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PENGEMBANGAN MULTIMEDIA INTERAKTIF (MMI) TUTORIAL DALAM PEMBELAJARAN MATERI OPTIKA GEOMETRI Ernisa Pratiwi; Agus Suyatna; Eko Suyanto
Jurnal Pembelajaran Fisika Vol 1, No 6 (2013): Jurnal Pembelajaran Fisika
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Observation data of analysis needs at SMAN 1 Bandar Lampung showed that the students of class X difficulty to understand the material of geometric optics if it is delivered with verbalization and only supported by textbooks, also students need learning media the form interactive multimedia. Considering these issues, the researcher developed a tutorial interactive multimedia. Development method used consists of several steps, namely analyzing needs, formulating goals, formulating material, collate assessment instrument, write a script media, expert validation and revision, testing and revision, final product. The results showed that multimedia assist students in understanding the material of geometric optics. Thus, it can be concluded that has produced a tutorial interactive multimedia in learning of material of geometric optics and has tested in accordance with the theory of attractive quality, very easy to use, and very usable and declared effective as multimedia in learning.Data hasil observasi analisis kebutuhan di SMAN 1 Bandar Lampung menunjukkan bahwa sulitnya siswa kelas X memahami materi optika geometri jika disampaikan dengan verbalisasi yang hanya didukung oleh buku paket dan membutuhkan media belajar berupa multimedia interaktif. Mempertimbangkan masalah-masalah tersebut, maka peneliti mengembangkan multimedia interaktif tutorial. Metode pengembangan yang digunakan terdiri dari beberapa langkah, yaitu menganalisis kebutuhan, merumuskan tujuan, merumuskan pokok materi, menyusun instrumen penilaian, menulis naskah media, validasi ahli dan revisi, uji coba dan revisi, produk akhir. Hasil uji menunjukkan multimedia yang dikembangkan membantu siswa dalam memahami materi optika geometri. Jadi, dapat disimpulkan bahwa telah dihasilkan multimedia interaktif tutorial materi optika geometri yang teruji sesuai teori dengan kualitas menarik, sangat mudah digunakan, dan sangat bermanfaat serta dinyatakan efektif digunakan sebagai multimedia dalam pembelajaran.Kata kunci: penelitian pengembangan, multimedia interaktif, optika geometri
PENGEMBANGAN LEMBAR KERJA SISWA (LKS) BERBASIS KETERAMPILAN GENERIK SAINS (KGS) Septa Niti Susanti; Agus Suyatna; Undang Rosidin
Jurnal Pembelajaran Fisika Vol 1, No 1 (2013): Jurnal Pembelajaran Fisika
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The objective of physic learning as a process is to improve student’s thinking ability. To achieve student’s thinking skill in learning, a method and learning source are needed to develop student’s thinking skill. The use of learning source based on science generic skill (or KGS) is very needed in Ohm’s Law and Kirchoff’s First Law materials, because in these materials students are able to conduct generic skills such as direct observation, indirect observation, awareness about scale, mathematic modeling, and logical inference. These skills are able to apply by conducting a practicum using student’s work sheet (or LKS) based on science generic skill (or KGS) that is able to develop student’s thinking skill in Ohm’s Law and Kirchoff’s First Law materials. This development research used development model adapted from Suyanto with the following stages: 1) need assessment, 2) resource identification, 3) product specification identification, 4) product development, 5) internal test, 6) external test, and 7) production. Based on the test field results conducted with one-shot case study design, the conclusions were that the Ohm’s Law student’s work sheet was not effective to be used as a learning source with the student’s passing percentage of 74.2% and the student’s work sheet of Kirchoff’s First Law was effective to be used as a learning source with the student accomplishment percentage of 83.3%. Achieved indicators of science generic skill (KGS) in Ohm’s Law student’s work sheet were direct observation (98.4%), indirect observation (75.8%), and awareness about scale (100%). Indicators of mathematic modeling and logical inference were not achieved in Ohm’s Law student’s work sheet with percentages of 68.5% and 64.54% respectively. Achieved indicators of science generic skill in student’s work sheet of Kircoff’s First Law were indirect observation (93.3%), awareness about scale (97.5%), and logical inference (76.6%). Mathematic modeling was not achieved in student’s work sheet of Kirchoff’s First Law with 71.6% percentage. Results of attraction and ease questionnaires were 3.07 and 3.26 respectively and they belonged to attracting and very easy criteria.Keywords: Development, LKS, KGS.
