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All Journal Jurnal Pendidikan Fisika JURNAL PENDIDIKAN FISIKA JIPF (Jurnal Ilmu Pendidikan Fisika) JMM (Jurnal Masyarakat Mandiri) Justek : Jurnal Sains Dan Teknologi ORBITA: Jurnal Pendidikan dan Ilmu Fisika JCES (Journal of Character Education Society) JPF : JURNAL PENDIDIKAN FISIKA Kasuari: Physics Education Journal (KPEJ) KARST : Jurnal Pendidikan Fisika dan Terapannya Optika : Jurnal Pendidikan Fisika Jurnal Ilmiah Wahana Pendidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Yusri Handayani
Universitas Muhammadiyah Makassar
Religion Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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MODEL PEMBELAJARAN DISCOVERY LEARNING BERBASIS HYPERCONTENT PADA KONSEP SUHU DAN KALOR Yusri Handayani; Dewi Hikmah Marisda
Karst : JURNAL PENDIDIKAN FISIKA DAN TERAPANNYA Vol 3 No 1 (2020): Karst : Jurnal Pendidikan Fisika dan Terapannya
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/karst.v3i1.574

Abstract

Abstrak: Model Pembelajaran Discovery Learning Berbasis Hypercontent pada Konsep Suhu dan Kalor. Penelitian ini bertujuan untuk mengetahui peningkatkan hasil belajar fisika peserta didik kelas VII A2 SMP Unismuh Makassar melalui melalui model pembelajaran discovery learning berbasis hypercontent. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VII SMP Unismuh Makassar pada semester ganjil tahun ajaran 2019/2020 yaitu 120 orang. Sampel dalam penelitian ini adalah kelas VII A2 yang terdiri dari 22 orang. Jenis penelitian yang digunakan adalah penelitian tindakan kelas yang terdiri dari dua siklus, di mana tiap siklus mengandung empat tahapan yakni perencanaan, pelaksanaan, pengamatan, refleksi. Hasil belajar fisika peserta didik kelas VII A2 SMP Unismuh Makassar dari siklus I dengan persentase 86,36% masuk dikategori tidak tuntas sedangkan kategori tuntas masih rendah yaitu sekitar 13, 63% sedangkan siklus II sudah mengalami peningkatan ketuntasan. Persentase siklus II untuk kategori tidak tuntas mengalami penurunan menjadi 36,36 % dan persentase ketuntasan naik menjadi 63,63 %.
PERBANDINGAN HASIL BELAJAR KOGNITIF SISWA MENGGUNAKAN STRATEGI STRATEGI THE LEARNING CELL DAN ACTIVE KNOWLEDGE SHARING Yusri Handayani; Dewi Hikmah Marisda
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 9, No 1 (2023): Mei
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v9i1.13706

Abstract

ABSTRAKPenelitian ini bertujuan mendeskripsikan pengaruh implementasi strategi The Learning Cell (TLC) dan Active Knowledge Sharing (AKS) terhadap hasil belajar kognitif peserta didik. Penelitian ini merupakan true experimental bentuk postest-only control design. Populasi penelitian terdiri dari tiga kelas VIII SMP Unismuh Makassar. Pengambilan sampel menggunakan simple random sampling, sehingga diperoleh sampel kelas VIIIA dan VIIIB2. Kelas VIIIA menggunakan strategi The Learning Cell (TLC) dan kelas VIIIB2 menggunakan Strategi Active Knowledge Sharing (AKS). Instrumen penelitian yang digunakan adalah Tes Hasil Belajar Kognitif (THBK)  dalam bentuk tes pilihan ganda yang terdiri dari level pengetahuan (C1), pemahaman (C2), penerapan (C3), analisis (C4), sintesis (C5), dan evaluasi (C6). Analisis data menggunakan statistik deskriptif dan inferensial untuk menguji hipotesis yang diajukan. Hasil penelitian yang diperoleh adalah skor maksimum hasil belajar kognitif pada kelas eksperimen 1 (TLC) dan eksperimen 2 (AKS) sama yaitu 20. Skor rerata hasil belajar kognitif pada TLC yaitu 15,77 sdan skor rerata hasil belajar kognitif pada kelas AKS yaitu 16. Dari hasil uji normalitas, ditemukan data terdistribusi normal. Adapun perolehan pada uji homogenitas yaitu data memiliki varian yang sama. Pada pengujian hipotesis diperoleh nilai FhitungFtabel. Sehingga Ho diterima. Hasil penelitian ini menunjukkan bahwa tidak terdapat pengaruh yang signifikan antara strategi pembelajaran TLC dan AKS yang terhadap hasil belajar kognitif peserta didik. Kata kunci: active knowledge sharing; hasil belajar kognitif; The learning cell. ABSTRACTThis study aims to describe the effect of implementing The Learning Cell (TLC) and Active Knowledge Sharing (AKS) strategies on students' cognitive learning outcomes. This research is a true experimental form of posttest-only control design. The study population consisted of three class VIII SMP Unismuh Makassar. Sampling using simple random sampling, in order to obtain class VIIIA and VIIIB2 samples. Class VIIIA is taught using the Learning Cell (TLC) strategy and class VIIIB2 is taught using the Active Knowledge Sharing (AKS) strategy. The research instrument used was the Cognitive Learning Outcomes Test (THBK) which consisted of levels of knowledge (C1), understanding (C2), application (C3), analysis (C4), synthesis (C5), and evaluation (C6). Data analysis uses descriptive and inferential statistics to test the proposed hypothesis. The research results obtained were the mean score of cognitive learning outcomes in experimental class 1 (TLC) which was 15.77 and the mean score of cognitive learning outcomes in experimental class 2 (AKS) namely 16. From the results of the normality test, it was found that the data were normally distributed. The gain of the homogeneity test is that the data has the same variance. In testing the hypothesis, the value of FcountFtable is obtained. So Ho is rejected. The results of this study indicate that there is no significant influence between the implemented TLC and AKS learning strategies on students' cognitive learning outcomes. Keywords: active knowledge sharing; cognitive learning outcomes; the learning cells.
Needs Analysis in the Development of Basic Physics Practical E-Module Based on Interactive Flipbook with STEM Approach Marisda, Dewi Hikmah; Nurlina, Nurlina; Nurazmi, Nurazmi; Handayani, Yusri; Hasin, Ardiansah; Hamzah, Hardi
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 9, No 3 (2024): September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v9i3.5583

