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Judul Artikel : Digital Learning Integrated with Local Wisdom to Improve Students’ Physics Problem-Solving Skills and Digital Literacy

Prosiding : Journal of Physics: Conference Series, Volume 2392, Seminar Nasional Fisika Unesa 2022 (SNF Unesa 2022)

Penulis : J Siswanto, A T J Harjanta, I Suminar and S Suyidno

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Joko Siswanto:

Thank you for submitting the manuscript, "Digital Learning Integrated with Local Wisdom to Improve Students' Physics Problem-Solving Skills and Digital Literacy" to Conference Management System (CMS) Seminar Nasional Fisika (SNF) Unesa 2022. With the online journal management system that we are using, you will be able to track its progress through the editorial process by logging in to the journal web site:

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snf.conference.unesa.ac.id| “Growing with character”

SEMINAR NASIONAL FISIKA 2022

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J U R U S A N F I S I K A

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Digital Learning Integrated with Local Wisdom to Improve Students' Physics ProblemSolving Skills and Digital Literacy

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oid:30529:120198196 Similarity Report ID:

PAPER NAME

Digital Learning Integrated with Local Wi sdom to Improve Students' Physics Probl em-Solving Skills and Digital Literacy

AUTHOR

-

WORD COUNT

2292 Words

CHARACTER COUNT

12559 Characters

PAGE COUNT

5 Pages

FILE SIZE

180.6KB

SUBMISSION DATE

Aug 17, 2022 12:21 PM GMT+7

REPORT DATE

Aug 17, 2022 12:22 PM GMT+7

33% Overall Similarity

The combined total of all matches, including overlapping sources, for each database.

28% Internet database 25% Publications database

Crossref database 0% Submitted Works database

Summary

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Digital Learning Integrated with Local Wisdom to Improve Students' Physics Problem- Solving Skills and Digital Literacy

J Siswanto¹*, A T J Harjanta¹, I Suminar², S Suyidno³ Universitas PGRI Semarang¹, Indonesia

UIN Salatiga², Indonesia

Universitas Lambung Mangkurat³, Indonesia

*Coresponding Author: [email protected]

Abstract. Digital learning integrated with local wisdom is designed to improve students' physics problem solving skills and digital literacy. This study aims to analyze: 1) practicality and 2) the effectiveness of digital learning integrated with local wisdom designed to improve students' physics problem solving and digital literacy skills. The research was conducted by applying a pre-experimental design one group pre-test and post-test for 66 high school students. When the learning process is carried out, observe the practicality of learning. The data collected from the pre-test and post-test were analyzed using paired t-test and n-gain. The results show that digital learning integrated with local wisdom is designed to improve students' physics problem solving skills and digital literacy. It is proven that: 1) it is practical (applicable) which is indicated by each phase that can be implemented by teachers with good categories; and 2) effective in increasing students' physics problem solving and digital literacy, as indicated by: (a) a significant increase in physics problem solving skills and digital literacy at = 5%, and (b) the average n-gain is in the medium category.

1. Introduction

Local wisdom is very important to be conveyed in schools, even though most learning enters the digital era. This needs to be done so that local wisdom is not lost by the times. In addition, learning to strengthen character education can be applied by considering local wisdom. The perspective and translation of the local wisdom of the community needs to be reviewed from various sides to obtain comprehensive knowledge. A logical and in-depth exploration and understanding is needed to avoid misinterpretation of developing local wisdom [1]. A narrow perspective can produce narrow knowledge. Local wisdom comes from the interaction between humans and the environment through a long (long-lasting) and hereditary internalization process. In this process, there is an evolution of values that are crystallized in the form of customary law, local beliefs and culture [2].

Physics is one of the fields of natural science that studies natural phenomena around. Physics is also known as the oldest science, because it studies everything related to the universe since it first existed or was created. Judging from the initial process of local wisdom which is internalized from human interaction with the environment, it needs to be studied scientifically and it is related to physics. Therefore, physics learning needs to be developed with the aim of equipping mastery of content and also equipping the ability to understand natural phenomena around, including local wisdom.

