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Dr. Ni Made Pujani,M.Si .
Universitas Pendidikan Ganesha
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Journal : Jurnal Pendidikan Fisika Undiksha

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PENGARUH MOTIVASI BELAJAR DAN KREATIVITAS BELAJAR SISWA SMP TERHADAP HASIL BELAJAR IPA ., Ni Made Lioni Garbriana; ., Dra. Ni Ketut Rapi, M.Pd.; ., Dra. Ni Made Pujani,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 2, No 1 (2015):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6364

Abstract

Penelitian ini bertujuan (1) menganalisis pengaruh motivasi belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar, (2) menganalisis pengaruh kreativitas belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar, dan (3) menganalisis pengaruh motivasi belajar dan kreativitas belajar secara bersama-sama terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar. Jenis penelitian ini adalah ex-post facto korelasional. Populasi penelitian ini terdiri dari 1331 siswa kelas VII SMP Negeri Se-Kecamatan Banjar. Sampel penelitian diambil menggunakan teknik proporsional random sampling berjumlah 298 siswa. Data motivasi belajar dan data kreativitas belajar dikumpulkan dengan menggunakan kuesioner dengan masing-masing koefisien reliabilitas 0,82 dan 0,78. Data hasil belajar IPA diperoleh dengan menggunakan hasil tes yang mencakup materi “Besaran dan Satuan, serta Suhu dan Pengukurannya” dengan koefisien reliabilitas 0,84. Analisis data menggunakan teknik analisis deskriptif, teknik analisis regresi linier sederhana, dan regresi ganda dua prediktor. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh positif motivasi belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar (F = 8,928; p < 0,05) dan sumbangan efektif sebesar 1,43%; (2) terdapat pengaruh positif kreativitas belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar (F = 9,962, p < 0,05) dan sumbangan efektif sebesar 2,07%, dan (3) terdapat pengaruh yang yang positif antara motivasi belajar dan kreativitas belajar secara bersama-sama terhadap hasil belajar IPA siswa di kelas VII SMP Negeri Se-Kecamatan Banjar (F = 5,373, p < 0,05) dan sumbangan efektif sebesar 3,5%. Kata Kunci : Motivasi Belajar, Kreativitas Belajar dan Hasil Belajar IPA. This study aimed at (1) analyzing the effect of learning motivation towards the science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District, (2) analyzing the effect of learning creativity towards the science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District, and (3) analyzing the effect of motivation and creativity in learning altogether toward the science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District. This study was designed as co-relational ex-post facto. 1331 students of seventh grade of all junior high schools in Banjar Sub-District were the population of this study, and the sample taken by using proportional random sampling were 298 students. Data of students’ motivation and creativity in learning were obtained by using questionnaires in which the coefficient reliability of each questionnaire were 0.82 and 0.78. Data of students’ science learning achievement were obtained through the test which covered the material of “Quantities & Units”, and also “Temperature and its measurement” as well with the coefficient of reliability 0.84. Techniques used to analyze data were descriptive technique, simple linear regression technique, and double regression with two predictor technique. The results of this study shows that (1) there is a positive effect of learning motivation towards science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District (F = 8.928; p < 0.05) and the effective contribution is 1.43%; (2) there is a positive effect of learning creativity in towards science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District (F = 9.962, p < 0.05) and the effective contribution is 2.07%; (3) there is a positive effect between learning motivation and learning creativity altogether toward science learning achievement of seventh of all junior high schools in Banjar Sub-District (F = 5.373, p < 0.05) and the effective contribution was 3.5%. keyword : learning motivation, learning creativity, science learning achievement.
PENGARUH PROBLEM BASED LEARNING BERBANTUAN ICT TERHADAP PEMAHAMAN KONSEP FISIKA SISWA KELAS X SMK TI ., Putu Fera Andriyani; ., Dra. Ni Made Pujani,M.Si; ., Putu Artawan, S.Pd.
Jurnal Pendidikan Fisika Undiksha Vol 4, No 2 (2016):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v4i2.8050

