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Hikmawati .
FKIP Universitas Mataram Jl. Majapahit 62 Mataram 83125
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The Influence of Reading Interest in Buginese on the Learning Achievement of the Bugis Language of Class Xi Students of SMA Negeri 2 Barru Hikmawati Hikmawati; Idawati Idawati
Panrita: Jurnal Bahasa dan Sastra Daerah serta Pembelajarannya Vol 2, No 3 (2021): Volume 2 Nomor 3 Tahun 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (658.954 KB)

Abstract

Abstract:The Influence of Reading Interest in Buginese on the Learning Achievement of the Bugis Language of Class Xi Students of SMA Negeri 2 Barru. This research is a quantitative research that aims to: (1) describe the interest in reading Bugis language of class XI students of SMA Negeri 2 Barru; (2) describe the learning achievement of Bugis language students of class XI SMA Negeri 2 Barru; (3) to prove whether or not there is an influence of interest in reading Bugis language on the achievement of learning Bugis language for class XI students of SMA Negeri 2 Barru. The population in this study were all students of Class XI SMA Negeri 2 Barru, totaling 162 students, while the sample consisted of 61 students as the sample. The results showed that, (1) students' interest in reading Bugis language was in the low category, the average score was 62.89; (2) Bugis language learning achievement of class XI students of SMA Negeri 2 Barru is in the high category, the average value is 83.66; (3) the influence of interest in Bugis reading on Bugis language learning achievement of class XI students of SMA Negeri 2 Barru proves that there is no significant influence between interest in reading Bugis language on students' Bugis language learning achievement, with data analysis showing tcount < ttable (1,229< 1.671) with an error level of 0.05 withthe number of N = 61.
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH BERBANTUAN VIDEO KARTUN TERHADAP HASIL BELAJAR FISIKA SISWA KELAS XI SMAN 1 SIKUR TAHUN AJARAN 2014/2015 Syayid Qosim M. Jafar Al-idrus; Hikmawati Hikmawati; Wahyudi Wahyudi
Jurnal Pijar Mipa Vol. 10 No. 1 (2015): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.554 KB) | DOI: 10.29303/jpm.v10i1.12

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah dengan bantuan video kartun terhadap hasil belajar fisika siswa. Jenis penelitian yang digunakan adalah quasi experimental. Populasi penelitian ini adalah seluruh siswa kelas XI IPA SMAN 1 Sikur tahun ajaran 2014/2015 dengan jumlah 113 siswa. Pengambilan sampel dilakukan melalui teknik purposive sampling dengan siswa kelas XI IPA 2 sebanyak 37 siswa sebagai kelas eksperimen dan siswa kelas XI IPA 1 sebanyak 36 siswa sebagai kelas kontrol. Desain yang digunakan dalam penelitian ini adalah nonequivalent control group design. Instrumen yang digunakan berupa tes tertulis dalam bentuk pilihan ganda yang sebelumnya dilakukan uji validitas, reliabilitas, analisis tingkat kesukaran, dan analisis daya beda soal. Data hasil tes akhir dianalisis menggunakan uji-t dua pihak dengan rumus pooled varians dan diperoleh thitung sebesar (5,318) dengan ttabel sebesar (1,996) pada taraf signifikansi 5%. Nilai thitung lebih besar dari ttabel maka H0 ditolak dan Ha diterima. Hal ini menunjukkan bahwa model pembelajaran berbasis masalah berbantuan video kartun berpengaruh terhadap hasil belajar fisika siswa kelas XI SMAN 1 Sikur. Kata kunci : Model pembelajaran berbasis masalah, video kartun, hasil belajar.Abstract: This research aims to determine the effect of problem-based learning model assisted cartoon video of the physics student learning outcomes. This type of research is a quasi-experimental. The study population was all students (113 students) of class XI IPA SMAN 1 Sikur academic year 2014/2015. Sampling was done through purposive sampling technique with class XI IPA 2 as experimental class (37 students) and class XI IPA 1 as the control class ( 36 students). The nonequivalent control group was used as the experimental design. The instruments used in the form of a written test in the form of multiple choices previously tested the validity, reliability, analysis of the level of difficulty, and analysis about the different power. The final test result data were analyzed using t-test two parties with pooled variance formula and obtained tcount of (5.318) with ttable of (1.996) at the 5% significance level. The value of tcount greater than ttable then H0 is rejected and Ha is accepted. This suggests that the problem-based learning model assisted cartoon video has effect on the student class XI of SMAN 1 Sikur physics learning outcomes.Keywords: Problem-based learning model, video cartoon, learning outcomes
PENGARUH MODEL PEMBELAJARAN SCIENCE TECHNOLOGY AND SOCIETY DENGAN METODE DISKUSI TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN 1 LABUAPI TAHUN AJARAN 2014/2015 Trisno Setiawan; Satutik Rahayu; Hikmawati Hikmawati
Jurnal Pijar Mipa Vol. 10 No. 2 (2015): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.606 KB) | DOI: 10.29303/jpm.v10i2.32