1

9 9

10

10 15

23

31 35

38

39 40

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Physics learning still rarely presents local wisdom as facts or reality for learning physics concepts.

Therefore, learning is needed that is able to combine original knowledge of local wisdom with scientific knowledge [3]. In addition, the use of technology in physics learning, through digital learning, needs to be integrated with local wisdom. The digital learning model integrated with local wisdom for physics learning was developed from the blended learning model. Blended learning is learning by integrating face-to-face and online instruction [4, 5]. Blended learning models are often conducted in the classroom and also offer additional learning opportunities through digital platforms. Elements of digital learning are open to every student and can usually be accessed anytime and anywhere via the internet. In this learning, the interaction of teachers and students is not limited by space and time and can be carried out at any time. In this study, digital learning integrated with local wisdom for physics learning has a syntax; 1) Orientation: directing students to local wisdom which will be explained with the concept of physics; 2) Seeking: seeking learning information from various sources of information available online, books, as well as delivering/demonstrating empirical phenomena of science in local wisdom through face to face in class; 3) Acquisition: interpreting and elaborating information personally or in groups; and 4) Synthesizing:

reconstructing knowledge through the process of assimilation and accommodation from the results of analysis, discussion and formulation of conclusions from the information obtained.

Digital learning was chosen because it is in accordance with the times, with the aim of equipping digital literacy skills. Digital literacy indicators are internet search, hypertext navigation, content evaluation, and knowledge compilation [6]. Digital physics learning is expected to be able to facilitate students to learn in a variety of ways, not only in verbal form, but also in more varied forms such as text, visuals, audio, and supporting the motion, or what is called multi-representation. The local wisdom presented will be studied with physical representations, namely verbal, pictures, graphics, and/or mathematics, which are expected to support the understanding of physics concepts that support physics problem-solving skills. Physics problem-solving skills are a tradition that cannot be separated from physics learning [7]. The indicators of physics problem-solving skills are (1) problem identification, (2) problem- solving planning, (3) implementing according to plan, and (4) evaluation [8]. In addition, students have digital literacy skills for the provision of life in the current digital era, so they are able to sort and choose information properly and correctly.

2. Method

The research emphasizes the implementation of digital learning integrated with local wisdom to improve students' physics problem-solving skills and digital literacy. The research design used is a pre- experimental one group pre-test and post-test design. This research was conducted on 66 high school students of class XI who were determined using the cluster random sampling technique. This technique is easier to do because it is applied to groups so it does not require much time [9]. Methods of collecting data using tests, observations, and questionnaires. The analysis of the practicality of learning uses quantitative descriptive, while the analysis of the effectiveness of learning is carried out by analyzing the mean pre-test and post-test scores with (a) paired-sample t-test [10]; (b) calculating the mean n-gain with the formula: n- gain = (post-test score – pre-test score) / maximum score – pre-test score), with categories: (1) high if n- gain 0, 70; (2) moderate if 0.70 > n-gain 0.30; and (3) low if n-gain < 0.30 [11].

3. Results and Discussion

Data on the practicality of digital learning integrated with local wisdom in physics learning is presented in Table 1.

1 2

3

5 5

6

12

15 19

22 24

30

36

42

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Table 1. The practicality of digital learning integrated with local wisdom

The data on the average score of students' physics problem solving skills and digital literacy test results and analysis results are presented in Table 2 and Table 3.