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan pemahaman konsep fisika antara siswa yang belajar menggunakan Model Pembelajaran Berbasis Masalah Berbantuan ICT (MPBMBI) dengan Model Pembelajaran Konvensional (MPK). Jenis penelitian ini adalah penelitian eksperimen semu dengan rancangan penelitian pretest-postest non-equivalent control group design. Populasi penelitian adalah siswa kelas X SMK TI Bali Global Singaraja (N=58 siswa). Sampel diambil menggunakan metode purposive random sampling, sehingga sampel untuk kelas eksperimen adalah kelas X MM dan kelas kontrol adalah kelas X TKJ. Data yang dikumpulkan adalah data pemahaman konsep fisika yang digali dengan tes pilihan ganda diperluas. Analisis menggunakan statistik deskriptif dan uji-t independent sample. Hasil penelitian menunjukkan bahwa terdapat perbedaan pemahaman konsep fisika antara siswa yang belajar menggunakan MPBLI dan siswa yang belajar menggunakan MPK (p = 0,001 < 0,05). MPBLI lebih baik daripada MPK dalam meningkatkan pemahaman konsep fisika siswa dengan MPBLI = 70,58 (tinggi) dan MPK = 47,88 (sedang).Kata Kunci : Model pembelajaran berbasis masalah, ICT, pemahaman konsep fisika This study aimed at analyzing the differences of physics concepts understanding between the students who learn by using ICT Aided Problem Based Learning Model (MPBMBI) and the students who learn by using Conventional Learning Model (MPK). This research was a quasi-experimental research with pretest-postest non-equivalent control group design. The population of this study were students of class X SMK TI Global Singaraja Bali (N = 58 students). Samples were taken by using method of purposive random sampling. The samples for the experimental class were the class X MM and for the control class were class X TKJ. The collected data were data of physics concepts understanding explored by using extended multiple-choice test. Data analysis used descriptive statistics and t-test independent sample. The results show that there are differences of physics concepts understanding between the students who learn by using MPBMBI and the students who learn by using MPK (p = 0.001
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF STAD UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN HASIL BELAJAR IPA ., Putu Deviana Pertiwi; ., Dra. Ni Ketut Rapi, M.Pd.; ., Dra. Ni Made Pujani,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 2, No 1 (2015):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6365

Abstract

Tujuan penelitian ini adalah: (1) meningkatkan motivasi belajar siswa, (2) meningkatkan hasil belajar IPA siswa, dan (3) mendeskripsikan tanggapan siswa terhadap penerapan pembelajaran kooperatif tipe STAD. Penelitian ini adalah penelitian tindakan kelas yang melibatkan 34 orang siswa kelas VIIID SMPN 1 Banjar pada semester ganjil tahun akademik 2015/2016. Tindakan dilakukan dalam dua siklus pembelajaran. Setiap siklus dibagi menjadi 4 tahap kegiatan, yaitu 1) perencanaan; 2) tindakan; 3) evaluasi; dan 4) refleksi. Data motivasi siswa dan tanggapan terhadap model pembelajaran kooperatif tipe STAD dikumpulkan dengan angket. Data hasil belajar IPA dikumpulkan dengan tes hasil belajar. Semua data dianalisis secara deskriptif. Penelitian berhasil jika, ketuntasan klasikal 76% dengan KKM 75, motivasi belajar siswa dalam kategori tinggi, dan tanggapan siswa berkategori positif. Hasil penelitian menunjukkan bahwa: 1) penerapan model pembelajaran kooperatif tipe STAD dapat meningkatkan motivasi belajar ( siklus I = 151,21 dengan kategori tinggi dan Standar Devisiasi = 10,43, siklus II = 156 dengan kategori tinggi dan Standar Devisiasi = 13), 2) penerapan model pembelajaran kooperatif tipe STAD dapat meningkatkan hasil belajar IPA siswa ( siklus I = 79,56 dan Standar Deviasi = 7,72 dengan ketuntasan klasikal 79,41%, siklus II = 85,69 dan Standar Deviasi = 6,99 dengan ketuntasan klasikal 94,11%); dan 3) tanggapan siswa terhadap penerapan model pembelajaran kooperatif tipe STAD berkategori positif. Kata Kunci : pembelajaran kooperatif tipe STAD, motivasi belajar, hasil belajar. This study aimed at (1) improving the students’ learning motivation, (2) improving the students’ learning outcomes, and (3) describing the students' responses toward the implementation of STAD type cooperative learning model. This research was a classroom action research which was conducted in two cycles of learning and involved 34 students of grade VIIID of SMPN 1 Banjar in odd semester of academic year 2015/2016. Actions were conducted in two cycles of learning and each cycle was divided into 4 stages of activities: 1) planning, 2) the action, 3) evaluation, and 4) reflection. Data of students' motivation and the responses toward the STAD type cooperative learning model were collected by questionnaire, while data of science learning result were collected by a multiple-choice test at the end of each cycle. Data were analyzed descriptively. Research succeed if, classical completeness 76% with KKM 75, student motivation is in the category “high”, and the student responses are categorized positive and in the category “high”. The results show that: 1) the implementation of STAD type cooperative learning model can increase learning motivation (cycle I = 151.21 with high category and standard deviation = 10.43, the second cycle = 156 with high category and standard deviation = 13), 2) the implementation of STAD type cooperative learning model can improve students’ science learning outcomes ( of cycle I = 79.56 and Standard Deviation = 7.72 with 79.41% classical completeness, of cycle 2 = 85.69 and standard deviation = 6.99 with 94.11% classical completeness); and 3) the students’ responses toward the implementation of STAD type cooperative learning model are in positive category.keyword : STAD type cooperative learning, learning motivation, learning outcomes.
STRATEGI PEMBELAJARAN GURU FISIKA: RELEVANSINYA DALAM PENGEMBANGAN KECERDASAN EMOSIONAL SISWA ., Ni Putu Widyasanti; ., Dra. Ni Made Pujani,M.Si; ., Putu Artawan, S.Pd.
Jurnal Pendidikan Fisika Undiksha Vol 4, No 2 (2016):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v4i2.8145

