JURNAL PEMBELAJARAN FISIKA
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KAJIAN UPAYA PERSIAPAN PENGUASAAN MATERI FISIKA SMA BERDASARKAN HASIL PROPORSI JAWABAN SOAL UJIAN NASIONAL TAHUN 2008, 2009, 2010
No full textThe result of the proportion correct of national examination can be used as feedback for the improvement of the learning process and the education quality. This research aims to describe the result of physic National Examination which its proportion correct is less than 60 % and its causes, as well as the efforts of physical material mastery preparation which is done by high school physics teacher based on the result of the proportion correct of the physic National Examination in 2008, 2009 and 2010 in the Pasuruan district. Based on the analysis results of the research data, the result of the proportion correct of three years implementation of physic National Examination of senior high school in Pasuruan, showed that the question of physic National Examination in 2008 which the answer proportion less than 60 % reached to 16 items, then in 2009 there was only 4 items, and in 2010 there was 5 items for the package A and 6 items for the package B. Preparation efforts of physical material mastery done by high school physics teacher in Pasuruan has been referring to the results of the proportion correct of the National Examination in 2008, 2009 and 2010, so year by year the result of proportion correct of national Examination gets better
PENGEMBANGAN BAHAN AJAR TERPADU TIPE INTEGRATED PADA PEMBELEJARAN IPA DI SEKOLAH MENENGAH KEJURUAN (Pokok Bahasan Bumi dan Benda Langit)
Get PDFIntegreated teaching materials with integreted type is a teaching material is presented in an integrated manner between science material and the verses of the Quran by integrating the principles of mutual support between the field of study, so teacher’s hope after learning to use the teaching materials, students will acquire knowledge of science is accompanied by faith increasing and devotion to God Almighty. The purpose of this study is to describe the quality of teaching materials, student responses and student learning outcomes after the use of integrated teaching materials. Development of an integrated model of teaching materials using 3D models, consists of: define, design and develompent. Methods of data collection in this study using observation, interview, test validation, test practicality, questionnaires, tests. Analysis of the data using quantitative descriptive analysis. Based on the analysis of data obtained by the result that the teaching materials developed can be categorized sufficient quality of teaching materials, teaching materials with the validity of 4.09, practicality of 4,09 and effectiveness of teaching materials teaching materials claimed more than 80% of students responded positively to the material teaching and only 66.66% of students were able to reach a value of 60 and above, so from three aspects of the integrated teaching materials of sufficient quality are categorized. In detail, the students' response to instructional materials stated 83.33% of students responded well/positive, 10% stated they were quite good and less good 6.77, while the value of student learning results can be categorized enough 33.33% , 33.33% moderate and 33.33% higher
PENGARUH MODEL INKUIRI BERBASIS OBSERVASI GEJALA FISIS TERHADAP KETERAMPILAN GENERIK SAINS DAN KEMAMPUAN KOGNITIF SAINS-FISIKA SISWA SMP (Pokok Bahasan Massa Jenis Zat)
Get PDFThis study aims to determine the effect of inquiry based observation of physic phenomena model on science generic skills and cognitive abilities of physic science of students junior high school. The population of this study was a class VII student of SMP Negeri 11 Jember. The sample was the X A grade students of 38 as a experimental group and the X B students of 38 as an control group. The experimental group was given inquiry based Observatin of physic phenomena model and the control group was given the direct intructions model. The research instrument was multiple choice tests measuring science generic skills, analytical test to measure cognitive abilities of physic sciences, and LKS and observer assessment to measure students during the learning activity using the models. The data was analyzed by using t – test. The hypothesis of this study is that; 1)the inquiry based observation of physic phenomena model can significantly influence the science generic skills, 2) the inquiry based observation of physic phenomena model can significantly influence the cognitive abilities of physic science. Based on the results, Ha is accepted if psignificance £ 0,05 and Ha is rejected if psignificance > 0,05. Results of this study were, 1)the psignificance value of science generic skills is 0,000 £ 0,05 is outside the acceptance of Ha; 2)the psignificance value of cognitive abilities of physic science is 0,000£ 0,05 is outside the acceptance of Ha dan; 3)activity of students using the model of inquiry based observation of physic phenomene in the range 60% <77% <80% classified as Active. This study can be concluded that; 1)the inquiry based observation of physic phenomena model can significantly influence the science generic skills, 2) the inquiry based observation of physic phenomena model can significantly influence the cognitive abilities of physic science, and 3) activity of students using the model of inquiry based observation of physic phenomena classified of Active
