Use of Arduino Microcontroller and Proteus Software in Physics Lesson in Review of Mathematics Ability and Critical Thinking Skills

Matsun Matsun,Sy Lukman Hakim,Soka Hadiati,Ira Nofita Sari,Boisandi Boisandi

doi:10.29303/jppipa.v7ispecialissue.916

Matsun Matsun, Sy Lukman Hakim + Show 3 more

Open Access

https://doi.org/10.29303/jppipa.v7ispecialissue.916

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Abstract

This study aims to determine the effect and interaction of the use of learning media, mathematical abilities, and critical thinking skills on student achievement. The design of this research is experimental. Data were analyzed using a three-way ANOVA analysis of variance. The results showed: 1) there was an effect of cognitive and affective learning achievement of students who were given learning using Arduino microcontroller and Proteus software, but there was no effect on psychomotor learning achievement; 2) there is an effect of cognitive learning achievement of students who have high and low mathematical abilities, but there is no effect on affective and psychomotor learning achievement; 3) there is no effect on cognitive and affective learning achievement of students who have high and low critical thinking skills, but there is an effect on psychomotor learning achievement; 4) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with mathematical ability on students' cognitive, affective and psychomotor learning achievement; 5) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software with critical thinking skills on student cognitive and psychomotor learning achievement, but there is an interaction on student affective learning achievement; 6) there is no interaction between mathematical ability and critical thinking skills on student achievement; 7) there is no interaction between the inquiry model using Arduino microcontroller and Proteus software, mathematical ability, thinking skills on student achievement.

Highlights

Physics lessons in college are a process to deliver students to the learning objectives to be achieved
There is no interaction between mathematical ability and critical thinking skills on cognitive, affective, and psychomotor learning achievement because students who have high mathematical abilities and critical thinking skills in the learning process are more active, more initiative and have high self-confidence, while students who have the ability to Mathematical skills and low critical thinking skills tend to be passive, afraid or shy and more often ask their friends to be able to understand a concept
The results of this study can be concluded that there is an effect of cognitive and affective learning achievement of students who are given learning using Arduino microcontroller and Proteus software, but there is no effect on psychomotor learning achievement

Summary

Introduction

Physics lessons in college are a process to deliver students to the learning objectives to be achieved. Learning physics as an experience by students means that physics is a vehicle for understanding physics concepts that require students to work with real media through experimental activities so that they gain. December 2021, Volume 7, Special Issue, 20-27 class, students are not given the opportunity and freedom to develop their physical abilities so that students do not understand the concepts obtained (Maryuningsih and Manfaat 2019). Lecturers still have not applied appropriate learning models and media only centered on conventional learning models. This can be seen during the learning process in class. That the learning process feels boring and students look inactive and less motivated to be able to understand the material that has been given (Sukisna and Suparwoto 2020)

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