Table 2. Average score of students' physics problem solving skills and digital literacy

Skill

Class-XI A Class-XI B

Mean pre-test score

Mean post-test score

Mean post- test score Physics problem

solving

43,22 81,85 37,80 81,00

Digital literacy 50,08 81,72 51,30 84,56

Table 3. Results of data analysis Skill Class Test ∑ R Normality

p(α = 0,05) Homogenity p(α = 0,05)

Paired t- test p(α =

0,05)

n-gain Scor

e

criteria Physics

problem solving

XI A Pre 33 43,22 0,180

0,172 p < 0,001 0,68 medium Post 33 81,85 0,200

XI B Pre 33 37,80 0,060

0,084 p < 0,001 0,69 medium Post 33 81,00 0,144

Digital

literacy XI A Pre 33 50,08 0,180

0,122 p < 0,001 0,63 medium Post 33 81,72 0,200

XI B Pre 33 51,30 0,068

0,144 p < 0,001 0,68 medium Post 33 84,56 0,144

The practicality of the integrated digital learning model with local wisdom as presented in Table 1, shows that each phase of learning can be carried out by teachers with very good criteria. Each of these learning phases can be carried out well by providing a learning environment that supports students to improve their physics problem-solving skills and digital literacy. The model syntax describes the overall direction of learning activities [12].

Learning Phase and Class situation

Learning 1 Learning 2

score criteria score criteria A. Phase

1. Orientation 3,25 very good 3,50 very good

2. Seeking 3,25 very good 3,25 very good

3. Acquisition 3,50 very good 3,50 very good

4. Synthesizing 3,25 very good 3,25 very good

B. Class situation

1. The suitability of learning activities with learning objectives

3,50

very good

3,50

very good

2. Student-centered learning 3,50 very good 4,00 very good 3. Teacher-student interaction 3,50 very good 3,50 very good 4. Interaction between students 3,00 good 3,25 very good

1

4 4

5

5 6

20

27 32

37 43

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The syntax of the digital learning model integrated with local wisdom can empirically work well.

The orientation phase directs students to local wisdom which will be explained with the concept of physics.

The teacher presents events or objects related to local wisdom. In accordance with the ARCS theory (Attention, Relevance, Confidence, and Satisfaction) that in order to arouse curiosity and interest in the learning to be carried out, students must pay attention [13]. Cognitive involvement will make students active in the learning process [14]. The seeking phase is the search for learning information from various sources of information available online, books, as well as the delivery/demonstration of empirical science phenomena in local wisdom through face-to-face in class. Concept exploration activities are carried out individually or in groups. The teacher facilitates and guides students in the concept exploration process so that the information obtained remains relevant to the learning topic being discussed. Exploration and investigation activities have a positive effect on students to control the learning process [15]. In the acquisition phase, students interpret and elaborate information/concepts personally or in groups. the individual gradually develops the capacity to process information, and therefore gradually acquires complex knowledge and skills [16]. Synthesizing phase, reconstructing knowledge through the process of assimilation and accommodation of the results of analysis, discussion, and formulation of conclusions from the information obtained. Individuals integrate new perceptions, concepts, or experiences into their cognitive schemes, assimilation will occur, while accommodation occurs when individuals face stimuli that enter their cognitive structure [17].

The implementation of digital learning integrated with local wisdom has an impact on improving students' physics problem-solving skills and digital literacy (Table 1.2 and Table 1.3). The results of the analysis using paired t-test showed that there was a significant difference between the value of problem- solving skills before and after learning. Likewise, in students' digital literacy, there is a difference between before and after learning. Students experienced an increase in physics problem-solving skills with moderate criteria and an increase in digital literacy with medium criteria. Digital learning integrated with local wisdom and its supporting tools plays a role in improving students' physics problem-solving skills and digital literacy.

This is in accordance with Vygotsky's constructivist social theory, which has four main implications, namely social learning, zone of proximal development (ZPD), scaffolding, and cognitive apprenticeship [18]. Social learning, namely students learn through interaction with other people who are more capable. ZPD is the zone between the actual level of development shown by the ability independently and the level of potential development under the guidance of someone who is more capable. Scaffolding is to provide sufficient assistance during the learning process in completing assignments, as needed by students. Cognitive apprenticeship is the process by which students achieve step-by-step expertise in their interactions with lecturers or other students who are more capable.

