Physics Teaching Materials Research Articles

Developing Physics Teaching Materials Based on Differentiated Merdeka Curriculum Using an Ethnoscience-Integrated Contextual Approach

Developing Physics Teaching Materials Based on Differentiated Merdeka Curriculum Using an Ethnoscience-Integrated Contextual Approach

Development Of Physics Teaching Materials On The Subject Of Light Interference Based On Discovery-inquiry For Senior High School Students

Abstract Efforts to improve student’s concept understanding can be used teaching materials that emphasize process skills. Researchers tried to make teaching materials using discovery-inquiry learning which is learning that emphasizes investigation (process skills) carried out by students. The purpose of this study was to determine the feasibility of Physics Teaching Materials and Learning Guides on the subject of Light Interference in High School. This research is a development research that uses the first five steps of the Borg and Gall method, namely according to Borg and Gall. The results showed that the feasibility of content, language feasibility and content presentation of student teaching materials and teacher learning guides (teacher teaching materials) based on discovery-inquiry were categorized as feasible.

Development of Physics Teaching Materials Based on the Prediction, Observation, Explanation, Elaboration, Writing, and Evaluation (POE2WE) Learning Model Assisted by Google Site

Development of Physics Teaching Materials Based on the Prediction, Observation, Explanation, Elaboration, Writing, and Evaluation (POE2WE) Learning Model Assisted by Google Site

Development of Physics Teaching Materials Based on I-SETS (Islamic, Science, Environment, Technology, Society) to Improve Students' Critical Thinking Skills

Research has been carried out on the development of I-SETS (Islamic, Science, Environment, Technology, Society) based teaching materials to improve students' critical thinking skills which aims to describe the suitability of I-SETS based teaching materials, practitioners' assessments of I-SETS based teaching materials, increasing students' critical thinking skills, and producing I-SETS based teaching materials. This research uses 4D model development. The instruments used in this research were teaching material validation sheets, practitioner assessment questionnaires, and students' critical thinking skills test instruments. The practicality criteria are seen from practitioners' assessments of teaching materials, and the effectiveness criteria are seen from the increase in critical thinking skills which are analyzed using the N-gain equation. Based on the results of the analysis, conclusions were drawn: I-SETS based teaching materials developed based on expert assessment using Aiken's V index analysis were declared valid and suitable for use with minor revisions; I-SETS based teaching materials in terms of practitioner/teacher responses are in the very good category; The effectiveness of I-SETS based teaching materials is obtained from the results of students' critical thinking skills tests analyzed using N-gain with an average score of 0.56 in the medium category, which means that there is an increase in students' critical thinking skills so it can be said that the teaching materials The developed I-SETS is effective and can improve students' critical thinking skills.

Integrating Ethnoscience in Physics Teaching Materials and its Impact on Student’s Science Process Skills and Mastery Concept

This research aims to integrate ethnoscience in Enggros and Tobati tribal communities into physics teaching materials and see how it influences students' science process skills and mastery of concepts. The type of research is research and development (R&D) on the 4D model which was modified into 3D without a dissemination stage. The research sample was class XI students at public high schools in Jayapura City. Five validators validated the physics teaching materials developed. To see the effect of using teaching materials, a quasi-experiment was used using a randomized pretest-posttest control group design. The research results showed that the developed teaching materials had a positive impact, and it was found that there were significant differences in science process skills and concept mastery between students who studied with the developed teaching materials and those who studied with conventional teaching materials. The teaching materials developed can mediate student learning transitions and support science process skills and students' mastery of concepts in learning science.

How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence

This action research study investigates the use of team-based project learning to enhance the pedagogical competence of pre-service physics teachers, specifically focusing on their capacity to develop physics teaching materials. The study employed a five-stage strategy, which included the following steps: first action, observation, reinforcement, second action, and assessment. These phases formed a cycle of action research in a pedagogical course within the undergraduate program of physics education, specifically focused on teaching material development. Observation, assignments, product assessment sheets, and interviews were utilized to obtain data. The obtained data consists of quantitative data, namely performance value data related to both the process and product, as well as qualitative data in the form of interview findings. The findings indicate that 96% of pre-service teachers who engaged in material development courses through project activities had highly satisfactory marks, namely within the A- and A categories. This study emphasizes the significance of fostering efficient pedagogical techniques among prospective educators and provides data from an action research investigation. Furthermore, this research also assists in the preparation of pre-service physics instructors who possess the necessary skills to create physics textbooks. Participating in collaborative project activities allows pre-service physics teachers to gain essential skills, knowledge, and practical experiences that will prepare them for their future positions in the classroom.

