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Development of online learning devices based on project based learning (PjBL) in optical materials
To cite this article: Vina Serevina et al 2022 J. Phys.: Conf. Ser. 2309 012059
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Published under licence by IOP Publishing Ltd 1
Development of online learning devices based on project based learning (PjBL) in optical materials
Vina Serevina*, Andi Nisfananda Ekayanti and Olivia Aliftika
Physics Education Study Program, State University of Jakarta, Jakarta, Indonesia
Abstract. In the twenty fisrt century Science and Technology (IPTEK) is developing very rapidly, including in the aspect of communication. This is closely related to everyday life because of the use of technology as a tool that makes human work easier. Long distance communication is commonplace in this era. Currently due to the COVID-19 pandemic, student learning is being carried out online using one of the online media, namely Google Meet. So with this technological advancement, learning can be done anywhere and anytime. The purpose of this study was to develop online lesson plan or lesson plans using the Project Based Learning (PjBL) learning model on optical materials. The method used is ADDIE (Analysis), Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation).
After going through the process of validation and testing on students, the results of the development of this learning device are valid so that they can be used
1. Introduction
Today, we are in a century known as the twenty first century. In the twenty first century, globalization has made Science and Technology (Science and Technology) develop very rapidly. According to Wijaya et al (2016, p. 263) the twenty fisrt century is marked not only by the very rapid development of information technology but also the development of automation where many jobs that are routine and repetitive are starting to be replaced by machines [8]. This is closely related to everyday life because of the use of technology as a tool that makes human work easier. Talking about something related to technological developments will never end. Year after year there will definitely be developments.
The development in the twenty fisrt century is certainly a challenge for everyone. Challenges in mastering science and technology are important because they determine the progress of a country. This challenge is certainly a challenge for individuals in Indonesia. According to Gibson argues that the challenges of the twenty fisrt century have special criteria characterized by hypercompetition, succession of technological revolutions, dislocation and social conflict. In addition, the challenges of the twenty fisrt century are more international, multicultural and interconnected [10]. Of course, every individual must be able to overcome these challenges at this time.
Project Based Learning (PjBL) is one of the many learning models suggested by the government through the Ministry of Education and Culture. This is because, through PjBL students can think about solving a problem, develop problem-solving skills by making or developing a product in the form of a design, solution, or problem solving strategy [5-6].
Based on research conducted by Renata Holubova, Project Based Learning brings very good benefits for students, including students getting the opportunity to hone and improve their problem-
solving abilities and students can learn to work like researchers by utilizing existing tools, materials and technology [4].
In another study that has been conducted by Olzan Goldstein stated that learning with the Project Based Learning method makes learning more meaningful, increases student motivation, and increases student involvement directly in learning, this also ultimately benefits students in the form of increasing self-efficacy. and comfort in learning [3].
Other research that has been conducted by also shows that Project Based Learning applied by teachers in the learning process provides direct and real experience related to everyday life [2].
Project-based learning is still little used in learning. Whereas in the 2013 curriculum it is recommended to use project-based learning. The teacher feels that project-based learning takes a lot of time while there is still material to be pursued. For example, in optical material, teachers feel that they cannot do project-based learning because of limited school hours. Even though the processing experience experienced by students is very important so that students can get used to solving problems.Currently due to the COVID-19 pandemic, student learning is being carried out online using Google Meet. There are many advantages of this application, including being able to help students to continue learning wherever they are by using video calls. In addition, a unique and functional interface or interface with a light and fast size, prioritizes efficient, user-friendly management that all participants can follow. And users can also invite participants and share features (share screen and more). The following is a graph of the needs analysis that has been carried out with 5 indicators, namely the use of the PjBL learning method, the achievement of optical material, the use of video conference media in learning, the availability of optical learning devices, and the need for online lesson plan.
Figure 1. Graph of Needs Analysis Results
Judging from the conclusions above, by using the Google Meet application, students can learn anywhere and anytime. So that this application can be applied to solve teacher problems regarding project-based learning due to limited school hours. From the above problems, it can be concluded that the Development of Online Lesson plan with Project Based Learning (PjBL) Models in Optical Materials is needed.
2. Research Methodology
This online lesson plan based on Project Based Learning (PjBL) on optical material for high school class X students was developed with the ADDIE development model which consists of five stages, namely:
(1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation.
0%
20%
40%
60%
80%
100%
1 2 3 4 5
Percentacge of need analysis
Need analysis indicators
Need Analysis
Indicators
3
Figure 2. ADDIE Model [1]
The type of data from this development consists of two types, namely quantitative data, namely:
(a) questionnaire scores for teacher needs, student needs and (b) questionnaire scores for validation of media experts, material / content and learning. and qualitative, namely: (a) drawing conclusions from the results of data analysis in the form of valid or invalid; and (b); comments and suggestions obtained from distributing needs questionnaires and product assessment questionnaires. Data analysis techniques were adapted to existing data. Quantitative data is obtained from calculating scores on questionnaires distributed online, while qualitative data is in the form of criticism and suggestions by media experts, material / content experts, learning on validation sheets of criticism and suggestions in the form of evaluating the correctness of the media, wrong sections, and suggestions for improvement.
