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All Journal Jurnal Penelitian dan Pembelajaran Fisika JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Penelitian Pembelajaran Fisika
Mulyana, Venny
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Earth & Planetary Sciences Education Electrical & Electronics Engineering Physics

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Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa Izzah, Nurul; Mulyana, Venny
Jurnal Penelitian Pembelajaran Fisika Vol 7, No 1 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.893 KB) | DOI: 10.24036/jppf.v7i1.111853

Abstract

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.
Meta Analisis Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Pemahaman Konsep Fisika Siswa Mulyana, Venny; Asrizal, Asrizal; Mufit, Fatni
Jurnal Penelitian Pembelajaran Fisika Vol 12, No 2 (2021): SEPTEMBER 2021
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v12i2.8971

Abstract

Model pembelajaran yang dianggap mampu menguatkan pemahaman konsep peserta didik adalah model inkuiri terbimbing. Inkuiri terbimbing (guided inquiry) merupakan model pembelajaran yang dapat melatih keterampilan siswa dalam melaksanakan proses investigasi untuk mengumpulkan data berupa fakta dan memproses fakta tersebut sehingga siswa mampu membangun kesimpulan secara mandiri guna menjawab pertanyaan atau permasalahan yang diajukan oleh guru. Penelitian tentang pengaruh model pembelajaran inkuiri terbimbing pemahaman konsep fisika siswa ditentukan melalui Effect Size (ES). Data penelitian diperoleh dari 10 artikel jurnal nasional dan internasional. Studi meta-analisis didasarkan pada dua kategori, yaitu jenjang kelas dan materi pembelajaran. Hasil penelitian menunjukkan bahwa; Pertama model inkuiri terbimbing memberikan pengaruh yang tinggi pada jenjang kelas X dan XI, sedangkan untuk kelas XII memberikan pengaruh pada kategori sedang. Kedua model inkuiri terbimbing memberikan pengaruh yang tinggi pada materi pembelajran suhu dan kalor, alat-alat optik dan listrik dinamis, dan untuk materi fluida berda pada kategori sedang.
Validity and Practicality of Scientific Literacy Assessment Instruments Based on Tornado Physics Enrichment Book Mulyana, Venny; Desnita, Desnita
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 12 No 1 (2023): 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.v12i1.15934

Abstract

Scientific literacy prepares citizens to become responsible and sensitive to the problems around them. An instrument that can measure all aspects of scientific literacy is needed to assess students' scientific literacy. This study determined the validity and practicality of the scientific literacy assessment instruments based on the tornado physics enrichment book. Scientific literacy instruments were developed in four aspects: context, competence, and knowledge (in the form of essay tests), and attitudes toward science (self-assessment questionnaires). This study was research and development. The ADDIE development model uses stages such as analysis, design, development, implementation, and evaluation. With valid categories, the expert validation for each aspect is content 0.81, construct 0.86, and language 0.85. With very practical criteria, a practicality value of 83.7% was obtained in the data analysis for the practicality test for teachers. With very practical criteria, the practicality test data analysis on students yielded a practicality value of 85.3%. The study results concluded that the scientific literacy assessment instrument developed as a result of the test was valid and practical. The results of this study are expected to be used as an assessment instrument to measure students' scientific literacy abilities.
Co-Authors Asrizal Desnita Fatni Mufit IZZAH, NURUL