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All Journal Jurnal Penelitian Pendidikan Fisika Asian Journal of Science Education
Sahara, Yuni
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Education Physics Social Sciences Other

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Diagnosis Miskonsepsi Terhadap Konsep Hukum Newton dan Penerapannya pada Peserta Didik: Four-Tier Diagnotic Test Sahara, Yuni; Erniwati, Erniwati; Sahara, La
Jurnal Penelitian Pendidikan Fisika Vol 4, No 1 (2019): Jurnal Penelitian Pendidikan Fisika
Publisher : Jurusan Pendidikan Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jipfi.v4i1.14141

Abstract

The purpose of this research is: (1) to get a description of the misconceptions of grade X students of SMKN 2 Kendari on the subject matter of Newton's law and its application; (2) shows the highest concept of misconception in Newton's law and its application. The research population as a sample was all students of class X in Electrical Engineering at SMKN 2 Kendari consisting of 2 classes of 56 people. Data collection in the research was a four-tier diagnostic test totaling 25 numbers and interviews.  Interviews were conducted as a support to confirm the results of the tests that have been carried out.  Data were analyzed qualitatively, from the results of the data analysis conclusions were obtained: (1) Misconceptions that occur in students after undergoing diagnostic tests are in the moderate categorized with a percentage of 39.07%. (2) The highest misconception was identified in Newton's first law material with a percentage of 47.32%, followed by Newton's legal application sub-concept 46.88%, Newton's II legal sub-concept 41.07%, Newton's 36  , 61%, Newton's third law sub concept 35.71% and the last sub-concept types of force 35.46%. 
Effectiveness of the Scientifically based Flipped Classroom Model to Increase Students' Critical Thinking Ability Ngadimin, Ngadimin; Hamid, Abdul; Sahara, Yuni; Musdar, Musdar
Asian Journal of Science Education Vol 6, No 1: April, 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v6i1.35574

Abstract

In fact, the physics learning process in senior high schools does not encourage students to think critically, resulting in low learning outcomes. This research aims to test the effectiveness of a scientific-based flipped class model to enhance students' critical thinking abilities. The research method used is a quantitative method with a quasi-experimental design, specifically nonequivalent pre-test post-test control group design. The population of this study consists of all tenth-grade science classes at Kutacane State Senior High School 3, and the sampling technique used is total sampling, where tenth-grade science class I serves as the experimental group, while the tenth-grade science class II serves as the control group. The instruments used are observation sheets, tests, and questionnaires. Data were analyzed using the N-Gain test, the classical completeness test, and student response analysis. The results of the study showed that critical thinking skills, as measured by both the classical completeness test and N-Gain test, improved in both classes, with the experimental class showing a high gain index category, while the control class showed a moderate gain index category. Learning using a scientific-based flipped class model is effective in enhancing students' critical thinking abilities because it can facilitate students in accessing the provided learning materials.
Co-Authors Abdul Hamid Erniwati Erniwati LA SAHARA, LA Musdar Musdar Ngadimin Ngadimin