Enhancing Students' Learning Interest through the Use of Vascak Physics Animation as a Physics Learning Medium

Authors

  • Annisa Syifa Universitas Ahmad Dahlan
  • Al-Rashiff Hamjilani Mastul Western Mindanao State University

DOI:

https://doi.org/10.56741/pbpsp.v2i03.366


Keywords:

Learning Interest, Learning Performance, Physics Learning, Understanding, Vascak Physics Animation

Abstract

Technology has made various activities easier, including the process of teaching and learning in schools. The development of diverse technology-assisted learning media can enhance students' learning interest. Learning activities can be conducted in various ways, one of which is through the use of instructional media. Vascak Physics Animation is an interactive learning medium developed to support physics education. This media utilizes captivating animations, simulations, and visualizations to help students better understand physics concepts. Moreover, students can visually observe how physics concepts operate in real-life situations. The animations can also be customized with various parameters, enabling students to conduct virtual experiments and observe the effects of changes in the studied phenomena. By practicing with virtual physics labs, students are able to engage in practical activities and review learned materials anytime and anywhere. The development of innovative and varied learning media is expected to increase students' learning interest and academic achievements.

Downloads

Download data is not yet available.

Author Biographies

Annisa Syifa, Universitas Ahmad Dahlan

is undergraduate student of Physics Education at Ahmad Dahlan University, Yogyakarta, Indonesia. As a student, she is active in various self-development activities, especially for preparation as a professional educator. Now, she has a strategic position in student union. (email: annisasyifa0213@gmail.com).

Al-Rashiff Hamjilani Mastul, Western Mindanao State University

is pursuing his Doctoral degree at College of Education, Western Mindanao State University, Philippines. His undergraduate and mster degree are from MSU Tawi-Tawi College of Technology and Oceanography. He has disciplines in Teacher Education, Educational Technology, and Teaching Methods focusing in Pre-Service Teachers. Now, he lives in Zamboanga, Philippines. (email: Al-Rashiff.mastul@deped.gov.ph).

References

Yousafzai, A., Chang, V., Gani, A., & Noor, R. M. (2016). Multimedia augmented m-learning: Issues, trends and open challenges. International Journal of Information Management, 36(5), 784-792. DOI: https://doi.org/10.1016/j.ijinfomgt.2016.05.010

Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: the good, the bad, and the unknown. Pediatrics, 135(1), 1-3. DOI: https://doi.org/10.1542/peds.2014-2251

Farhodovna, A. M., Olimboevich, A. J., & Badriddinovich, K. B. (2020). Innovative pedogogical technologies for training the course of physics. The American Journal of Interdisciplinary Innovations and Research, 2(12), 82-91. DOI: https://doi.org/10.37547/tajiir/Volume02Issue12-12

Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science teaching, 54(5), 586-614. DOI: https://doi.org/10.1002/tea.21378

Cook, D. A., & Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical education, 50(10), 997-1014. DOI: https://doi.org/10.1111/medu.13074

Akhmatovna, M. D. (2023). Development of Students'competence in Working With Information in Physics Lessons. World Bulletin of Social Sciences, 20, 35-39.

Ko, S., & Rossen, S. (2017). Teaching online: A practical guide. Taylor & Francis. DOI: https://doi.org/10.4324/9780203427354

Dewi, G. N., Nor, M., & Irianti, M. (2023). Penggunaan Media Pembelajaran Fisika Vascak Physics Animation untuk Meningkatkan Pemahaman Konsep Siswa pada Materi Alat Optik Kelas XI SMA Negeri 3 Bangko Pusako. Journal on Education, 5(2), 4774-4782.

Patwardhan, M., & Murthy, S. (2015). When does higher degree of interaction lead to higher learning in visualizations? Exploring the role of ‘Interactivity Enriching Features’. Computers & Education, 82, 292-305. DOI: https://doi.org/10.1016/j.compedu.2014.11.018

Lincoln, J. (2020). Virtual labs and simulations: Where to find them and tips to make them work. The Physics Teacher, 58(6), 444-445. DOI: https://doi.org/10.1119/10.0001853

Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174-187. DOI: https://doi.org/10.1016/j.compedu.2016.01.001

Falah, F., & Sulisworo, D. (2023). Enhancing Computational Thinking Skills Through Physics-Based Worksheet in Linear Motion. Radiasi: Jurnal Berkala Pendidikan Fisika, 16(1), 1-8. DOI: https://doi.org/10.37729/radiasi.v16i1.2133

Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano R, J. (2018). From cognitive load theory to collaborative cognitive load theory. International journal of computer-supported collaborative learning, 13, 213-233. DOI: https://doi.org/10.1007/s11412-018-9277-y

Downloads

Published

2023-09-11

How to Cite

Syifa, A., & Mastul, A.-R. H. (2023). Enhancing Students’ Learning Interest through the Use of Vascak Physics Animation as a Physics Learning Medium. Jurnal Praktik Baik Pembelajaran Sekolah Dan Pesantren, 2(03), 88–95. https://doi.org/10.56741/pbpsp.v2i03.366

Plaudit