Abstract

The low interest of students in reading the practicum guide is the focus of the problem in this study. This study is a survey study which is part of development research. This study aims to describe the define stage at the needs analysis stage (initial-final analysis and student analysis), identification of Basic Physics material, and identification of resources. The research data were analyzed descriptively. The study results indicate that the curriculum applied to the Physics Education Study Program at one of the Muhammadiyah Universities in Makassar is the MBKM-oriented KKNI curriculum. The initial-final analysis found that the Basic Physics practicum module was still conventional and in printed form, manually distributed to students. Student analysis found that students' learning styles were visual. The specification-identification of Basic Physics material found that the essential material for Basic Physics practicum consisted of five experimental units that would be developed. Information was obtained from the identification of resources that all students had smartphones that could access the practicum e-module. Therefore, the practicum e-module that will be developed will direct students to visual activities like user-friendly flipbooks and easily accessible via students' smartphones.
PENERAPAN MODEL PROJECT BASED LEARNING (PJBL) TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK PADA MATERI USAHA DAN ENERGI KELAS X DI SMAN 13 MAKASSAR Fahrunnisa, Fahrunnisa; Handayani, Yusri
OPTIKA: Jurnal Pendidikan Fisika Vol. 8 No. 2 (2024): OPTIKA: Jurnal Pendidikan Fisika
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/optika.v8i2.4255

Abstract

Tujuan dari penelitian ini adalah untuk mengevaluasi penerapan model pembelajaran Project Based Learning terhadap hasil belajar fisika siswa kelas X di SMAN 13 Makassar. Metode penelitian yang diterapkan adalah Quasi Experimental dengan desain pretest-posttest dua kelompok, di mana satu kelompok bertindak sebagai kelompok eksperimen dan kelompok lainnya sebagai kelompok kontrol. Populasi penelitian yaitu seluruh siswa kelas X SMA Negeri 13 Makassar dengan teknik Purposive Sampling dengan kelas X-2 sebagai kelas eksperimen dan kelas X-1 sebagai kelas kontrol. Instrumen yang digunakan adalah tes hasil belajar  fisika siswa berbentuk pilihan ganda sebanyak 25 soal. Hasil penelitian memperlihatkan bahwa rata-rata nilai pretest di kelas eksperimen adalah 15,69, sedangkan di kelas kontrol adalah 14,43. Setelah pembelajaran, rata-rata nilai posttest di kelas eksperimen meningkat menjadi 20,80, sementara rata-rata nilai posttest di kelas kontrol lebih rendah, yaitu 18,09. Berdasarkan analisis data menggunakan uji N-Gain diperoleh peningkatan 0,5396 pada kelas eksperimen dengan kriteria sedang dan nilai N-Gain pada kelas kontrol mengalami peningkatan sebesar 0,3462 dikategorikan rendah. Oleh karena itu, dapat disimpulkan bahwa penerapan model pembelajaran Project Based Learning dapat meningkatkan hasil belajar fisika siswa kelas X di SMA Negeri 13 Makassar.
Development Assessment of Thinking Skills Interpretation, Analysis, and Inference Prospective Physics Teacher Marisda, Dewi Hikmah; Handayani, Yusri; Riskawati, Riskawati; Sultan, Ana Dhiqfaini; Hasin, Ardiansah; Nurazmi, Nurazmi; Samsi, Andi Nur
Kasuari: Physics Education Journal (KPEJ) Vol. 5 No. 1 (2022): June 2022
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v5i1.247

