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All Journal Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia
Batlolona, J. R.
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Education Physics

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Influence of Problem Based Learning Model on Student Mental Models Batlolona, J. R.; Singerin, S.; Diantoro, M.
Jurnal Pendidikan Fisika Indonesia Vol 16, No 1 (2020)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v16i1.14253

Abstract

The purpose of this study was to determine the development of mental models (MM) of students as well as to analyze the differences in MM based on the learning model used. This research is expected to be a guide for teachers in exploring the concept of physics as a whole. The study was conducted at the high school level with a medium level school category. The research method used mixed methods embedded experimental models with surface level, matching and deep (SMD) diagnostic test instruments. The results of the study showed that there were an increase on students’ MM at each meeting in the SMD level. Other results show that there are differences in the mean scores corrected between levels of the learning model. The mean score corrected PBL mental model is significantly different from conventional. The increase in MM students with PBL was higher than the increase in MM students with conventional learning. Thus, PBL can be recommended to increase MM students' physics of high school students.
Merry Go Round Technique and Students’ Physics Cognitive Learning Outcomes on Work and Energy Topic Batlolona, J. R.; Nenohai, A. J. W. T.; Wenno, I. H.; Wartono, W.; Yurdabakan, I.
Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v10i2.22964

Abstract

This study aims to determine the difference in learning outcomes in work and energy from students who learned using inquiry training model with merry-go-round techniques. This study was designed using a quasi-experimental design with 74 students as samples. The instrument developed was 21 questions about work and energy. The results show that the experimental class has the highest value of 85.27 compared to the control class with 77.56. The test results of the physics learning outcomes hypothesis were tcount (3,295) >ttable (1,666), indicating that there were differences in physics learning outcomes of students who studied using the inquiry training model with the merry-go-round technique than students who studied conventionally.
Co-Authors I. H. Wenno M. Diantoro Nenohai, A. J. W. T. Singerin, S. Wartono Wartono Yurdabakan, I.