Model Inkuiri Terbimbing Berbantuan Multimedia Interaktif Untuk Meningkatkan Penguasaan Konsep Fisika Peserta Didik

The purpose of this study is to examine the effectiveness of learning use the guided inquiry model with interactive multimedia toward mastery of concept physics students. The study involved 68 students who were divided into two groups, the experimental group and control group. The research instrument used a mastery of concept physics students. Data were analyzed by using normalized gain scores. Theà result showed an increase in mastery of concept physics in both groups but experimental have the high increase more than control group. The result indicate that the guided inquiry learning with interactive multimedia is effective in enhancing mastery of concept physics students

The Effect of Interactive Multimedia and Learning Styles on Students' Physics Creative Thinking Skills

One of the innovations in physics learning needs to be done by using creative learning media, namely interactive multimedia. This is done so that physics learning becomes more effective and not monotonous towards the delivery of material by the teacher. In addition to media factors, factors from within students need to be studied to improve the quality of learning physics. This study aims to test the effectiveness of interactive multimedia on students' creative thinking skills in physics. In addition, this study aims to influence learning styles on creative thinking skills and to see the interaction between interactive multimedia and learning styles in influencing creative thinking skills. This research is included in the quasi-experimental research. The total sample consisted of 74 tenth grade students, who were divided into two groups, namely the experimental class and the control class. The sample was determined by purposive sampling. Data on creative thinking skills were tested using N-Gain, and learning styles were analyzed quantitatively. To see the effectiveness of the research variables, an Anava test was performed. The results showed that interactive multimedia had an effect on students 'creative thinking skills, while the learning styles and interactions of the two independent variables did not affect students' creative thinking skill

The Effect of Virtual Experiment Media in Direct Learning on Students' Cognitive Learning Outcomes on GLB-GLBB Material

The use of appropriate media to facilitate student activities in learning physics is still very minimal at this time. This has an impact on the lack of enthusiasm of students in learning physics which will indirectly affect their learning outcomes. The integration of interactive multimedia in direct learning is an alternative solution in carrying out activities in physics learning. This quasi-experimental research aims to determine the effect of using interactive multimedia in direct learning on students' cognitive learning outcomes for GLB-GLBB material. The research design used was a pretest-posttest control group design with purposive sampling as sampling technique. The respondents for this research were 45 students of Class X MIA in one of the senior high schools in Sumbawa Regency, which were divided into 2 groups, experimental and control. Data analysis used the ANOVA test to determine the significance of the difference in the mean of the two groups. The question instrument used to collect data on students' cognitive learning outcomes is in the form of descriptions with a total of 5 items. The ANOVA test results obtained a significance of 0.175, where the significance value is greater than 0.05. Based on these results, it can be concluded that the use of interactive multimedia that is integrated in direct learning does not significantly affect students' cognitive learning outcomes for GLB-GLBB material