PENGEMBANGAN MODUL INTERAKTIF BERBASIS ICT MATERI POKOK GELOMBANG DENGAN PENDEKATAN SAINTIFIK Dian Sahri Ramadhan; I Dewa Putu N; Agus Suyatna
Jurnal Pembelajaran Fisika Vol 2, No 3 (2014): Jurnal Pembelajaran Fisika
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The aims of this developmental research are: (1) to make an ICT-based interactive module about waves through scientific approach and (2) to reveal the attractiveness and effectiveness of ICT-based interactive module which is being developed as a learning resource. This developmental research is designed using 11 stages of procedure that comprise; needs analysis, objectives, materials, synopsis, initial script, prototype production, evaluation (material expert test, design expert test, and one on one test), revision, final script, trials, and final program. The population of this research was the second year science-students at SMAN 1 Kebun Tebu. The one on one test resulted that this interactive module was very attractive, very easy to use, and very useful. The field test resulted that this interactive module was attractive, easy to use, and very useful. It also was effective to be used as a learning resource because 79.31% of students reached the passing grade.Tujuan penelitian pengembangan ini adalah: (1) membuat modul interaktif berbasis ICT materi pokok gelombang dengan pendekatan saintifik dan (2) mengungkapkan kemenarikan dan keefektifan modul interaktif berbasis ICT yang dikembangkan sebagai suatu sumber belajar. Metode pengembangan meliputi sebelas tahapan pengembangan, yaitu; analisis kebutuhan, tujuan, pokok materi, treatment, naskah awal, produksi prototipe, evaluasi (uji ahli materi, uji ahli desain dan uji satu lawan satu), revisi, naskah akhir, uji coba, dan program final. Populasi penelitian merupakan siswa kelas XI IPA di SMAN 1 Kebun Tebu yang berjumlah 29 siswa. Hasil uji satu lawan satu menunjukkan modul interaktif sangat menarik, sangat mudah digunakan, dan sangat bermanfaat. Hasil uji coba produk menunjukkan bahwa produk menarik, mudah digunakan dan sangat bermanfaat. Hasil uji coba keefektifan menunjukkan bahwa modul interaktif efektif untuk digunakan sebagai suatu sumber belajar dengan persentase siswa yang tuntas KKM sebanyak 79,31%.Kata kunci: modul interaktif berbasis ICT, pendekatan saintifik, pengembangan.
PENGEMBANGAN LKS PjBL UNTUK MELATIH KETERAMPILAN PROSES SAINS DAN MENUMBUHKAN SIKAP ILMIAH Hanastia Barokah; I Dewa Putu Nyeneng; Agus Suyatna
Jurnal Pembelajaran Fisika Vol 5, No 2 (2017): Jurnal Pembelajaran Fisika
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This research aimed to develop student worksheet project based learning has been done to train science process skills and growing student scientific attitude, where learning LKS PjBL that are used have been developed and validated constructs by experts. Design in this research is research and development, with the subject test consists of test materials experts, expert design and test individuals. This worksheet project based learning is tested validated. Based on the results of validated test, in this research is got the conclusion that result of development worksheet project based learning can predicted science process skills and growing student scientific attitude.Penelitian pengembangan LKS project based learning telah dilakukan dengan tujuan untuk melatih keterampilan proses sains dan menumbuhkan sikap ilmiah siswa, di mana LKS PjBL pembelajaran yang digunakan telah dikembangkan dan tervalidasi konstruk oleh ahli. Desain penelitian ini adalah research and development, dengan subjek uji coba terdiri atas uji ahli materi, ahli desain dan uji perseorangan. LKS diuji validasi oleh ahli materi, ahli desain serta enam orang siswa. Berdasarkan hasil uji validasi diperoleh kesimpulan bahwa LKS project based learning hasil pengembangan diprediksi dapat melatih keterampilan proses sains dan menumbuhkan sikap ilmiah siswa.Kata kunci: penelitian pengembangan, LKS project based learning, keterampilan proses sains, sikap ilmiah.
