Abstract
This research intended to understand the effect of Isomorphic Physics (FORFIS) application to the analogical transfer and self-diagnosis skill of high school students. The use of Android applications in physics learning has given a considerable influence in improving the various abilities of learners. However, no one has measured the influence of the Android application on the analogical transfer and self-diagnosis skill of students, especially in physics subject. This research type was experimental research of pre-test post-test control group design. The subjects involved in this research were 1 physics teacher and 87 students of SMA Negeri 3 Kupang; 28 students in the experimental class I (G1), 35 students in the experimental class II (G2), and 24 students in the experimental class III (G3). The data obtained were analyzed using the ANOVA Mixed Design method in combination with General Linear Model. The results of the analysis show that the FORFIS application could improve 0.912 or 91.2% of the students’ analogical transfer and self-diagnosis skill. Therefore, the FORFIS application employed in physics learning had a great influence on the improvement of analogical transfer and self-diagnosis skill of high school students.
Highlights
The involvement of technology in the educational environment requires creative and innovative educators in using technology in learning
The purpose of using the FORFIS application was to find out the influence of FORFIS application in improving the analogical transfer and self-diagnosis skill
This study was conducted to determine the influence of FORFIS application usage in Physics learning on the students’ analogical transfer and self-diagnosis skill
Summary
The involvement of technology in the educational environment requires creative and innovative educators in using technology in learning. One of the devices that could be utilized for educational purposes is the Android-based smartphone (Calimag, et al, 2014). Interactive skills, easy access, and fun are some advantages provided by this device (Hanafi & Samsudin, 2012). Ralmugiz / JPII 7 (2) (2018) 154-161 independent thinking skills, and High Order Thinking Skills (Mardiana & Kuswanto, 2017). These studies provided very important information on the use of Android applications in physics learning
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