Analysis of Validation Results of Electronic Student Worksheet Based on Multi Representation of Linear Motion Kinematics Materials

Lia Apriliana; Ismet Ismet; Ida Sriyanti

doi:10.20527/bipf.v10i1.12198

Analysis of Validation Results of Electronic Student Worksheet Based on Multi Representation of Linear Motion Kinematics Materials

Lia Apriliana, Ismet Ismet, Ida Sriyanti

Abstract

Multi-representation-based electronic student worksheets are learning media with teaching materials that include verbal components, pictures, graphics, and mathematics. This study aimed to analyze the electronic student worksheet based on multi-representing valid linear motion kinematics material in high school physics class X. The research was conducted using Define-Design-Develop-Disseminate) model. Produce a valid product. There are two main aspects that we will analyze, namely: material and media. The results of the validation of the material aspects with indicators (1) content/breadth of material include material breadth, material depth, material truth, material completeness, material presentation, learning evaluation, and student activities with a percentage of 79% (valid), (2) Presentation of material that are covering techniques for presenting material, systematics, and generating motivation to learn with a percentage of 80% (valid), and (3) Language which includes sentence clarity, conformity with Indonesian language rules, and very valid status sentence structure with a percentage of 80% (valid). Meanwhile, the results of the analysis for the validation of media aspects with indicators (1) Didactic, which includes the learning process and ability development with a percentage of 80% (valid), (2) Construction which includes the accuracy of using language and sentences, paying attention to students' abilities, and has benefits, objectives, and identity with a percentage of 97% (very valid), and (3) Technical, said to be very valid by media experts on all indicators with a percentage between 97% (very valid). Based on the results of the analysis of the electronic student worksheet based on multiple representations, the media developed is valid. This media can analyze problem-solving skills in high school physics learning. This research is expected to reference other researchers in developing physics learning media.

Keywords

electronic, learning, development

Full Text:

PDF

References

Agrawal, A., Kumar, P., & Tyagi, A. (2020). India industry 4.0 and comparisons with germany, south korea and the usa. Human & Technological Resource Management (HTRM): New Insights into Revolution 4.0, December, 133–156. https://doi.org/10.1108/978-1-83867-223-220201008

Aha, L. H., Muhardjito, M., & Sunaryono, S. (2020). Pengaruh strategi pembelajaran multirepresentasi dengan pendekatan conceptual problem solving terhadap kemampuan pemecahan masalah dan kemampuan representasi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(1). https://doi.org/10.17977/jptpp.v5i1.13128

Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001

Almeida, F., & Simoes, J. (2019). The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm. Contemporary Educational Technology, 10(2), 120–136. https://doi.org/10.30935/cet.554469

Camacho-Zuñiga, C., Pego, L., Escamilla, J., & Hosseini, S. (2021). The impact of the COVID-19 pandemic on students’ feelings at high school, undergraduate, and postgraduate levels. Heliyon, 7(3). https://doi.org/10.1016/j.heliyon.2021.e06465

Cholily, Y. M., Putri, W. T., & Kusgiarohmah, P. A. (2019). Pembelajaran di era revolusi industri 4.0. Seminar Nasional Penelitian Pendidikan Matematika (SNP2M) 2019 UMT, 1–6. http://jurnal.umt.ac.id/index.php/cpu/article/view/1674/1068

Darma, D. C., Ilmi, Z., Darma, S., & Syaharuddin, Y. (2020). COVID-19 and its Impact on education: Challenges from industry 4.0. Aquademia, 4(2). https://doi.org/10.29333/aquademia/8453

Diani, R. (2015). Pengembangan perangkat pembelajaran fisika berbasis pendidikan karakter dengan model problem based instruction. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2). https://doi.org/10.24042/jpifalbiruni.v4i2.96

Elfina, S., & Sylvia, I. (2020). Pengembangan lembar kerja peserta didik (lkpd) berbasis problem based learning (pbl) dalam meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran sosiologi di sma negeri 1 payakumbuh. Jurnal Sikola: Jurnal Kajian Pendidikan Dan Pembelajaran, 2(1). https://doi.org/10.24036/sikola.v2i1.56

Ernawati, M., Yuni, E., & Malik, A. (2018). Pengembangan lembar kerja peserta didik elektronik berbasis proyek pada materi termokimia di kelas xi sma. Journal of The Indonesian Society of Integrated Chemistry, 10(1). https://doi.org/10.22437/jisic.v10i1.5306