Abstract

Abstrak : Penelitian ini adalah penelitian eksperimen yang bertujuan untuk mengetahui pengaruh model pembelajaran Science Technology and Society (STS) dengan metode diskusi terhadap hasil belajar fisika siswa kelas VIII SMPN 1 Labuapi tahun ajaran 2014/2015. Populasi pada penelitian ini adalah kelas VIII SMPN 1 Labuapi tahun ajran 2014/2015. Desain penelitiannya adalah posttest only control group design dengan pengambilan sampel menggunakan teknik cluster sampling, sehingga diperoleh kelas VIII C sebagai kelas eksperimen dan kelas VIII E sebagai kelas kontrol. Jumlah siswa pada kedua kelas sama yaitu 25 siswa. Instrumen penelitian yang digunakan adalah tes multiple choice dengan empat alternatif jawaban dengan mempertimbangkan validitas, reliabilitas, daya beda dan taraf kesukaran soal. Berdasarkan hasil penelitian diperoleh bahwa nilai rata-rata posttest kelas eksprimen adalah 75.05 dan kelas kontrol sebesar 54.4, kedua kelas terdistribusi normal dan homogen. Data posttest dianalisis dengan menggunakan uji-t dua pihak dan diperoleh  sebesar 11.65 sedangkan  2.02 dengan taraf signifikan 5%, dari data tersebut diperoleh sehingga dan atau  maka Ha diterima dan H0 ditolak, yang artinya terdapat perbedaan hasil belajar fisika siswa antara penggunaan model pembelajaran Science Technology and Society (STS) dengan metode diskusi dan model pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa model pembelajaran Science Technology and Society (STS) dengan metode diskusi berpengaruh terhadap hasil belajar fisika siswa kelas VIII SMPN 1 Labuapi tahun ajaran 2014/2015.                Kata kunci: model pembelajaran STS, metode diskusi, hasil belajar fisika                            Abstract : This research is experimental study aimed to determine the effect of Science Technology and Society (STS) learning model by discussion methode on learning outcomes physics student 8th grade SMPN 1 Labuapi in the academic year 2014/2015. Design research is posttest only control group design with sampling using cluster sampling, in order to obtain students of grade VIII C as experimental class and students of grade VIII E as the control class. The research instrument used was a multiple choice test with four alternative answers considering the validity, reliability, power and level of difficulty different matter. The result showed that the average value was 75.05 posttest experimental class and control class is 54.4, the both class are distributed normally and homogeneous. Posttest data were analyzed using t-test and the two parties obtained of 11.65 while  2.02 with a significant level of 5%, as  so that  or  so Ha accepted and  is rejected, which means that there are differences in the results studied physics students between the use of learning model Science Technology and Society (STS) by discussion method and conventional learning model. Thus, it can be concluded that Science Technology and Society (STS) learning model with discussion method affects the learning outcomes of physics students 8th grade SMPN 1 Labuapi in the academic year 2014/2015.Keywords: learning model, discussion method, learning outcomes
ANALISIS KEMELEKAN SAINS (SCIENCE LITERACY) DAN KEMELEKAN INKUIRI (INQUIRY LITERACY) GURU MATA PELAJARAN IPA SMP A. Wahab Jufri; Hikmawati Hikmawati
Jurnal Pijar Mipa Vol. 9 No. 1 (2014): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.276 KB) | DOI: 10.29303/jpm.v9i1.37