Abstract

Penelitian ini bertujuan untuk mendeskripsikan 1) strategi pembelajaran guru, 2) kecerdasan emosional siswa, 3) relevansi strategi pembelajaran guru dalam pengembangan kecerdasan emosional siswa kelas X MIPA 1 di SMA Negeri 2 Semarapura. Metode penelitian ini adalah kualitatif (deskriptif analitik). Data penelitian berupa fakta terkait strategi pembelajaran guru dan kecerdasan emosional siswa. Instrumen utama dalam penelitian ini adalah peneliti sendiri. Sumber data adalah 1 orang guru dan 9 orang siswa yang dipilih dengan menggunakan teknik purposive sampling. Data diambil melalui proses observasi, wawancara, dokumentasi, dan kuesioner. Analisis dilakukan selama dan setelah pengumpulan data, tahap analisis data yaitu reduksi data, paparan data, dan verifikasi data. Penelitian bertempat di SMA Negeri 2 Semarapura. Hasil penelitian menunjukkan sebagai berikut. 1) Guru menerapkan strategi pembelajaran kontekstual. 2) Kecerdasan emosional siswa cenderung baik. 3) Strategi pembelajaran yang diterapkan guru dilihat dari perencanaan, pelaksanaan, dan penilaian sudah mampu mengembangkan kecerdasan emosional siswa.Kata Kunci : Guru fisika, kecerdasan emosional, dan strategi pembelajaran. This research aimed at describing1) the teacher’s teaching strategy, 2) students’ emotional quotient, 3) the relevance of teacher’s teaching strategy in developing emotional quotient of XI MIPA 1 students at SMA Negeri 2 Semarapura. This research was a qualitative research (descriptive analytic). Data of this research were the facts which related to the teaching strategy of the teacher and students’ emotional quotient. The main instrument was the researcher itself. There were one teacher and nine students as sources of data of this research. The methods of data collection were observation, interview, documentation, and questionnaire. The data analysis was conducted during and after collecting data by reducing, describing, and validating data. The research was conducted at SMA Negeri 2 Semarapura. The result of this research shows that 1) the teacher applied a contextual teaching strategy, 2) students’ emotional quotient tend to be good, 3) the teaching strategy used by the teacher can develop students’ emotional quotient.keyword : Physic teacher, emotional quotient, and teacher’s teaching strategy.
PENGARUH STRATEGI PEMBELAJARAN METAKOGNITIF TERHADAP PEMAHAMAN KONSEP IPA SISWA KELAS VIII SMP NEGERI ., Anny Maulida; ., Dra. Ni Made Pujani,M.Si; ., Putu Artawan, S.Pd.
Jurnal Pendidikan Fisika Undiksha Vol 1, No 1 (2014):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v1i1.3768