Hapsari, G. P. P., & Zulherman, Z. (2021). Pengembangan media video animasi berbasis aplikasi canva untuk meningkatkan motivasi dan prestasi belajar siswa. Jurnal Basicedu, 5(4). https://doi.org/10.31004/basicedu.v5i4.1237

Hartini, L., Zainuddin, Z., & Miriam, S. (2018). Pengembangan perangkat pembelajaran berorientasi keterampilan proses sains menggunakan model inquiry discovery learning terbimbing. Berkala Ilmiah Pendidikan Fisika, 6(1), 69–82.

Hasbullah, H., Halim, A., & Yusrizal, Y. (2019). Penerapan pendekatan multi representasi terhadap pemahaman konsep gerak lurus. Jurnal IPA & Pembelajaran IPA, 2(2), 69–74. https://doi.org/10.24815/jipi.v2i2.11621

Herman. (2015). Pengembangan lkpd tekanan hidrostatik berbasis keterampilan proses sains. Jurnal Sains Dan Pendidikan Fisika UNM, 11(2).

Hidayah, A. N., Winingsih, P. H., & Amalia, A. F. (2020). Development of physics e-lkpd ( electronic worksheets ) using 3d pageflip based on problem based learning on balancing and rotation dynamics. Jurnal Ilmiah Pendidikan Fisika-COMPTON, 7(2), 36–43.

Klein, P., Dahlkemper, M., Geyer, M., Ivanjek, L., & Vorgehen, M. (2020). Evaluation der Online-Lehre Physik während COVID-19 : Ergebnisse einer Studierenden- und Lehrendenbefragung. 121–124.

Lathifah, M. F., Hidayati, B. N., & Zulandri, Z. (2021). Efektifitas lkpd elektronik sebagai media pembelajaran pada masa pandemi covid-19 untuk guru di ypi bidayatul hidayah ampenan. Jurnal Pengabdian Magister Pendidikan IPA, 4(2). https://doi.org/10.29303/jpmpi.v4i2.668

Ma, Z.-R., Ma, W.-H., Idris, S., Pan, Q.-W., & Baloch, Z. (2021). COVID-19 impact on high school student’s education and mental health: A cohort survey in China. World Journal of Psychiatry, 11(6). https://doi.org/10.5498/wjp.v11.i6.232

Mahmudah, L., & Kurniawati, M. P. (2021). Multirepresentasi dalam Pembelajaran Fisika : Sebuah Solusi Materi Gerak Melingkar. Jurnal Kependidikan Betara, 2(1).

Misbah, M., Wati, M., Rif’at, M. F., & Prastika, M. D. (2018). Pengembangan petunjuk praktikum fisika dasar i berbasis 5m untuk melatih keterampilan proses sains dan karakter wasaka. Jurnal Fisika FLUX, 15(1), 26–30. https://doi.org/10.20527/flux.v15i1.4480

Noprinda, C. T., & Soleh, S. M. (2019). Pengembangan lembar kerja peserta didik (lkpd) berbasis higher order thinking skill (hots). Indonesian Journal of Science and Mathematics Education, 2(2), 168–176. https://doi.org/10.24042/ijsme.v2i2.4342

Prasetyo, B., & Trisyanti, D. (2019). Prosiding SEMATEKSOS 3 “Strategi Pembangunan Nasional Menghadapi Revolusi Industri 4.0” Revolusi Industri 4.0. Revolusi Industri 4.0 Dan Tantangan Perubahan Sosial, 22–27.

Purnamasari, U. A., Arifuddin, M., & Hartini, S. (2018). Meningkatkan aktivitas belajar siswa pada mata pelajaran ipa dengan model pembelajaran kooperatif tipe group investigation. Berkala Ilmiah Pendidikan Fisika, 6(1).