4. Conclusion

Based on the results of the research and discussion above, it can be concluded that digital learning integrated with local wisdom on the topic of sound and light waves to improve physics problem-solving skills and digital literacy, has been proven to be: 1) can be applied in learning, which is shown by: ( a) each phase of teaching can be carried out by teachers with a very good category; and 2) effective, which is shown by: (a) an increase in students' physics problem-solving skills and digital literacy significantly at = 5%, (b) the average n-gain of students' physics problem-solving skills and digital literacy are in the medium category.

References

[1] Novitasari L, Agustina P A, Sukesti R, Nazri M F and Handhika J 2017 Prosiding Seminar Nasional Pendidikan Fisika III (Madiun: Universitas PGRI Madiun)

[2] Wikantiyoso R and Tutuko P 2009 Kearifan Lokal dalam Perencanaan dan Perancangan Kota untuk Mewujudkan Arsitektur Kota yang Berkelanjutan (Malang: Group Konservasi Arsitektur dan Kota) [3] Sudarmin S, Febu R, Nuswowati M and Sumarni W 2017 Journal of Physics: Conferebce Series.

824 012024

1

1 1

1

1 2

6

7

7 8

10 12

16

18

26

33

41

(23)

[4] Dziuban C, Graham C R, Moskal P D, Norberg A and Sicilia N 2018 International Journal of Educational Technology in Higher Education. 15 16

[5] Graham C R 2013 Emerging Practice and Research in Blended Learning: Handbook of Distance Education (New York: Routledge)

[6] Gilster P 1997 Digital Literacy (New York: Wiley)

[7] Siswanto J, Jatmiko B and Susantini E 2018 Journal of Baltic Science Education. 17 381 [8] Selcuke G S, Caliskan S and Erol M 2008. Lat. Am. J. Phys. Educ. 2 151

[9] Fraenkel J R and Wallen N E 2012 How to Design and Evaluate Research in Education (Boston:

Mc.Graw-hill)

[10] Gibbons J D and Chakraborti S 2011 Nonparametric statistical inference (5 ed.) Tuscaloosa: CRC Press)

[11] Hake R 1998 American Journal of Physics. 66 64

[12] Arends R I 2012 Learning to Teach 9th Edition (New York: McGraw-Hill) [13] Keller J 1987 Journal of Instructional Development. 10 2

[14] Rotgans J I and Schmidt H G 2011 Adv in Health Sci Educ. 16 465

[15] Zakar Z and Baykara H 2014 Eurasia Journal of Mathematics, Science and Technology Education.

10 173

[16] Santrock J W 2011 Educational Psychology (New York: McGraw-Hill)

[17] Piaget J 1979 The Child's Conception of the lllorld (Nerv Jersey: Adam and Co) [18] Slavin E R 2011 Educational psycology: Theory and Practice (Boston: Pearson)

1

1 11

13 14

17

21 25

28

29 34

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33% Overall Similarity

Top sources found in the following databases:

28% Internet database 25% Publications database

Crossref database 0% Submitted Works database

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1

oaji.net 6%

Internet

2

Rully Charitas Indra Prahmana, Dody Hartanto, Dian Artha Kusumaning... 2%

Crossref

3

files.eric.ed.gov

Internet

2%

4

kupdf.net

Internet

1%

5

B K Prahani, E Susiawati, U A Deta, N A Lestari et al. "Profile of Student...

Crossref

1%

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A S D Sari, B K Prahani, Munasir, B Jatmiko. "The improvement of stud...

Crossref

1%

7

iopscience.iop.org

Internet

1%

8

repository.radenintan.ac.id

Internet

1%

9

journal.upgris.ac.id

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10

knepublishing.com

<1%

Internet

11

oro.open.ac.uk

<1%

Internet

12

jppipa.unram.ac.id

<1%

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digilib.unimed.ac.id

<1%

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14

learntechlib.org

<1%

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15

e-journal.undikma.ac.id

<1%

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ejournal.unisbablitar.ac.id

<1%

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events.saip.org.za

<1%

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Hunaidah Hunaidah, Endang Susantin, Wasis Wasis. "The CinQASE Mo...

<1%

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garuda.kemdikbud.go.id

<1%

Internet

20

Ahrenbach, Seth. "Dynamic Agent Safety Logic: Theory and Application...