Abstract

This thinks about points to create an appraisal of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. Preliminary investigation of the advancement of basic considering aptitudes assessment instruments for prospective Physics teachers in the last 3 (three) years in the Basic Physics course, the test instruments in the Basic Physics course have not been fully oriented to indicators of interpretation, analysis, and inference thinking skills. The process of changing Physics learning, both at the tertiary level and at the secondary school level, is directed at training students to use their thinking potential. One of the Physics learning skills mentioned in Permendikbud Number 64 of 2013 is the development of thinking skills of interpretation, analysis, and inference. This shows that the process and evaluation of learning physics, especially basic physics, should be directed at developing thinking skills in interpretation, analysis, and inference. This inquiry is spurred by the requirement for an appraisal instrument that measures critical thinking skills, especially interpretation, analysis, and inference thinking skills. This study aims to develop an assessment of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. This study refers to the 4D Thiagarajan model and produces an assessment that measures the ability to think of interpretation, analysis, and inference. The test instrument was created within the shape of essay analysis, and problem-solving on indicators of thinking skills of interpretation, analysis, and inference. The test instrument was further validated by two experts, and it can be concluded that the created test is exceptionally attainable to utilize.
EFEKTIFITAS INSTRUMEN KETERAMPILAN INTERPRETASI, ANALISIS, DAN INFERENSI PADA TOPIK LISTRIK DAN KEMAGNETAN Sultan, Ana Dhiqfaini; Kurniawan, Edy; Marisda, Dewi Hikmah; Handayani, Yusri; Saad, Rezkawati; Putri, Rezqi Sri Saleko; Hasin, Ardiansah
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v13i2.58536

Abstract

Penelitian berfokus pada pengujian kepraktisan dan efektivitas instrumen keterampilan interpretasi, analisis, dan inferensi (KBKr-IAI) dalam meningkatkan keterampilan berpikir kritis mahasiswa pada topik listrik dan kemagnetan. Jenis penelitian adalah penelitian deskriptif kuantitatif yang bertujuan untuk mengukur efektifitas instrumen KBKr-IAI yang dikembangkan. Penelitian ini menggunakan desain penelitian one-group pretest-posttest. Sampel penelitian adalah mahasiswa pendidikan fisika yang berjumlah 13 orang, yang dipilih melalui teknik purposive sampling. Instrumen tes KBKr-IAI yang digunakan dalam penelitian telah dinyatakan valid melalui uji validitas. Instrumen tes yang dinyatakan valid berjumlah 7 soal, 3 soal untuk indikator interpretasi, 2 soal indikator analisis, dan 2 soal lainnya indikator inferensi. Berdasarkan hasil penelitian diperoleh nilai N-gain yang berada pada kategori tinggi. Sehingga dapat disimpulkan bahwa instrumen KBKr-IAI yang dikembangkan efektif untuk mengukur keterampilan interpretasi, analisis dan inferensi calon guru Fisika. Penelitian ini direkomendasikan untuk dikembangkan lebih lanjut pada seluruh indikator KBKr, dan seluruh topik pada perkuliahan Fisika Dasar 1 dan 2.
Developing and Validating Digital E-module Oriented on Science Literacy using Flipbook Platform on Heat and Temperature Topic Handayani, Yusri; Rahmawati, Rahmawati; Sultan, Ana Dhiqfaini; Fiskawarni, Tri Hastiti; Andriani, Andi Arie; Widiasih, Widiasih
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15618

Abstract

This study explored the development and validation of a digital e-module for science literacy, specifically focusing on the topic of heat and temperature, utilizing the flipbook platform. With the rapid digitalization in education, the research aims to bridge the gap in Indonesia’s educational technology, where many educators lack proficiency in using digital tools. The e-module, integrating multimedia elements such as text, images, and interactive features, is designed to enhance students' understanding of scientific concepts while fostering digital and science literacy. This study used Research and Development approach, utilizing the ADDIE model which includes five stages (analysis, design, development, implementation, and evaluation). The e-module underwent validation by experts in instructional materials and digital learning, followed by limited testing with 26 Grade 7 students and 4 science teachers. Results indicated that the digital e-module is not only feasible but achieved a content validity coefficient of 0.94 and an average practicality score of 87.63%, indicating high validity and practicality. The findings suggest that the e-module effectively supports science literacy by providing an engaging, accessible, and interactive learning experience. This study contributes to educational innovations by demonstrating how digital tools can enhance science teaching and learning, especially in the context of challenging topics such as heat and temperature. Further research may explore broader applications of e-modules in other subjects and educational levels.
Analysis of Misconceptions among Physics Education Students on Special Relativity Theory Sultan, Ana Dhiqfaini; Marisda, Dewi Hikmah; Handayani, Yusri; Ma'ruf, Ma'ruf
Justek : Jurnal Sains dan Teknologi Vol 8, No 3 (2025): September
Publisher : Unversitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/justek.v8i3.32139

