Article Per Year (5 Year)
p-Index From 2021 - 2026
1.048
P-Index
This Author published in this journals
All Journal EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA Gravity Journal
Himsar, Himsar
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Education Physics Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
Journal : Gravity Journal

 1 
Aktualisasi Konsep Pengukuran Ilmu Fisika Terintegrasi Alqur’an dan As-sunnah Rizaldi, Rachmat; Himsar, Himsar
Gravity Journal Vol 4, No 1 (2025)
Publisher : Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/gravity.v4i1.16613

Abstract

This research investigates the Qur'anic perspective on physics, specifically focusing on measurement. Employing a qualitative library research methodology, this study integrates an analysis of Qur'anic exegesis. Qur'anic interpretations are utilized to understand the meaning of relevant verses, particularly Surah Al-Qamar (54:49) and Al-Furqan (25:2), and their connection to the concept of measurement in physics. As a library-based study, the primary data sources consist of written materials such as books, journals, tafsir (exegesis) texts, and other documented sources. Secondary data includes Hadith, further interpretive works, physics textbooks, and other pertinent literature. Measurement is defined as the process of comparing a measured quantity with another quantity of a predetermined scale and unit. Measurement has varying applications across different educational levels. In elementary and middle schools, measurement is taught as a topic within science and physics. At the university level, measurement serves as a fundamental course used to prove or test concepts, principles, and facts. The actualization of physics in measurement, based on the Qur'an and Sunnah, can foster attitudes of honesty and carefulness in comparing values in every activity. If measurement is conducted without the guidance of the Qur'an and Sunnah, inconsistencies between theory and fact may arise. Individuals who habitually measure according to Qur'anic and Sunnah concepts will find that their activities and their products align with reality, as dishonesty and negligence are strictly avoided.
Aktualisasi Model Pembelajaran PjBL Pendekatan Saintifik untuk Meningkatkan Keterampilan Proses Sains Siswa Harahap, Fitra Hayati; Himsar, Himsar
Gravity Journal Vol 3, No 2 (2024)
Publisher : Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/gravity.v3i2.14346

Abstract

Education is the process of forming students' competencies as a whole and integrated between attitudes, knowledge and skills, the government programs nine years of compulsory education to achieve this. Era 4.0 and Society 5.0 are changing all lines of society's life dynamically, be it economic, socio-cultural, agricultural, even the world of education. Based on research by the Word Economic Forum (WEF) 2020 in Kahar et al (2021), there are 10 main abilities that are most in demand. What is needed to face the era of industrial revolution 4.0 and society 5.0 is being able to solve complex problems, thinking critically, creatively, having management skills, being able to coordinate with other people, emotional intelligence, being able to assess and make decisions, being service oriented, negotiating skills and cognitive flexibility. This is compatible with the PJBL in Madrasah Aliyah darul ikhlas Islamic Boarding padangsidimpuan learning model which has steps including: 1. learning through processes of searching for data and information about problems raised by the teacher. 2. Learners who foster a sense and attitude of personal and group responsibility among students. 3. Learning that focuses on results or projects. 4. Results or projects are evaluated. The approach that is relevant to the PJBL model is the scientific approach. The learning process is a learning process that is designed in such a way that students actively construct concepts, laws and principles through the stages of observing, formulating problems, proposing and formulating hypotheses, collecting data, analyzing data. and conclude it. The PJBL model based on a scientific approach forms students' science process skills, PJBL based on a scientific approach for science process skills requires knowledge, skills and attitudes competencies.
Penerapan Metode STEM pada Proses Pembelajaran Fisika Berbais Pendekatan Saintifik untuk Meningkatkan Keterampilan Berpikir Kritis Himsar, Himsar; Harahap, Fitra Hayati
Gravity Journal Vol 3, No 1 (2024)
Publisher : Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/gravity.v3i1.11724

Abstract

The learning process using one method of learning creates a learning atmosphere of saturation, boredom and tiredness. students become weak and lazy in participating in learning. Students do not understand and are confused when faced with integrated concepts (integrated science, technology, engineering and mathematics material). The integrity and integration of these materials requires a long time to analyze and conclude. This condition of students has an impact on their critical thinking skills being weak, their way of finding solutions to problems is not being able to solve problems. The integrity and integration of science, technology, engineering and mathematics materials requires a high level of critical thinking among students. Researchers provide solutions to these problems by applying STEM methods to physics learning based on a scientific approach. This research can improve students' abilities in the areas of knowledge, attitudes, skills and critical thinking. This research uses PTK with two cycles. The average value for Cycle I is knowledge 65, attitude 67, skills 68 with a KKM of 70. Cycle I has not yet been completed and continues with cycle II, the average value for Cycle II is knowledge 75, attitude 77 and skills 80, meaning that all areas of student ability are above KKM 70, meaning complete. For critical thinking skills, researchers refer to the average score of students on the initial test of 63.66 (value of knowledge, attitudes and skills). In cycle I, the average critical thinking score for students was 68, an increase of 4.34 on the scale or 6.54%. The average critical thinking score of cycle I has not increased sufficiently, so it continues with cycle II. The average critical thinking score for Cycle II students was 75. Cycle II experienced an increase of 11.34 on the scale or 17.8% from the average initial test score of 63.66. with this improvement, the application of STEM methods to the physics learning process based on a scientific approach can improve students' critical thinking abilities.
Pengembangan LKS Berbasis Model Inquiry Terbimbing Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Himsar, Himsar
Gravity Journal Vol 4, No 2 (2025)
Publisher : Institut Agama Islam Negeri Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/gravity.v4i2.19139

Abstract

This research effort is through the development of LKS (Student Worksheet) guided inquiry model, the process of the emergence of this LKS is starting from the problem in the field of the use of LKS that are not in accordance with the analysis of student needs, not in accordance with the school environment, the LKS presented is instant from the publisher. The solution for LKS like this is the development of LKS based on the guided inquiry model that guides students to the problem, the problem is analyzed, and solutions are sought to solve it. This research method uses Development, the development used according to Thiagarajan's opinion (Trianto 2009) the stages are defining (define), designing (design), developing (development), and disseminating (disseminate). The Definition stage is carried out in the form of curriculum analysis, material analysis, Student Character. At this stage, the adjustment of Student competencies to their needs for material and environment. The design phase focuses on creating tests based on the criteria of the guided inquiry model. The constructed criteria-referenced tests become worksheet instruments. These tests are validated by a validator until they are valid. The worksheets then contain the validated tests. Worksheets that contain valid tests and align with the steps of the guided inquiry model are validated by validators and practitioners. The development phase is when the worksheets have received valid scores from validators and practitioners related to the worksheets containing the tests. The final phase, dissemination, involves testing the worksheets in samples or other classes.
Co-Authors Harahap, Fitra Hayati Rizaldi, Rachmat