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All Journal JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Penelitian Pembelajaran Fisika Papua Journal Physics Education Journal of Education Papua Baru
Sakliressy, Maura Trynovita
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Humanities Earth & Planetary Sciences Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics

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Profil Sikap Ilmiah Peserta Didik Dalam Pembelajaran Fisika di SMA YPPK Teruna Bakti Jayapura Sakliressy, Maura Trynovita; Sunarno, Widha; Nurosyid, Fahru
Jurnal Penelitian Pembelajaran Fisika Vol 12, No 1 (2021): APRIL 2021
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v12i1.8025

Abstract

Physics learning aims to provide provision experience and skill process, increase the creativity and scientific attitude of students. A scientific attitude is needed in learning science, including physics, because when students have a high scientific attitude, understanding of the concept and learning outcomes will increase. The purpose of this article is to look at the profile of students' scientific attitudes on the dimensions of attitudes, critical attitudes to facts, critical thinking, respect for data / facts, open thinking and cooperation in learning physics. This study aims to describe the scientific attitude profile of the XII grade students of SMA YPPK Teruna Bakti. The method used in this research is quantitative quantitative. The data was collected through a non-test instrument in the form of a questionnaire based on four of the six dimensions of scientific attitudes according to Harlen. The test was conducted on 35 students. The test results showed that the total average level of mastery was 73%. Scientific attitude per dimension, for curiosity dimension 75%, critical thinking dimension 72%, critical thinking dimension to data / facts 67%, open thinking dimension 77% and cooperation 74%.Keywords: Scientific Attitude, Assessment, Physics
Students Scientific Attitude in Learning Physics using Problem Based Learning Model with Experimental and Project Methods Sakliressy, Maura Trynovita; Sunarno, Widha; Nurosyid, Fahru
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 10 No 1 (2021): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v10i1.8347

Abstract

This research aims to determine the differences in the scientific attitudes of students who are given physics learning with the PBL model using experimental methods and project methods on static fluid material. The method used in this research is quantitative with a quasi-experimental approach using two independent group designs, namely the experimental group I using the PBL model-experimental method and the practical group II using the PBL model-project method. Subjects in this study were 65 students of class XI SMA YPPK Teruna Bakti obtained using cluster random sampling technique. Data obtained through a scientific attitude questionnaire instrument consisting of 15 items that have been tested for validity and reliability using SPSS 23.0.  Then, the prerequisite test (normality and homogeneity) was carried out and continued with hypothesis testing. The t-test result of 0.026 shows a difference in the average scientific attitude between students who are given learning using the PBL model with the experimental method and students who are given learning using the PBL model with the project method even though the average score for both. Not significantly different, namely in the experimental class 74.14 and the project class 70.10.
ANALISIS PENGUASAAN KONSEP SISWA DALAM PEMBELAJARAN FISIKA MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) DAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) Sakliressy, Maura Trynovita; Triwiyono, Triwiyono; Panda, Florentina Maria
Papua Journal of Physics Education Vol 2 No 1 (2021): Papua Journal of Physics Education (PJPE)
Publisher : Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.779 KB) | DOI: 10.31957/pjpe.v2i1.1728