<1%

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I Rahmawati, H Sholichin, M Arifin. "Inquiry-based Laboratory Activities...

<1%

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docplayer.net

<1%

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Garuda.Kemdikbud.Go.Id

<1%

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Y Sugiarti, S Nurmayani, S Mujdalipah. "Analysis of Blended Learning I...

<1%

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etd.repository.ugm.ac.id

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journal.uny.ac.id

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mdpi.com

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ppjp.ulm.ac.id

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uir.unisa.ac.za

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Putri Diana Amrita, Faruq Haroky, Heru Kuswanto. "Developing local wi...

<1%

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Putu Surya Triana Dewi. "Model of Sustainable Tourism Village Develo...

<1%

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faculty.sites.uci.edu

<1%

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repository.um-surabaya.ac.id

<1%

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34

Diane Zabel. "Integrating the Internet into the Hospitality Curriculum: M...

<1%

Crossref

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Z Ramli, Sunaryo, V Serevina. "E-Book Static Fluid and Dynamic Fluid ...

<1%

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ejurnal.unisri.ac.id

<1%

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ir.unilag.edu.ng:8080

<1%

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journal.stkipsingkawang.ac.id

<1%

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repository.unpkediri.ac.id

<1%

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Yona Fauzana, Ratnawulan, Usmeldi. "The effectiveness of physics le...

<1%

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prosiding.unirow.ac.id

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Binar Kurnia Prahani, Iqbal Ainur Rizki, Khoirun Nisa', Nina Fajriyah Citr...

<1%

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Kamal Fatehi, Reza Vaezi. "Verification of a measurement of internatio...

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Digital Learning Integrated with Local Wisdom to Improve Students' Physics Problem- Solving Skills and Digital Literacy

name institution

*Coresponding Author: mail@

Abstract. Digital learning integrated with local wisdom is designed to improve students' physics problem solving skills and digital literacy. This study aims to analyze: 1) practicality and 2) the effectiveness of digital learning integrated with local wisdom designed to improve students' physics problem solving and digital literacy skills. The research was conducted by applying a pre-experimental design one group pre-test and post-test for 66 high school students. When the learning process is carried out, observe the practicality of learning. The data collected from the pre-test and post-test were analyzed using paired t-test and n-gain. The results show that digital learning integrated with local wisdom is designed to improve students' physics problem solving skills and digital literacy. It is proven that: 1) it is practical (applicable) which is indicated by each phase that can be implemented by teachers with good categories; and 2) effective in increasing students' physics problem solving and digital literacy, as indicated by: (a) a significant increase in physics problem solving skills and digital literacy at = 5%, and (b) the average n-gain is in the medium category.

1. Introduction

Local wisdom is very important to be conveyed in schools, even though most learning enters the digital era. This needs to be done so that local wisdom is not lost by the times. In addition, learning to strengthen character education can be applied by considering local wisdom. The perspective and translation of the local wisdom of the community needs to be reviewed from various sides to obtain comprehensive knowledge. A logical and in-depth exploration and understanding is needed to avoid misinterpretation of developing local wisdom [1]. A narrow perspective can produce narrow knowledge. Local wisdom comes from the interaction between humans and the environment through a long (long-lasting) and hereditary internalization process. In this process, there is an evolution of values that are crystallized in the form of customary law, local beliefs and culture [2].

Physics is one of the fields of natural science that studies natural phenomena around. Physics is also known as the oldest science, because it studies everything related to the universe since it first existed or was created. Judging from the initial process of local wisdom which is internalized from human interaction with the environment, it needs to be studied scientifically and it is related to physics. Therefore, physics learning needs to be developed with the aim of equipping mastery of content and also equipping the ability to understand natural phenomena around, including local wisdom.

Physics learning still rarely presents local wisdom as facts or reality for learning physics concepts.