Abstract

Abstrak: Kemelekan sains dan kemelekan inkuiri adalah dua hal penting yang harus dikuasai secara memadai oleh peserta didik dalam era globalisasi. Telah dilakukan penelitian dengan tujuan untuk menganalisis tingkat kemelekan sains dan kemelekan inkuiri guru-guru mata pelajaran IPA SMP. Sampel penelitian terdiri atas 25 orang guru IPA SMP yang sedang menempuh program S2 pada Program Studi Magister Pendidikan IPA di Universitas Mataram tahun akademik 2012/2013. Penelitian dilaksanakan dengan pola pretes-postes dan diberikan perlakuan berupa pelatihan berjenjang dengan total waktu 400 menit (4 kali tatap muka). Hasil penelitian menunjukkan bahwa tingkat kemelekan sains dan inkuiri guru-guru IPA SMP masih tergolong rendah. Dalam pola pelatihan berjenjang seperti ini guru hanya mampu meningkatkan kemelekan sains sebesar 1% dan kemelekan inkuiri sebesar 5%. Mengingat pentingnya peran kemelekan sains dan kemelekan inkuiri bagi peserta didik maka perlu dilakukan upaya sistematis untuk meningkatkan kompetensi profesional para guru khususnya aspek kemelekan sains dan kemelekan inkuiri.Kata kunci: kemelekan, sains, inkuiri Abstract: Science literacy and inquiry literacy are two important aspects of life skills needed by both teachers and students in this globalization era. This research has been undertaken to analyzed science and inquiry literacy of high school science teachers in West Nusa Tenggara Provence. The research subjects consist of 25 teachers who joined the master degree in  the Magister Study Program of Educational Sciences in the University of Mataram during academic year 2012/2013. The research has been designed as one group pretest-postest experiment. The teacher students have been trained for 4 times of lecturer classes which equal to 400 minutes. The results of this research shown that the average scores  of science literacy and inquiry literacy of those student teachers can be categorized as low level (M ≤ 50%). The average scores of science literacy increased only 0,7 % and the inquiry literacy score increased about 5% after the training. Due to the important of these aspects in the context of science, therefore it is strongly recommended to constructs systematic and continuous efforts to help improve the teachers professional competences includes the science literacy and inquiry literacy.Keywords: literacy, sience, inquiry
LEMBAR KERJA SISWA BERBASIS SAINTIFIK PADA KONSEP HUKUM OHM UNTUK PEMBELAJARAN FISIKA DI SEKOLAH MENENGAH ATAS Hikmawati Hikmawati
Jurnal Pijar Mipa Vol. 11 No. 1 (2016): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (490.51 KB) | DOI: 10.29303/jpm.v11i1.62

Abstract

Abstrak: Tulisan ini bertujuan untuk mendeskripsikan lembar kerja siswa berbasis saintifik pada konsep Hukum Ohm untuk pembelajaran fisika di Sekolah Menengah Atas. Lembar kerja siswa merupakan panduan siswa yang digunakan untuk melakukan kegiatan penyelidikan atau pemecahan masalah sehingga mempermudah siswa dalam pelaksanaan kegiatan pembelajaran. Lembar kerja siswa berbasis saintifik dapat membantu siswa memperoleh lima pengalaman belajar pokok dalam  proses pembelajaran yakni mengamati, menanya, mengumpulkan informasi, mengasosiasi, dan mengkomunikasikan. Komponen-komponen lembar kerja siswa berbasis saintifik pada konsep Hukum Ohm terdiri atas: judul eksperimen, tujuan eksperimen, alat dan bahan, rumusan masalah, hipotesis, variabel, definisi operasional variabel, langkah-langkah eksperimen, data pengamatan, analisis data, dan kesimpulan. Lembar kerja siswa berbasis saintifik diharapkan dapat menjadi salah satu alternatif media untuk mempermudah siswa belajar konsep fisika sehingga tujuan pembelajaran dapat tercapai sesuai yang diinginkan. Kata kunci : lembar kerja siswa, saintifik.Abstract: This paper aims to describe scientific-based student worksheets on the concept of Ohm's Law for learning physics in senior high school. A student worksheet is used to guide student conduct investigation or problem-solving activities that facilitate students in the implementation of learning activities. Scientific-based student worksheets can help students gain five basic learning experiences in the learning process to observe, ask, gather information, associates, and communicate. The components of scientific-based student worksheets on the concept of Ohm's Law consists of the title of the experiment, the experimental goals, tools and materials, formulation of the problem, hypothesis, variables, operational definitions of variables, steps experimentation, observation data, data analysis, and conclusions. Scientific-based student worksheets expected to be one of the alternative media to facilitate students learn the concepts of physics so that the learning objectives can be achieved as targeted.               Keywords: student worksheets, scientific
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP HASIL BELAJAR FISIKA SISWA KELAS X SMAN 2 PRAYA TAHUN PELAJARAN 2015/2016 Nuning Apriani; Syahrial Ayub; Hikmawati Hikmawati
Jurnal Pijar Mipa Vol. 11 No. 2 (2016): SEPTEMBER
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.539 KB) | DOI: 10.29303/jpm.v11i2.114

