MODUL DIGITAL MAGNET (MIGT) BERBASIS SCIENCE, TECHNOLOGY, ENGINGEERING, AND MATHEMATICS (STEM) BERBANTUAN FLIPBOOK

Rizky Yusuf Halomoan; Firmanul Catur Wibowo; Umiatin Umiatin

doi:10.21009/03.1102.PF08

Authors

Rizky Yusuf Halomoan Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jalan Rawamangun Muka No. 1, Jakarta Timur, Kode Pos (13220), Indonesia
Firmanul Catur Wibowo Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jalan Rawamangun Muka No. 1, Jakarta Timur, Kode Pos (13220), Indonesia
Umiatin Umiatin Program Studi Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jalan Rawamangun Muka No. 1, Jakarta Timur, Kode Pos (13220), Indonesia

DOI:

https://doi.org/10.21009/03.1102.PF08

Abstract

Abstrak

Penelitian ini bertujuan untuk mengembangkan Modul Pembelajaran Digital menggunakan model Science, Technology, Engineering dan Mathematics (STEM) pada materi magnet. Modul Digital dikembangkan untuk mempermudah siswa dalam melaksanakan proses pembelajaran secara mandiri. STEM adalah pembelajaran yang menekankan pada pengetahuan dan keterampilan untuk memecahkan masalah. Subyek penelitian ini adalah materi magnet pada kemagnetan, medan magnet di sekitar kawat berarus, dan gaya lorentz. Hasil studi pendahuluan, dengan metode survei kepada 33 siswa, bahwa 72,7% materi magnet sulit dipahami, 64,4% mengalami kesulitan menyelesaikan soal materi magnet, 60,6% mengalami kesulitan mengingat rumus/materi dalam materi magnet. Metode penelitian ini menggunakan model ADDIE dengan langkah-langkah: Analyzing, Designing, Developing, Implementing, and Evaluating.

Kata-kata kunci: STEM, Modul Digital, Pembelajaran, Magnet, ADDIE, Flipbook

Abstract

This research aims to develop a Digital Learning Module using Model Science, Technology, Engineering, and Mathematics (STEM) in magnetic materials. Digital Modules are developed to make it easier for students to carry out the learning process independently. STEM is learning that emphasizes the knowledge and skills to solve problems. The subjects of this study were magnetic matter on magnetism, magnetic fields around the impacted wire, and Lorentz force. The preliminary study results, with a survey method of 33 students, show that 72.7% of magnetic matter is difficult to understand, 64.4% have difficulty solving magnetic matter problems, and 60.6% have difficulty remembering formulas/materials in the magnetic material. This research method uses the ADDIE model with the steps: Analyzing, Designing, Developing, Implementing, and Evaluating.

Keywords: STEM, Digital Modules, Learning, Magnets, ADDIE, Flipbook

References

[1] R. D. Agustina, R. P. Putra, M. Listiawati, “Development of Sophisticated Thinking Blending Laboratory (STB-LAB) to Improve 4C Skills for Students as Physics Teacher Candidate,” Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 8, no. 1, pp. 65-82, Juni 2022.
[2] D. A. Cook, W. G. Thompson, “Comfort and experience with online learning: Trends over nine years and associations with knowledge,” BMC Medical Education, vol. 14, no. 1, p. 128, 2014, https://doi.org/ 10.1186/1472-6920-14-128.
[3] F. Topuz, O. Birgin, “Students’ Views about GeoGebra-Supported Teaching Material Developed for “Circle and Disc” Subject at the Seventh Grade,” Journal Of Computer And Education Research, pp. 1-27, 2020, https://doi.org/10.18009/jcer.638142.
[4] G. Kustijono, “Pengembangan E-Book Berbasis Flash Kvisoft Flipbook Pada Materi Kinematika Gerak Lurus Sebagai Sarana Belajar Siswa SMA Kelas X,” Jurnal Inovasi Pendidikan Fisika (JIPF), pp. 176-180, 2015.
[5] O. Noroozi, A. Bayat, J. Hatami, J. “Effects of a digital guided peer feedback system on student learning and satisfaction,” 2019.
[6] C. D. Jackson, M. J. Mohr-Schroeder, “Increasing STEM literacy via an Informal learning environment. Journal of STEM Teacher Education,” vol. 53, no. 1, pp. 43-52, 2018.
[7] M. Stohlmann, T. J. Moore, G. H. Roehrig, “Considerations for teaching integrated STEM education,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 2, no. 1, pp. 28-34, 2012.
[8] K. Osman, A. Lay, “MyKimDG module: an interactive platform towards development of twenty-first century skills and improvement of students’ knowledge in chemistry,” Interactive Learning Environments, pp. 1-14, 2020, https://doi.org/10.1080/10494820.2020.1729208.
[9] R. Widyanti, Abdurrahman, K. Herlina, M. Zahara, L. Agustina, “Physics teachers’ perceptions and anxieties about the use of technology-integrated learning resources on magnetic field material: A preliminary research on augmented reality-integrated STEM learning,” Journal Of Physics: Conference Series, vol. 1796, no. 1, p. 012082. 2021, https://doi.org/10.1088/1742-6596/1796/1/012082.
[10] M. Hill, M. D. Sharma, H. Johnston, “How online learning modules can improve the representational fluency and conceptual understanding of university physics students,” IOP Publisshing, 2015.
[11] A. Salamah, T. Prastowo, E. Hariyono, “The Development Research: Assessment Instruments of Science Literacy Based on Minimum Competency Assessment (AKM) Level 4th for Solar System Concepts,” Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 8, no. 1, pp. 115-124, Juni 2022.
[12] A. Astalini, D. A. Kurniawan, D. Darmaji, E. Erika, R. Riko, “The Response of Class X IPA SMAN 3 Muaro Jambi Students to the Application of the Jigsaw-Type Cooperative Learning Model in Physics Learning,” Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 7, no. 2, pp. 123-130, December 2021.