Therefore, learning is needed that is able to combine original knowledge of local wisdom with scientific

(29)

knowledge [3]. In addition, the use of technology in physics learning, through digital learning, needs to be integrated with local wisdom. The digital learning model integrated with local wisdom for physics learning was developed from the blended learning model. Blended learning is learning by integrating face-to-face and online instruction [4, 5]. Blended learning models are often conducted in the classroom and also offer additional learning opportunities through digital platforms. Elements of digital learning are open to every student and can usually be accessed anytime and anywhere via the internet. In this learning, the interaction of teachers and students is not limited by space and time and can be carried out at any time. In this study, digital learning integrated with local wisdom for physics learning has a syntax; 1) Orientation: directing students to local wisdom which will be explained with the concept of physics; 2) Seeking: seeking learning information from various sources of information available online, books, as well as delivering/demonstrating empirical phenomena of science in local wisdom through face to face in class; 3) Acquisition: interpreting and elaborating information personally or in groups; and 4) Synthesizing:

reconstructing knowledge through the process of assimilation and accommodation from the results of analysis, discussion and formulation of conclusions from the information obtained.

Digital learning was chosen because it is in accordance with the times, with the aim of equipping digital literacy skills. Digital literacy indicators are internet search, hypertext navigation, content evaluation, and knowledge compilation [6]. Digital physics learning is expected to be able to facilitate students to learn in a variety of ways, not only in verbal form, but also in more varied forms such as text, visuals, audio, and supporting the motion, or what is called multi-representation. The local wisdom presented will be studied with physical representations, namely verbal, pictures, graphics, and/or mathematics, which are expected to support the understanding of physics concepts that support physics problem-solving skills. Physics problem-solving skills are a tradition that cannot be separated from physics learning [7]. The indicators of physics problem-solving skills are (1) problem identification, (2) problem- solving planning, (3) implementing according to plan, and (4) evaluation [8]. In addition, students have digital literacy skills for the provision of life in the current digital era, so they are able to sort and choose information properly and correctly.

2. Method

The research emphasizes the implementation of digital learning integrated with local wisdom to improve students' physics problem-solving skills and digital literacy. The research design used is a pre- experimental one group pre-test and post-test design. This research was conducted on 66 high school students of class XI who were determined using the cluster random sampling technique. This technique is easier to do because it is applied to groups so it does not require much time [9]. Methods of collecting data using tests, observations, and questionnaires. The analysis of the practicality of learning uses quantitative descriptive, while the analysis of the effectiveness of learning is carried out by analyzing the mean pre-test and post-test scores with (a) paired-sample t-test [10]; (b) calculating the mean n-gain with the formula: n- gain = (post-test score – pre-test score) / maximum score – pre-test score), with categories: (1) high if n- gain 0, 70; (2) moderate if 0.70 > n-gain 0.30; and (3) low if n-gain < 0.30 [11].

3. Results and Discussion

Data on the practicality of digital learning integrated with local wisdom in physics learning is presented in Table 1.

Table 1. The practicality of digital learning integrated with local wisdom

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The data on the average score of students' physics problem solving skills and digital literacy test results and analysis results are presented in Table 2 and Table 3.

Table 2. Average score of students' physics problem solving skills and digital literacy

Skill

Class-XI A Class-XI B

Mean post-test score

Mean post- test score Physics problem

solving

43,22 81,85 37,80 81,00

Digital literacy 50,08 81,72 51,30 84,56

Table 3. Results of data analysis Skill Class Test ∑ R Normality

p(α = 0,05) Homogenity p(α = 0,05)

Paired t- test p(α =

0,05)

n-gain Scor

e

criteria Physics

problem solving

XI A Pre 33 43,22 0,180

0,172 p < 0,001 0,68 medium Post 33 81,85 0,200

XI B Pre 33 37,80 0,060

0,084 p < 0,001 0,69 medium Post 33 81,00 0,144

Digital

literacy XI A Pre 33 50,08 0,180

0,122 p < 0,001 0,63 medium Post 33 81,72 0,200

XI B Pre 33 51,30 0,068

0,144 p < 0,001 0,68 medium Post 33 84,56 0,144

The practicality of the integrated digital learning model with local wisdom as presented in Table 1, shows that each phase of learning can be carried out by teachers with very good criteria. Each of these learning phases can be carried out well by providing a learning environment that supports students to improve their physics problem-solving skills and digital literacy. The model syntax describes the overall direction of learning activities [12].