Abstract

Penelitian ini bertujuan menganalisis perbedaan pemahaman konsep IPA antara siswa yang belajar dengan menggunakan strategi pembelajaran metakognitif dengan siswa yang belajar menggunakan strategi pembelajaran konvensional. Jenis penelitian ini adalah penelitian quasi experiment dengan rancangan one way pretest-posttest non-equivalent control group design. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 1 Sawan Tahun Pelajaran 2013/2014 yang terdiri dari sembilan kelas berjumlah 308 orang. Sampel diambil dengan teknik simple random sampling, berjumlah 70 orang. Variabel bebas dari penelitian ini adalah strategi pembelajaran metakognitif dan strategi pembelajaran konvensional, sedangkan variabel terikat adalah pemahaman konsep IPA. Data penelitian ini dikumpulkan dengan menggunakan pretest dan posttest dari pemahaman konsep IPA dalam bentuk pilihan ganda diperluas dengan jumlah 20 soal. Data dianalisis secara deskriptif dan ANAKOVA. Sebagai tindak lanjut digunakan uji least significant difference (LSD). Semua pengujian hipotesis menggunakan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa terdapat perbedaan secara signifikan pemahaman konsep IPA antara siswa yang belajar menggunakan strategi pembelajaran metakognitif dengan siswa yang belajar menggunakan strategi pembelajaran konvensional (F = 6,871 dengan sig < 0,05). Hasil uji lanjut dengan LSD menunjukkan bahwa pemahaman konsep siswa yang belajar menggunakan Strategi Pembelajaran Metakognitif (M = 53,43 dan SD = 2,71) lebih tinggi dibandingkan dengan siswa yang belajar menggunakan Strategi Pembelajaran Konvensional (M = 44,26 dan SD = 3,22).Kata Kunci : Kata-kata kunci: strategi pembelajaran metakognitif, strategi pembelajaran konvensional, pemahaman konsep. This research aimed at analyzing the difference of science concept comprehension between students who were taught by using metacognitive learning strategic and the students who were taught by using conventional learning strategic. The type of this research was quasi experiment research with one way pretest-posttest non-equivalent control group design. The population of this research was 308 eighth grade students of SMP Negeri 1 Sawan in academic year 2013/2014 which consisted of 9 classes. The samples, 70 students, were taken by using simple random sampling. Independent variables of this research were metacognitive learning strategic and conventional learning strategic, while the dependent variable was science concept comprehension. Data of this research were collected by using pretest and posttest of science concept comprehension in form of 20 extended multiple choice questions. Data of this research were analyzed descriptively and used ANACOVA. For further analysis, Least Significant Difference (LSD) was used. All hypothesis tests were done at significance range 5%. The result of the research shows that there is a difference of science concept comprehension between the group of students who are taught by using metacognitive learning strategic and the group of students who are taught by using conventional learning strategic (F = 6.871 with significances < 0.05). The result of further action of LSD shows that the concept comprehension of students who use meta-cognitive learning strategic (M = 53.43 and SD = 2.71) is higher than the students who use conventional learning strategic (M = 44.26 and SD = 3.22).keyword : Key word: Metacognitive learning strategic, conventional learning strategic, comprehensive concept.
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR FISIKA SISWA ., Pande Made Selamet Riyadi; ., Dra. Ni Made Pujani,M.Si; ., Drs. Iwan Suswandi, M.Si.
Jurnal Pendidikan Fisika Undiksha Vol 2, No 1 (2015):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6430

