Pelatihan Penggunaan Media Pembelajaran Berbasis Scratch pada Materi Gravitasi untuk Mendukung Keterlibatan dan Kolaborasi Siswa
DOI:
https://doi.org/10.54065/ipmas.6.3.2026.1548Keywords:
Gravitasi, Kolaborasi, Media Pembelajaran, Pengabdian Kepada Masyarakat, ScratchAbstract
Pembelajaran fisika pada materi gravitasi di tingkat Sekolah Menengah Pertama (SMP) masih menghadapi kendala karena konsep yang dipelajari bersifat abstrak sehingga siswa mengalami kesulitan dalam memahami hubungan antara gaya gravitasi, massa benda, dan gerak. Kondisi tersebut juga berdampak pada rendahnya keterlibatan siswa selama proses pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan mendukung keterlibatan dan kolaborasi siswa melalui pelatihan penggunaan media pembelajaran berbasis Scratch pada materi gravitasi di SMPN 24 Makassar. Kegiatan melibatkan 25 siswa kelas VII dengan pendekatan partisipatif yang dilaksanakan melalui tahap persiapan, pelatihan penggunaan media, pendampingan kegiatan kolaboratif, dan evaluasi. Evaluasi dilakukan menggunakan angket respons peserta, lembar observasi, dan dokumentasi kegiatan. Pelaksanaan kegiatan memperoleh respons yang sangat baik dengan rata-rata persentase sebesar 91%, meliputi aspek kemudahan penggunaan media (91%), daya tarik media (93%), dukungan terhadap pemahaman konsep (89%), dan dukungan terhadap kerja kelompok (90%). Hasil observasi juga menunjukkan bahwa siswa berpartisipasi aktif dalam mengeksplorasi media, berdiskusi, dan mempresentasikan hasil kegiatan bersama kelompoknya. Pelatihan yang memadukan media pembelajaran berbasis Scratch dengan aktivitas kolaboratif mampu menciptakan pengalaman belajar yang lebih interaktif serta mendorong partisipasi siswa dalam memahami konsep gravitasi. Kegiatan ini memberikan alternatif bagi sekolah dalam memanfaatkan media pembelajaran digital untuk mendukung pembelajaran IPA yang lebih menarik, kolaboratif, dan berpusat pada siswa.
References
Bower, M. (2019). Technology-Mediated Learning Theory. British Journal of Educational Technology, 50(3), 1035–1048. https://doi.org/10.1111/bjet.12771
Caballero, M. D., Kohlmyer, M. A., & Schatz, M. F. (2021). Implementing and Assessing Computational Modeling in Introductory Physics. Physical Review Physics Education Research, 17(1), 010123. https://doi.org/10.1103/PhysRevPhysEducRes.17.010123
Gutierrez, E. Q., & Llinares, A. Z. (2021). Assessment of Scratch Programming Language as a Didactic Tool to Teach Functions. Education Sciences, 11(9), 499. https://doi.org/10.3390/educsci11090499
Israel, O., Akinola, S. O., & Akinwale, A. T. (2022). Impact of a Scratch Programming Intervention on Student Engagement in a Nigerian Polytechnic First-Year Class: Verdict From the Observers. Education and Information Technologies, 27, 7857–7882.
Lin, J. W., & Wu, Y. T. (2021). The Effect of Scratch Programming on Science Learning. Computers & Education, 166, 104171. https://doi.org/10.1016/j.compedu.2021.104171
Maladisma, N., Suardi, N. F., Fitriana, N., & Mutahharah R, M. R. (2024). Pelatihan dan Pendampingan Pembuatan Video Pembelajaran Interaktif melalui Penggunaan Platform Canva Bagi Guru SDN Sungguminasa V. Jurnal IPMAS, 4(3), 169–180. https://doi.org/10.54065/ipmas.4.3.2024.491
Mughayyirah, Y., Ulya, N. ., Pratama, N. D. S. ., Mubarok, I. A. ., & Ansori, S. . (2026). Edukasi dan Pengembangan Multimedia Pembelajaran Fisika di MA Nurul Huda Talang Saronggi. Jurnal IPMAS, 6(2), 193–204. https://doi.org/10.54065/ipmas.6.2.2026.1441
Nurwahidin, M., Riswandi, Pratama, M. A., & Apryani, D. (2025). Pendampingan Guru SD dalam Mendesain dan Memanfaatkan E-Book Interaktif untuk Meningkatkan Inovasi Pembelajaran Matematika. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(2), 12176–12184. https://doi.org/10.31004/jerkin.v4i2.3553
Nouri, J., Zhang, L., Mannila, L., & Noren, E. (2023). Development Of Computational Thinking Through Scratch. Education Sciences, 13(2), 123. https://doi.org/10.3390/educsci13020123
OECD. (2021). 21st century learning: Research, innovation and policy. OECD Publishing.
Putri, A. R., Sari, D. P., & Lestari, N. (2022). Students’ Difficulties in Learning Physics Concepts. Jurnal Pendidikan Sains, 10(1), 25–32.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., & Kafai, Y. (2021). Scratch: Programming for All. Communications of the ACM, 64(4), 60–67. https://doi.org/10.1145/3442379
Rulianah, N., Prabowo, A., & Firman, S. (2022). Improving Students' Learning Achievement Through Cooperative Learning and Padlet Application in Class XI MIPA 3. International Journal of Ethno-Sciences and Education Research, 2(4), 147-151. https://doi.org/10.46336/ijeer.v20i4.355
Slavin, R. E. (2021). Cooperative learning: Theory, research, and practice (3rd ed.). Allyn & Bacon.
Solikah, A. A., Saputro, S., Yamtinah, S., & Masykuri, M. (2024). Research Trends in Group Investigation Learning Model for Critical Thinking Skills in Science Learning. Jurnal Inovasi Pendidikan IPA, 10(1), 62–75. https://doi.org/10.21831/jipi.v10i1.70942
Skulmowski, A., Nebel, S., Remmele, M., & Rey, G. D. (2022). Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations. Educational Psychology Review, 34, 649–675. https://doi.org/10.1007/s10648-021-09638-1
Suhandi, A., & Wibowo, F. C. (2022). Physics Misconceptions and Learning Difficulties. Jurnal Pendidikan Fisika Indonesia, 18(1), 1–10.
Suryani, N., & Hamidah, I. (2023). Effectiveness of Cooperative Learning Models. Jurnal Pendidikan, 24(1), 88–96.
Wakidawantama, A. Y., & Perdana, R. (2024). Pengembangan Media Pembelajaran Fisika Berbantuan 3D Application Scratch pada Topik Getaran dan Gelombang untuk Meningkatkan Hasil Belajar Peserta Didik. MAGNETON: Jurnal Inovasi Pembelajaran Fisika, 2(1), 1-11. https://doi.org/10.30822/magneton.v2i1.3008
Zhang, L., & Nouri, J. (2023). Computational Thinking and Science Education. Computers in Human Behavior Reports, 9, 100256. https://doi.org/10.1016/j.chbr.2023.100256
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Riskawati Riskawati, Nurul Mutmainnah Herman, Ria Rezki Hamzah, Khaeruddin Khaeruddin
This work is licensed under a Creative Commons Attribution 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
