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Penerapan Model Process Oriented Guided Inquiry Learning (POGIL) untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Adam Malik; Vita Oktaviani; Wahyuni Handayani; Muhammad Minan Chusni
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 3 No 2 (2017): JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 3 Nomor 2, Des
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Abstract This study aims to determine the implementation of learning using Process Oriented Guided Inquiry Learning model (POGIL) and the influence of application of POGIL learning model to the critical thinking skills of students. The method used in this research was pre-experimental design, with the one-group pretest-posttest design. The sample of this research was class X MIA E which amounted to 36 people selected by using simple random sampling technique. The results showing the average of all teacher activity of meetings was 88.88% and 87.04% for the students' activities were in the very good category. In addition, there was an increase in the critical thinking skills of students on the static fluid concept of 0.61 which was included in the medium category. Thus, POGIL learning model can be used as an alternative in improving students' critical thinking skills on the static fluid concept. Keywords: POGIL, critical thinking skills, static fluid Abstrak Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran menggunakan model Process Oriented Guided Inquiry Learning (POGIL) dan pengaruh penerapan model pembelajaran POGIL terhadap keterampilan berpikir kritis peserta didik. Metode dalam penelitian ini menggunakan pre-experimental design, dengan desain one-group pretest-posttest. Sampel penelitian ini yaitu kelas X MIA E yang berjumlah 36 orang yang dipilih dengan menggunakan teknik simple random sampling. Hasil penelitian menunjukkan rata-rata seluruh pertemuan aktivitas guru sebesar 88,88% dan aktivitas peserta didik 87,04% yang termasuk pada kategori sangat baik. Selain itu, terdapat peningkatan keterampilan berpikir kritis peserta didik pada materi fluida statis sebesar 0,61 yang termasuk pada kategori sedang. Dengan demikian, model pembelajaran POGIL dapat dijadikan sebagai alternatif dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi fluida statis. Kata-kata Kunci: POGIL, keterampilan berpikir kritis, fluida statis

Triple step writing strategy: Meningkatkan keterampilan menulis materi ajar multimodus representasi pada mahasiswa calon guru fisika Wahyuni Handayani; Parlindungan Sinaga; Andi Suhandi
Jurnal Inovasi Pendidikan IPA Vol 7, No 1: April 2021
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v7i1.37781

Abstrak: Keterampilan menulis materi ajar perlu dilatihkan kepada mahasiswa calon guru selama masa studinya. Penelitian ini bertujuan mengembangkan stategi menulis materi ajar multimodus representasi. Dengan menerapkan strategi tertentu diharapkan mahasiswa calon guru fisika meningkat dalam hal keterampilan menulis materi ajar fisika yang di dalamnya menyajikan gabungan dua atau lebih modus representasi. Metoda yang digunakan dalam penelitian ini adalah metoda penelitian dan pengembangan (Research and Development Methods). Tahap-tahap yang dilakukan dalam penelitian ini meliputi studi pendahuluan, perencanaan, mengembangkan rancangan strategi pembelajaran, ujicoba pendahuluan, merevisi produk dan ujicoba utama. Dengan menggunakan metode R D telah dikembangkan strategi menulis materi ajar multimodus representasi yaitu Triple Step Writing Strategy (TS-WS). Ujicoba pendahuluan (pleriminary field testing) menggunakan metode pre-experiment desain the one group pretest-posttest design. Ujicoba utama (main field testing) menggunakan metode quasi-expeiment desain randomized pretest-posttest control group design. TS-WS sudah diujicobakan pada mahasiswa calon guru fisika yang berusia rata-rata 21 tahun pada sebuah LPTK di Bandung. Ujicoba pendahuluan melibatkan 15 mahasiswa calon guru fisika dan ujicoba utama 45 mahasiswa calon guru fisika. Untuk mengukur keterampilan menulis materi ajar multimodus representasi mahasiswa ditugaskan untuk menulis materi ajar multimodus representasi. Hasil penelitian menunjukkan bahwa TS-WS efektif dalam meningkatkan keterampilan menulis materi ajar multimodus representasi mahasiswa calon guru fisika. Triple step writing strategy: Improving multimode representation teaching material writing skills of preservice physics teacher Abstract: Writing teaching material skills need to be taught to the preservice teachers during their studies. This study aims to develop strategies to write multiple modes of representations teaching materials. By implementing these strategies, it is expected that preservice physics teachers are able to write physics teaching materials that present a combination of two or more modes of representation. The method used in this research is Research and Development (R D) method. The stages of R D methods carried out in this study include research and information collecting activities, planning activities, developing learning strategy designs, preliminary field testing, main product revision, and main field testing. Using the R D method, a strategy has been developed to improve writing teaching material skills. Preliminary field testing used the one-group pretest-posttest design pre-experiment method. Main field testing used a quasi-experiment design randomized pretest-posttest control group design method. The strategies have been tested on preservice physics teachers who were on average 21 years old at an LPTK in Bandung. The preliminary field testing involved 15 preservice physics teachers and the main field testing was 45 preservice physics teachers. To measure the skills of writing multiple modes of representation teaching materials students are assigned to write multimodal representation teaching materials. The results showed that TS-WS was effective in improving the skill of writing multimodal representations of teaching materials for pre-service physics teachers.