Abstract

Penelitian ini bertujuan untuk 1) meningkatkan hasil belajar fisika siswa, 2) meningkatkan keterampilan berpikir kritis siswa, dan 3) mendeskripsikan respon siswa kelas XI IPA 3 SMA Negeri 1 Penebel tahun pelajaran 2015/2016 terhadap penerapan model pembelajaran berbasis masalah. Penelitian ini adalah penelitian tindakan kelas yang melibatkan 23 orang siswa kelas XI IPA 3 SMA Negeri 1 Penebel pada semester ganjil tahun akademik 2015/2016. Tindakan dilakukan dalam dua siklus pembelajaran. Setiap siklus dibagi menjadi 4 tahap kegiatan, yaitu 1) perencanaan; 2) tindakan; 3) evaluasi; dan 4) refleksi. Data dianalisis secara deskriptif. Penelitian ini dikatakan berhasil jika Kriteria Ketuntasan Minimal (KKM) untuk mata pelajaran fisika ≥ 75 dengan ketuntasan klasikal ≥ 85%. Hasil analisis menunjukkan bahwa 1) penerapan model pembelajaran berbasis masalah dapat meningkatkan kemampuan berpikir kritis, ( XKB siklus I = 73,22 dengan kategori baik, XKB siklus II = 84,04 dengan kategori baik. 2) penerapan model pembelajaran berbasis masalah dapat meningkatkan hasil belajar, untuk aspek kognitif (XK) = 81,46, aspek psikomotor (XP) = 83,69 dan aspek afektif (XA) = 76,14 (siklus I), XHB siklus II yaitu aspek kognitif (XK) = 83,04, aspek psikomotor (XP) = 84,42 dan aspek afektif (XA) = 81,49 dan 3) tanggapan siswa terhadap penerapan model pembelajaran berbasis masalah berkategori positif. Hasil penelitian ini menunjukkan penerapan model pembelajaran problem based learning dapat meningkatkan kemampuan berpikir kritis dan hasil belajar fisika siswa.Kata Kunci : PBL, kemampuan berpikir kritis, hasil belajar, tanggapan siswa. This study aimed at 1) improving the students’ physics learning outcomes 2) improving students' critical thinking skills, and 3) describing the grade XI IPA 3 students’s response of SMAN 1 Penebel in the academic year 2015/2016 toward the application of problem-based learning model. This research was a classroom action research that involved 23 students of class XI IPA 3 of SMAN 1 Penebel at the odd semester of academic year 2015/2016. Actions were conducted in two cycles of learning. Each cycle was divided into 4 stages of activities: 1) planning, 2) the action, 3) evaluation, and 4) reflection. All data were analyzed descriptively. The study was called to be successful if the achievement of minimum completeness criteria (KKM) for the physics subjects was ≥ 75 with classical completeness ≥ 85%. The results show that 1) the application of problem-based learning model can improve students’ critical thinking skills, (XKB cycle 1 = 73.22 which is categorized to be “good” with 43.47% classical completeness, XKB in cycle 2 = 84.04 which is categorized to be “good” with classical completeness 100 %; 2) the application of problem-based learning model can improve learning outcomes, XHB in cycle 1, that is the XK = 81.46, XP = 83.69 and XA = 76.14, XHB in cycle 2, that is XK = 83.04, XP = 84.42, and XP = XA = 81.49; 3) student responses toward the application of problem-based learning model is in positive category.keyword : PBL, critical thinking skills, learning outcomes, student responses.
SELF EFFICACY GURU DALAM PEMBELAJARAN FISIKA: DAMPAKNYA TERHADAP MOTIVASI BELAJAR DAN PRESTASI AKADEMIK SISWA ., I Made Kusuma Mahadika; ., Prof. Dr. Ketut Suma, MS; ., Dra. Ni Made Pujani,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 4, No 2 (2016):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v4i2.8308

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan self efficacy guru dalam pembelajaran fisika dengan dampaknya terhadap motivasi belajar dan prestasi akademik siswa. Jenis penelitian adalah studi kasus yang termasuk dalam penelitian kualitatif. Data penelitian adalah fakta dan hubungan antara fenomena terkait self efficacy guru, motivasi belajar, dan prestasi akademik siswa. Instrumen utama adalah peneliti sendiri, dan instrumen pendukung berupa pedoman observasi, pedoman wawancara, dan angket motivasi belajar. Analisis data yang dilakukan dengan langkah kerja adalah reduksi data, penyajian data, verifikasi data, dan uji keabsahan data. Hasil penelitian menunjukkan bahwa indikator pada aspek self efficacy yang ditunjukkan guru dalam pembelajaran fisika mampu memberikan dampak positif terhadap motivasi belajar siswa. Indikator motivasi belajar siswa juga menjadi faktor dalam pencapaian prestasi akademik siswa. Jadi dapat disimpulkan bahwa self efficacy guru dalam pembelajaran fisika mampu berdampak terhadap motivasi belajar dan prestasi akademik siswa.Kata Kunci : Self Efficacy, Motivasi Belajar, Prestasi Akademik, Pembelajaran Fisika The purpose of this study was to describe the self-efficacy of teachers in teaching physics with its impact on students’ learning motivation and academic achievement. This research was a case study which was included in qualitative research. The research data were the relationship between the facts and phenomena which related to the teacher’s self-efficacy, students’ learning motivation and academic achievement. The main instrument was the researcher itself, and the supporting instruments were in the form of guidelines for observation, interview, and questionnaire motivation to learn. Data analysis performed by the working steps was data reduction, data presentation, data verification, and validity data test. The results show that the indicators on aspects of self efficacy demonstrated by the teacher in learning physics are able to give a positive impact on students' motivation. The Indicators of student's motivation is also the factors for students’ academic achievement. So we can conclude that the teacher’s self-efficacy in the learning physics is able to have an impact on students learning motivation and academic achievement.keyword : Self Efficacy, Learning Motivation, Academic Achievement, Physics Learning
PENGARUH KEBIASAAN BELAJAR, KECERDASAN EMOSIONAL, DAN KEPRIBADIAN TERHADAP PRESTASI BELAJAR IPA ., I Gede Sandita; ., Dra. Ni Made Pujani,M.Si; ., Drs. Erwan Sutarno,M.Pd
Jurnal Pendidikan Fisika Undiksha Vol 2, No 1 (2015):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.5700

