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All Journal Journals Mining Engineering : Bina Tambang Gravity : Jurnal Ilmiah Penelitian dan Pembelajaran Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika UNIVERSE : Journal of Science Education Teaching and Learning Journal of Innovative Physics Teaching (JIPT) Physics Learning and Education

Putra, Amali

Universitas Negeri Padang

Author-ID : 2720377

Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Environmental Science Materials Science & Nanotechnology Physics Other

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Integrasi kegiatan laboratorium dan kontribusi terhadap hasil belajar fisika pada konsep fluida dalam pembelajaran fisika SMA Sharmila Sharmila; Amali Putra
PILLAR OF PHYSICS EDUCATION Vol 12, No 2 (2019)
Publisher : Universitas Negeri Padang

Laboratory activities are must implemented in high school physics learning so that learning is carried out contextually based on observation. The problems faced in high school physics learning are not yet optimal laboratory activities carried out so that the level of understanding of students is low which has an impact on learning outcomes that have not been satisfactory. This study aims to determine the effect of integration of laboratory activities on the achievement of high school physics learning outcomes in class XI SMA Adabiah Padang. The study was conducted in the July-December 2018 semester for fluid concepts in the form of quasy experimental with design post-test control only group design. The research data is in the form of understanding physics concepts that are captured using LKPD and post test. The instrument used has been tested beforehand. The results showed that the average value of the experimental class was 70.85 higher than the control class value of 63.2. The results of the t test at a significant level of 0.05 indicate that th = 2.53 while tt = 2.46. Differences in learning outcomes due to differences in treatment. Furthermore, from the regression analysis, the correlation between LKPD scores and post test obtained rxy = 0.563, meaning that in this study there were 31%. This study concludes that there is a significant effect of the application of laboratory activities to student learning outcomes

PENGARUH DIAGRAM BEBAS BENDA DALAM STRATEGI PENYELESAIAN SOAL SECARA SISTEMATIS (PS3) UNTUK MATERI DINAMIKA PARTIKEL TERHADAP HASIL BELAJAR SISWA KELAS X SMAN 1 BATUSANGKAR SILVI DWI MAYORA; AMALI PUTRA; HIDAYATI HIDAYATI
PILLAR OF PHYSICS EDUCATION Vol 11, No 1 (2018)
Publisher : Universitas Negeri Padang

Forces is a part of vector mechanics. Students’ ability in completing the physics’ questions related to force and motion in general is still low. This research aims to know the influence of student worksheet as a systematic approach to problem solving toward students’ achievement. This research is a Pra-Experimental Design with One-Group Pretest Posttest that engages one class from grade X at SMAN 1 Batusangkar. The research data includes knowledge competence taken by using pretest and posttest, and students’ outcomes when the teaching was running were taken by using student worksheet. The analyzing data is using N-gain test to see the increasing of students’ outcomes in the teaching learning process, and using the relationship of pretest variable (X) and posttest variable (Y) test to see how big its influence toward students outcomes. From the data analysis can be concluded the two outcomes of the research data. The first one is the comparison between the students’ pretest subjection mean with the student worksheetsubjection mean and the posttest subjection mean which have the increasing and decreasing in the teaching learning process. The comparison of the highest subjection mean from the outcome of N-Gain test is the comparison between the subjection of pretest and the subjection of posttest which is 0,58. The second one is the outcome of the relationship between pretest score (X) and posttest score (Y) is 20,43%. It shows that the use of student worksheet in systematic approach to problem solving gives influence toward students’ outcome as big as 20,43%.

THE EFFECT OF CTL-BASED LEARNING VIDEO USE ON THE ABILITY TO COLLABORATE AND COMMUNICATE WITH SCIENCE STUDENTS OF CLASS X SMA NEGERI 1 GIDO Elman Ikhtiar Ronaldo Waruwu; - Desnita; - Murtiani; Amali Putra
PILLAR OF PHYSICS EDUCATION Vol 14, No 2 (2021)
Publisher : Universitas Negeri Padang

This study aimed to see the effect of using CTL-based learning videos on science communication skills and student collaboration in class X MIA SMA Negeri 1 Gido. This study is a quasi-experimental study with a one-group pretest-posttest design. This study uses Class X MIA 2 as the sample class. The data were obtained by using the observation sheet of science communication skills and student collaboration. The results showed that there was an increase in the value of students' science communication skills and collaboration. The posttest score of students' science communication skills was 80.8 and the pretest score was 49.6. The posttest score of students' collaboration ability was 83.8 and the pretest score was 58.2. Based on the results of this study, it can be concluded that there is a positive effect of using CTL-based learning videos on the science communication skills and collaboration of Class X MIA students of SMA Negeri 1 Gido.

