Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Sains dan Pendidikan Fisika
Dwi Setiawati
Universitas Negeri Makassar
Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
DEVELOPMENT OF A MULTI-REPRESENTATION-BASED PHYSICS TEACHING MODULE TO IMPROVE STUDENTS' ANALYTICAL THINKING SKILLS ON RECTILINEAR MOTION Dwi Setiawati; Helmi; Kaharuddin Arafah
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9273

Abstract

Twenty-first-century learning requires students to master analytical thinking, one of the higher-order thinking skills needed to identify information, connect concepts, interpret data, and draw evidence-based conclusions. In physics learning, rectilinear motion is a fundamental topic that requires students to integrate verbal, mathematical, graphical, and pictorial representations, an ability known as multi-representation competence. This study aimed to develop a multi-representation-based physics teaching module to improve students' analytical thinking skills on the topic of rectilinear motion and to determine its content validity and practicality. This research and development (R&D) study used the 4D model (Define, Design, Develop, Disseminate) developed by Thiagarajan et al. (1974). The trial subjects were students of class X.1 at SMA Negeri 2 Makassar. Data were collected through expert validation sheets and teacher and student response questionnaires and were analyzed using Aiken's V content validity index and the practicality percentage (PRS) formula. The results showed that the multi-representation-based physics teaching module obtained an average Aiken's V index of 0.924, categorized as valid, while the supporting research instruments obtained an average Aiken's V of 0.80, also categorized as valid. The teacher response questionnaire showed an average practicality percentage of 86.1%, categorized as very practical. These findings indicate that the developed module is valid and very practical for supporting physics learning on the rectilinear motion topic and for training students' analytical thinking skills.
HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN HASIL BELAJAR FISIKA PESERTA DIDIK KELAS X SMA NEGERI 2 LUWU UTARA Dwi Setiawati; Jasruddin; Helmi
Jurnal Sains dan Pendidikan Fisika Vol. 20 No. 2 (2024): JURNAL SAINS DAN PENDIDIKAN FISIKA
Publisher : Physics Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/jspf.v20i2.3694

Abstract

Penelitian ini adalah expost facto yang bertujuan untuk mendeskripsikan korelasi antara kecerdasan emosional dengan hasil belajar fisika peserta didik kelas X SMA Negeri 2 Luwu Utara tahun ajaran 2021/2022. Variabel bebas dalam penelitian ini adalah kecerdasan emosional, sedangkan variabel terikatnya adalah hasil belajar fisika. Populasi dalam penelitian adalah seluruh peserta didik kelas X SMA Negeri 2 Luwu Utara tahun ajaran 2021/2022, sedangkan untuk sampel penelitiannya adalah peserta didik kelas X MIPA SMA Negeri 2 Luwu Utara tahun ajaran 2021/2022. Data hasil penelitian diperoleh dengan memberikan kuesioner kecerdasan emosional dan tes hasil belajar fisika. Teknik analisis data menggunakan statistik deskriptif dan statistik inferensial. Berdasarkan hasil analisis data diperoleh bahwa tidak terdapat hubungan yang signifikan antara kecerdasan emosional dan dengan hasil belajar Fisika peserta didik kelas X SMA Negei 2 Luwu Utara dapat dilihat dari nilai Sig 0,818> 0,05. Ada banyak faktor yang berpengaruh dalam penelitian ini salah satunya proses pembelajaran daring yang memberikan dampak pada proses pembelajaran peserta didik.
Co-Authors Helmi Jasruddin Kaharuddin Arafah