Abstract

Penelitian ini bertujuan untuk 1) menganalisis pengaruh kebiasaan belajar terhadap prestasi belajar IPA, 2) menganalisis pengaruh kecerdasan emosional terhadap prestasi belajar IPA, 3) menganalisis pengaruh kepribadian terhadap prestasi belajar IPA, dan 4) menganalisis pengaruh kebiasaan belajar, kecerdasan emosional, dan kepribadian terhadap prestasi belajar IPA. Metode penelitian yang digunakan adalah korelasional dengan jenis penelitian ex-post facto. Populasi penelitian ini terdiri dari 856 siswa kelas VIII SMP Negeri di Kecamatan Tegallalang. Sampel penelitian berjumlah 289 siswa diambil denganmenggunakan teknik proporsional random sampling. Data kebiasaan belajar, kecerdasan emosional, dan kepribadian dikumpulkan menggunakan kuesioner,sedangkan prestasi belajar IPA menggunakan tes objektif dengan materi usaha dan energi. Analisis data menggunakan teknik analisis deskriptif, teknik analisis regresi sederhana, dan regresi ganda tiga prediktor. Hasil penelitian yang diperoleh 1) terdapat pengaruh yang signifikan antara kebiasaan belajar terhadap prestasi belajar IPA dengan nilai F = 45,358, p < 0,05, sumbangan efektif sebesar 4,79%, 2)terdapat pengaruh yang signifikan antara kecerdasan emosional terhadap prestasi belajar IPA dengan nila F = 37,944, p < 0,05, sumbangan efektif sebesar 5,14%,3) terdapat pengaruh yang signifikan antara kepribadian terhadap prestasi belajar IPA dengan nilai F = 37,002, p < 0,05,sumbangan efektif sebesar 3,87%,4) terdapat pengaruh signifikan kebiasaan belajar, kecerdasan emosional, dan kepribadian secara bersama-sama terhadap prestasi belajar IPA dengan nilaiF = 15,227, p < 0,05, sumbangan efektif sebesar13,80%.Kata Kunci : kebiasaan belajar, kecerdasan emosional, kepribadian, prestasi belajar This study aimed at 1) analyzing the effect of study habits towards Science academic achievement, 2) analyzing the effect of emotional intelligence towards Science academic achievement, 3) analyzing the effect of personality towards Science acadmic achievement, and 4) analyzing the effect of study habits, emotional intelligence, personality towards Science academic achievement. This study used a correlational research with ex-post facto type. The subject of this study was 856eighth grade science students of SMPN in Tegallalang sub-district. The sample of this study,289 students, was obtained by using proportional random sampling. Data of Study habits, emotional intelligence, and personality were obtained by using questionnaire tests, while data of Science academic achievement were obtained by using an objective test with energy and effort material given. Data were analyzed by using descriptive-analysis technique, simple regression analysis technique and three predictors of double regressions. The results of this study shows that 1) there isa significant effect of study habits towards Science academic achievement with the score of was F = 45.358, p < 0.05, the amount of effective contribution is 4.79%, 2) there isa significant effect of emotional intelligence towards Science academicachievement with the score is F = 37.944, p < 0.05, the amount of effective contribution was 5.14% 3) there is a significant effect of the personality towards Science academic achievement with the score is F = 37.002, p < 0.05, the amount of effective contribution is 3.87%, 4) there is a significant effect ofstudy habits, emotional intelligence, and the personality towards Science academicachievement with the score is F = 15.227, p < 0.5, the amount of effective contribution is 13.80%.keyword : habits, emotional intelligence, personality, academic achievement
STRATEGI PEMBELAJARAN GURU FISIKA RELEVANSINYA DALAM PENGEMBANGAN EFIKASI DIRI DAN HASIL BELAJAR SMA NEGERI ., Ni Putu Sarnikadewi; ., Dra. Ni Made Pujani,M.Si; ., Dra. Ni Ketut Rapi, M.Pd.
Jurnal Pendidikan Fisika Undiksha Vol 4, No 2 (2016):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v4i2.7682