MENINGKATKAN AKTIVITAS BELAJAR DAN KETUNTASAN HASIL BELAJAR FISIKA DENGAN PEMBELAJARAN MODEL STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) DENGAN PEMBERIAN TUGAS PADA SISWA KELAS VIIIB SMP NEGERI 1 PUJER KABUPATEN BONDOWOSO
Get PDFSTAD (Student Teams Achievement Division) learning model with task giving the assignmentis one of the teachings and learning technique that can improve the students mind in learning about substance and his form and it also can improve the student’s achievement in the classroom. The results showed that the teaching learning activity using STAD (Student Teams Achievement Division) learning model with task giving the assignment got a good responses from the teacher and students, only a few of them had a poor responses. After learning model used STAD by giving students the task of getting the percentage of students' learning activity by 72.65% and for the thoroughness student learning outcomes at 84.62%. Besides, there is also an effect on students thought between before and after teaching andn learning process. Those all showed that STAD (Student Teams Achievement Division) learning model with task by granting duty technique can shift the students thought up into the higher level of substance and his form
MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR LISTRIK DINAMIS DENGAN MODEL CREATIVE PROBLEM SOLVING (CPS) DISERTAI METODE DEMONSTRASI SISWA KELAS X-2 SMAN 1 PAKUSARI JEMBER TAHUN 2014
Get PDFThis research was conducted based on the results of observations that indicated a problems in the classroom students' learning activities and students' science-physics achievement. The purpose of this research were to describe students' learning activities and to improve the students' science-physics achievement (dynamic electricity) by using Creative Problem Solving (CPS) model with demonstration method. The kind of research was classroom action research by Hopkins design. The research was done in two cycles and started with pre-cycle activity. The subject of this research was the students of class X-2 SMAN 1 Pakusari Jember. Techniques to collect the data were observation, test, documentation, and interview. A technique of data analysis were: percentage for students' learning activities and normality gain formula (N-gain) to determine students' science-physics achievement (dynamic electricity topic). Based on the analysis of the data, showed an increase in students' learning activities in cycle 1 with a percentage score 50,62 % and in cycle 2 with a percentage score 60,93%. The students' science-physics achievement increased in cycle 1 with a score of N-gain 0,558 and in cycle 2 with a score of N-gain 0,568. According to the passage above, it can be concluded that the Creative Problem Solving (CPS) model can improve students' learning activities and students' science-physics achievement (dynamic electricity topic) in medium category
MODEL PROBLEM SOLVING DENGAN METODE PICTORIAL RIDDLE DALAM PEMBELAJARAN FISIKA DI SMA
Get PDFProblem solving model is a learning process that trains the students how to solve their problem that they face weather by themselves or together with their friends, so that they can interact and inform each other about the problem untill its problem solving. The purpose of this research are (1)To describe students’ learning activities during learning process, and (2) To study influence of the problem solving model with pictorial riddle method application to the students’ physics achievements in Senior High School. Design of research is an experiment research by using post-test only control group design. The technique of collecting data in this research are observation, documentation, and interview. Data analysis uses percentage of students activities and Independent Sample T-test SPSS 16 program to calculate the influence of the model for the learning achievement. Results of the study are 1) Value of students’ learning activities is 75,45%, it is called active, and 2) The significant value (1-tailed) is p=0,0055(£ 0,05), its mean the Ha accepted (there is significantly influence the model to students’ physics achievements). This study can be concluded that (1) Students’ learning activities during joins the physics learning by using the model are in active category, and (2) The model significantly influences to the students’physics achievements of physics XI grade in first state Senior High School of Kalisat on period 2013/2014
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION UNTUK MENINGKATKAN AKTIVITAS DAN KETUNTASAN HASIL BELAJAR FISIKA SISWA KELAS VII B DI SMP NEGERI 14 JEMBER TAHUN AJARAN 2013/2014
