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All Journal Phi : Jurnal Pendidikan Fisika dan Terapan Pendas : Jurnah Ilmiah Pendidikan Dasar Physics and Science Education Journal (PSEJ)
Pransiska, Susy
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Earth & Planetary Sciences Education Engineering Physics Other

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Meningkatkan hasil belajar fisika melalui penerapan pembelajaran Self-Directed Learning (SDL) Salahuddin, Salahuddin; Sastradika, Dedi; Purnama, Boby Yasman; Pransiska, Susy; Ramadani, Syah Putri
Phi: Jurnal Pendidikan Fisika dan Terapan Vol 8, No 1 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v8i1.14677

Abstract

Pembelajaran Fisika mengalami banyak masalah karena sifat materinya yang kompleks sehingga sulit dalam melatih kemandirian siswa dalam pembelajaran. Penelitian ini bertujuan untuk mengimplementasikan pembelajaran Self-directed learning (SDL) dalam membangun kemandirian belajar untuk mengoptimalkan hasil belajar siswa.  Metode penelitian ini adalah quasi experiment dengan desain pre-posttest control group design, dengan melibatkan 53 orang siswa yang terbagi menjadi dua kelompok.  Kelompok eksperimen diberi penerapan pembelajaran SDL dan kontrol dengan konvensional. 16 item instrumen pilihan ganda digunakan untuk mengukur hasil belajar siswa. Berdasarkan analisis uji-tα=0,05  diperoleh nilai sig. sebesar 0,001. Hasil ini menunjukan terdapat pengaruh yang signifikan pembelajaran SDL terhadap ketercapaian hasil belajar siswa. SDL dapat memberikan kesempatan kepada siswa untuk mengoptimalkan hasil belajar fisika dan dapat melatih kemandirian belajar siswa dalam membangun pemahaman konsep fisika pada materi Gerak Melingkar.
DEVELOPMENT OF AUGMENTED REALITY ON NEWTON’S LAWS TO REMEDIATE MISCONCEPTIONS AMONG PRE-SERVICE PHYSICS TEACHERS Wiratama, Arif; Pransiska, Susy
Physics and Science Education Journal (PSEJ) Physics and Science Education Journal (PSEJ), Volume 5 Nomor 3, Desember 2025
Publisher : Physics Education Departement, Islamic State University Sulthan Thaha Saifuddin Jambi - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/6fxy1m03

Abstract

Physics learning often faces challenges, particularly in helping students visualize and relate abstract concepts to real-world phenomena. To address this issue, this study investigates the theoretical validity, practical feasibility, and effectiveness of Augmented Reality (AR)-based learning media in remediating students’ misconceptions of Newton’s Laws. The study employed a research and development (R&D) design using the ADDIE model. Participants consisted of fifth-semester students enrolled in a Physics Education program. Data were collected through expert validation instruments, lecturer and student response questionnaires, and three-tier multiple-choice diagnostic tests. Qualitative data were analyzed to examine feedback and suggestions from experts, lecturers, and students, while quantitative data were analyzed to determine validity, user responses, and learning effectiveness. The results of expert validation indicate that the developed AR-based learning media meets the criteria of validity and feasibility for instructional use. Lecturer and student responses were classified as very good, with percentages of 86.72% and 89%, respectively. Furthermore, analysis of diagnostic test results shows a notable reduction in students’ misconceptions from pretest to posttest, with misconception levels decreasing to 71.3% at Tier 1, 45% at the combined Tier 1 and Tier 3, and 27.73% across all tiers. The effectiveness analysis further reveals that only 1–3 students (12.5%) continued to exhibit misconceptions after the intervention. These findings suggest that AR-based learning media can serve as an effective instructional tool for reducing students’ misconceptions of Newton’s Laws.
HUBUNGAN KECERDASAN EMOSIONAL DENGAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMP NEGERI 10 KOTA JAMBI Heidy Fitriah, Nur; Pransiska, Susy
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42005

Abstract

This study was motivated by the low emotional intelligence of some students, as evidenced by their difficulty in recognizing and controlling their emotions, lack of empathy, low cooperation skills, and motivation to learn Islamic Religious Education that only focuses on academic grades. This study aims to determine the level of students' emotional intelligence, the level of learning outcomes in Islamic Religious Education, and the relationship between the two at SMP Negeri 10 Kota Jambi. This study used a quantitative approach with a correlational method, involving 115 students as samples through random sampling techniques. The research instruments were emotional intelligence questionnaires and Islamic Religious Education learning outcome tests. Data analysis included descriptive statistics, normality tests, linearity tests, Pearson correlation analysis, t-tests, and coefficient of determination (R²) tests. The results showed that the students' emotional intelligence level was in the good category (81.77%) and their Islamic Religious Education learning outcomes were also good (77.75%). Pearson's correlation analysis showed a significant and very strong relationship between emotional intelligence and learning outcomes (r = 0.854; p = 0.000 < 0.05). The coefficient of determination (R²) of 0.729 indicates that emotional intelligence contributes 72.9% to learning outcomes, while the rest is influenced by other factors. In conclusion, emotional intelligence plays an important role in improving students' Islamic Education learning outcomes.
Co-Authors Dedi Sastradika Heidy Fitriah, Nur Purnama, Boby Yasman Ramadani, Syah Putri Salahuddin Salahuddin Wiratama, Arif