Desain modul interaktif menggunakan aplikasi course lab berbasis pendekatan saintifik pada materi usaha, energi, dan momentum Arike Ikhfa Safitri; Festiyed Festiyed; amali putra
PILLAR OF PHYSICS EDUCATION Vol 12, No 3 (2019)
Publisher : Universitas Negeri Padang

The research objective is to produce an interactive module using a valid course application based on a scientific approach. This is based on the reality of the field in SMAN 1 Batusangkar, seen that in learning more students accept and copy what is delivered by the teacher due to the method used in learning that is the lecture method that focuses on teacher learning (teacher centered). During the learning process not yet seen all the components of the scientific approach implemented by students due to lack of teaching materials or modules. This research is a mixed-method research which is a combination of qualitative and quantitative approaches. This study aims to determine the validity of an interactive module product in accordance with the steps of making teaching materials in the form of modules according to the Ministry of National Education (2008) such as: 1) main display / cover, 2) display of learning instructions, 3) display of competencies to be achieved, 4 ) content of the material, 5) supporting information, 6) Exercises, 7) Student worksheets, and 8) Evaluation. Based on the research that has been done, two research results are obtained. First, this research produces a product in the form of an interactive module using the Course Lab application based on a scientific approach to business material, energy, and momentum. And the results of the second study were the results of the validity test conducted by three UNP Physics lecturers and one physics teacher at SMA 1 Batusangkar with 89.4 validity results with very valid validity criteria. So it can be concluded that the interactive module using the Course Lab application based on a scientific approach to the material business, energy, and momentum is very valid and can be used to test the practicality and effectiveness by subsequent researchers.

Validitas LKS berbasis problem solving bermuatan critical thinking skill pada materi alat optik dan pemanasan global fisika SMA/MA Nadila Putri Bungsu; Yenni Darvina; Wahyuni Satria Dewi; Amali Putra
PILLAR OF PHYSICS EDUCATION Vol 12, No 4 (2019)
Publisher : Universitas Negeri Padang

The 21st century demands skills that can support human life. Human life is never separated from the various demands that require them to have quality resources so as to make a large contribution to their lives and the lives of the nation. One of the 21st century skills is the 4C skill, namely communication skills, critical thinking skills, collaboration skills and creativity skills. With these 4C skills, students are expected to be ready to face life's challenges and to have quality resources so they don't miss the flow of life and have good competitiveness. In LKS things that we can see from the 4C skills are critical thinking skills, for that in designing LKS we can further highlight them on critical thinking skills, while other 4C skills can be reviewed in the student learning process. However, in learning at SMA N 1 SUTERA 4C skills, especially critical thinking skills have not been fully applied, even though it is really needed. This research belongs to the type of R&D (Research and Development) contained in Sugyono's book. In this discussion we will only see the results of product validity.After product validation, 84.25% was obtained and is in the very valid category. This states that the worksheet can already be used in learning physics

Analisis kebutuhan bahan ajar fisika ditinjau dari kompleksitas proses kognitif menurut taksonomi Bloom revisi pada materi hukum newton tentang gerak di SMAN kota Padang Santi Asmara; Amali putra
PILLAR OF PHYSICS EDUCATION Vol 13, No 3 (2020)
Publisher : Universitas Negeri Padang

One of the characteristics of learning materials in secondary schools in accordance with the 2013 curriculum is referring to the Revised Bloom Taxonomy, in the form of 6 levels of cognitive processes. The issues that are the focus of this discussion are: Do the main teaching materials used in high school physics lessons in Padang meet these requirements? This research is a descriptive study with an explorative approach, in which this study provides a report on the object under study in accordance with the facts found and is associated with 6 levels of cognitive processes according to Bloom's revised taxonomy on teaching materials for class X Semester 2 used in physics learning High school in Padang. Data processing is done by percentage techniques. The results showed that in studying Newton's laws of motion material in the city of Padang: a) the proportion of the average percentage of the level of cognitive processes that were trained in teaching materials for each ability level was; considering 7.03%, understanding 7.03%, applying 57.40%, analyzing 20.07%, evaluating 0% and creating 0%. b) the proportion of the average percentage of implementation of the scientific approach trained in teaching materials for each level are: observing 13%, asking 15%, gathering information 8%, reasoning 0%, communicating 7%. This study concludes that the results of the analysis of basic teaching materials used in public high schools in Padang a) have not trained all levels of cognitive processes mandated by the revised Bloom taxonomy. b) scientific approach in teaching materials has not been fully implemented properly. c) the characteristics of teaching materials needed for physics learning are teaching materials that are able to: develop students' reasoning abilities; and oriented towards achieving HOTS.

