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All Journal JIPF (Jurnal Ilmu Pendidikan Fisika) JETL (Journal Of Education, Teaching and Learning)
Tomo Djudin
Physics Education Department, Education and Teacher Training Faculty (FKIP), Tanjungpura University, Pontianak-Indonesia
Aerospace Engineering Education Physics Social Sciences

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Writing Reflective Journal and Corrective Feedback: The Endeavors to Increase Students’ Physics Achievement of Dynamic Fluids Tomo Djudin
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 5, No 3 (2020): September 2020
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v5i3.1809

Abstract

This study aims to determine the effectiveness of teacher’ corrective feedback based on students reflective journal in the learning of dynamic fluids. The research method employed an experimental method with quasi-experimental nonequivalent control group design. The sample of eleventh grade of public senior high school SMAN 8 Pontianak consist of the XI-4 class as experimental group and the XI-3 class as control group were drawn by using intact group random sampling technique. The achievement test consists of 25 multiple choice questions embracing factual, conceptual, and procedural knowledge was administered. After manipulating the treatment, it is concluded that the average of achievement of experimental group (64.27) and control group (52.13) were significant difference (p < 0.05). In addition, the extent of effectiveness of the treatment was in high category (ES = 1.02). The treatment should be provided to increase students’ learning outcomes of any teaching-learning materials.
Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers? Tomo Djudin
JETL (Journal of Education, Teaching and Learning) Vol 4, No 2 (2019): Volume 4 Number 2 September 2019
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (227.868 KB) | DOI: 10.26737/jetl.v4i2.1322

Abstract

Self-concept, interest, learning motivation, and prerequisite knowledge potentially contributes to academic achievement. The aim of this study was to determine the relationship between self-concept, interest in becoming a teacher, academic achievement of prerequisite courses and prospective teachers’ competencies of microteaching. This correlational study involved 105 sixth semester students of science department in Education and Teacher Training Faculty (FKIP) of Pontianak, Tanjungpura University. The data collected by using the self- concept questionnaire and the questionnaire of interest in becoming a teacher. The achievement of prerequisite courses and the students’ competencies of microteaching taken from the academic subdivision of the faculty. The analysis found that self-concept, interest in becoming a teacher, and academic achievement in prerequisite courses associate significantly with prospective teachers’ competencies of microteaching (respectively rs = .35, rs = .38, and rs = .60, p < .05). In addition, coefficient of multiple correlation is also significant (R = .61, p < .05). It means that the relative contribution of predictor variables of this study on prospective teachers’ competencies of microteaching is 37.60% and the remaining 62.40% is determined by other uninvestigated variables. The study indicated that the prerequisite courses relate significantly with students’ ability to execute microteaching. Thus, an institution of teacher training should continually upgrade the quality of learning and instruction by providing the essential prerequisite content of courses the prospective teachers required.
The Provision of Conceptual Change Text for Reducing Students’ Misconceptions in The Physics Learning of Light During the Pandemic Covid-19 Tomo Djudin; Febriana Yuragi; Hamdani Hamdani
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 8, No 1 (2023): January 2023
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v8i1.3309

Abstract

Conceptual change is seen as a powerful teaching approach for developing 21st century skills. To determine the usefulness of delivering a conceptual change text for fostering conceptual change regarding light in physics learning at home during the pandemic, a quasi-experimental design was adopted, with one group pre-and posttesting. The participants are 23 eighth-grade students from SMPN 2 Ledo Bengkayang, a public secondary school in the rural region, who were recruited using an intact group random selection technique. A diagnostic test was provided, which included nine multiple-choice items and two distractors, as well as supporting arguments. This study discovered that students' beliefs regarding light and the process of vision vary significantly. After treatment, pupils' misunderstandings were reduced by 26.80%. After receiving the CCT, students had a considerable conceptual shift, and the CCT's effectiveness was sufficient (gain mean = 0.58). To get more effective results, CCT should be used in conjunction with any other teaching approach or model. A scientific teacher should exemplify a conceptual transformation method in the classroom.
Co-Authors Febriana Yuragi Hamdani .