No full textThis research focused on the implementation of Problem Based Instruction models in Junior High School 14 Jember year 2013/2014. The purposes of these research were to increase the learning activity and physics learning mastery of students by using Problem Based Instruction models at class VII B Junior High School 14 Jember year 2013/2014. The kind of this research was an action class research. Technique of data collection were observation, documentation, interview and test. Technique of data analysis were descriptive qualitative and quantitative. Result of this study were: 1) students’ learning activities in the pre-cycle of 36,18% (less category), cycle 1 of 64.14% (medium category), and cycle 2 of 71.70 (medium category), 2) mastery of learning outcomes increase from pre-cycle to cycle 1 with Normalized Gain is 0,37 and pre-cycle to cycle 2 with Normalized Gain is 0,55. The study can be concluded that Problem Based Instruction models both of the improvement of students’ learning avtivities and students’ physics learning mastery at class VII B Junior High School 14 Jember year 2013/2014 in medium category
PENGARUH MODEL PROBLEM SOLVING LABORATORY TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR FISIKA SISWA KELAS XI DI SMA NEGERI 2 TANGGUL
No full textProblem solving laboratory model is a learning model which directed that students are more active in the learning process, this is where the students probe the problemor being critical on the certain problem, so that the students tried to solve the problem systematically and logically through experiment or activities in the laboratory. This research is a kind of experimental research which uses post-test only and control group design. The method that is used in this research to collect data are observation, test, and interview. Data analysis uses Independent Sample T-test SPSS 16 program. This research shows that there is a significant effect of problem solving laboratory model on science process skill of class XI students at SMA Negeri 2 Tanggul. This research also shows that there is a significant effect of problem solving laboratory model on the physics learning result of class XI students at SMA Negeri 2 Tanggul
MODEL PEMBELAJARAN KOOPERATIF TIPE LEARNING TOGETHER DISERTAI TEKNIK CONCEPT MAPPING PADA PEMBELAJARAN IPA DI SMP
Get PDFLearning Together constituted as a model of learning in which this model lesson gives students the opportunity to be able to work together with other students in a structured task. The purpose of this research ia to examines the differences of students learning outcomes by using cooperative learning model of the type of learning together with the students convensional learning model, as well as to find out how considerable the potential result of student learning. This research is true eksperimental research. The method of this research is true eksperiment using a Randomized Post Test Only Control Group Design. The technics of data analysis using Independent Sample T-Test with the help of SPSS version 16. The result of the analysis showed: there is significant difference in result of student learning by using cooperative learning model of the type of learning together with concept mapping to convensional learning type. The potential result of student learning by using cooperative learning model of the type learning together with concept mapping is higher compared to the potential result of student learning by using convensional model
PENGARUH MODEL LEARNING CYCLE 5E DENGAN METODE EKSPERIMEN TERHADAP MISKONSEPSI FISIKA SISWA DALAM PEMBELAJARAN FISIKA DI SMK FARMASI JEMBER
Get PDFThis study aims to determine the effect of Learning Cycle 5E model with experiment method on decreasing of physics misconception for vocational school students. The populatoin of this study was a class XI student of SMK Farmasi Jember. The sample was the XI.C grade students of 31 as an experimental group and the XI.D students of 31 as a control group. The experimental group was given Learning Cycle 5E model with experiment method and the control group was given the direct instructions model. The research instrument were multiple choice test with reasons measuring students misconceptions of physics, and multiple choice test without reasons to measure learning outcomes. The data were analyzed by using t – test. The hypothesis of this study, those were: 1) the Learning Cycle 5E model with experiment method can significant effect the decreasing of physics misconceptions; 2) the Learning Cycle 5E model with experiment method can significant effect the learning outcomes. Based on the result, Ha is accepted if psignificance < 0,05 and Ha is rejected if psignificance 0,05. Result of this study were, 1) the psignificance value of physics misconception was 0,0005 < 0,05 was outside the acceptance of Ha; 2) ) the psignificance value of learning outcomes was 0,005 < 0,05 was outside the acceptance of Ha. This study can be concluded that; 1) Learning Cycle 5E model with experiment method can significant effect the decreasing of physics misconceptions with the average score of experimental group was 8,09 and control group was 14,42; 2) Learning Cycle 5E model with experiment method can significant effect the learning outcomes with the average score of experimental group was 72,04 and control group was 64,70.