Physics Teaching Materials Based on The Creative Problem-Solving Model with Concept Maps: The Effect on Students’ Learning Outcomes

This motivation research is the low learning outcomes of physics students at SMA Pertiwi 1 Padang. The process of learning es the teacher does not activate students in finding solutions to problems in elasticity and static fluid material and the materials for teaching used that do not support the model of learning chosen by the teacher. The research type conducted was a quasi experiment using the Randomized Posttest Only Control Group Design. Purposive Sampling was used as a technique. Around 37 and 34 students involved in this study as experiment and class for control respectively. Data obtained from a test with multiple choice questions. Based on data analysis, the average physics outcomes of learning from students in the knowledge aspect in the in class for experimental is 82 which higher than the class for control which is 76. Hypothesis testing of the posttest conducted tc tt where 1.831 1.666 H0 is rejected and H1 is accepted, the conclusion is the research results that the use of physics material for teaching based on the creative problem-solving model with concept maps has a effect in significant on the outcomes of learning from students in class XI MIPA SMA Pertiwi 1 Padang on the knowledge aspect with a real level of 0.05.

TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials

AbstractBackgroundTPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre‐service teachers are rare.ObjectivesThis study investigates technology integration in innovative physics teaching and learning materials designed by pre‐service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases.MethodsWe qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre‐service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study.Results and ConclusionsBased on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education.

Developing Physics Teaching Materials with the SETS Approach on the Kinetic Theory of Gases Topic to Improve Students' Scientific Literacy Skills

Scientific literacy as a skill and competence must be possessed in physics learning. However, the ability to be literate has not been well-trained and has received insufficient attention in schools. This research aims to develop teaching materials that are valid, practical, and effective with the SETS approach to enhance the scientific literacy of students. This research uses the ADDIE model as a guideline in developing teaching materials. The research method used is a pre-experimental research trial with 36 students in the 11th grade of Science 2 class at SMAN 11 Banjarmasin. The results of the study show: (1) Physics teaching materials with the SETS approach are considered valid because the worksheets, lesson plans, and teaching materials, as well as the learning outcomes test, are categorized as very good; (2) Physics teaching materials with the SETS approach are considered practical because the implementation of teaching and learning activities is categorized as very good; (3) Physics teaching materials with the SETS approach are declared effective because the N-gain score for scientific literacy is 0.75 in the high category. Thus, physics teaching materials with the SETS approach to the kinetic theory of gases are considered suitable for use in teaching and learning activities to enhance students' scientific literacy because they meet the criteria of validity, practicality, and effectiveness. The results of this research are used as input for teachers and prospective teachers to choose physics teaching materials with the SETS approach on the topic of the kinetic theory of gases to enhance students' scientific literacy.

A78: Effect of Physical Activity on Adolescent Mental Health

Purpose: As science and technology advance, social civilization progresses, and individuals garner increased attention. Consequently, the focus on mental health has reached new heights. This paper delves into the current state of adolescent mental health and explores the positive impact of sports. The objective is to foster a correct understanding of the correlation between sports and the mental well-being of teenagers. Through this exploration, the aim is to leverage the inherent characteristics of physical education teaching materials in order to integrate heart and physical education, harness the unique role of sports in cultivating adolescent mental health, and elevate both the mental and physical well-being of teenagers. Methods: 60 students were randomly selected from Xi'an No.6 Middle School and 30 were in the experimental group and 30 in the control group for 8 weeks of sports intervention. The mental health level of adolescents in the sports control group before and after sports was assessed with the Symptoms Self-assessment Scale (SCL-90). The SCL-90 scale examined nine factors, including anxiety, affective disorders, interpersonal communication, compulsion, depression, hostility, stress, paranoia, and psychosis. The evaluation indicators of adolescents in the two groups before and after the experiment were statistically analyzed by T-test on SPSS 25.0 software. Results: After 8 weeks of sports, the SCL-90 test results in the control group did not change significantly, while those in the exercise group decreased. The experimental group was significantly lower than the control group in three factors of anxiety, depression, and psychosis, while the other factors showed little or no difference. Conclusion: The experiment confirmed that sports can effectively reduce the degree of anxiety, depression, and other negative emotions of teenagers. Appropriate sports greatly improve the mental health of teenagers and have a positive impact on promoting the mental health growth of teenagers. Engaging in sports contributes to maintaining a positive mental state, preserving physical strength and energy, and enhancing intellectual functions. This not only boosts athletes' attention, memory, reaction abilities, and thinking but also stimulates their imagination. Consequently, teenagers are encouraged to actively participate in sports to bolster their physical fitness and fortify their mental health.