IDENTIFIKASI FAKTOR PERPINDAHAN TERHADAP WAKTU YANG BERPENGARUH PADA KINEMETIKA GERAK LURUS BERATURAN (GLB) DAN GERAK LURUS BERUBAH BERATURAN (GLBB) Sri Prihatini; Wahyuni Handayani; Rena Denya Agustina
Journal of Teaching and Learning Physics Vol 2, No 2 (2017): Journal of Teaching and Learning Physics (Agustus 2017)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v2i2.6580

Penelitian ini bertujuan untuk mengidentifikasi faktor perpindahan atau jarak terhadap kinematika gerak lurus. Jenis penelitian ini merupakan penelitian kuantitatif dan kualitatif yang terperinci, terstruktur, jelas dan teranalisis. Penelitian yang dilakukan dengan praktikum menggunakan alat kereta dinamika dan kereta dinamika motor serta alat pendukung lainnya. Dalam penelitian ini, ada beberapa ketentuan jarak atau perpindahan yang akan digunakan, untuk menganalisis secara langsung bagaimana perubahan faktor yang lainnya terhadap kinematika gerak lurus ketika faktor perpindahan berubah-ubah. Dalam penelitian ini juga, menganalisis serta mengidentifikasi perubahan grafik hubungan terhadap waktu pada GLB dan GLBB.

KESULITAN MAHASISWA CALON GURU FISIKA DALAM MEREPRESENTASIKAN KONSEP LISTRIK MAGNET Wahyuni Handayani; Wawan Setiawan; P Sinaga; Andi Suhandi
Journal of Teaching and Learning Physics Vol 2, No 2 (2017): Journal of Teaching and Learning Physics (Agustus 2017)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jotalp.v2i2.6581

Communication in science is multimodal (verbal and visual). Representation skills are one of the communication skills in science. A physics teacher is required to have representation skills so that the students more easily to acsess the concept that they have to lean and the teacher communicate physics concepts more easily to his students. This study examines the representation skills of preservice physics teacher. Three aspects of representation skills, that examined are: 1) the skill of making a single mode representation, 2) the skills of translation between representation modes and 3) multi-representation skills. The instrument used to measure representation skills has been validated and used to measure representation skills of preservice physics teacher in Listrik-Magnet courses. The results showed that the preservive physics student have difficulty in making all of the aspect of representation. It is occured because there has never been learning related to representation or assessment skills that specifically test their representation skills

KETERAMPILAN REPRESENTASI MAHASISWA CALON GURU FISIKA PADA MATERI LISTRIK MAGNET Wahyuni Handayani; Wawan Setiawan; P. Sinaga; Andi Suhandi
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Komunikasi dalam sains bersifat multimodus (verbal dan visual). Keterampilan representasi adalah salah satu keterampilan komunikasi dalam sains. Seorang guru fisika dituntut untuk memiliki keterampilan representasi agar ia lebih mudah mengomunikasikan konsep-kosep fisika kepada siswanya dan siswa pun lebih mudah memahami konsep fisika yang sedang dipelajarinya. Studi ini meneliti keterampilan representasi mahasiswa calon guru fisika. Terdapat tiga aspek keterampilan representasi, yaitu 1) keterampilan membuat representasi modus tunggal, 2) keterampilan translasi antar modus representasi dan 3) keterampilan multi representasi. Instrumen yang digunakan untuk mengukur keterampilan representasi telah divalidasi dan digunakan untuk mengukur keterampilan representasi mahasiswa calon guru fisika pada materi listrik magnet. Mahasiswa dalam studi ini terdiri dari dua kelompok yaitu: 1) mahasiswa yang telah mengambil matakuliah Fisika Dasar II dan 2) mahasiswa yang telah mengambil mata kuliah Fisika Dasar II dan Listrik Magnet. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan keterampilan representasi diantara dua kelompok mahasiswa tersebut. Hal ini dikarenakan belum pernah ada pembelajaran terkait keterampilan representasi maupun asesmen yang khusus menguji keterampilan representasi mereka. Communication in science is multimodal (verbal and visual). Representation skills are one of the communication skills in science. A physics teacher is required to have representation skills so he can communicate physics concepts more easily to his students. This study examines the representation skills of preservice physics teacher. Three aspects of representation skills, that examined are: 1) the skill of making a single mode representation, 2) the skills of translation between representation modes and 3) multi-representation skills. The instrument used to measure representation skills has been validated and used to measure representation skills of preservice physics teacher in Listrik-Magnet courses. Students in this study consist of two groups, namely: 1) students who have taken Basic Physics II and 2 subjects) students who have taken Basic Physics II and Listrik-Magnet courses. The results showed that there was no difference in representation skills between the two groups of students. This is because there has never been learning related to representation or assessment skills that specifically test their representation skills

