Implementation of Augmented Physics Animation Integrated Crosscutting Concept COVID 19 in Facilitating Problem Solving Skills and Disaster Preparedness

Yudi Guntara,Indri Sari Utami

doi:10.21009/1.07105

Abstract

This study aimed to implement augmented physics animation integrated crosscutting concept COVID-19 in facilitating student problem-solving skills and disaster preparedness. This study used a quantitative approach. The research design chosen was a pre-experimental design with a posttest-only design with nonequivalent groups. The research was conducted at the Department of Physics Education, Universitas Sultan Ageng Tirtayasa. All students of the department are the research population. The sampling technique used was purposive sampling. The number of 35 students entered the experimental group, and 36 students entered the comparison group. The results showed that a) there was no difference in students' mastery of problem-solving skills in the experimental and comparison group. Asymp. Sig indicates a value of 0.187 or > 0.05, so it can be decided that H1 was rejected. b) There was a difference in the level of student COVID-19 disaster preparedness between the experimental and the comparison group. Asymp indicated this. Sig was 0.012 or < 0.05, so it could be decided that H2 was accepted. Therefore, it can be concluded that the implementation of augmented physics animation on the mastery of student problem-solving skills has not yet been seen but can already be seen in facilitating the level of preparedness of students in dealing with the COVID-19 disaster.

Highlights

One of the 21st-century skills that pre-service physics teacher students must master is problemsolving skills (Ekici 2014; Sağlam and Dost 2014; Valtonen et al 2021)
The first research hypothesis in this study relates to the mastery of student problem-solving skills with augmented physics animation integrated crosscutting concept COVID-19
When compared directly to the average score, it will be seen that the mastery of problem-solving skills in the experimental group is higher than the comparison group

Summary

Introduction

One of the 21st-century skills that pre-service physics teacher students must master is problemsolving skills (Ekici 2014; Sağlam and Dost 2014; Valtonen et al 2021). Various studies have been conducted to improve student problem-solving skills, especially physics. Several studies include using the help of learning models such as the application of problem-based models (Warimun 2012), creative problem-solving models (Hariawan, Kamaluddin and Wahyono 2013), problem-solving models based on experiments (Nugraha et al 2017), and collaborative problem-solving models (Afrizon and Dewi 2019). Problemsolving activities are a series of processes consisting of several stages. These steps can consist of several steps, including the exact steps, such as identifying the problem, analyzing, finding out, and implementing the solution (Memduhouglu and Kelecs 2016; Aristiawan and Istiyono 2020).

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Conclusion