Abstract

This study explores persistent misconceptions among students in physics education programs regarding the Special Theory of Relativity. Despite formal instruction, many still show fragmented understanding, often reverting to classical concepts. The aim is to identify dominant misconceptions and analyze cognitive and pedagogical causes. Using a qualitative descriptive method, 25 fifth-semester physics education students from a public university in Indonesia participated. Data were collected through a validated 20-item multiple-choice diagnostic test and semi-structured interviews. Analysis involved data reduction, narrative development, and expert triangulation. Results show frequent misconceptions in time dilation (72%), length contraction (64%), and simultaneity (60%). Students misinterpret time dilation as an absolute change, view length contraction as permanent, and fail to understand simultaneity’s relativity. Contributing factors include limited visual aids, inadequate contextual teaching, and lack of engaging media. To address this, the study suggests using digital tools like simulations and animations and adopting constructivist-based strategies. These are expected to deepen understanding and correct misconceptions. The findings aim to enhance modern physics teaching at the tertiary level.
MEDIA PEMBELAJARAN GOOGLE CLASSROOM DAN MOTIVASI BELAJAR FISIKA PESERTA DIDIK DI MASA PANDEMI COVID-19 Handayani, Yusri; Nurfadilah
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 10 No. 1 (2022): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jpft.v10i1.2001

Abstract

This research is a quantitative study with a correlative method that was carried out at SMP Unismuh Makassar with the aim of knowing the effect of the Google Classroom learning media on students' motivation to learn physics during the COVID-19 pandemic. The population in this study were students of class VII, VIII, IX SMP Unismuh Makassar in the academic year 2021-2022. The sample in this study used random sampling technique so that the research sample obtained was 77 people. Collecting research data using a learning motivation questionnaire/questionnaire with scoring guidelines using a Likert scale. Hypothesis testing was carried out by correlation test analysis and simple linear regression with SPSS 24 which showed that there was an influence of the google classroom learning media on the students' motivation to learn science during the COVID-19 pandemic.
PENGARUH METODE DISKUSI KELOMPOK TERHADAP PEMAHAMAN KONSEP FISIKA PESERTA DIDIK Nurfadilah, Nurfadilah; Handayani, Yusri
JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 10 No. 2 (2022): JPFT (Jurnal Pendidikan Fisika Tadulako Online)
Publisher : Universitas Tadulako

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

Abstract

The effect of the group discussion method on the understanding of physics concepts for students of Class XI IPA SMAN 11 Wajo. This research was conducted to determine the effect of learning with the discussion method on the understanding of physics concepts for class XI students of SMAN 11 Wajo. The population in this study were all students of class XI IPA SMAN 11 WAJO which consisted of 4 classes with a total of 164 students, with the determination of the sample through simple random sampling. After the withdrawal of the class threshold is carried out with the intention of not disturbing the learning process at school too much. Then the class XI IPA2 was chosen for the experimental class and class XI IPA1 for the control class. Collecting data for the assessment of students' understanding of physics concepts using a concept understanding test in the form of an essay given after treatment. Hypothesis testing was carried out by linear regression analysis with SPSS 16 which showed that there was an effect of the group discussion method on the understanding of physics concepts for students of Class XI IPA SMAN 11 Wajo. From this research, it is known that learning with the discussion method provides a new influence for students to further improve the process and understanding of physics concepts
Co-Authors Ana Dhiqfaini Sultan, Ana Dhiqfaini Andi Arie Andriani Andi Arie Andriani, Andi Arie Anisa Anisa Asdar Asdar Basri, Syamsuriana Dewi Hikmah Marisda Edy Kurniawan, Edy Fahrunnisa, Fahrunnisa Hamzah, Hardi Hasin, Ardiansah Ilham Hadianto Karamma Ma'ruf Ma'ruf Ma'ruf, Ma'ruf Nur Samsi, Andi Nurazmi, Nurazmi Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurfadilah Nurfazlina Nurfazlina Nurlina Nurlina Nurlina Nurlina Putri, Rezqi Sri Saleko Rahmawati, Rahmawati Rezkawati Saad Rezkawati Saad, Rezkawati Riskawati Riskawati Riskawati Riskawati Riskawati Riskawati, Riskawati Tri Hastiti Fiskawarni, Tri Hastiti Widiasih, Widiasih