Students' reading comprehension skills of science and physics texts Wahyuni Handayani; Wawan Setiawan; Parlindungan Sinaga; Andi Suhandi
Jurnal Inovasi Pendidikan IPA Vol 4, No 2: October 2018
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Reading comprehension of physics texts is a neglected area in physics curricula. This article reports an investigation the critical reading of physics texts among students of physics education. Students’ performance reading comprehension on science text were investigated using reading comprehension test. Students’ reading comprehension of science texts are tested with the help of reading comprehension which is designed with reference to TOEFL reading test and translated into Bahasa Indonesia. Eight component skills of comprehension were examined. To assess the skill a reading comprehension of physics texts, true-false-unreported tests were used. It was found that the skill required to discriminate unreported statements from the others (true and false) was found to be of a higher level. Total of 67 students of physics education at a college in Bandung participated in the study. It was found that students’ reading comprehension of science texts and physics texts were at lower level. These findings support the importance of incorporating training of reading comprehension strategy of the science text into the curricula.

The Skill Profile of Pre-Service Science Teachers In Writing Strem-Based (Science-Technology-Religion-Engineering-Mathematics) Science Teaching Materials Wahyuni Handayani; Tri Wahyu Agustina; Muhammad Ghilman Firdaus
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 12, No 2 (2022): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v12i2.12020

This study aims to identify the profile of STREM-based science writing skills in pre-service science teachers. The study was done using a descriptive method through a study of STREM-based science teaching materials documentation written by the pre-service science teachers. The target population is the seventh-semester students. Fifty people who are enrolled in the elective course of Integrated Science Learning were selected through Purposive Sampling. Performance assessment of the STREM-based science teaching materials was done using an analytical rubric with a score of 1-4 on the aspect of pedagogic, content, and context. Determination of inter-rater reliability was taken from 25 random samples of teaching materials and correlated their scores using Pearson's correlation. The inter-rater reliability score obtained is 0.938 in all aspects of teaching materials; 0.690 in the pedagogic aspect; 0.976 in the aspect of content; and 0.921 in the context aspect. The score of the teaching materials is then converted in the form of a percentage and interpreted based on certain criteria. The average score of pre-service science teachers' writing skills was 53.3% in the "good" criteria. The writing quality of teaching materials has not yet met the expected criteria from the pedagogic, content, and context aspects. Thus, it is important to develop appropriate learning strategies to improve the writing skills of STREM-based science teaching materials for pre-service science teachers.

KESADARAN METAKOGNITIF MEMBACA DAN KEMAMPUAN MEMAHAMI TEKS SAINS PADA MAHASISWA PENDIDIKAN FISIKA Wahyuni Handayani; Wawan Setiawan; Parlindungan Sinaga; Andi Suhandi
JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 8 No 1 (2020): Maret
Publisher : Pendidikan Fisika UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jpf.v8i1.10102

Membaca melibatkan proses yang aktif dan kompleks yang meliputi pemahaman terhadap teks, membangun dan menafsirkan makna dan menggunakan makna untuk menggambarkan situasi teks. Metakognitif dalam membaca dapat membedakan pembaca yang terampil dan tidak terampil. Membaca di tingkat universitas tidak hanya mengacu pada keterampilan kognitif yang terkait dengan proses membaca yang mencakup kemampuan mengkodekan kata dan pengetahuan sintaksis, tetapi memerlukan keterampilan inferensial tingkat tinggi, kemampuan untuk menghubungkan berbagai konsep atau ide yang terkandung dalam teks secara koheren, kemampuan untuk menekan informasi yang tidak relevan, metakognitif, strategi membaca dan motivasi. Dalam penelitian ini ditemukan bahwa dari 62 orang mahasiswa hanya separuhnya yang memiliki kemampuan membuat inferensi. Selain itu kesadaran tentang stategi dalam membaca bekorelasi lemah dengan kemampuan memahami bacaan. Temuan dalam penelitian ini secara umum menyiratkan bahwa mahasiswa tidak sepenuhnya menyadari strategi membaca dalam tugas membaca teks sains. Oleh karena itu, mahasiswa harus dilatih secara eksplisit berbagai strategi membaca.