Purnawati, W., Maison, M., & Haryanto, H. (2020). E-LKPD berbasis technological pedagogical content knowledge (tpack): sebuah pengembangan sumber belajar pembelajaran fisika. Tarbawi : Jurnal Ilmu Pendidikan, 16(2), 126–133. https://doi.org/10.32939/tarbawi.v16i2.665

Rahmawati, M., Sutrio, S., & Makhrus, M. (2020). Pengembangan perangkat pembelajaran model reasoning and problem solving dalam meningkatkan kemampuan pemecahan masalah fisika peserta didik. Jurnal Pijar Mipa, 15(5). https://doi.org/10.29303/jpm.v15i5.2096

Ramli, R., Yohandri, Y., Sari, Y. S., & Selisne, M. (2020). Pengembangan lembar kerja peserta didik fisika berbasis pendekatan science, technology, engineering, and mathematics untuk meningkatkan berpikir kritis peserta didik. Jurnal Eksakta Pendidikan (JEP), 4(1). https://doi.org/10.24036/jep/vol4-iss1/405

Riduwan. (2013). Skala Pengukuran Variabel-variabel penelitian. Alfabeta.

Rusmini, C. A. W. dan. (2020). Theoretical validity of student worksheet to Reduce misconception in stoichiometry material with learning models ECIRR for Class X Senior High School. UNESA Journal of Chemical Education, 9(2).

Sari, A. P. P., & Lepiyanto, A. (2016). Pengembangan lembar kegiatan peserta didik (lkpd) berbasis scientific approach siswa sma kelas x pada materi fungi. bioedukasi (Jurnal Pendidikan Biologi), 7(1). https://doi.org/10.24127/bioedukasi.v7i1.489

Sari, S. F. I., Fatah, A. H., & Anggraeni, M. E. (2020). Analisis materi ajar kimia sma/ma kelas x pada konsep stoikiometri. Jurnal Ilmiah Kanderang Tingang, 11(1), 139–151. https://doi.org/10.37304/jikt.v11i1.82

Sari, S. K., Syaiful, S., & Anggereini, E. (2021). Pengaruh penerapan lkpd berdasarkan kerangka kerja tpack terhadap hasil belajar matematika siswa smp ditinjau dari pemecahan masalah. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2). https://doi.org/10.31004/cendekia.v5i2.576

Satriawan, M., & Rosmiati. (2016). Pengembangan Bahan Ajar Fisika Berbasis Kontekstual dengan Mengintegrasikan Kearifan Lokal untuk meningkatkan pemahaman konsep fisika pada mahasiswa. Jurnal Penelitian Pendidikan Sains, 6(1).

Sitopu, P. T., Abdurrahman, A., & Herlina, K. (2019). Pengembangan Lembar Kerja Peserta Didik Berbasis Inkuiri Terbimbing pada Materi Hukum II Newton. Jurnal Inspirasi Pendidikan, 9.

Sriwahyuni, I., Risdianto, E., & Johan, H. (2019). Pengembangan bahan ajar elektronik menggunakan flip pdf professional pada materi alat-alat optik di sma. Jurnal Kumparan Fisika, 2(3), 145–152. https://doi.org/10.33369/jkf.2.3.145-152

Sriyanti, I., Almafie, M. R., Marlina, L., & Jauhari, J. (2021). The effect of using flipbook-based e-modules on student learning outcomes. Kasuari: Physics Education Journal (KPEJ), 3(2), 69–75. https://doi.org/10.37891/kpej.v3i2.156

Syaiful, H. (2013). Silabus sebagai landasan pelaksanaan dan pengembangan pembelajaran bagi guru yang profesional. Jurnal Tabularasa Pps Unimed, 5(1).

Turcu, C. O., & Turcu, C. E. (2018). Industrial internet of things as a challenge for higher education. International Journal of Advanced Computer Science and Applications, 9(11), 55–60. https://doi.org/10.14569/IJACSA.2018.091108

Widianingtiyas, L., Siswoyo, & Bakri, F. (2015). Pengaruh pendekatan multi representasi dalam pembelajaran fisika terhadap kemampuan kognitif siswa sma. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 01(1), 31–38. https://doi.org/10.21009/1.01105

Wiyono, K., & Zakiyah, S. (2019). Pendidikan fisika pada era revolusi industri 4.0 di indonesia. Prosiding Seminar Nasional Pendidikan Program Studi Pendidikan Fisika FKIP ULM.

Zahroh, D. A., & Yuliani. (2021). Pengembangan E-LKPD berbasis literasi sains untuk melatihkan keterampilan berpikir kritis peserta didik pada materi pertumbuhan dan perkembangan. BioEdu, 10(3), 605–616.

DOI: http://dx.doi.org/10.20527/bipf.v10i1.12198