Abstract

Abstrak – Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap hasil belajar fisika siswa kelas X SMAN 2 Praya tahun pelajaran 2015/2016. Jenis penelitian ini adalah penelitian eksperimen dengan desain penelitian post-test only group design. Populasi dari penelitian ini adalah semua siswa kelas X SMAN 2 Praya Tahun Ajaran 2015/2016 berjumlah 400 orang. Pengambilan sampel penelitian menggunakan teknik cluster random sampling, sehingga diperoleh kelas X 4 sebagai kelas eksperimen dan kelas X 6 sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes multiple choice dengan lima alternatif jawaban. Hipotesis Penelitian diuji menggunakan t-test polled varians, diperoleh thitungsebesar 3,42 dan ttabelsebesar 1,99 pada taraf signifikansi 5 %. Oleh karena  t­hitung > ttabel, maka Ho ditolak dan Ha diterima. Jadi, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran berbasis masalah terhadap hasil belajar fisika siswa kelas X SMAN 2 Praya tahun pelajaran 2015/2016. Kata kunci: model pembelajaran berbasis masalah, hasil belajar. Abstract – The purpose of this study was to investigate the influence of problem based learning model toward physics learning outcomes at SMAN 2 Praya grade X at the academic year 2015/2016. This study was experiment with post-test only control group design. The population of this study were all students of Xth grade with number of students were 400 students. Cluster random sampling was used to choose the class sample with X-4 as experiment class and X-6 as control class. The instrument of this study used multiple choise test with 5 alternative answer. Based from the result, data were analyzed using t-test polled varians. The data obtained 3.42 for the t-hint and 1.99 for the t-table with significant level 5%. Therefore t-hint > t-table, the H0 rejected and Ha be accepted. This result shows that problem based learning model is influencing the stuent’s physics academy result at SMAN 2 Praya Xth grade academic year 2015/2016. Keywords: Problem based learning model, learning outcomes.
MODEL PERAGA SEBAGAI MEDIA PEMBELAJARAN PADA MATA PELAJARAN SAINS DAN MATEMATIKA DI SEKOLAH MENENGAH PERTAMA Hikmawati Hikmawati; Syahrul Azmi
Jurnal Pijar Mipa Vol. 6 No. 1 (2011): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (299.501 KB) | DOI: 10.29303/jpm.v6i1.123

