL-Based Teaching Aids for the Implementation of the Merdeka Curriculum

Mairizwan, Mairizwan; Hidayati, Hidayati; Dewi, Wahyuni Satria; Afrizon, Renol; Jarlis, Roni

doi:10.29303/jppipa.v8i6.2585

Cited by 5 publications

(5 citation statements)

References 8 publications

(9 reference statements)

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“…The Merdeka Curriculum in Indonesia has been implemented for the first year. Several things can be found related to evaluating the implementation of the Merdeka curriculum, especially at the high school level and learning physics [16]. The achievement of learning physics is "Students can describe natural phenomena within the scope of process skills in measurement, climate change and global warming, environmental pollution, alternative energy, and its use."…”

Section: Sustainable Physics Learningmentioning

confidence: 99%

Climate Change Literacy of Coastal Disaster-Prone Communities in Realizing Climate Action for Sustainable Physics Learning

Lestari,

Jatmiko,

Madlazim

2023

J. Phys.: Conf. Ser.

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Climate change can cause an increase in rainfall, accelerated erosion and runoff of water on the surface, drought, and excess water, which in turn causes floods and landslides. A proactive response to disasters is needed to increase management effectiveness and reduce loss of life and property. Efforts to reduce the risk of hydrometeorological disasters can be carried out by involving the community. Disaster management knowledge and skills can save more lives and as a provision to respond to disasters. Therefore, research will be carried out to determine the profile of people’s climate awareness and literacy in dealing with disasters caused by climate change, especially in coastal areas. A qualitative research design with the type of descriptive study is used to describe the profile of people’s understanding of disasters caused by climate change, disaster risk mitigation/reduction, and ways of adaptation. Data collection will be carried out by researchers using in-depth interview techniques and field observations so that they can show the presence and involvement of researchers. The research results show that the community’s climate literacy skills, especially regarding knowledge about climate change, are still not good. However, in action, the Community already has appropriate mitigation and adaptation activities in handling disasters due to climate change in coastal areas. The implication of the research is expected to provide information related to community climate literacy to meet the “Climate Action” sustainable development goals (SDGs) in physics learning.

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Section: Sustainable Physics Learningmentioning

confidence: 99%

Climate Change Literacy of Coastal Disaster-Prone Communities in Realizing Climate Action for Sustainable Physics Learning

Lestari,

Jatmiko,

Madlazim

2023

J. Phys.: Conf. Ser.

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“…The independent learning concept that has been developed into a curriculum has relevance to 21st century learning because it is more concerned with the needs of students. The autonomous learning curriculum requires teachers and students to be more creative and imaginative in order to increase the learning quality (Mairizwan et al, 2022;Rivalina, 2015). Thus, the curriculum in independent learning is one of the curricula that can overcome the educational crisis and can adapt to the times (Ariga, 2023;Nurohmah et al, 2023;Wahid & Hamami, 2021).…”

Section: Introductionmentioning

confidence: 99%

Integrated Renewable Energy E-Module PBL Model with Smartphone to Improve Students' Creative Thinking and Communication Skills

Rahmayani,

Asrizal

2024

j. pendidik. indonesia.

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The development of science and technology is a characteristic of the 21st century, requiring students to have 4C skills. Preliminary studies show that students' creative thinking and communication skills still need to improve. The renewable energy e-module integrated with the PBL model with smartphones is an important aspect that supports improving students' creative thinking and communication skills. This research aims to determine the validity and practicality of the e-module. The development in this research refers to the Hannafin and Peck design model. The research object is a renewable energy e-module integrated with the PBL model and a smartphone. The instrument used to collect data was a validity and practicality test questionnaire. The technique for analyzing the data used is descriptive statistics. Two research results were obtained based on the data analysis carried out. The research results are the validity of the e-module with a value of 0.80 and the practicality of using the e-module according to teachers and students with a value of 92.86 and 86.40. The research results concluded that the renewable energy e-module integrated with the PBL model with a smartphone was valid and practical in terms of being very good for supporting the physics learning process.

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“…The efforts made by the government to improve this are by changing and innovating the curriculum, including the KBK/2004, KTSP/2006 curriculum to the 2013 Curriculum to the Independent Learning Curriculum. The Independent Curriculum is implemented with the aim of training students' independent thinking (Mairizwan et al, 2022). Learning in the Independent Curriculum focuses on students' interests and talents which can foster creative and fun attitudes in students (Khoirurrijal et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Implementation of the Merdeka Curriculum in Science Learning at SMP Negeri 4 Hulu Sungai Tengah

Nikmah,

Istyadji,

Sari

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Research has been conducted on science learning using the Merdeka Curriculum. This study aims to analyze the implementation, student responses, supporting factors and inhibiting factors of the Merdeka Curriculum in science learning at SMP Negeri 4 Hulu Sunga Tengah. The type of research used in this study is a qualitative research with descriptive qualitative methods. The instruments used in this study were interview guides, observation sheets and documentation records. The research results show that the implementation of the Merdeka Curriculum in science learning at SMP Negeri 4 Hulu Sungai Tengah is still in the adaptation stage by teachers and students. Student responses were positive towards science learning with the Merdeka Curriculum. Supporting factors for implementing the Merdeka Curriculum are teachers who are competent in using technology, teacher self-motivation, independence in training and learning communities, more contextual learning concepts, and the application of PMM. Meanwhile, the inhibiting factors are that teachers still lack understanding in implementing the Merdeka Curriculum, especially P5, busy teaching schedules, additional teacher duties, and conceptual errors in implementing the Merdeka Curriculum.

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Increasing the Competence of Physics Teachers in Designing PjBL-Based Teaching Aids for the Implementation of the Merdeka Curriculum

Cited by 5 publications

References 8 publications

Climate Change Literacy of Coastal Disaster-Prone Communities in Realizing Climate Action for Sustainable Physics Learning

Climate Change Literacy of Coastal Disaster-Prone Communities in Realizing Climate Action for Sustainable Physics Learning

Integrated Renewable Energy E-Module PBL Model with Smartphone to Improve Students' Creative Thinking and Communication Skills

Analysis of Implementation of the Merdeka Curriculum in Science Learning at SMP Negeri 4 Hulu Sungai Tengah

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