Abstract

Penelitian ini bertujuan mendeskripsikan: (1) strategi pembelajaran guru fisika, (2) efikasi diri, (3) hasil belajar fisika, dan (4) relevansi strategi pembelajaran guru fisika terhadap efikasi diri dan hasil belajar siswa. Jenis penelitian ini adalah penelitian kualitatif (deskriptif analitik), dan subjek penelitiannya adalah 1 orang guru dan 12 siswa yang dipilih secara porposive sampling. Teknik pengumpulan data menggunakan metode observasi, wawancara, studi dokumen, kuesioner, dan tes hasil belajar. Analisis data dilakukan melalui tiga tahapan, yaitu reduksi data, paparan data, serta penarikan simpulan & verifikasi data. Keabsahan data ditentukan melalui uji kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas. Hasil penelitian menunjukkan bahwa: (1) guru cenderung menggunakan strategi pembelajaran kooperatif, (2) efikasi diri siswa termasuk dalam kategori cukup dan masih perlu ditingkatkan, (3) hasil belajar fisika termasuk dalam katagori cukup dan masih perlu untuk ditingkatkan, dan (4) strategi pembelajaran yang digunakan oleh guru dalam pembelajaran sudah mengembangkan efikasi diri dan hasil belajar siswa.Kata Kunci : Efikasi diri, hasil belajar siswa, dan strategi pembelajaran This research aimed at describing: (1) the learning strategy of the physics teacher, (2) self-efficacy, (3) learning outcomes, and (4) relevance of physics teachers’ learning strategies towards self-efficacy and student learning outcomes. The type of this research was qualitative descriptive research. The subjects were one of the physics teacher and nine students selected by using purposive sampling. Data collections of this research were by using observation, interview, documents study, questionnaires, and tests of students’ learning outcomes. Data were analysed through three stages, namely data reduction, data exposure, and drawing the conclusions & data verification. The validity of data was determined through a credibility test, transferability, dependability, and conformability. The results of the research show that: (1) Teachers tend to use cooperative learning strategies, (2) self-efficacy of students included in the sufficient category and still needs to be improved. (3) The results of the studying physics is in the “fair” category and still need to be increased. (4) Learning strategies used by the teacher in the learning has developed self-efficacy and student learning outcomes.keyword : learning strategies, self-efficacy, and student learning outcome.
Strategi Pembelajaran Guru Fisika dalam Pemberdayaan Kemampuan Metakognitif Siswa ., I Nyoman Madu Sudana; ., Dra. Ni Ketut Rapi, M.Pd.; ., Dra. Ni Made Pujani,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 4, No 2 (2016):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v4i2.7985