Abstract

Abstrak : Salah satu tujuan pembelajaran sains dan matematika di sekolah menengah pertama adalah untuk meningkatkan pengetahuan, konsep, dan keterampilan sains dan matematika siswa sebagai dasar untuk melanjutkanpendidikan ke jenjang selanjutnya. Keberadaan media dalam pembelajaran sangat diperlukan mengingat sains dan matematika memiliki konsep-konsep abstrak yang seringkali menjadi alasan sulitnya mempelajari materi kedua mata pelajaran tersebut. Media tiga dimensi dalam sains maupun alat peraga dalam matematika merupakan model peraga yang dapat dijadikan media dalam pembelajaran. Media tiga dimensi dapat berupa gambar yang setidaknya memiliki tiga sisi (depan, belakang dan samping) sehingga sebuah gambar tiga dimensi dapat dilihat dari berbagai arah. Peranan alat peraga dalam matematika adalah meletakkan ide-ide dasar konsep sehingga dengan bantuan alat peraga yang sesuai, siswa dapat memahami ide-ide dasar yang melandasi sebuah konsep, mengetahui cara membuktikan suatu rumus atau teorema, dan dapat menarik suatu kesimpulan dari hasil pengamatannya. Dengan demikian, model peraga dapat digunakan sebagai alat peraga untuk menerangkan konsep materi pelajaran sehingga siswa menjadi lebih tertarik, berminat dan memiliki motivasi belajar yang pada akhirnya akan meningkatkan prestasi belajar siswa.Kata-kata kunci : model peraga, media pembelajaran.Abstract : One goal of learning science and mathematics in secondary schools is to improve the knowledge, concepts, and skills of science and mathematics students as a basis for continuing their education to the next. The presence of media in learning is necessary considering the science and mathematics have the abstract concepts that are often the reason for the difficulty of studying the material both these subjects. Three-dimensional media in science andmathematics teaching aids in a visual model that can be used as media of learning. Media can be either three-dimensional image that has at least three sides (front, rear and side) so that a three-dimensional images can be viewed from various directions. The role of teaching aids in mathematics is to put the basic ideas of the concept that with the aid of appropriate props, students can grasp the basic ideas underlying the concept, knowing how to prove a formula or theorem, and can draw a conclusion from the results of his observations. Thus, the model can be used as a visual prop to explain the concept of subject matter so that students become more interested, interested and motivated to learn, which in turn will improve student achievement.Key words : models of visual aids, learning media.
IMPLEMENTASI MODULFISIKA SMPMATERI POKOK GERAK DENGAN MENERAPKAN MODEL PENGAJARAN LANGSUNG DAN MODEL PEMBELAJARAN KOOPERATIF Hikmawati Hikmawati
Jurnal Pijar Mipa Vol. 4 No. 1 (2009): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (529.227 KB) | DOI: 10.29303/jpm.v4i1.176

Abstract

Abstrak. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berorientasi model 4-D dan mengetahui hasil implementasi modul Fisika materi pokok gerak dengan menerapkan model pengajaran langsung dan model pembelajaran kooperatif, mendeskripsikan aktivitas siswa, keterlaksanaan KBM, respon siswa, hasil belajar siswa. Subjek dalam penelitian adalah siswa Kelas VII SMP Laboratorium Unesa, dengan Pre-test and Posttest Group Design. Analisis data secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa frekuensi aktivitas siswa yang paling tinggi adalah komponen mendiskusikan tugas pada pertemuan 1 27,2%, pertemuan 222,9%, pertemuan 3, frekuensi tertinggi adalah melakukan pengamatan, percobaan, atau bekerja sebesar 26,2%. Rata-rata kemampuan guru dalam melaksanakan pembelajaran cenderung berkategori baik, dan respon siswa dinilai baik serta hasil belajar tuntas. Simpulan penelitian, implementasi modul Fisika SMP materi pokok gerak dengan menerapkan model pengajaran langsung dan model pembelajaran kooperatif dapat dikategorikan baik dan dapat menuntaskan hasil belajar.Kata-kata kunci: modul, pengajaran langsung, pembelajaran kooperatif.Abstract. This research aim to develop peripheral of study orient 4-D model and know result of implementation module Physics of SMP in the Subject of motion by applying direct instruction and cooperative learning, student activity, plan instruction, student response, result learn student. The subjects in this study are class VII students of SMP Laboratorium Unesa with Pre-Test Post-Test Group Design and data analysis descriptively is quantitative. Result of research indicate that highest student activity frequency is component discuss duty at meeting 1 27,2%, meeting 2 22,9%, meeting 3, highestfrequency is to conduct perception, attempt, or work equal to 26,2%. Mean ability of teacher in executing study tend to categorize goodness, and student response assessed goodness and also result of learning is complete. Research node, Physics module implementation of Junior High School in the Subject of motion by applying direct instruction and cooperative learning can be categorized goodness and can be complete of result learn.Key words: module, direct instruction, cooperative learning.
MODEL PEMBELAJARAN TERPADU UNTUK SAINS Kesipudin Kesipudin; Hikmawati Hikmawati
Jurnal Pijar Mipa Vol. 4 No. 2 (2009): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.311 KB) | DOI: 10.29303/jpm.v4i2.186

