Aghnia Nadhira Afa, Ahmad Fahruddin, Dadi Rusdiana, Maryam Musfiroh

EFEKTIVITAS MEDIA PEMBELAJARAN MAGNETIC FIELD METER BERBASIS ARDUINO UNTUK MENINGKATKAN HASIL BELAJAR FISIKA SISWA SMA/MA

Introduction

Efektivitas media pembelajaran magnetic field meter berbasis arduino untuk meningkatkan hasil belajar fisika siswa sma/ma. Uji efektivitas media pembelajaran magnetic field meter berbasis Arduino untuk tingkatkan hasil belajar fisika siswa SMA/MA. Peningkatan hasil belajar fisika tinggi (g=0.9118).

Abstract

The Effectiveness of Arduino-Based Magnetic Field Meter as Learning Media to Improve Physics Learning Outcomes of SMA/MA Students. This study aims to determine the effectiveness of Arduino-based magnetic field meter as learning media to improve physics learning outcomes for SMA/MA students. This research is an experimental research with one group pretest posttest research design. The sample of this research was 24 students of XII MIPA from one of the MA in Garut. Data were analyzed using the <g> calculation to determine the level of improvement in student learning outcomes. Based on the data analysis, the result of the calculation <g> was 0.9118, which means that the increase in student learning outcomes was in the high category. It can be concluded that the Arduino-based magnetic field meter as learning media is effective for improving student learning outcomes in magnetic field subject.  

Review

The study titled "Efektivitas Media Pembelajaran Magnetic Field Meter Berbasis Arduino untuk Meningkatkan Hasil Belajar Fisika Siswa SMA/MA" (The Effectiveness of Arduino-Based Magnetic Field Meter as Learning Media to Improve Physics Learning Outcomes of SMA/MA Students) presents a relevant investigation into the use of technology to enhance science education. The authors' objective to assess the impact of an Arduino-based magnetic field meter on physics learning outcomes is timely, aligning with current trends in STEM education that emphasize practical and engaging learning experiences. The abstract clearly indicates a significant positive outcome, suggesting that this innovative approach holds promise for improving student understanding in a challenging physics topic. Methodologically, the study employed a one-group pretest-posttest experimental design, which provides a direct measure of change within the participating students. The use of the normalized gain (g-calculation) to quantify the improvement in learning outcomes is appropriate for this design, with the reported value of 0.9118 signifying a very high level of improvement. This robust quantitative finding strongly supports the claim of effectiveness. However, the absence of a control group in a one-group design inherently limits the ability to unequivocally attribute the observed gains solely to the intervention, as other concurrent factors might have contributed. Furthermore, while the sample size of 24 students is typical for pilot studies, it restricts the generalizability of the findings to a broader student population. Despite the inherent limitations of the research design, this study provides compelling initial evidence for the utility of Arduino-based magnetic field meters as an effective learning medium for magnetic field subjects in high school physics. The research contributes valuable insights into practical applications of technology in education and offers a potential pedagogical tool for educators. Future research could strengthen these findings by incorporating a larger and more diverse sample, employing a quasi-experimental design with a control group, and exploring additional metrics such as long-term retention, student engagement, and conceptual understanding through qualitative data collection. This would provide a more comprehensive picture of the intervention's impact and solidify its place in educational practice.

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