Abstract

Penelitian ini bertujuan mendeskripsikan strategi pembelajaran guru fisika, kemampuan metakognitif siswa, dan strategi guru dalam memberdayaan kemampuan metakognitif siswa kelas X MIPA 2 di SMA Negeri 3 Singaraja pada semester genap Tahun Pelajaran 2015/2016. Jenis penelitian adalah deskriptif kualitatif dan subjek penelitiannya satu orang guru fisika dan 31 siswa pada kelas yang diajar. Pengumpulan data dilakukan dengan menggunakan observasi, wawancara, studi dokumen, dan kuesioner, sedangkan analisis data dilakukan melalui tahap reduksi data, paparan data, serta penarikan simpulan dan verifikasi. Hasil penelitian menunjukkan bahwa: (1) Guru cenderung mengajar dengan menggunakan strategi pembelajaran ekspositori. (2) Kemampuan metakognitif siswa termasuk dalam kategori cukup. (3) Strategi guru dalam memberdayakan kemampuan metakognitif siswa adalah: memfasilitasi siswa dalam bertanya, memberikan contoh keseharian, penggunaan prosedur belajar pemecahan masalah, memberikan ilustrasi gambar, cerita keseharian, motivasi, saran untuk lebih yakin kemampuan sendiri, dan memberikan koreksi pemahaman dan evalusi pembelajaran.Kata Kunci : Strategi pembelajaran, metakognitif, upaya pemberdayaan This research aimed at describing the physics teacher’s learning strategies, students’ metacognitive skills, and teacher’s strategies to empowerment the students’ metacognitive skills in class X Science 2 of SMA Negeri 3 Singaraja at the second semester of Academic Year 2015/2016. Qualitative descriptive study method was used. The subject of this research is one physics teacher and 31 students. Data were collected by using observation, interview, document studies, and questionnaires, while data analysis was done through data reduction phase, data exposure, taking a conclusion, and verification. The results of this research show that: (1) The teachers tend to use an expository learning strategy, (2) The capability of students’ metacognitive is in category “fair”. (3) The teachers’ strategies in empowering the students’ metacognitive skills are facilitating the students to ask, giving examples in everyday life, using the procedures of learning the problem-solving, providing the picture illustrations, daily stories, motivation, advice for more confident of self abilities, and giving corrections of understanding & evaluation of learning.keyword : learning strategies, metacognitive, empowerment
Co-Authors ., AA. Gd. Ngurah Rama Indra Negara ., Dewa Gede Purwitha ., I Gusti Ayu Agung Widya Adnyani ., I GUSTI BAGUS SATRIA PRABAWA ., I Made Kusuma Mahadika ., I Nyoman Madu Sudana ., Ida Bagus Putu Angga Putra ., Kadek Tenova Satriaman ., Ketut Arma Ayu Indrayani ., Luh Ayu Resita Dewi ., Made Laksmi Mahardani ., Ni Nyoman Dita Tri Pramida ., Ni Putu Sarnikadewi ., Ni Putu Widyasanti ., PROF. DR. KETUT SUMA, M.S. ., Putri Sarini, S.T., M.Pd. ., Putu Fera Andriyani A. A. I. A. Rai Sudiatmika A. A. Istri Agung Rai Sudiatmika AA. Gd. Ngurah Rama Indra Negara . Anny Maulida . Aprilio Budiman Auliana, Yunda Budiman, Aprilio Depiani, Made Riska Dewa Gede Purwitha . Dewi, Ni Luh Putu Rusmana Dr. I Nyoman Tika,M.Si . Drs. Erwan Sutarno,M.Pd . Drs. Erwan Sutarno,M.Pd ., Drs. Erwan Sutarno,M.Pd Drs. I Made Wirta, M.Pd . Drs. I Nyoman Subratha,M.Pd . Erlina, Nia Gde Parie Perdana Gde Parie Perdana . Gde Parie Perdana, Gde Parie Hikmawati Hikmawati I Dewa Putu Subamia I GEDE KARIAWAN . I GEDE KARIAWAN ., I GEDE KARIAWAN I Gede Sandita . I Gede Sandita ., I Gede Sandita I Kadek Artawan I Kadek Muliarsa I MADE ARDI BAYU SAPUTRA . I Made Arta Cahyana I Made Kusuma Mahadika . I Nengah Aryasta . I NENGAH GUNADA . I Nyoman Madu Sudana . I Nyoman Suardana I Putu Oktap Indrawan I Putu Oscar Perdana Putra I Wayan Mindrawan . I Wayan Mindrawan ., I Wayan Mindrawan I Wayan Sadia I Wayan Suastra Ida Ayu Putu Febby Wulandari Ida Bagus Putu Arnyana Indriyana, Kadek Mega Iwan Suswandi Kadek Mega Indriyana Kadek Tenova Satriaman Ketut Suma Ketut Suma KOMANG TRISNA DEWI . Kompyang Selamet Kusumaningsih, Ni Ketut Heri Luh Ade Intan Suciati Wijaya Luh Ayu Resita Dewi . Luh Gede Sutaryani Luh Mitha Priyanka M.Pd Drs. I Made Wirta . Made Riska Depiani Maharani, Vionna Veronika Maulidia, Disma Mega Pratiwi, Ni Made MS Prof. Dr. Ketut Suma . Nahdiya turrahmah Ni Ketut Rapi Ni Komang Milla Yanti Ni Luh Pande Latria Devi NI LUH PUTU MERY MARLINDA Ni Made Lioni Garbriana . Ni Made Lioni Garbriana ., Ni Made Lioni Garbriana Ni Made Sruti Rahayu NI MADE SURIYASMINI . Ni Nyoman Anik Rahayu Ni Nyoman Dita Tri Pramida . Ni Putu Ista Arisna Putri Ni Putu Sarnikadewi . Ni Putu Wahyu Wulandari . Ni Putu Wahyu Wulandari ., Ni Putu Wahyu Wulandari Ni Putu Widyasanti . NI WAYAN SUPARMI . Ni Wayan Yuniartini Novian Purnomo Pande Made Selamet Riyadi . Pande Made Selamet Riyadi ., Pande Made Selamet Riyadi Pratiwi, Ni Kadek Ratna priyanka, luh mitha PROF. DR. KETUT SUMA, M.S. . Prof. Dr. Ketut Suma, MS . Purnomo, Novian Putra, Bartolomeus Kristi Brahmantia Putri Sarini Putri, Ni Putu Ista Arisna Putu Artawan Putu Deviana Pertiwi . Putu Deviana Pertiwi ., Putu Deviana Pertiwi Putu Fera Andriyani . Putu Prima Juniartina Rai Sujanem Sadewa, Putu Hari Satriaman, Kadek Tenova Selamet, Kompyang Sudewa, Putu Hari Supartama, I Nyoman Wahyu Sutika, I Made turrahmah, Nahdiya Wulandari, Ida Ayu Putu Febby Yunda Auliana