The improvement of students physics problem solving skills through the implementation of PO2E2W learning model assisted PhET media

Sari, Agung Suci Dian; Prahanı, Binar Kurnia; Munasir, Munasir; Jatmiko, Budi

doi:10.1088/1742-6596/1108/1/012024

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…Based on the above description, a review of all aspects of validation shows that the CCDSR learning model is included in the criteria of validity, both content and construct so that it can be used as a guide in preparing plans to improve science process skills and learning science process skills for students of physics teacher candidates. The results also support the results of research that has recently been carried out by Astutik & Prahani ( 2018 Sari et al (2018) which states that learning, models, and valid media can be used to improve and achieve learning goals.…”

Section: Resultssupporting

confidence: 86%

CCDSR Learning Model: Innovation in Physics Learning

Limatahu

Mubarok

2020

IJORER Int. J. Recent Educ. Res

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The purpose of this research is to analyze the validity of the CCDSR learning model. The CCDSR learning model that was developed was validated by 3 experts in a discussion forum commonly called Focus Group Discussion (FGD). The results of the validator assessment indicate that the content and construct validity of the CCDSR learning model are very valid criteria. The valid CCDSR learning model means having several characteristics, namely meeting the need (need), state (the state of the art), having a strong theoretical and empirical foundation, and there is consistency between the components of the model. The CCDSR learning model is included in the criteria of validity, both content and construct so that it can be used as a guide in preparing plans to improve science process skills (SPS) and SPS learning for students of prospective physics teachers.

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Section: Resultssupporting

confidence: 86%

CCDSR Learning Model: Innovation in Physics Learning

Limatahu

Mubarok

2020

IJORER Int. J. Recent Educ. Res

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“…The results of the validation process findings analysis show that the OCIPSE learning model is qualified (has been valid in content and constructs and reliable). The results of previous research showed that product development (teaching and learning model) quality (valid, practicality, and effective) can be used in learning to enhance the learning outcomes (Alfin et al, 2019;Astutik & Prahani;Erika et al, 2018;Evendi et al, 2018;Hunaidah et al, 2018;Pandiangan et al, 2017;Sari et al, 2018;Yunus et al, 2017). Therefore, based on the above description, the review of all aspects of the OCIPSE learning model quality assessment, it shows that the OCIPSE learning model is qualified (already valid in content and constructs and reliable) so that it can be used as a solution to increase the scientific creativity of junior high school students.…”

Section: Discussionmentioning

confidence: 99%

Development of OCIPSE Learning Model to Increase Students’ Scientific Creativity in Natural Science Learning

Rizqi¹,

Prabowo

Kirana

2020

IJORER Int. J. Recent Educ. Res

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This Research & Development (R & D) has the main goal to develop and produce OCIPSE learning model. The main product of this research is the OCIPSE learning model with five phases, they are 1) Orient and organize the students for study; 2) Collaborative Investigation; 3) Presentation and discussion; 4) Strengthening of scientific creativity; and 5) Evaluate and provide recognition. The OCIPSE learning model’ quality data is obtained through an expert validation process by using the OCIPSE learning model Qualification Assessment Instrument. The OCIPSE learning model quality analysis used an average validity score, single measures ICC, and Cronbach's coefficient alpha. The result of the research shows OCIPSE learning model with average content validity (3.69), construct validity (3.69), with the validity of each aspect statistically in (rα = .92) and reliability in (α = .87). The results of this study indicate that the developed OCIPSE learning model was declared qualified by experts. The research implication is that a qualified OCIPSE learning model can be used to enhance the scientific creativity of junior high school students in natural science learning.

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“…The Effect of PhET-Assisted ……….. individual study. PhET simulation emphasizes the relationship between real-life phenomena and the underlying science, supports an interactive and constructivist approach, provides feedback, and provides a creative workplace (Sari et al, 2018).…”

Section: Verawati and Hikmawatimentioning

confidence: 99%

The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills

Verawati

Hikmawati

2021

J. Prisma. Sains

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This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.

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The improvement of students physics problem solving skills through the implementation of PO2E2W learning model assisted PhET media

Cited by 3 publications

References 4 publications

CCDSR Learning Model: Innovation in Physics Learning

CCDSR Learning Model: Innovation in Physics Learning

Development of OCIPSE Learning Model to Increase Students’ Scientific Creativity in Natural Science Learning

The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills

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