Kontribusi Penerapan Bahan Ajar Model Inkuiri Terbimbing Ditinjau Dari Kompetensi Fisika Peserta Didik SMAN 9 Padang Widya Nofitri; Djusmaini Djamas; Amali Putra
PILLAR OF PHYSICS EDUCATION Vol 11, No 2 (2018)
Publisher : Universitas Negeri Padang

The physics achievement of student is still low. Observation results in several high schools in the city of Padang, one of the causes learning material used has not been able to provide adequate achievement of competence for students. This study aims to determine the significant effect on the use of learning material oriented guided inquiry methods to the achievement of student competence on learning physics class X SMAN 9 Padang in the academic year 2017/2018. This type of research is a quasi experiment with Randomized Control Group Only Design. The study population is all students of class X MIPA SMAN 9 Padang. Sampling is done by Cluster Random Sampling technique. The sample of this research is class X MIPA 2 as control class and class X MIPA 4 as experiment class. The data of this research include attitude, knowledge, and skill competency data. Taking on attitude competence using observation sheet, while for knowledge competence with test and skill of data obtained with obervation sheet with scoring section. Data analysis for attitude competence is processed by percentage technique and presented in graph form. In the competence of knowledge and skill is processed by t test, followed by simple regression analysis after fulfilling the requirements of analysis. The result of data analysis shows for the experiment class attitude competence is higher than the control class. For the knowledge competence after the test, the average of experimental class is 75,52 while the control class average is 69,09. On the achievement of the experimental class skill competence of 82.81 while the control class average of 78,38. The result of correlation analysis on knowledge and skill competence obtained rxy 67% and 23%. The result of this research can be concluded that there is influence which means the use of learning material oriented guided inquiry method to student competence on learning physics class X SMAN 9 Padang.

THE RESULTS OF NEED ANALYSIS MODEL OF CONTENT COMPLEXITY AND COGNITIVE PROCESS LEVEL ON DYNAMIC FLUID CONCEPTS FOR HIGH SCHOOL PHYSICS LESSON Fauziah Alkhoriza Syafni; Amali Putra; - Akmam; Wahyuni Satria Dewi
PILLAR OF PHYSICS EDUCATION Vol 14, No 4 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/12126171074

In physics learning tools, it is necessary to develop complex knowledge dimensions and high-level thinking skills for students according to the revised Bloom's Taxonomy. The situation in the field, the availability of content according to the dimensions of knowledge and cognitive processes in teacher learning tools that have not been developed properly. The solution is to design the results of the Dynamic Fluid requirements analysis model obtained in the lesson plans, teaching concepts, and instrument evaluations to be used as references to develop content and cognitive processes in other materials. This type of research is Research and Development (R&D) using the Plomp development model. The research instrument is an interview instrument, an assessment instrument and instrument validation. The data were processed using the percentage technique and presented in graphs and tables to be analyzed, interpreted and described. The results of the analysis of the availability of content in teacher learning tools: 48% conceptual, 33% factual, 19% procedural, and 0% metacognitive. cognitive processing availability: remember 20%, understand 37%, apply 22%, analyze 12%, realize 8%, and create 1%. availability of scientific approach: 28% observing, 22% asking, 12% trying, 19% reasoning and 8% communicating. The correct assessment of aspects of content, language, graphics and presentation: RPP 90.5%, Teaching Concept 88.49%, and evaluation instruments 89.9%. Thus, due to the analysis of concept requirements for Dynamic Fluids, the keyword physics learning model meets the very valid criteria and is suitable for use in high school physics learning.

