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All Journal Journal of Teaching and Learning Physics JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah (JIPMI) Al-Ahya: Jurnal Pendidikan Biologi UPEJ : Unnes Physics Education Journal
Suarti Suarti
Universitas Islam Negeri Alauddin Makassar
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DAN MIND MAPPING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK Suarti Suarti; Ilyas Ismail; Ainul uyuni Taufiq
Al-AHYA: Jurnal Pendidikan Biologi Vol 2 No 1 (2020): AL-AHYA
Publisher : Department of Biology Education of Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (574.483 KB) | DOI: 10.24252/al-ahya.v2i1.13973

Abstract

Penelitian ini bertujuan  untuk mengetahui gambaran kemampuan berpikir kritis peserta didik yang diajar menggunakan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dan metode mind mapping, serta mengetahui perbedaan kemampuan berpikir krtitis peserta didik kelas XI MIPA SMAN 2 Enrekang yang diajar menggunakan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dan peserta didik yang diajar menggunakan meode mind mapping. Desain penelitian yang digunakan yaitu Two Group Pre and Post Design dengan teknik pengambilan sampel yaitu simple random sampling. Populasi dalam penelitian ini yakni kelas XI MIPA SMAN 2 Enrekang dan sampel penelitian yaitu elas XI MIPA 2 berjumlah 30 orang sebagai kelas eksperimen 1, kelas XI MIPA 1 berjumlah 30 orang sebagai kelas eksperimen 2. Data yang diperoleh dalam penelitian ini dianalisis menggunakan análisis deskriptif dan análisis inferensial. Hasil penelitian yang diperoleh yaitu thitung = 3,63 > ttabel = 2,001 dengan taraf signifikansi α = 0,05 dengan dk = 58, sehingga thitung  berada pada daerah penolakan H0 dalam artian  hipótesis H0 ditolak dan H1 diterima. Hal ini berarti bahwa terdapat pengaruh dengan diterapkannya model pembelajaran CIRC dan mind mapping terhadap kemampuan berpikir kritis peserta didik pada materi sistem peredaran darah kelas XI MIPA SMAN 2 Enrekang yang terlihat dari adanya perbedaan hasil tes kemampuan berpikir kritis antara kedua kelas eksperimen tersebut.
PENGARUH METODE TEAM GAMES TOURNAMETS TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM MATA PELAJARAN BAHASA INDONESIA DI KELAS V SD NEGERI KALA LANGGENTU KEC. DONGGO KAB. BIMA Muhammad Agus; Muhammad Yahdi; Andi Halimah; Suarti Suarti
JIPMI (Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah) Vol 5 No 2: AGUSTUS (2023)
Publisher : Universitas Islam Negeri Alauddin Makassar

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Abstract

Penelitian ini membahas tentang pengaruh metode team games tournaments terhadap hasil belajar peserta didik dalam mata pelajaran Bahasa Indonesia di kelas V SD Negeri KalaLanggentu Kec. Donggo Kab. Bima. Tujuan penelitian ini untuk mengetahui pengaruh 1) Bagaimana hasil belajar bahasa Indonesia peserta didik sebelum menerapakan metode teamgames tournaments dalam mata pelajaran bahasa Indonesia di Kelas V SD Negeri Kala Langgentu Kec. Donggo Kab. Bima tampa menggunakan meteode team games tournaments2) Bagaimanakah gambaran hasil belajar bahasa Indonesia setelah menggunakan metode team games tournaments dalam mata pelajaran bahasa Indonesia di Kelas V SD Negeri KalaLanggentu Kec. Donggo Kab. Bima dengan menggunakan metode team games tournaments 3) Seberapa besar pengaruh metode teams games tournaments dalam mata pelajaran bahasa Indonesia di Kelas V SD Negeri Kala Langgentu Kec. Donggo Kab. Bima. Penelitian ini menggunakan penelitian kuantitatif jenis pre-eksperimental desain dan desain penelitian onegrouppretest-postest. Populasi dalam penelitian ini adalah seluruh peserta didik kelas V SD Negeri Kala Langgentu Kec. Donggo Kab. Bima yang berjumlah 21 peserta didik.Teknik pengambilan sampel yang digunakan adalah teknik sampel jenuh. Adapun instrumen yang digunakan dalam penelitian ini adalah tes hasil belajar dan dokumentasi.Teknik analisis data yang digunakan statistik deskriptif. Berdasarkan analisis data dengan menggunakan statistik deskriptif diperoleh nilai rata-rata peserta didik sebelum penggunaanmetode team games tournaments sebesar 43,57dan rata-rata setelah penggunaan metode team games tournaments 71,58 dengan persentase peningkatan 74,76%.
Meta-Analysis of the Effect of Local-Wisdom-Based Physics Learning on Students’ Learning Outcomes Suarti Suarti; Suhardiman Suhardiman; Muh. Syihab Ikbal; Selviani Selviani; Risnawati Risnawati; Muh Yusuf Hidayat
JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 13 No 2 (2025)
Publisher : Pendidikan Fisika UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jpf.v13i2.51520

