Pengembangan Media Pembelajaran Permainan Ludo Fisika pada Pokok Bahasan Alat Optik untuk Meningkatkan Kolaborasi Siswa

Authors

  • Novianti Universitas Nurul Huda
  • Siti Anisatur Rofiqah Universitas Nurul Huda
  • Arini Rosa Sinensis Universitas Nurul Huda

DOI:

https://doi.org/10.30599/uteach.v3i2.173

Abstract

The purpose of this study was to develop ludo physics learning media and analyze the impact of ludo games on improving students' collaboration skills. This study used the Research and Development (R&D) method with the borg & gall procedural model. The results of this study are: (1) Ludo physics game learning media (2) Ludo physics game learning media the final product produced meets the feasible criteria with a score of 2 expert lecturers in the media field with an average percentage rating of 90.43% in the very feasible category, and the assessment of 2 teachers who are experts in the field of material with an average percentage of 94.63% in the very decent category. (3) The feasibility of the product in the learning media for the ludo physics game, the average feasibility of the display of the ludo physics learning media is 84.25% in the very interesting category and for the percentage of feasibility in the function of the ludo physics learning media, it is 80.86% in the very interesting category. This learning media is "appropriate" to be used as a physics learning medium, (4) The results of the analysis of observational data on increased collaboration in 32 class VIII B students were that at the first meeting they got an average score of 48.93, at the second meeting they got an average score of 58.33 and at the third meeting got an average value of 71.35. Ludo physics learning media has been said to be able to increase collaboration between students

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Published

2022-12-30

How to Cite

Novianti, Anisatur Rofiqah, S., & Rosa Sinensis, A. . (2022). Pengembangan Media Pembelajaran Permainan Ludo Fisika pada Pokok Bahasan Alat Optik untuk Meningkatkan Kolaborasi Siswa. U-Teach: Journal Education of Young Physics Teacher, 3(2), 61–70. https://doi.org/10.30599/uteach.v3i2.173
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