META ANALYSIS EFFECT NATURAL SCIENCE OF MODULE WITH CONNECTED MODELS ON THE LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENT Annisa Rahmi; Asrizal Asrizal; Amali Putra; Wahyuni Satria Dewi
PILLAR OF PHYSICS EDUCATION Vol 14, No 4 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/12589171074

Education in the 21st century is one of the characteristics of the era of globalization with the development of Science and Technology. 21st century learning really expects integrated science learning that can be packaged into one between chemistry, physics and biology learning materials. The purpose of this study was to determine the effect size and summary effect size of the use of integrated science modules with connected models based on four categories, namely grade level, learning materials, connected models and learning outcomes. The solution to overcome this problem is to conduct a meta-analysis of the effect of integrated science modules with connected models in science learning on junior high school students' knowledge. The research data consists of 10 national and 1 international articles and 9 theses. The data analysis technique in this study uses the calculation of the effect size in each article and the calculation of the summary effect size. Based on the data analysis, three results of this study can be stated. First, the effect size obtained on student learning outcomes vary. Second, the influence of integrated science modules with connected models at the level of class VII and class VIII with high categories. Third, the effect of integrated science modules based on learning many material are high.

TEACHING MATERIAL BASED ON REVISED BLOOM’S TAXONOMY ON THE CONCEPT OF A MAGNETIC FIELD IN SENIOR HIGH SCHOOL Miftahul Jannah; Amali Putra; - Hufri; Letmi Dwiridal
PILLAR OF PHYSICS EDUCATION Vol 14, No 4 (2021)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/12123171074

Bahan ajar fisika yang digunakan dalam pembelajaran fisika harus mampu mengembangkan pengetahuan dan meningkatkan kemampuan proses kognitif siswa. Kenyataan di lapangan menunjukkan bahwa bahan ajar yang belum memenuhi harapan tersebut. Penelitian ini bertujuan untuk mengembangkan ajar taksonomi Bloom revisi konsep medan magnet pada pembelajaran fisika SMA dan mengetahui validitas dan pengembangan bahan ajar taksonomi Bloom revisi konsep medan magnet kelas XII SMA. Jenis penelitian yang digunakan adalah Research And Development (RnD) dengan mengambil model ADDIE (Analysis, Design, Development, Implementation, and Evaluation) yang diturunkan ke tahap pengembangan. Subyek penelitian adalah 3 orang dosen fisika UNP dan 3 orang guru fisika dari SMAN 1 Kampar Timur,SMAN 2 Kampar dan SMAN 1 Kampar Utara, dengan objek penelitian bahan ajar berbasis taksonomi Bloom. Revisi perangkat pembelajaran yang terdiri dari RPP, bahan ajar, dan instrumen. Evaluasi bahan magnet medan. Berdasarkan analisis data yang telah dilakukan, validitas bahan ajar berdasarkan taksonomi Bloom Revisi pada konsep medan magnet pada pembelajaran fisika di kelas XII SMA menurut tim ahli yang memperoleh hasil analisis dengan rata-rata 82,4% dan menurut tim praktik dengan rata-rata 91 , 73%. Secara keseluruhan diperoleh 87,06% dalam kategori yang valid secara teoritis dan dapat dilanjutkan dengan uji coba lapangan untuk mengetahui kepraktisan dan keefektifannya dalam pembelajaran fisika di SMA. dengan objek penelitian bahan ajar berbasis taksonomi Bloom.Revisi perangkat pembelajaran yang terdiri dari RPP, bahan ajar, dan instrumen. Evaluasi bahan magnet medan. Berdasarkan hasil analisis data yang telah dilakukan, validitas bahan ajar berdasarkan taksonomi Bloom Revisi pada konsep medan magnet pada pembelajaran fisika di kelas XII SMA menurut tim ahli yang memperoleh hasil analisis dengan rata-rata 82,4 % dan menurut tim praktik dengan rata-rata 91, 73%.Secara keseluruhan diperoleh 87,06% dalam kategori yang valid secara teoritis dan dapat dilanjutkan dengan uji coba lapangan untuk mengetahui kepraktisan dan keefektifannya dalam pembelajaran fisika di SMA. dengan objek penelitian bahan ajar berbasis taksonomi Bloom. Revisi perangkat pembelajaran yang terdiri dari RPP, bahan ajar, dan instrumen. Evaluasi bahan magnet medan. Berdasarkan hasil analisis data yang telah dilakukan, validitas bahan ajar berdasarkan taksonomi Bloom Revisi pada konsep medan magnet pada pembelajaran fisika di kelas XII SMA menurut tim ahli yang memperoleh hasil analisis dengan rata-rata 82,4 % dan menurut tim praktik dengan rata-rata 91, 73%.Secara keseluruhan diperoleh persentase 87,06% dalam kategori sangat valid secara teoritis dan dapat dilanjutkan dengan uji coba lapangan untuk mengetahui kepraktisan dan keefektifannya dalam pembelajaran fisika di SMA. Revisi perangkat pembelajaran yang terdiri dari RPP, bahan ajar, dan instrumen. Evaluasi bahan medan magnet. Berdasarkan hasil analisis data yang telah dilakukan, validitas bahan ajar berdasarkan taksonomi Bloom Revisi pada konsep medan magnet pada pembelajaran fisika di kelas XII SMA menurut tim ahli diperoleh hasil analisis dengan rata-rata 82,4 % dan menurut tim praktisi dengan rata-rata 91,73%. Secara keseluruhan diperoleh persentase 87,06% dalam kategori sangat valid secara teoritis dan dapat dilanjutkan dengan uji coba lapangan untuk mengetahui kepraktisan dan keefektifannya dalam pembelajaran fisika di SMA. Revisi perangkat pembelajaran yang terdiri dari RPP, bahan ajar, dan instrumen. Evaluasi bahan medan magnet. Berdasarkan hasil analisis data yang telah dilakukan, validitas bahan ajar berdasarkan taksonomi Bloom Revisi pada konsep medan magnet pada pembelajaran fisika di kelas XII SMA menurut tim ahli diperoleh hasil analisis dengan rata-rata 82,4 % dan menurut tim praktisi dengan rata-rata 91,73%. Secara keseluruhan diperoleh persentase 87,06% dalam kategori sangat valid secara teoritis dan dapat dilanjutkan dengan uji coba lapangan untuk mengetahui kepraktisan dan keefektifannya dalam pembelajaran fisika di SMA. validitas bahan ajar taksonomi Bloom Revisi pada konsep medan magnet pada pembelajaran fisika di kelas XII SMA, menurut tim ahli, hasil analisis dengan rata-rata 82,4% dan menurut tim praktisi dengan rata-rata 91, 73%. Secara keseluruhan diperoleh 87,06% dalam kategori yang valid secara teoritis dan dapat dilanjutkan dengan uji coba lapangan untuk mengetahui kepraktisan dan keefektifannya dalam pembelajaran fisika di SMA. validitas bahan ajar taksonomi Bloom Revisi pada konsep medan magnet pada pembelajaran fisika di kelas XII SMA, menurut tim ahli, hasil analisis dengan rata-rata 82,4% dan menurut tim praktik dengan rata-rata 91, 73%. Secara keseluruhan diperoleh 87,06% dalam kategori yang valid secara teoritis dan dapat dilanjutkan dengan uji coba lapangan untuk mengetahui kepraktisan dan keefektifannya dalam pembelajaran fisika di SMA.