Development of Physics Teaching Material with Problem-Based Learning to Train Students’ Problem-Solving Skills

In the era of Industry 4.0, problem-solving skills are crucial to address life's increasingly complex and diverse challenges. However, these skills are often not adequately cultivated in schools. This study aims to describe the suitability of physics teaching materials using problem-based learning (PBL) to enhance students' problem-solving skills in the topic of light and optical instruments. This research employs the Dick and Carey development model, involving five validators, ten students in a limited test, and 15 students in an extensive trial. Data is collected using validation instruments, observation of learning, and problem-solving tests. The results of the study indicate that the validation results of physics teaching materials, including lesson plans, teaching materials, student worksheets, and problem-solving tests, are 93, 92, 90, and 92, respectively, with a "very valid" rating. Furthermore, PBL activities in the limited and extensive trials are 84 and 86, respectively, with a "practical" categorization. In conclusion, the physics teaching materials developed using PBL are suitable for training problem-solving skills in physics education. These materials can be applied in secondary school-level education, particularly for light and optical instruments, to enhance students' problem-solving abilities.

Improving Climate Literacy of High School Students through Physics Teaching Materials based on STEM

Climate change is a problem that has received attention from various countries around the world. Climate change disrupts the balance of the ecosystem, which, if allowed to continue, can threaten the continuity of life on Earth. In education, addressing the challenges of learning about climate change can be done by selecting appropriate teaching materials. This study aims to examine Science, Technology, Engineering, and Mathematics (STEM) based physics teaching materials on climate change developed and designed to improve the climate literacy of high school students. The research uses the Analyze, Design, Development, Implementation, and Evaluation (ADDIE) Model. The teaching materials developed are then implemented in learning climate change in high school students. The research design was one group pretest-posttest with a sample of 37 high school students in Indonesia. The sampling technique used cluster random sampling. The instrument used was a test technique for the aspects of knowledge and action consisting of 30 multiple-choice questions and a questionnaire for the attitude aspect comprising 15 statements. The results show that the STEM-based physics teaching material on climate change improves the climate literacy of Indonesian high school students, with an average N-Gain score of 0.51 in the moderate category. Based on these results, it can be concluded that STEM-based teaching materials on climate change materials can be used to improve the climate literacy of high school students.

Analisis Respon Guru Dan Siswa Terhadap Pengembangan Bahan Ajar Fisika Berbasis Model POE2WE Berbantuan Google Site

Technological developments in the 21st century era, especially in the field of education, are increasingly important and change the way teachers view learning. One thing that supports the learning process is the use of digital-based learning media, including Google Site. Research on the development of physics teaching materials based on the POE2WE model with the help of the Google site with the aim of: 1) Developing physics teaching materials based on the POE2WE learning model with the help of the Google site; and 2) analyze teacher and student responses to physics teaching materials based on the POE2WE learning model assisted by Google Site. The research was carried out at Madrasah Aliyah Negeri 1 (MAN 1) Tidore Islands. The research data was obtained from validation results from several validators, namely material, language and media validators used to state the suitability of teaching materials, while teacher and student responses were obtained through the results of filling out questionnaires. The data obtained from the research results showed that on average the teaching materials developed were declared very suitable for use by class XII students at MAN 1 Tidore Islands, especially regarding electromagnetic induction material. The feasibility of the teaching materials developed is 88.25%. Analysis of teacher response data obtained a result of 95.33% and for student responses a result of 96% was obtained. It can be concluded that the physics teaching materials based on the POE2WE model assisted by the Google site received a response in the category of strongly agreeing to be used.

E-learning and Physics Teaching Materials Based on Malay Ethnoscience on the East Coast

This study aims to create and develop a Learning Management System (LMS) and teaching materials for General Physics courses as well as to see the effectiveness of using LMS and Ethnoscience-Based Teaching Materials for East Coast Malay Culture, which are closely related to the tradition of weaving pandan leaves as household products and decorations, in Supporting a Valid, Practical and Effective Blended Learning System. This research is included in the research and development method involving 38 students majoring in Physics. The development steps were adapted from the model developed by Thiagarajan, with the implementation stages consisting of (1) define, (2) design, (3) development, and (4) Disseminate. The findings that were obtained in the implementation of this study were that a team of students validated the instrument as a whole to obtain an average gain from cycle I 0.58 (Moderate) and then increased in cycle II 0.64 (Medium) and Cycle III at 0.73 (High). Several conclusions can be drawn that teaching materials based on ethnoscience and LMS improve student learning outcomes and, have met the criteria set for use in lectures and can be uploaded to the learning system using blended learning.

Descriptions of Student Needs for Digital Physics Teaching Materials on Particle Dynamics: A Preliminary Study

This research describes the initial study to develop e-modules based on student perceptions. This type of research is descriptive which was conducted in seven high schools in Padang based on school level with 667 students as respondents. Data were obtained using a questionnaire of student needs for teaching materials consisting of four indicators, namely student characteristics, implementation of physics learning, use of teaching materials in physics learning, and student needs for teaching materials. The results showed that as many as 67% of students experienced difficulties in physics subjects, supported by 53% of teachers who provided feedback at the end of each physics lesson and 45% of teaching materials used were less varied, in other words 80% of students needed other learning resources containing text, images and learning videos that were studied independently. The results of this study are expected to be the basis for the development of e-modules and efforts to improve the quality of physics learning in high school.