Effectiveness of Scaffolding Worksheet on Studentsâ€™ Scientific Explanation Skills in Static Electricity and Application to Living Things Wahyuni Handayani; Tri Wahyu Agustina
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.2577

This study conducted a quasi experiment to investigate the effectiveness of scaffolding worksheet on studentsâ€™ scientific explanation. A total of 30 participants were randomly assigned into two groups. One class is the experimental class that received of scaffolding worksheet and one other class as the control class. The comparative analysis results revealed that scaffolding explanation worksheets are effective in improving studentsâ€™ science explanation skills. The average score of scientific explanation of students in experimental class and control class is 69.10 and 53.00. Regarding the SOLO taxonomic classification, in spite of the fact that the experimental class students on average exceeded the control class students, it can be seen that some students in the experimental class were still at the prestructural and unistructural levels. The incorrect timing to remove scaffolds and misusage of scaffolding worksheet were two possible reasons behind the failure of fading scaffolding practice

PEMBEKALAN KETERAMPILAN MENULIS BAHAN AJAR IPA BERBASIS STEM-R (SCIENCE-TECHNOLOGY-ENGINEERING-MATHEMATIC PLUS RELIGION) PADA MAHASISWA CALON GURU Tri Wahyu Agustina Agustina; Wahyuni Handayani; Muhammad Ghilman Firdaus
DIKSAINS : Jurnal Ilmiah Pendidikan Sains Vol. 3 No. 2: Juni 2023
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/diksains.3.2.134-148

ABSTRAK Â Tujuan penelitian untuk membekalkan keterampilan menulis bahan ajar IPA berbasis STREM-R menggunakan Triple Step Writing Strategy (TS-WS) secara daring beserta kendala-kendala selama pembelajaran. Strategi TS-WS meliputi perencanaan, translasi, dan revisi. Sample mahasiswa calon guru berjumlah 26 orang menggunakan satu kelas. The One Group Pre-Test & Post-Test Design. Penugasan menulis bahan ajar awal (O1) selanjutnya dilakukan perlakuan TS-WS dan merevisi tulisan bahan ajar/bahan ajar akhir (O2). Pengukuran keterampilan menulis menggunakan instrumen skoring danÂ rubric asesmen kinerja. Analisis data menggunakan normalized gain (n-gain,) perhitungan persentase pada kriteria tertentu dan uji statistik wilcoxon. Instrumen kendala pembelajaran menggunakan angket pertanyaan terstruktur dan catatan lapangan yang dianalisis secara deskriptif kualitatif. Hasil n-gain bahan ajar secara umum menunjukkan 32% berkriteria sedang dan 44% berkriteria rendah. Uji wilcoxon menunjukkan terdapat perbedaan signifikan antara tulisan bahan ajar awal dan tulisan bahan ajar akhir. Kendala-kendala, antara lain: kesulitan membuat indikator pencapaian kompetensi, menganalisis dimensi pengetahuan, menerapkan STEM-R pada konten materi IPA, dan kondisi pembelajaran daring. Strategi TS-WS dapat membekalkan keterampilan menulis bahan Ajar IPA STEM-R pada sebagian besar mahasiswa calon guru Â Kata Â kunciâ€” Bahan Ajar IPA, STEM-R, Triple Step Writing Strategy Â ABSTRACT Â The purpose of this research is to improve the skill in writing science-based STREM-R teaching materials using the Triple Step Writing Strategy (TS-WS) online, along with finding out the challenges encountered during the learning process. The TS-WS strategy includes planning, translation, & revision. The sample consists of 26 pre-service teachers in one class. The research uses the One Group Pre-Test & Post-Test Design. Assignments given were writing initial teaching materials (O1) followed by TS-WS treatment and revising the teaching materials/final teaching materials (O2). Writing skill assessment was done using a scoring instrument & performance assessment rubric. Data were analyzed using normalized gain (n-Gain), percentage calculations for certain criteria, & Wilcoxon statistical test. The learning challenges instrument used was a structured questionnaire & field notes were analyzed descriptive-qualitatively. The overall n-Gain of the teaching materials showed 32% to be "moderate" & 44% to be "low". The Wilcoxon test showed a significant difference between the writings of initial and final teaching materials. Some of the challenges encountered are difficulties in creating performance indicators, analyzing knowledge dimensions, applying STEM-R to science content and online learning conditions. The TS-WS strategy can provide improve the pre-service teacher's skills in writing science-based STEM-R teaching materials. Keywordsâ€” Science Teaching Materials, STEM-R, Triple Step Writing Strategy

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