TASK : Idea Engineering

Name :Syukurman Laia

Nim :8236175003
Study Program/class:PSPF-2023/ A
Subject :English Forphysics
Lecturer :Dr. ALKAHAFI MAAS SIREGAR, M.Si
Idea Engineering

Title: Implementation of ICT to Improve Rural Students' Achievement in Physics

INTRODUCTION
In education there are challenges where in learning activities an educator needs to enrich
the teaching approach by applying information and communication technology (ICT) tools.
This technology can trigger changes in education that affect the way teaching and learning
takes place. Especially in physics subjects, technology can grow students' intellectual
abilities. This is achieved through higher level thinking, problem solving, improving
communication skills and a deep understanding of the learning tools and concepts to be
taught.
In the research entitled Implementation of ICT to Improve Rural Student
Achievement in Physics, it explains the use of technology and communication tools aimed
at improving student achievement in physics learning by using Intractive Phet simulations.
The research includes problems including the application of learning models that
are not yet varied and their application in learning activities. The researcher aims to
present an integration of Phet Intractive simulation-based activities and by applying
several learning models to improve academic achievement in the field of physics.
Computer simulations and the application of learning models in physics teaching
increase interaction among students and provide students with space to explore
various topics (Trikoilis D. 2021).
BASIC IDEA
Current passive learning methods are not enough to prepare students to survive in an ever-
evolving world. Because currently there are many complex problems for students.
Therefore, teaching staff must strive to create a conducive learning environment for their
students. In the midst of this rapid development, a learning method has been created that
makes students the center of activity so that they can produce a product at the end of
learning. This method is often called project based learning (PJBL) or better known as
project based learning.
One of the basic ideas is to implement a learning model that can support the Phet
simulation used which can also develop students' abilities in learning, especially
physics. The application of this model also helps in understanding physics concepts.
DEVOLOPMENT IDEAS
From the conclusions above, there are several things that can be developed in accordance
with the required learning model which is one of the supports for several theories that
have been applied, one of which is Phet simulation and the implementation of technology
and communication tools. The model referred to here is a project-based learning model.
Project-based learning (PJBL) is centered on a relatively long-term process, focusing
on problems, meaningful learning units by integrating concepts from a number of
knowledge components or disciplines or subjects of study. There are several advantages of
project-based learning in physics learning, namely accommodating students' positive
attitudes towards learning, fostering curiosity, stimulating enjoyment of learning, guiding
active and creative involvement in learning.
Treatments Design Of The Learning Model
Activities Activities discription of PjBL Activities discription of DI
INTRODUCTION -The teacher conveys apperception - The teacher conveys the
about the topic beforehand and learning objectives. The
provides motivation to students. teacher motivates the
The teacher conveys the basic students by conveying the
competencies and learning important of the topic.
objectives of the day
CORE -The teacher shares student - The teacher explains topic
ACTIVITIES worksheet about the generally and shares student
projectbased learning The worksheet. Students record
teacher guides students to set the teacher explanations.
theme of the project Students Students do the worksheet
explore project ideas based on - The teacher guides students
problems presented in student in solve the tasks Students
worksheet. do the tasks
-Students set learning context - The teacher checks and gives
Students in small groups divide comments about student
 tasks to answer problems in the work The teacher gives
worksheet conclusions about the results
-Students plan actual activities of student work Students
-Students browse learning resources record the conclusions
that support the project Students givens by the teache
collect tools and materials that - The teacher guides students
support the project in worksheet to practice solving problem
-Students follow the activity Students practice from one
processes Students in small problem to another
groups sketch the project to be - Students do advanced
carried out related to the topic training in solving problems
-Student apply activities Students in Student try to solve more
small groups look for problem complex problems
solving based on internet
sources, books, and observations
Each group write a report and
presented it in class

CLOSING -Students check their understanding - The teacher gives quizzes to

ACTIVITIES by doing the test given by the students regarding the topic
teacher Students confirm their of the day The teacher gives
understanding when the teacher home assignments and the
explains important material The next topic The teacher and
teacher rewards students’ students close the lesson by
success Students confirm to the saying the closing greeting
teacher about the next lesson
(Santyasa I.W.,Rapi N. K., Sara I. W. W. 2020 )
Within the framework of the constructivist learning approach, project-based learning is
one of the effective student-centered learning methods that allows students to learn by
doing. This project-based learning activity is very suitable for physics subjects because it is
a project-based learning application where daily life problems are central. Using project-
based learning can produce greater student achievement, in other words project-based
learning is an effective approach for developing students' cognitive, emotional and
psychomotor skills.
One of the advantages of student-centered methods is that students are given the
opportunity for self-evaluation by their peers. Until students can convey their thoughts
about themselves and others. In essence, project-based learning is an approach designed to
develop desired student characteristics such as research skills, self-confidence,
responsibility and cooperation, through activities where students work individually or in
groups to design plans and programs within a limited time period. for the purpose of
creating a product. In learning that applies project-based learning, students can easily
connect knowledge content with everyday life. Strategies that involve real-life applications
and connections increase students' desire to learn.
( Baran M., Maskan A.,Yasar S. 2018)

CLOSING:
Conclusion
The application of a learning model in learning activities is very important to improve
students' ability to understand learning more deeply so that they can gain broader insight
so that student achievement can also be said to be good. This project-based learning model
is a model that is quite good for use in learning activities which of course has the advantage
of accommodating students' positive attitudes towards learning, fostering curiosity,
stimulating enjoyment of learning, guiding active and creative involvement in learning.

Suggestion
One of the suggestions from researchers is that teaching staff need to develop ideas about
how students can develop their curiosity about learning. Of course, in this suggestion, it is
necessary for a teacher to implement a learning model that can attract students' attention
so that students' abilities can be honed and their ability to create better products so that
they can improve student achievement quite well.

Bibliography:
Trikoilis, Dionysios. (2021). ICT Implementation to Improve Rural Students’ Achievement
in Physics. European Journal of Physics Education. 12(2), p. 22-33, july 2021. ISSN
1309-7202.
Baran, M., Maskan, A., Yasar S. (2018). Learning Physics Trough Project Based Learning
Game Techniques. International Journal Of Instruction. 11(2), p-ISSN: 1694-609X.
Pp, 221-234.
Santyasa, I. W., Rapi, N. K. Project Based Learning and Academic Procrastination Of
Students In Learning Physics. International Journal Of InstructioN. 13(1), p-ISSN:
1694-609X. Pp.489-508