Abstract
The purpose of this research is to produce a video learning content on atomic theory. This research uses the design and development design that employs the ADDIE model. The research instrument used was a questionnaire with a four-likert scale admistered on content experts, linguists, media experts, teachers and 10 students of MA AL-KHAIRAAT Tomini. The validity of the content, language and media aspects was said to be good with scores of 3.25; 3.33 and 3.28 respectively. Meanwhile, the scores obtained from teachers and students of class XI IPA were 3.87 and 3.51, both of which were in the "Strongly Agree" category. The results showed that the atomic theory learning video in the Tialo language was suitable for use in learning activities and could increase the concentration level of students. The theoretical implications of this research, namely the instructional video can increase learning motivation in students and the practical implication is that the instructional video is used as resources for teachers and prospective teachers to be used in the learning process.
Highlights
As the understanding of the physical basis of biology increases, and as physics-based technological tools are integrated throughout both biological research and clinical medicine, physics is becoming increasingly valuable in the life scientist’s toolkit
Based on the results of the research and discussion, it can be concluded that the software in the form of the Tialo language physics learning video produced can be used to help learning physics subjects on atomic theory
The results of product quality validation based on the expert, media, and content assessments are in the good category
Summary
As the understanding of the physical basis of biology increases, and as physics-based technological tools are integrated throughout both biological research and clinical medicine, physics is becoming increasingly valuable in the life scientist’s toolkit. A common strategy for reforming such courses includes designing the course to help students make connections between physics and the life sciences, modifying the syllabus to focus on topics and skills most important for biology, and giving the students numerous opportunities to apply physics to “authentic” biological examples-examples in which a biology student or biologist would agree that physics provides useful insights into a biological situation Courses designed in this way are often referred to as introductory physics for life sciences (IPLS) courses. In our IPLS course, life science examples, such as the optics of vision and the electrical basis of nerve signaling, are central to the course content, and many are revisited multiple times, both qualitatively and quantitatively, and in different settings (i.e., in class, in lab, and on the homework) This provides frequent opportunities for students to work with, reflect on, and make meaningful connections between the life sciences and the physics they need to learn.
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