Validation of PhET-Based Core Physics Teaching Materials to Improve Activities and Learning Outcomes of Physics Education Students

The development of PhET-based core physics introductory teaching materials to increase the activities and learning outcomes of physics education students has been successfully carried out. The purpose of this development is to produce teaching materials for introductory PhET-based core physics courses that are feasible to increase the activity and learning outcomes of physics education students. The device development uses a 4D model (define, design, develop, and disseminate). The tools developed are in the form of Semester Program Plans, Student Activity Sheets, core physics teaching materials, student activity instruments and student learning outcomes instruments. The results showed that the PhET-based core physics teaching materials were very valid. This means that the teaching materials for introductory core physics courses based on the use of PhET are very feasible to use in increasing the activities and learning outcomes of physics education students.

The Effects of Science Teaching Materials on Students' 21st-Century Skills: A Meta-Analysis

This study aims to determine the effect of science and physics teaching materials on students' 21st-century skills. The type of research used is a meta-analysis that analyzes 20 international and national journals that have existed for the last five years. The data analysis technique in this study is to find the effect size value for each journal. From the research results, it is known that physics teaching materials affect students' 21st-century skills. So it is known that the use of science and physics teaching materials will produce higher effectiveness if applied to the high school education level. Based on the type of teaching materials, it will be effective if teaching materials are in the form of Science and Physics e-modules. Science and Physics teaching materials effectively impact three aspects of 21st-century skills: critical thinking, problem-solving, and creative thinking

Development of Physics Teaching Materials Containing Local Wisdom to Train Students Critical Thinking Skills

This study aimed to describe the feasibility of physics teaching materials containing local wisdom to train students' critical thinking skills. This study aims to describe the validity, practicality, and effectiveness of teaching materials and the achievement of critical thinking skills. This type of research is called research and development. The development model used for this is the ADDIE which consists of 5 stages: analysis, design, development, implementation, and evaluation. Data collection techniques include validation tests, student response questionnaires, and critical thinking skills assessments. The results obtained: 1) validity of teaching materials get 4,29 in the very good category, lesson plans with an average of 4,14 in the good category, student worksheets with an average of 4,27 in the very good category, and study result test with an average of 4, 26 categorized as very good; 2) the practicality of teaching materials with an average of 3,93 in the good category; 3) the effectiveness of teaching materials meets the criteria for completeness in the good category; 4) critical thinking skills through a high category learning outcome test. Therefore, electronic teaching materials containing local wisdom to train critical thinking skills are suitable for use in learning.

Validity of Physics Teaching Materials Based on STEM to Improve Climate Literacy of High School Students

This study aimed to develop physics teaching material based on Science, Technology, Engineering, and Mathematics (STEM), which criteria valid. The study employed is development research using the ADDIE development model. The ADDIE which consists of five stages, namely Analyze, Design, Development, Implementation, and Evaluation which is limited to three stages, namely; (1) analysis, (2) design, and (3) development for aspects of validity. The validity of the teaching material was determined with the aid of experts and learning practitioners. The validation results of physics teaching material based on STEM were categorized as very valid with a validity level of 92% and student response with a score of 85%. Based on the results obtained, the climate change physics teaching materials based on STEM are suitable for improving high school students' climate literacy.

Development of Physics Teaching Materials with a Scientific Approach Loaded with Character Values in Fluid Material for Class XI IPA SMA

The purpose of this study is to design and develop physics teaching materials with a scientific approach that contain character values in fluid material for class XI science students, to find out the character values extracted from fluid materials, and to determine the results of the feasibility test of the teaching materials developed. This research uses the ADDIE development model. Religious, curiosity, discipline, social care, peace-loving, hardworking, independent, creative, caring for the natural environment, tolerance, responsibility, communicative, and honest are the character values extracted from the fluid aspects added to the teaching materials. The validity and practicality tests were conducted using a questionnaire instrument and analyzed using a Likert scale. The validity test was assessed by two material and media validators. Meanwhile, the practicality test was assessed by students of class X IPA SMA N 4 Kupang City, who were grouped into two, namely the small group test and the large group test. The results of the validity test of the material and media validators, respectively, obtained a percentage of 85.76% and 88.19% with very valid criteria. And the results of the practicality test based on the assessment of student responses to the developed teaching materials, namely the small group trial with a percentage of 88.03% and the large group test with a percentage of 89.17%, both of which included very practical criteria.