As for the procedure the development of Project Based Learning (PjBL) -based online lesson plan on this optical material can be seen in Table 1 below.
Table 1. Development Procedure
Design Stages Activity Description
Analyze
Analysis of teacher needs: through a questionnaire that must be filled in by the physics teacher student needs: through distributing a questionnaire on student needs that must be filled in by students.
Design Designing online lesson plan based on PjBL on optical material according to the needs analysis that has been done (Draft 1) Development
Validating media, material / content and learning experts.
1. Validation Expert Media
Validators: two expert validators Instrument: media validation sheet
2. Expert Validation Material / content Validators: two expert validators Instrument: material / content validation sheet
3. Expert Validation Learning Validator: two expert validators Instrument: learning validation sheet
After being validated, it will then be analyzed and revised according to suggestions and input from experts. (Draft 2)
Impplementaton and Evaluation
Draft 2 was implemented in 12 students who were divided into 3 groups study. Then there will be more evaluation after the learning takes place.
3. Result and Discussion
3.1. Lesson plan Development.
The result of this development is a lesson plan with an online learning system. The Lesson plan is a teaching guide prepared by the teacher in order to achieve learning objectives [9]. RPP according to Kunandar (2007) is a plan that describes the procedures and organization of learning to achieve a basic competency set out in the Content Standards and described in the syllabus which serves as a reference for teachers in carrying out learning activities to be more focused [7].
This lesson plan was developed on optical material for class X high school students. The material in this lesson plan is adapted to the 2013 SMA curriculum. The material was prepared with the characteristics of the Project Based Learning (PjBL) learning model. This online lesson plan based on project based learning (PjBL) discusses optical material about binoculars.
The development of the lesson plan is divided into several stages, namely, the first stage carried out is the analyze stage which includes the analysis of the needs of teachers and students, technology analysis, and curriculum analysis. Next is the design stage, which is compiling the RPP format, designing, and compiling the assessment instrument. At the development stage, the validation of the initial draft is carried out to the validator, namely the expert validator of media, material / content and learning. While the implementation and evaluation stages were carried out on 12 students who were divided into 3 study groups and carried out a more in-depth evaluation after the learning took place.
3.2. Expert Review.
In the validation test This online-based lesson plan, there are three validators, namely media expert validators, material/content expert validators, and learning expert validators. The following are the results of the validation that has been done. The following is a table obtained from the results of the validation test by media experts.
Table 2. Validation Results of Media Expert No. Aspect 𝚺𝑿𝟏 𝒏𝟏 𝚺𝑿𝟐 𝒏𝟐 𝚺𝐗𝒊
𝒏𝒊
Level of Validity
Validity Criteria
1. Conformity with
learning 21 5 22 5 4,3 86% Valid
2. Media display 22 5 21 5 4,3 86% Valid
3. Technical 20 5 19 5 3,9 78% Enough
Valid
Average 83.3% Valid
5
Figure 3. Validation Results of Media Expert
The following is a table obtained from the results of the validation test by material/content experts.
Table 3. Results of Material / Content Expert Validation No. Aspect 𝚺𝑿𝟏 𝒏𝟏 𝚺𝑿𝟐 𝒏𝟐 𝚺𝐗𝒊
𝒏𝒊
Level of Validity
Validity Criteria
1. Content and purpose
21 5 21 5
4,2 84% Valid
2. Lengauage 20 5 21 5 4,1 82% Valid
3. Technical 20 5 21 5 4,1 82% Valid
Average 82.6% Valid
Figure 4. Validation Results of Material/Content Expert
The following is a table obtained from the results of the validation test by learning experts.
0%
20%
40%
60%
80%
100%
Conformity with learning Media display Technical
Level of Validity
Aspects of Validation
Media Expert Validation
Percentage
0%
20%
40%
60%
80%
100%
Content and purpose Language Technical
Level of Validity
Aspects of Validation
Material/content Expert
Percentage
Table 4. Results of Validation of Learning No. Aspect 𝚺𝑿𝟏 𝒏𝟏 𝚺𝑿𝟐 𝒏𝟐
𝚺𝐗𝒊 𝒏𝒊
Level Validity
Criteria Validity 1. Content and
purpose 22 5 22 5 4,4 88% Valid
2. Technical 20 5 21 5 4,1 82% Valid
3. Evaluation 20 5 20 5 4.0 80% Valid
Average 83.3% Valid
Figure 5. Results of Learning Expert Validation
Following are the conclusions of the expert group data analysis that validated the development of the lesson plan. Which consists of three validators, namely media expert validators, material / content expert validators, and learning.
