Suarti Suarti, Masykur Rauf, Muflihul Wahid Khaer

PENGARUH PENGGUNAAN ALAT PERAGA SMART TRASH BIN TERHADAP PEMAHAMAN KONSEP FISIKA MATERI TEKNOLOGI DIGITAL

Introduction

Pengaruh penggunaan alat peraga smart trash bin terhadap pemahaman konsep fisika materi teknologi digital. Mempelajari pengaruh alat peraga Smart Trash Bin terhadap pemahaman konsep Fisika Teknologi Digital. Temukan bagaimana penggunaan alat ini meningkatkan skor pemahaman siswa.

Abstract

Pengaruh Penggunaan Alat Peraga Smart Trash Bin Terhadap Pemahaman Konsep Fisika Materi Teknologi Digital. The purpose of this study is to determine the understanding of the concept of digital technology classes taught and not taught using smart trash bin props, knowing the difference in understanding the concept of digital technology classes taught and not taught using smart trash bin props. The type of research is experimental with a posttest-only control design. The instrument used tests the understanding of concepts. Data analysis techniques use descriptive and inferential analysis. The average score of concept comprehension test results in classes taught using smart trash bin props was 80.42, with a very high category, while in classes that were not taught using smart trash bin props, it was 76.04, with a high category. The average value of the concept understanding test results taught with smart trash bin props is greater than the average value of the concept understanding test results that are not taught using smart trash bin props, so it can be concluded that the use of smart trash bin tools has a positive influence on the understanding of the concept of digital technology material. Meanwhile, the results of hypothetical testing obtained a significant value of 0.194 > 0.05, meaning that there was no significant difference in understanding of concepts between classes taught and not taught using smart trash bin props.

Review

This study investigates the impact of utilizing a "Smart Trash Bin" prop on the understanding of digital technology physics concepts among students. Employing an experimental design with a posttest-only control group, the research aimed to compare concept comprehension between groups taught with and without the prop. The premise of integrating a tangible, modern technological device into physics education to enhance understanding is commendable, offering a practical and engaging approach to potentially abstract concepts. The abstract clearly outlines the research purpose and methodology, providing a foundational understanding of the study's intent. While the abstract reports a higher average score for the group taught with the Smart Trash Bin prop (80.42 vs. 76.04), leading to a conclusion of a "positive influence," a significant inconsistency arises with the subsequent inferential statistics. The finding that the hypothetical testing yielded a p-value of 0.194 (> 0.05) indicates no statistically significant difference in concept understanding between the two groups. This discrepancy is critical: a statistically non-significant result means that, based on the data, one cannot confidently conclude a positive influence attributable to the prop. The abstract's conclusion of a "positive influence" immediately following this statistical finding presents a contradiction that warrants careful clarification and reconsideration in the full manuscript. Further methodological details, such as sample size, duration of the intervention, and the specific content of the concept comprehension test, would also be beneficial for a more thorough evaluation. Despite the current statistical ambiguity, the innovative nature of the educational prop holds promise. The idea of using a "Smart Trash Bin" to teach digital technology concepts provides a tangible, real-world context that can significantly boost student engagement and relevance. For the full paper, it is imperative to reconcile the descriptive and inferential findings, offering a nuanced discussion on why a higher mean score did not translate into statistical significance (e.g., potential for Type II error, sample size limitations, or the actual effect size). Recommendations for future research could include exploring the intervention over a longer period, with a larger sample, or through qualitative methods to capture more subtle impacts on learning and engagement that might not be fully reflected in a post-test score. The study opens an interesting avenue for practical physics education, but its conclusions must rigorously align with its statistical evidence.

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