PEMANFAATAN MEDIA TIK SIMULASI SEBAGAI SUPLEMEN EKSPERIMEN DALAM PEMBELAJARAN ALAT UKUR Imas Setiana Esti Galih; Agus Suyatna; Viyanti Viyanti
Jurnal Pembelajaran Fisika Vol 2, No 2 (2014): Jurnal Pembelajaran Fisika
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The objectives of this research were to find out the increasing of learning result in the cognitive domain, to grow skill of science process, to develop activities, to form characters and to grow students’ learning attitudes by using ICT simulation media as an experimental supplement in learning the measuring devices. This research was conducted in Junior High School 1 Way Kenanga, Tulang Bawang Barat. The research population was all students of Grade VII meanwhile the sample was class VII A. The sampling technique was taken using cluster random sampling. Based on the results of the research by using ICT simulation media as an experimental supplement in learning the measuring devices showed that there were improvements in cognitive domain learning results, growth of students’ science process skills, development of students’ learning activities, form of students’ learning characters and growth students’ learning attitudes.Tujuan dari penelitian ini yaitu untuk mengetahui peningkatan hasil belajar ranah kognitif, menumbuhkan keterampilan proses sains, mengembangkan aktivitas, membentuk karakter dan menumbuhkan sikap belajar siswa dari pemanfaatan media TIK simulasi sebagai suplemen eksperimen dalam pembelajaran alat ukur. Penelitian ini dilaksanakan di SMPN 1 Way Kenanga, Tulang Bawang Barat. Populasi penelitian yaitu seluruh siswa kelas VII sedangkan sampel yaitu kelas VII A. Teknik pengambilan sampel menggunakan Cluster Random Sampling. Berdasarkan hasil penelitian dengan memanfaatkan media TIK simulasi sebagai suplemen eksperimen dalam pembelajaran alat ukur menunjukkan bahwa terjadi peningkatan hasil belajar ranah kognitif, tumbuhnya keterampilan proeses sains siswa, berkembangnya aktivitas belajar siswa, terbentuknya karakter belajar siswa dan tumbuhnya sikap belajar siswa.Kata kunci: aktivitas, karakter, keterampilan proses sains, media TIK simulasi, suplemen eksperimen
EFEKTIFITAS PENERAPAN MODEL PEMBELAJARAN TRAPI UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS Fera Novrizawati; Agus Suyatna; Noor Fadiawati
Jurnal Pembelajaran Fisika Vol 5, No 1 (2017): Jurnal Pembelajaran Fisika
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The critical thinking skill is completely needed by students to solve life problems. This skill needs to be trained through the learning process by applying the learning model that could increase the critical thinking of students. The purpose of this research is to develop learning model that can enhance the critical thinking skill of students in the global warming learning material. The research design that was used in this research is quasi-experimental by using non-equivalent control group pretest-posttest. The experimental class was taught by using TRAPI learning model in the learning process, on the other hand the control class was taught by using instructional direct learning (DI). This research was conducted at SMA Negeri 3 Bandar Lampung. The result shows that the average of N-gain experimental class is higher than the control class, that is 0.72 for the experimental class and 0.57 for the control class. Based on that research, the application of TRAPI learning model is effective to increase the critical thinking skill of students in the global warming learning material.Keterampilan berpikir kritis sangat diperlukan peserta didik untuk menghadapi berbagai permasalahan dalam kehidupan. Keterampilan ini perlu dilatih melalui proses pembelajaran dengan menerapkan model pembelajaran yang melatih keterampilan berpikir kritis.Penelitian ini bertujuan untuk mewujudkan model pembelajaran TRAPI yang dapat menumbuhkan keterampilan berpikir kritis peserta didik pada materi pemanasan global. Desain penelitian yang digunakan adalah kuasi eksperimen dengan menggunakan Non equivalen control group pretest-posttest. Kelas eksperimen diberikan pembelajaran dengan menggunakan model pembelajaran TRAPI, sedangkan kelas kontrol dengan model pembelajaran Direct Instruksnional (DI). Penelitian ini dilaksanakan di SMA Negeri 3 Bandar Lampung. Hasilnya menunjukkan Rata-rataN-gain kelas eksperimenlebih tinggi dibandingkan dengan kelas kontrol,yaitu sebesar0,72 untuk kelas eksperimen dan 0,57 untuk kelas kontrol. Dengan demikian, penerapan model pembelajaran TRAPI efektif untuk menumbuhkan keterampilan berpikir kritis pada materi pokok pemanasan global.Kata kunci: Efektivitas, model pembelajaran TRAPI, berpikir kritis, pemanasan global
