Materi Lengkap
@Materi Lengkap

TEACHERS AND STUDENTS’ CREATIVITY IN THE PROCESS OF DISTANCE PHYSICS LEARNING CHAPTER IMPULSE AND MOMENTUM

MATERILENGKAP.MY.ID – TEACHER AND STUDENT’S CREATIVITY IN THE PROCESS OF DISTANCE PHYSICS LEARNING CHAPTER IMPULSE AND MOMENTUM . The Distance Learning Process (PJJ) has been carried out for almost 2 months during the spread of the COVID-19 virus in Indonesia. The online learning processmakes teachers more creative and innovative in determining models, methods, and learning strategies that are suitable for use in the online learning process. The PJJ process which has been carried out for 2 months has made teachers always look for suitable learning models to be applied in online classes at every meeting.

This year is my first year teaching Physics at Madrasah Aliyah Negeri Banjar City. As a teacher, I chose one Physics material for class X, namely impulses and momentum that I would reflect on. The learning implementation was carried out in three online meetings in accordance with the Learning Implementation Plan (RPP) that had been made. The learning media used are physics comics, learning videos, and making learning videos.

1. Physics learning strategy

The two keywords in the PJJ system are separability and technology. The e-learning system is only able to present the same teaching materials to all users without considering the characteristics of each. Students have different learning styles and prior knowledge and cannot learn optimally through e-learning .

Distance learning (PJJ) invites students to do learning by doing, although in practice some students do not do it. The use of interactive learning methods based on the concept of independent, structured, and guided learning using various learning resources and with the support of learning aids and facilities encourages students to think creatively and interpret concepts (Jerusalem, Rochim, & Martono, 2015).

PJJ is something that students are not used to doing even though this PJJ requires students to be active and creative. The teacher places students at the center of the learning process. Students are invited to discuss and are required to be active in participating in the online learning process. Students are encouraged to think creatively in making learning videos and carrying out experiments in everyday life in groups. The teacher deliberately gives assignments in groups so that students can think creatively to complete the making of the video without having to face to face.

2. How to use physics comics?

The physics comic used is entitled “KOMIKAMI”, which is a comic based on local wisdom of the Sulamanda (engklek) game. This comic invites students to understand the material impulses and momentum related to everyday life. This impulse and momentum material comic contains 1 chapter and is equipped with video footage to support the material.

The physics comic can be accessed on a smartphone using the Reasily-EPUB reader application or on a laptop using Mozilla Firefox . Prior to the implementation of the PJJ, I had already distributed the comics to students for learning by utilizing technology. However, at the next meeting, all schools were advised to carry out the learning process from home due to the spread of the COVID-19 virus.

The first meeting, students were invited to study comics independently and discuss through WhatsApp groups. Students who are usually enthusiastic when learning is carried out in class remain active in participating in online learning. Meanwhile, students who are usually inactive when learning in class disappear like being swallowed by the earth. Because they are reluctant to join learning groups in any subject.

Discussions in the learning process went smoothly, the comics provided could also be useful because in the comics there were exercises and sample questions. The questions contained in the comics are HOTS ( High Order Thinking Skill ) questions and hone students’ creative thinking and mathematical representation skills.

3. How to use learning videos?

Learning videos are used to support learning that only uses android comics. I use additional learning videos that I made myself to increase students’ understanding of the material presented. The video was uploaded via YouTube and madrasa e-learning. However, the use of e-learning is still not effective because it is still new and not all students understand. Students who have read comics and watched learning videos on YouTube are invited to return to the discussion via WhatsApp groups. Online learning requires some students to be independent and have considerable curiosity.

The learning videos that I made were related to the physics comics that the students were studying. The video contains material explanations, examples, and practice questions that support the learning process. Students can listen repeatedly if they do not understand the material. Discussions were carried out through WhatsApp groups. Some students also chat privately, because they are embarrassed to ask questions through the group.

4. How are the results of the learning videos and simple experiments made by students?

Students are a little confused in completing the making of the video. This is something new for students. The teacher provides direction so that students can think creatively in the process of making videos. Each student thinks creatively in making videos and puts them together in a group. Some of the passive students didn’t join in and had even disappeared.

The uniqueness and creativity of students are also contained in the process of making videos. Learning by doing activities can also be applied at the end of the material given. The video results that have been made by each group are given input for improvement in concept and aesthetics. Some students who are quiet and tend to be less active in class also share their creative ideas in making videos.

The purpose of making videos in this group is to invite students to make maximum use of the devices they have in making media. The creativity of each student in the process of making videos must be poured into groups.

5. Strengths and weaknesses of the online learning process or PJJ

The strength of supporting online learning or PJJ is that students become more creative and innovative in learning individually and in groups. The curiosity of students becomes higher. Students can participate in learning under any circumstances at home.

The weakness in the online learning process or PJJ is the limited internet quota that students have. Most students complain that they don’t have internet quota. Some students do not have a smartphone, so they still have difficulty following the lesson. Learning time is a little less regular and cannot supervise students directly. Coordination between parents and teachers is very necessary in this distance learning process. I also find it difficult to directly monitor students if they experience difficulties, because the distance from where I live to the school is quite far and I have to cross provinces.

6. Bibliography

Jerusalem, MR, Rochim, AF, & Martono, KT (2015). Design and Implementation of Distance Learning Systems in Computer Systems Study Program. Journal of Technology And Computer Systems , 3 (4), 481–492.

error: Jangan Klik Kanan Sob !!