Abstract

Keberhasilan dalam pembelajaran adalah ketika peserta didik memiliki kemampuan memahami suatu konsep secara ilmiah dan penerapannya dalam kehidupan sehari-hari. Tujuan penelitian ini adalah untuk mengetahui peningkatan dan perbedaan penguasaan konsep antara peserta didik yang diajarkan dengan model PBL dan model kooperatif tipe STAD pada materi tekanan zat cair. Penelitian ini menggunakan metode kuantitatif dengan quasi experimental. Penelitian dilakukan di SMP Negeri 11 Jayapura dengan sampel yang digunakan adalah kelas VIII E sebagai kelas eksperimen yang diajarkan menggunakan model PBL dan VIII F sebagai kelas kontrol yang diajarkan menggunakan model kooperatif tipe STAD. Pengambilan sampel dilakukan dengan teknik purposive sampling. Hasil peningkatan penguasaan konsep menunjukkan nilai n-gain seluruh konsep pada kelas eksperimen sebesar  0,72 yang tergolong kategori penguasaan konsep tinggi dan kelas kontrol sebesar 0,61 tergolong kategori hasil belajar sedang. Hasil uji t menunjukkan terdapat perbedaan penguasaan konsep yang signifikan antara peserta didik yang diajarkan menggunakan model PBL dan peserta didik yang diajarkan dengan model kooperatif tipe STAD yang ditunjukkan nilai signifikasi 𝛼 < 0,05 yaitu sebesar 0,000, untuk seluruh konsep yaitu konsep tekanan hidrostatis, konsep Hukum Archimedes, dan konsep Hukum Pascal.
Deskripsi Pembelajaran Diferensiasi dalam Kurikulum Merdeka di SMA YPPK Teruna Bakti Sakliressy, Maura Trynovita
Journal of Education Papua Baru Vol. 2 No. 2 (2023)
Publisher : FKIP Universitas Cenderawasih

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak. Pembelajaran diferensiasi dikenal dengan pembelajaran memiliki ragam cara belajar yang sesuai dengan minat, bakat dan kebutuhan peserta didik guna mencapai tujuan pembelajaran. Pembelajaran ini terbagi menjadi tiga, yaitu diferensiasi konten, diferensiasi proses, dan diferensiasi produk. Keragaman peserta didik terbagi menjadi tiga, yaitu kesiapan belajar, minat, dan profil studi. Tujuan pembelajaran diferensiasi, yaitu 1) untuk membantu semua peserta didik dalam belajar, 2) untuk meningkatkan motivasi dan hasil belajar peserta didik, 3) untuk menjalin hubungan yang harmonis guru dan peserta didik, 4) untuk membantu peserta didik menjadi pelajar yang mandiri, 5) untuk meningkatkan kepuasan guru. Tujuan artikel ini adalah untuk mengetahui gambaran pembelajaran diferensiasi di SMA YPPK Teruna Bakti kelas XI. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif. Pengumpulan data dilakukan melalui instrumen nontes berupa angket berdasarkan aspek sikap hasil belajar. Tes dilakukan terhadap 29 siswa. Hasil tes menunjukkan bahwa rata-rata keseluruhan tingkat penguasaan adalah 83%. Sikap ilmiah per dimensi, untuk dimensi kesiapan belajar 76%, dimensi motivasi belajar 88%, dan dimensi ketekunan dan rasa tanggung jawab 85%. Kata kunci: Pembelajaran Diferensiasi, Aspek Sikap, Kurikulum Merdeka Abstract. Differentiated learning is known as learning that has a variety of learning methods that suit students' interests, talents and needs in order to achieve learning goals. This learning is divided into three, namely content differentiation, process differentiation, and product differentiation. The diversity of students is divided into three, namely learning readiness, interests, and study profile. The objectives of differentiation learning, namely 1) to help all students learn, 2) to increase student motivation and learning outcomes, 3) to establish a harmonious relationship between teachers and students, 4) to help students become independent students, 5 ) to increase teacher satisfaction. The purpose of this article is to find out an overview of differentiated learning at SMA YPPK Teruna Bakti class XI. The method used in this research is quantitative descriptive. Data collection was carried out through non-test instruments in the form of questionnaires based on attitudinal aspects of learning outcomes. The test was carried out on 29 students. The test results showed that the overall average mastery level was 83%. Scientific attitude per dimension, for the learning readiness dimension 76%, the learning motivation dimension 88%, and the perseverance and sense of responsibility dimension 85%. Keywords: Differentiated learning, attitude aspect, Curriculum Merdeka
Co-Authors Fahru Nurosyid Florentina Maria Panda, Florentina Maria Triwiyono Triwiyono, Triwiyono Widha Sunarno