2 documentos indexados para o autor: Edwita

Kinematics quantities are fundamental to understanding kinematics, dynamics, and advanced physics concepts such as mechanics. This study uses a traditional marble game to explore how students understand kinematics quantities in contextual problems. This study follows the Gravemeijer and Cobb research design model, which consists of three phases: Initial Design, Design Experiment, and Retrospective Analysis. This study involved 15 prospective elementary school teachers with low, medium, and high academic abilities. Data collection was conducted through analysis of student work documents and in-depth interviews to obtain a comprehensive understanding of the thinking processes and conceptual constructions that emerged during the learning process. The research findings show that students can discover and construct the concept of kinematic quantities. With guidance from lecturers, students completed more structured student work documents in accordance with their thinking processes, which were presented starting from contextual problems to discovering formal physics concepts. In other words, the Hypothetical Learning Trajectory (HLT) can facilitate conceptual understanding and make it easier for students to understand kinematic quantity concepts. The impact of these research results is that the Hypothetical Learning Trajectory (HLT) design can internalize physics concepts in a more meaningful, contextual, and relevant way to everyday life.

This study aims to develop reading comprehension teaching materials based on the local wisdom of the Baduy community in Banten and to examine their effectiveness in improving elementary school students’ reading comprehension skills. The development process employed a Research and Development (R&D) approach, referring to the ten systematic steps of the Dick and Carey model. The research subjects were 30 fifth-grade elementary school students in Banten Regency, selected through purposive sampling. The research instruments included a reading comprehension test, expert validation questionnaires (content and language experts), and field trials. Data analysis was conducted using normality testing, paired correlation analysis, and paired sample t-tests with the support of statistical software. The results indicate that the developed teaching materials meet the validity criteria in terms of content, language, presentation, and graphics, with the average expert evaluation score categorized as highly feasible. In terms of practicality, the materials were easy to use by both teachers and students and aligned with classroom learning needs.