PENGEMBANGAN MODUL PEMBELAJARAN MENGGUNAKAN LEARNING CONTENT DEVELOPMENT SYSTEM MATERI USAHA DAN ENERGI Asep Sunantri; Agus Suyatna; Undang Rosidin
Jurnal Pembelajaran Fisika Vol 4, No 1 (2016): Jurnal Pembelajaran Fisika
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This research (LCDS) aimed to produce Learning Module Using Learning Content Development System on energy and work material.This research used research and development (RD) method with the implementation procedure adopted from research design development of instructional media by suyanto and sartinem that were consisted of seven steps, includes: (1) need assessment; (2) resourches identification; (3) spesification identification; (4) product development; (5)internal test; (6) external test;and (7) production. The results of this research showed that the learning module were attractive, very easy to use, and very useful. It was also effective to be used as a learning media because 82,76% of student reached the passing grade.Penelitian ini bertujuan menghasilkan modul pembelajaran menggunakan Learning content development system pada materi usaha dan energi. Penelitian ini menggunakan metode research and development (RD) dengan prosedur pelaksanaan mengacu pada desain penelitian pengembangan media instruksional oleh Suyanto dan Sartinem yang terdiri dari tujuh langkah, yaitu: (1) analisis kebutuhan; (2) identifikasi sumber daya; (3) Identifikasi spesifikasi produk; (4) Pengembangan produk; (5) Uji internal; (6) Uji eksternal;dan (7) Produksi. Hasil penelitian ini menunjukan bahwa modul pembelajaran hasil pengembangan memiliki kualitas yang menarik, sangat mudah digunakan, serta sangat bermanfaat menurut pengguna, modul pembelajaran juga dinyatakan efektif digunakan sebagai media pembelajaran karena 82,76% siswa telah mencapai KKM.Kata kunci: modul pembelajaran, learning content development system (LCDS), penelitian pengembangan
PERBANDINGAN HASIL BELAJAR FISIKA ANTARA PEMBELAJARAN INKUIRI DENGAN METODE EKSPERIMEN DAN DEMONSTRASI Endang Fitriyanti; Agus Suyatna; Chandra Ertikanto
Jurnal Pembelajaran Fisika Vol 2, No 5 (2014): Jurnal Pembelajaran Fisika
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The purpose of this study were to find out: (1) The average difference between the results of studying the physics with guided inquiry learning by experimental methods and demonstrations. (2) Physics results are higher among the guided inquiry learning by experimentation and demonstration methods. The research method used is a quasi experiment then, the sampling technique used in this study was using random sampling techniques. The results of the research conducted are: There is an average difference between the results of learning physics in guided inquiry learning with experimental methods and demonstrations, where the average value of learning outcomes in the classroom physics experiment is 80.13 while in the demonstration class is 68.75. The results of the study in physics using the experimental method is more effective than demonstration method.Tujuan penelitian ini untuk mengetahui: (1) Perbedaan rata-rata hasil belajar fisika antara pembelajaran inkuiri terbimbing dengan metode eksperimen dan demonstrasi. (2) Hasil belajar fisika yang lebih tinggi antara pembelajaran inkuiri terbimbing dengan metode eksperimen dan demonstrasi. Metode penelitian yang digunakan adalah kuasi eksperimen, teknik pengambilan sampel pada penelitian ini menggunakan teknik random sampling. Hasil yang diperoleh dari penelitian yang dilakukan adalah: Ada perbedaan rata-rata hasil belajar fisika antara pembelajaran inkuiri terbimbing dengan metode eksperimen dan demonstrasi dimana rata-rata nilai hasil belajar fisika pada kelas eksperimen yaitu 80,13 sedangkan pada kelas demonstrasi yaitu 68,75. Hasil belajar fisika yang menggunakan metode eksperimen lebih efektif dibandingkan dengan metode demonstrasi.Kata kunci: hasil belajar siswa, inkuiri terbimbing, metode demonstrasi, metode eksperimen.