Co-Authors - Gusnedi Ahmad Muharror Walad Aisyah Mardini Alia Rizky Amelia Putri Amran Hasra anisa dwita fitri Annisa Rahmi Annisa Sri Hartina ari ari senita Arike Ikhfa Safitri Arinny Firdausy Asrizal Desnita Dessri Mai Syarif Dina Rahmi Darman Djusmaini Djamas Dwi Rika Andriyani Eka Fitri Elman Ikhtiar Ronaldo Waruwu Fanny Rahmatina Rahim Fatni Mufit Fauziah Alkhoriza Syafni Fera Desnawati Festiyed Firmanul Catur Wibowo Fitratul Hayana Habibah Fitri Nisak Fri Yasma Dani Gusnedi Gusnedi Halima Aini Hamdi Hamdi Hamdi Rifai Hanifah Ahmad Heri Yanto Hidayati Hidayati Hidayati Hidayati Hufri Hufri Iftitah Khairunnisa Illyyum Maryumi Indri Shovyana Putri Jeremia Vincensius Kartika Adrianti Kurnia Andoko Letmi Dwiridal Melani Alvino Miftahul Jannah Monika Nur Murtiani Murtiani Nadila Putri Bungsu Nikita Suryani Oktriyeni Oktriyeni Puja Asni Wahyu Putri Dwi Sundari Putri Lenggogeni Rahma Yeni Renol Afrizon Resmalinda Resmalinda Reynaldy Siregar Rika Adhia Putri Risa Rafika Sari Rizanur Hasnina Santi Asmara Sharmila Sharmila SILVI DWI MAYORA Silvi Yulia Sari Solly Aryza Syafriani Syafriani Titin Agustina Wahyuni Satria Dewi Widya Nofitri Windy Andaresta Yendriwati Yendriwati Yenni Darvina Yosi Febriani Yunita Ela Saputri Yurnetti Yurnetti

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