Table 5. Results of Expert Group Data Analysis
No Aspect Level of Validity Validity Criteria
1. Media Expert Validator 83.3% Valid
2. Material / content expert validator 82.6% Valid
3. Learning Expert Validator 83.3% Valid
Total Average 83.1% Valid
0%
20%
40%
60%
80%
100%
Content and purpose Technical Evaluation
Level of Validity
Aspects of Validation
Learning Expert Validation
Percentage
7
Figure 6. Learning Expert Validation Results
From the data above, the validation results by media experts have a validity level of 83.3% with the validity criteria being valid, the validation results by material experts having a validity level of 82.6%
with the validity criteria being valid, and the validation results by learning experts having a validity level. of 83.3% with valid criteria, then the RPP developed is valid. This means that the lesson plans can be used without revision. However, because there are constructive suggestions and inputs, revisions will be made so that development can be maximized.
3.3. Revision of Lesson plan.
To achieve a product that is close to perfect and meets the target of product accuracy, feasibility, and usefulness, the Project Based Learning (PjBL) based online lesson plan on this optical material goes through several revisions until the final result is a media that is ready to use, namely: 1) stages more detailed learning, 2) sharing of time at the second meeting, and 3) providing learning media that is given before the learning takes place. The following is the result of the revised lesson plan.
0%
20%
40%
60%
80%
100%
Media Expert Validation Material/content Expert Validation
Learning Expert Validation
Level of Validity
Aspects of Validation
Percentage
Percentage
Lesson plan (RPP) for Independent Learning
Subjects : Physics Theory : Optics
School : SMAN 2 Kuningan Time Allocation : 4 Hours of Lessons Class/Semester : X/Even
LEARNING STEPS
Learning model Learning methods
Project Based Learning via Google Meet Demonstration, library, discussion group, question and answer
LEARNING OBJECTIVES
Analyze how binoculars work and present an idea / design of a simple binocular by applying optical principles to the lens
MEDIA, TOOLS AND LEARNING RESOURCES
Learning Media Lesson plan
Power point Google Meet
Objective lens LUP
Pipe PVC
Connection
pipe Tools
Lens ocular Learning Resources
Handbook Students
Kanginan, Marthen. 2013.
Physics for SMA / MA
Class X. Jakarta: Erlangga. Internet
Youtube https: //Bit.ly/OptikYT Phet https: //Bit.ly/OptikPhet LEARNING ACTIVITIES
1st Meeting (2 JP)
Start With the Essential Question
Students make inquiries and carry out investigations about binocular building projects Design a Plan for the Project and Create a Schedule
Students make rules and select activities that will support their project 2nd Meeting (2 JP)
Monitor the Students and the Progress of the Project Students create a project and test the results
Assess the Outcome
Students discuss projects carried out and discussed with friends in other groups Evaluate the Experience
Students and teachers conclude the project by reflecting on the learning activities LEARNING ASSESSMENT
Knowledge : Multiple choice tests are reasoned Skills : Project appraisal and product appraisal Attitude : Attitude assessment by the teacher
9
3.4. Discussion.
In the development of online lesson plan based on Project Based Learning (PjBL), this optical material is procedural, including analysis, design, development, application and evaluation. This lesson plan was developed with reference to the Free Learning RPP format and materials according to the 2013 curriculum.
The results of validation in developing Project Based Learning (PjBL) -based online lesson plan on optical materials that have been carried out by media experts, material / content experts, and learning are valid to be used as learning media. Based on the results of data analysis, which has been explained previously, the average validation score is obtained: 83.3% (valid) from media experts, 82.6% (valid) from material / content experts, 83.3% (valid) from experts learning. With the average total validation, the online lesson plan based on Project Based Learning (PjBL) in optical material for class X SMA is valid as a lesson plan on optical material.
There are strengths and weaknesses in the development of Project Based Learning (PjBL) -based online lesson plan on optical material. The advantages of this lesson plan are: (1) learning can be done not in school; (2) by dividing into groups it can save the quota issued by students; and (3) can minimize the presence of students who do not have cellphones so that they cannot participate in learning. In addition, (4) the learning media used are innovative and interactive, because most teachers rarely use learning media such as Phet and others in schools so that students get bored easily during learning.
In addition, this online lesson plan based on Project Based Learning (PjBL) on optical material also has weaknesses. The weakness in using this RPP is that this RPP will be constrained if the network is not good because it uses google meet media.
4. Conclusions.
The product in this development is RPP for online lesson plan based on Project Based Learning (PjBL) on optical material. This lesson plan was developed with reference to the Free Learning RPP format and the material according to the 2013 curriculum. The development model used is ADDIE (Analyze, Design, Development, Implementation, and Evaluation). In using online lesson plan based on Project Based Learning (PjBL) on optical material, it is expected to be a tool for understanding material and students can be more active and interactive.
References
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