PENGARUH PENGGUNAAN MODUL FISIKA BERBASIS INKUIRI TERBIMBING TERHADAP MINAT DAN HASIL BELAJAR Agnes Amila Wigati; Nengah Maharta; Agus Suyatna
Jurnal Pembelajaran Fisika Vol 3, No 6 (2015): Jurnal Pembelajaran Fisika
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This research aimed to know (1) the influenceof using physics learning modul based on guided inquiry towards the interest, and (2) the influenceof using physics learning modul based on guided inquiry towards the study result on temperature and heat material. This research was carried out using experimental research method with One Group Pre test-Post test Design. The result showed that there was a difference of the students interest and the students cognitive study result before and after being taught by using physics learning modul based on guided inquiry. The increasing of interest in learning is shown by the value of N-gain0.71 (high category) and the study result is shown by the value of N-gain 0.74 (high category).Penelitian ini bertujuan untuk mengetahui (1) pengaruh penggunaan modul pembelajaran fisika berbasis inkuiri terbimbing terhadap minat, dan (2) pengaruh penggunaan modul pembelajaran fisika berbasis inkuiri terbimbing terhadap hasil belajar pada materi suhu dan kalor. Penelitian dilakukan menggunakan metode penelitian eksperimen dengan desain One Group Pre test- Post test Design. Hasil penelitian menunjukkan bahwa terdapat perbedaan minat siswa dan hasil belajar kognitif siswa sebelum dan setelah pembelajaran menggunakan modul pembelajaran fisika berbasis inkuiri terbimbing. Peningkatan minat belajar ditunjukkan dengan nilai N-gain sebesar 0,71 (kategori tinggi) dan peningkatan hasil belajar ditunjukkan dengan nilai N-gain sebesar 0,74 (kategori tinggi).Kata kunci: hasil belajar, inkuiri terbimbing, minat, modul
PENGEMBANGAN MOBILE LEARNING MENGGUNAKAN SCHOOLOGY PADA MATERI SUHU DAN KALOR UNTUK SISWA SMA Apri Dwi Sulistyo; abdurrahman abdurrahman; agus suyatna
Jurnal Pembelajaran Fisika Vol 4, No 3 (2016): Jurnal Pembelajaran Fisika
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Learning media mobile learning has been designed to improve the effectiveness of learning temperature and heat material.The purposes of this study were to produce learning media based mobile learning using Schoology and describe the form of the attractiveness, convenience and expediency, and the effectiveness of the product.This study used Research and Development methods. The research design modified the development design Sugiyono.The results showed that the media has been developed were attractive, convenient, useful, and effectively to be used as a learning media.Media pembelajaran mobile learning dibuat untuk meningkatkan keefektifan pembelajaran pada materi suhu dan kalor. Tujuan penelitian ini adalah untuk menghasilkan media pembelajaran berbasis mobile learning menggunakan schoology dan mendeskripsikan kelayakan berupa kemenarikan, kemudahan, dan kemanfaatan, serta keefektifan produk. Penelitian ini menggunakan metode penelitian, yaitu Research and Development atau penelitian dan pengembangan. Desain penelitian yang digunakan yaitu memodifikasi desain pengembangan Sugiyono. Hasil penelitian menunjukkan bahwa media yang dikembangkan menarik, mudah, bermanfaat dan efektif digunakan sebagai media pembelajaran.Kata kunci: mobile learning, pengembangan, schoology
Co-Authors Abdurahman Abdurrahman Abdurrahman - Adelia Aris Setiawati Agnes Amila Wigati Aldi Setia Utama Anggit Wikcaksono Anjar Septiani Anna Yunizea Apri Dwi Sulistyo Ardy Permana Arina Khusnayain Arnoldus Tedi P Asep Sunantri Asih Sundari B. Anggit Wicaksono Badri Rahmatulloh Chandra Ertikanto Deny Kurniawan Desma Viana Sari Dian Ekasari Dian Sahri Ramadhan Dian Tiara Wulandari Dimas Permadi Dita F. Karlinda Dita Haryaningtias Dwi Gunawan Dwi Pratama Dwi Siti Sholeha Eka Natalia Eka Prastia Eko Hari Tiarto Eko Suyanto Endang Fitriyanti Eria Puspita Ernisa Pratiwi Erwin Wijaya Fajar Swasono Fera Novrizawati Ferdinan Misaffin Feriansyah Sesunan Feriyansyah Sesunan Hafidhuddin Zarkasi Hanastia Barokah Henni Susiani Hervin Maulina I Dewa Putu N I Dewa Putu Nyeneng Ide Lia Marzuki Imas Setiana Esti Galih Inayah Rahmawati Indah Palupi Irfan Himawan Ismu Sukamto Ismu Wahyudi Junia Yurika Kartini Herlina Ketut Pudjawan Laksono Trisnantoro Liza Fitri M Khoirul Aulia M. Irvan Haekal Mahya Zuhrowati Masda Lena Mawar Oktivina Meitri Astuti Merry Laraswati Munirul Ikhwan Mursidi Mursidi Nengah Maharta Ni Wayan Santi Nike Yuni Winanti Nikmatul Khoiriyah Niswatul Khoiriyah Noor Fadiawati Noor Farawahidah Nova Lusiana Novita Asma Ilahi Nurrohman Nurrohman Pramita Sylvia Dewi Purwanti Budi Utami Rara Novita Ratih Sukmawati Rettya Aries Tissi Rizki Eka Shintya Rizkiyana Rizkiyana Rizky Syarifah Rosiati Hutagalung Rogandi Damayanto Romy Desmara Fendi Rosita Wati Septa Niti Susanti Tiara Indriani Umu Nailil Alaini Undang Rosidin Viyanti - Viyanti Viyanti Viyanti Viyanti Viyanti Viyanti Wayan Suana Widi Wiriadipraja Yani Suryani Yunanto Nur Afandi