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All Journal JPF : JURNAL PENDIDIKAN FISIKA Kasuari: Physics Education Journal (KPEJ) Omega: Jurnal Ilmu Pendidikan dan Sains Fisika
Harnipa, Harnipa
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Education Physics Other

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Application of Problem Based Learning to Enhance Students’ Problem Solving Ability in Static Fluid Yusal, Yulianti; Nurazmi, Nurazmi; Harnipa, Harnipa
Kasuari: Physics Education Journal (KPEJ) Vol 6, No 2 (2023): December 2023
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v6i2.461

Abstract

One of the skills needed to face challenges in the 21st century is problem solving. The purpose of this study was to find out whether there was a significant difference between students' problem solving abilities before and after applying problem based learning to static fluid material. The method used in this research is a pre-experimental method with one group pretest-posttest group design. The research subject used in this study was one of the Senior High Schools in South Sulawesi, with a total of 33 students including 9 boys and 14 girls. The instrument used to collect data is a problem solving ability test instrument in the form of a description of static fluid material. The results of the descriptive analysis showed that the average score of students' problem solving abilities before the application of problem based learning was 59.81 while after the application of problem based learning was 194.15. Meanwhile, the results of the value of the paired t-test analysis, namely 0.00 <0.05 so that Ho was rejected and H1 was accepted. Thus, there is a significant difference between students' problem solving abilities before and after the application of problem based learning to static fluid material.
The Effect of the Mysterious Physics Learning Model Based on Fun Learning on the Physics Learning Outcomes Pertiwi, Pertiwi; Harnipa, Harnipa; Hasan, Nurhikmah; Fatmawati, Titin
Jurnal Pendidikan Fisika Vol. 10 No. 1 (2022): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v10i1.7087

Abstract

This study aims to identify whether the mysterious physics learning model based on fun learning has an effect on the physics learning outcomes of the students. This study was a pre-experimental study with one group joining the pretest-posttest research design. This study was carried out at SMPN 2 Barombong in November 2021. The population was all the students of class IX, while the sample was class IX.B which was determined by a simple random sampling technique. Data analysis used Wilcoxon signed-rank test statistic. The results showed that there was a positive and significant influence of the mysterious physics learning model based on fun learning on the physics learning outcomes of students at SMPN 2 Barombong. The results of the student questionnaire also showed interest in learning physics. They considered it as a more challenging physics learning project which made them more enthusiastic about it. The conclusion obtained is that the implementation of mysterious physics learning based on fun learning is effective in increasing students' learning outcomes in physics learning.
PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK Ngase, Silvester; Pertiwi, Pertiwi; Hasan, Nurhikmah; Harnipa, Harnipa; Taqwin, Muhammad
OMEGA : JURNAL ILMU PENDIDIKAN DAN SAINS FISIKA Vol 4 No 1 (2025): Omega: Jurnal Pendidikan dan Sains Fisika
Publisher : Program Studi Pendidikan Fisika Unpacti Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47650/omega.v4i1.2085

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Guided Inquiry terhadap hasil belajar fisika peserta didik kelas VII di SMP Negeri 1 Galesong Utara. Penelitian menggunakan metode quasi eksperiment dengan melibatkan dua kelas sebagai sampel, masing-masing terdiri dari 25 peserta didik. Kelas eksperimen menerapkan model pembelajaran Guided Inquiry, sedangkan kelas kontrol menggunakan metode pembelajaran konvensional. Instrumen penelitian berupa tes hasil belajar dalam bentuk pilihan ganda. Hasil analisis data menggunakan uji independent samples t-test menunjukkan adanya perbedaan yang signifikan antara kedua kelas (t = 5,495; p = 0,000 < 0,05). Rata-rata nilai posttest peserta didik pada kelas eksperimen sebesar 73,60, sementara pada kelas kontrol hanya 57,00. Temuan ini membuktikan bahwa model Guided Inquiry berpengaruh positif terhadap peningkatan hasil belajar fisika. Selain itu, model ini juga mendorong keterampilan berpikir ilmiah, pemahaman konsep, serta motivasi belajar peserta didik, sesuai dengan prinsip pembelajaran aktif dalam Kurikulum Merdeka. Kata kunci: Fisika, Guided Inquiry, Hasil Belajar
Co-Authors Akhfar, Mariani Fatmawati, Titin Hasan, Nurhikmah Ngase, Silvester Nurazmi, Nurazmi Pertiwi Pertiwi Taqwin, Muhammad Yulianti Yusal, Yulianti