Implementation of Arduino-Based Teaching Aids to Optimize Science Process Skills on the Concept of Hooke^s Law Chaterien Septia (a), Sri Budiawanti (a*)
1) Departemen of Physics Education, Sebelas Maret University, Surakarta, Indonesia 2) Departemen of Physics Education, Sebelas Maret University, Surakarta, Indonesia
Abstract
Physics learning on the concept of Hooke^s Law often poses difficulties for students due to its abstract nature and the lack of contextual learning experiences. This study aims to improve students^ Science Process Skills (SPS) and learning outcomes through the use of Arduino-based teaching aids within a scientific learning model. The research approach used is qualitative, supported by quantitative data. This study employs the Classroom Action Research (CAR) method using the Kemmis and McTaggart model with two cycles, each consisting of the planning, implementation, observation, and reflection stages. The scientific learning model implemented included the steps of observing, formulating hypotheses, designing and conducting experiments, interpreting data, and communicating results. Data collection techniques included observation of science process skills, learning achievement tests, and interviews, complemented by documentation. Data validity was tested using technique triangulation, comparing findings from observations, tests, and interviews to ensure result consistency Qualitative data analysis according to Miles and Huberman involves three main stages: data reduction, data display, and conclusion drawing/verification. The results showed that in cycle I, students^ average score increased from the pre-cycle value of 54.29 to 66.71, mastery learning reached 40%, and SPS categories began shifting from low to high. Improvements made in cycle II such as enhancing student exploration, assigning group roles, and optimizing the teaching aids led to significant gains, with an average score of 92.14, mastery at 94.29%, and the very high SPS category reaching 88.6%. The study concludes that implementing a scientific learning model supported by Arduino-based teaching aids is effective in significantly and evenly improving students^ science process skills and learning outcomes. These findings provide practical contributions for teachers in selecting technology-based learning strategies that foster active student engagement while supporting mastery of concepts and scientific skills
