Pengembangan Media Video Tutorial Model Discovery Learning Materi Tekanan Hidrostatis. In Prosiding Seminar Kontribusi Fisika 2017, pp. 300-304

Abstract

Artikel ini merupakan bagian dari penelitian yang bertujuan untuk menghasilkan media video tutorial model discovery learning pada materi tekanan hidrostatis. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (Research and Development). Pada artikel ini dipaparkan hasil uji kelayakan media video tutorial model discovery learning menurut ahli materi, ahli media pembelajaran, ahli pedagogik dan juga guru-guru fisika sebagai pengguna media. Data uji kelayakan media video dikumpulkan melalui teknik non tes dengan instrumen angket. Data dianalisis dengan teknik analisis deskriptif kuantitatif. Hasil uji kelayakan media menurut ahli materi fisika dikategorikan sangat baik (76,4%), menurut ahli media pembelajaran dikategorikan baik (71,8%), menurut ahli pedagogik dikategorikan baik (72,2%), menurut guru fisika terkait aspek desain media dan keterlaksanaan sintaks model discovery learning dikategorikan sangat baik dengan besar persentase masing-masing sebesar 81,4% dan 83,5%. Berdasarkan hasil uji validasi disimpulkan bahwa media video tutorial model discovery learning yang dikembangkan telah layak untuk ditindaklanjuti pada uji coba secara terbatas.

Development of a Video on Three-Dimensional Origami Creation Techniques to Improve the Practical Handicraft Skills of Teacher-Candidate College Students

“…technically, the presenter utilized total communication with the usage of spoken language, gestures, and supplementary narration. This is in line with the research results from a number of researchers (Mulyono, Abidin, & Husna, 2019;Saprudin, Haerullah, Abdullah, Saraha, & Hamid, 2018) In general, the developed product of video media on three-dimensional origami techniques possesses these advantages: (1) it is easy to use; (2) its usage only requires a short time to explain the practice of techniques to create eight kinds of three-dimensional origami (approximately 40 minutes) for which the actual practice requires spending two to three hours; (3) it is accompanied by a supplementary book of materials, which makes it easier for students in their usage; and (4) its appearance is appropriate to the needs and conditions of usage by students in campus and outside of campus. This is in line with the results of prior research as conducted by a few researchers (Hanum et al, 2018;Nawawi, Degeng, & Cholid, 2019;Rozie, 2014) who concluded that video media is suitable to be developed to assist in delivery of procedural materials.…”

Cultural Map Based on Smart-Disc Audiovisual on the Diversity of Social Studies Learning Culture for Grade IV Elementary Students

“…Video acts as a more flexible media in supporting student learning activities, is able to explain concepts related to mechanisms or processes, can be repeated and stopped according to student needs, therefore learning designs are developed. so that it can help the learning process so that learning becomes more effective (Saprudin et al, 2018). This is also reinforced by the statement which states that the use of learning media can generate interest, activity and increase student interest in learning (Nursyam, 2019).…”

Penguatan Kompetensi Guru Fisika Dalam Penyusunan Perangkat Pembelajaran Inovatif Melalui Program PPG Di LPTK Unwira

“…Pentingnya penguatan kompetensi guru fisika menjadi sebuah hal yang tak terelakkan mengingat peran sentral yang mereka emban dalam memajukan ilmu pengetahuan dan teknologi (Saprudin et al, 2023). Sebagai agen utama dalam pembentukan pemahaman siswa terhadap fenomena alam dan prinsip-prinsip dasar fisika, guru fisika memiliki tanggung jawab besar dalam membimbing generasi mendatang menuju pemahaman yang mendalam dan kritis tentang dunia fisika (Masrifah et al, 2018).…”