Abstract

Abstrak. Model pembelajaran terpadu merupakan salah satu model implementasi kurikulum yang dianjurkan untuk diaplikasikan pada semua jenjang pendidikan, mulai dari tingkat Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI) sampai dengan Sekolah Menengah Atas/Madrasah Aliyah (SMA/MA). Model pembelajaran ini pada hakikatnya merupakan suatu pendekatan pembelajaran yang memungkinkan peserta didik baik secara individual maupun kelompok aktif mencari, menggali, dan menemukan konsep serta prinsip secara holistik dan otentik. Pembelajaran terpadu dalam sains  dapat dikemas dengan tema atau topik tentang suatu wacana yang dibahas dari berbagai sudut pandang atau disiplin keilmuan yang mudah dipahami dan dikenal peserta didik. Dalam pembelajaran sains   terpadu,  suatu konsep atau tema  dibahas dari  berbagai aspek mata pelajaran dalam bidang kajian sains. Tema lingkungan dapat dibahas dari sudut biologi, fisika, dan kimia. Dengan demikian melalui pembelajaran terpadu ini beberapa konsep yang relevan untuk dijadikan tema  tidak perlu dibahas berulang kali dalam mata pelajaran yang berbeda, sehingga penggunaan waktu untuk pembahasannya lebih efisien dan pencapaian tujuan pembelajaran juga diharapkan akan  lebih efektif.Kata-kata kunci: Model pembelajaran terpadu, sains. Abstract: Integrated learning model is one of the curriculum implementations which is recommended to be applied in all levels of education beginning from elementary schools (SD/MI) up to senior high schools. This type of teaching model is basically an approach which possibly makes students, either individually or in groups, actively find out concept and principle holistically and authentically. Integrated teaching in science can be design with theme or topic about discourse which can be discussed from various points of view or disciplines which are easily understood by the students. Environment theme, can be discussed from biological, physical and chemistry points of view. Thus, through integrated teaching, other relevant concepts are not necessary to be discussed again in different subjects so that it saves time, and the teaching objective can be reached more effectively.Key words: Integrated learning model, science.
Pembelajaran Fisika dengan Model Siklus Belajar 5-E (Engage, Explore, Explain, Elaborate, Evaluate) sebagai Upaya Meningkatkan Kecakapan Hidup Siswa Hikmawati Hikmawati
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 1 No 1 (2015): Januari
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (725.387 KB) | DOI: 10.29303/jpft.v1i1.232

Abstract

Life skills of students and teachers in the Province of West Nusa Tenggara, especially the island of Lombok is still low. Development of life skills is not optimal attention of government and education observers. Life Skills is a skill that must have to dare to face the problems of life and everyday life with a reasonable without feeling depressed, then proactively and creatively search for and find a solution so as to cope. Life skills can be developed through classroom learning, including learning physics. Physics should be viewed as a process and at the same time so that the product in physics learning two things must be taken into consideration in choosing a model of learning that the learning process can be both effective and efficient. Application of the learning cycle model of 5-E (Engage, Explore, Explain, Elaborate, Evaluate) may be an alternative for teachers to achieve the expected learning goals. This model can facilitate active learning in exploratory activities through interaction with the teacher, as well as with other students. Thus, the application of the learning cycle model of 5-E in learning physics is expected to increase students' life skills
Co-Authors A Wahab Jufri A. Wahab Jufri Ahmad Harjono Akbar, Mahzin Ali Hairunisyah Sahidu Hairunisyah Sahidu Hairunnisyah Sahidu Hidayah Lestari I Wayan Gunada I'in Senja Septiana Ibrohim Mirgoni Idawati Idawati J. Rokhmat, J. Joni Rokhmat Kesipudin Kesipudin Kosim . M. R. Bilad, M. R. Mahdiati Muhamad Khairul Azmi MUHAMMAD TAUFIK Ni Nyoman Sri Putu Verawati Nuning Apriani Nurul Hikmawati P. Ayu Suci Lestari Prayogi, Saiful Raeha Nopiani Roni Wahyuni Satutik Rahayu Siska Widiawati Siswadi - Suci Nujul Hayati Susilawati - Sutrio Syafruddin Syarif Syahrial Ayub Syahrul Azmi Syayid Qosim M. Jafar Al-idrus Takasun Tantawi Jauhari Trisno Setiawan Trisno Setiawan, Trisno Verawati, N. N. S. P. Wahyudi Wahyudi Werna Nontji Yulyatna Sari