The syntax of the digital learning model integrated with local wisdom can empirically work well.

The orientation phase directs students to local wisdom which will be explained with the concept of physics.

Learning Phase and Class situation

Learning 1 Learning 2

score criteria score criteria A. Phase

1. Orientation 3,25 very good 3,50 very good

2. Seeking 3,25 very good 3,25 very good

3. Acquisition 3,50 very good 3,50 very good

4. Synthesizing 3,25 very good 3,25 very good

B. Class situation

1. The suitability of learning activities with learning objectives

3,50

very good

3,50

very good

2. Student-centered learning 3,50 very good 4,00 very good 3. Teacher-student interaction 3,50 very good 3,50 very good 4. Interaction between students 3,00 good 3,25 very good

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The teacher presents events or objects related to local wisdom. In accordance with the ARCS theory (Attention, Relevance, Confidence, and Satisfaction) that in order to arouse curiosity and interest in the learning to be carried out, students must pay attention [13]. Cognitive involvement will make students active in the learning process [14]. The seeking phase is the search for learning information from various sources of information available online, books, as well as the delivery/demonstration of empirical science phenomena in local wisdom through face-to-face in class. Concept exploration activities are carried out individually or in groups. The teacher facilitates and guides students in the concept exploration process so that the information obtained remains relevant to the learning topic being discussed. Exploration and investigation activities have a positive effect on students to control the learning process [15]. In the acquisition phase, students interpret and elaborate information/concepts personally or in groups. the individual gradually develops the capacity to process information, and therefore gradually acquires complex knowledge and skills [16]. Synthesizing phase, reconstructing knowledge through the process of assimilation and accommodation of the results of analysis, discussion, and formulation of conclusions from the information obtained. Individuals integrate new perceptions, concepts, or experiences into their cognitive schemes, assimilation will occur, while accommodation occurs when individuals face stimuli that enter their cognitive structure [17].

The implementation of digital learning integrated with local wisdom has an impact on improving students' physics problem-solving skills and digital literacy (Table 1.2 and Table 1.3). The results of the analysis using paired t-test showed that there was a significant difference between the value of problem- solving skills before and after learning. Likewise, in students' digital literacy, there is a difference between before and after learning. Students experienced an increase in physics problem-solving skills with moderate criteria and an increase in digital literacy with medium criteria. Digital learning integrated with local wisdom and its supporting tools plays a role in improving students' physics problem-solving skills and digital literacy.

This is in accordance with Vygotsky's constructivist social theory, which has four main implications, namely social learning, zone of proximal development (ZPD), scaffolding, and cognitive apprenticeship [18]. Social learning, namely students learn through interaction with other people who are more capable. ZPD is the zone between the actual level of development shown by the ability independently and the level of potential development under the guidance of someone who is more capable. Scaffolding is to provide sufficient assistance during the learning process in completing assignments, as needed by students. Cognitive apprenticeship is the process by which students achieve step-by-step expertise in their interactions with lecturers or other students who are more capable.

4. Conclusion

Based on the results of the research and discussion above, it can be concluded that digital learning integrated with local wisdom on the topic of sound and light waves to improve physics problem-solving skills and digital literacy, has been proven to be: 1) can be applied in learning, which is shown by: ( a) each phase of teaching can be carried out by teachers with a very good category; and 2) effective, which is shown by: (a) an increase in students' physics problem-solving skills and digital literacy significantly at = 5%, (b) the average n-gain of students' physics problem-solving skills and digital literacy are in the medium category.