Abstract

This study is a Meta-Analysis study that aims to investigate the impact of Local Wisdom-Based Physics Learning on student learning outcomes at the SMA/MA level, to determine the impact of local wisdom-based learning on learning outcomes in physics learning based on class and based on subject matter. The type of research used is Meta Analysis, with the population used being all articles on the use of local wisdom-based physics learning and a research sample of 17 articles consisting of 13 national journals and 4 international journals using scientific articles that have been published through Google Scholar in 2013-2023 with predetermined criteria. The research instrument uses a coding sheet (data coding) and information on each research report in digital form, namely in Microsoft Excel, then analyzed using OpenMEE software. Based on the research conducted, it was obtained: (1) Local wisdom-based Physics Learning has a significant impact on student learning outcomes at the SMA/MA level with a Het value. P-Value <0.001, the impact of local wisdom-based physics learning on student learning outcomes is in the very large category with an average effect size of 2,558; (2) The impact of local wisdom-based physics learning on student learning outcomes for each class level at the SMA/MA level is significantly different, with an estimated effect size of class XI of 3,611, the highest compared to other levels, so that local wisdom-based physics learning is more effective if applied to class XI; (3) The impact of local wisdom-based physics learning on student learning outcomes based on subject matter is significantly different, with the highest estimated effect size for temperature material of 11,610 in the very large category compared to other materials. So that local wisdom-based physics learning is more effective when applied to temperature material. Local wisdom-based physics learning can be an option to be integrated into learning to improve student learning outcomes.
Children Learning in Science, Direct Instruction, Virtual Laboratory Experiment, Phyphox, Literasi Sains, Digital Sulman; Suarti; Suharti
Unnes Physics Education Journal Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v14i3.43712

Abstract

This study aims to analyze the effectiveness of the Children Learning in Science (CLIS) model based on virtual laboratory experiments using the Phyphox application and the digital-based Direct Instruction model on students’ science literacy, as well as to compare the differences in effectiveness between the two. This study is a quasi-experimental study using a randomized pretest-posttest control group design. The study population included all seventh-grade students at MTsN 1 Makassar, with a sample of 64 students selected through multistage random sampling. Descriptive analysis results showed that the average science literacy score in the CLIS-Phyphox class was 62.23, while that of the digital-based Direct Instruction class was 53.15. The N-Gain test showed that the CLIS-Phyphox model fell into the “moderately effective” category (61.83%), while the digital-based Direct Instruction model fell into the “less effective” category (53.15%). Hypothesis testing using the Independent Sample T-Test yielded a Sig. (2-tailed) value of 0.026 (< 0.05), indicating a significant difference in effectiveness between the two models. It was concluded that the use of the CLIS model based on the Phyphox application is more effective in improving students’ science literacy compared to the digital-based Direct Instruction model.
Co-Authors Ainul Uyuni Taufiq Andi Halimah Andi Halimah Andi Jusriana Andi Jusriana Ana Astriani Astriani Ilyas Ilyas Immawati Nur Aisyah Rivai Immawati Nur Aisyah Rivai Indo Tang Marjuni Muh Yusuf Hidayat Muh. Sain Hanafy Muh. Syihab Ikbal Muhammad Agus Muhammad Qaddafi Muhammad Yahdi Muljono Damopolii Nuraniatun Nuraniatun Nurjannah Nurjannah Nurmia Nurmia Nursyawalia Purwoko, Agus Risnawati Risnawati Rusydi Rasyid Safei Safei Safei Safei Safei Safei, Safei, Selviani Selviani Siti Mariani Suhardiman Suhardiman Suharti Sulman Sutrisnayanti Sutrisnayanti Tahmrin Tayeb Thamrin Tayeb Ulfiani Rahman Usman Usman Widiastuti Widiastuti