Abstract
This research aims to develop and produce an Android application using a Transformative Learning Strategy as a Distance Learning on static fluid material. The research used Research and Development (R&D) method, which refers to the Dick and Carey model. The instrument was a questionnaire using a Likert scale and analyzed with a continuous line. According to media experts, this Android application had a validation test phase with a successful percentage of 96% according to matter experts and 80%. According to learners, this application trial was conducted to 30 students of class XI MIPA and physics educators/teachers at SMA Negeri 109 Jakarta with a percentage achievement of 77% according to educators and 83.21%. Based on these results, the data showed that the Android application using Transformative Learning Strategy as a Distance Learning on static fluid material is suitable media for learning physics.
Highlights
Education is the first step in the progress of the formation of the nation's generation
This study aims to develop learning media in Android applications using transformative learning strategy to support distance learning on the static fluid material
The initial stage is to identify learning objectives in general based on the formulation of physics learning objectives which refers to Permendikbud No 37 of 2018 which understanding, applying, analyzing factual, conceptual, procedural, and metacognitive knowledge based on his curiosity about science, technology, arts, culture, and humanities with insight into humanity, nationality, statehood and civilization related to the causes of phenomena and events, as well as applying procedural knowledge to specific fields of study according to his talents and interests to solve problems
Summary
Education is the first step in the progress of the formation of the nation's generation. Based on Fatur and Yuliati (2014), education is considered a center of excellence in preparing exemplary human character. Education is a series of learning based on input, process, and reflection. According to Tony and Marcia (2015), in the learning process, there is collecting information process and creating internalization as a combination of what has been experienced, changing what is known and built based on what is done. Based on Hardika (2014) in this transformative learning, it can increase student learning creativity both at the planning, implementation, and evaluation stages of learning, with the learning process taking place more dynamically, attractively, and fun. McGonical (2005) said several strategies for implementing transformative learning; the activating event, identifying current assumptions, encouraging critical self-reflection, encouraging essential discourse, and the opportunity to test a new paradigm Based on Hardika (2014) in this transformative learning, it can increase student learning creativity both at the planning, implementation, and evaluation stages of learning, with the learning process taking place more dynamically, attractively, and fun. McGonical (2005) said several strategies for implementing transformative learning; the activating event, identifying current assumptions, encouraging critical self-reflection, encouraging essential discourse, and the opportunity to test a new paradigm
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