References

[1] Novitasari L, Agustina P A, Sukesti R, Nazri M F and Handhika J 2017 Prosiding Seminar Nasional Pendidikan Fisika III (Madiun: Universitas PGRI Madiun)

[2] Wikantiyoso R and Tutuko P 2009 Kearifan Lokal dalam Perencanaan dan Perancangan Kota untuk Mewujudkan Arsitektur Kota yang Berkelanjutan (Malang: Group Konservasi Arsitektur dan Kota) [3] Sudarmin S, Febu R, Nuswowati M and Sumarni W 2017 Journal of Physics: Conferebce Series.

824 012024

[4] Dziuban C, Graham C R, Moskal P D, Norberg A and Sicilia N 2018 International Journal of Educational Technology in Higher Education. 15 16

(32)

[5] Graham C R 2013 Emerging Practice and Research in Blended Learning: Handbook of Distance Education (New York: Routledge)

[6] Gilster P 1997 Digital Literacy (New York: Wiley)

[7] Siswanto J, Jatmiko B and Susantini E 2018 Journal of Baltic Science Education. 17 381 [8] Selcuke G S, Caliskan S and Erol M 2008. Lat. Am. J. Phys. Educ. 2 151

[9] Fraenkel J R and Wallen N E 2012 How to Design and Evaluate Research in Education (Boston:

Mc.Graw-hill)

[10] Gibbons J D and Chakraborti S 2011 Nonparametric statistical inference (5 ed.) Tuscaloosa: CRC Press)

[11] Hake R 1998 American Journal of Physics. 66 64

[12] Arends R I 2012 Learning to Teach 9th Edition (New York: McGraw-Hill) [13] Keller J 1987 Journal of Instructional Development. 10 2

[14] Rotgans J I and Schmidt H G 2011 Adv in Health Sci Educ. 16 465

[15] Zakar Z and Baykara H 2014 Eurasia Journal of Mathematics, Science and Technology Education.

10 173

[16] Santrock J W 2011 Educational Psychology (New York: McGraw-Hill)

[17] Piaget J 1979 The Child's Conception of the lllorld (Nerv Jersey: Adam and Co) [18] Slavin E R 2011 Educational psycology: Theory and Practice (Boston: Pearson)

(33)

Catatan dari Editor

Hal-hal yang perlu diperhatikan agar naskah dapat diterbitkan di Journal of Physics: Conference Series (JPCS) IOP:

1. Setiap penulis hanya dapat mengirim 2 naskah untuk dapat dipublikasikan di Journal of Physics:

Conference Series. Hal ini adalah ketentuan dari JPCS IOP. Jika Bapak/Ibu memiliki naskah lebih dari 2, mohon dapat mengkonfirmasi kami.

2. Untuk artikel Pendidikan Fisika, mohon Bapak/Ibu juga dapat menonjolkan konten fisika di Judul, Abstrak, dan isi naskah.

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4. Pastikan Introduction mengandung unsur state of the art, gap analysis, dan tujuan penelitian.

5. Naskah harus didiskusikan secara komprehensif, ditunjukkan dengan banyak sitasi di bagian diskusi.

6. Jumlah referensi minimal 15, sebagian besar harus berasal dari Jurnal Nasional Terakreditasi dan Jurnal Internasional Berreputasi.

7. Sebaiknya penulis melakukan sitasi naskah dari JPCS IOP dan JPFA yang sesuai dengan topik penelitian (minimal 2-3 sitasi)

8. Pastikan gambar/tabel/grafik terlihat jelas dan tidak terpotong halaman. Pastikan pula keterangan pada gambar sudah berbahasa Inggris (termasuk penulisan koma dalam bahasa Inggris menjadi titik).

9. Similarity naskah dibuat serendah mungkin maksimal 25% (hasil cek similarity Morressier

terlampir). Untuk hasil similarity ini otomatis muncul di Morressier dan kami tidak dapat

mengubah settingan apapun pada Morressier. Pengecekan simmilarity di Morressier termasuk

(tidak meng-exclude) Daftar Pustaka.

(34)

Dr. Joko Siswanto, M.Pd.

Digital Learning Integrated with Local Wisdom to Improve Students' Physics ProblemSolving

Skills and Digital Literacy

(35)

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