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All Journal EDUSAINS Jurnal Pendidikan Fisika Phenomenon : Jurnal Pendidikan MIPA Berkala Ilmiah Pendidikan Fisika Momentum: Physics Education Journal PEDAGOGIA PENDIPA Journal of Science Education ORBITA: Jurnal Pendidikan dan Ilmu Fisika Jurnal Abdi: Media Pengabdian Kepada Masyarakat Bubungan Tinggi: Jurnal Pengabdian Masyarakat Studies in Philosophy of Science and Education
Nurita Apridiana Lestari
Jurusan Fisika FMIPA Universitas Negeri Surabaya
Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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TECHNOLOGICAL CONTENT KNOWLEDGE (TCK) ANALYSIS IN ONLINE LEARNING ASSISTED BY C-MAP TOOLS ON STATIC ELECTRICITY Tsabitamia Irba; Nurita Apridiana Lestari
Jurnal Pendidikan Fisika Vol 10, No 2 (2021)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v10i2.28515

Abstract

The aims of the study were to determine students' abilities about Technological Content Knowledge (TCK) assisted by C-Map Tools on static electricity material. The method in this research uses assignments and filling out questionnaires. The sample used in this research is class XII IPA 1. Data were collected by average score of student response questionnaire and average of students six group for rubric assessment C-Map Tools by Suprapto, 2018. Data analysis using descriptive analysis with the average score of the student response questionnaire and the average score rubric assessment C-Map Tools. Students' abilities regarding TCK were obtained from the results of student response questionnaires which contained 3 aspects, namely display, material, and advantage. The average in these three aspects is 77.4%. Students’ skill to make concept mapping in the topic of static electricity through C-Map Tools application achieved with a 75.08% of 100% with a good category. Students are able to connect concepts to one another by using the C-Map Tools application. There is also a limitation in this research, that many students did not include focus questions on their c-map tools.
Analisis Respon dan Ketertarikan Peserta Didik Terhadap Pelaksanaan Pembelajaran Fisika Berbasis Environmental Learning di SMA Putih Sari; Dwikoranto Dwikoranto; Nurita Apridiana Lestari
PendIPA Journal of Science Education Vol 5, No 3 (2021): JULY - OCTOBER
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.5.3.337-344

Abstract

Environmental Learning merupakan proses pembelajaran berbasis lingkungan yang dikembangkan agar peserta didik dapat memperoleh pengalaman belajar yang memiliki kaitan dengan lingkungan sekitar. Penelitian ini memiliki tujuan untuk menganalisis respon peserta didik terhadap dilaksanakannya pembelajaran fisika yang berbasis lingkungan di SMA yang melibatkan 100 peserta didik di 6 sekolah di Kabupaten Gresik. Menggunakan metode kuantitatif untuk menganalisis angket yang berisi respon peserta didik. Respon peserta didik dikategorikan menjadi 3 aspek yakni respon peserta didik terhadap pembelajaran fisika, metode yang digunakan guru dalam menyampaikan materi, dan tertarik/tidak dilakukan pembelajran fisika berbasis environmental learning. Hasil dari angket tersebut menyatakan bahwa sebanyak 54% peserta didik mengatakan pelajaran fisika sulit untuk dipelajari karena peserta didik memerlukan metode pembelajaran fisika yang lebih variatif. Hal tersebut membuktikan bahwa metode yang digunakan guru belum memiliki pengaruh pada kemampuan peserta didik sehingga 95% peserta didik mengatakan tertarik apabila dilaksanakan pembelajaran fisika yang berbasis environmental learning dengan tujuan agar peserta didik dapat lebih mudah memahami ilmu fisika dengan memanfaatkannya dalam kehidupan sehari-hari serta menumbungkembangkan kemampuan peserta didik dalam menalar dan menganalisis suatu permasalahan.
Analisis Miskonsepsi Peserta Didik Sekolah Menengah Atas pada materi Fisika Rohman Entino; Eko Hariyono; Nurita Apridiana Lestari
PendIPA Journal of Science Education Vol 6, No 1 (2022): November - February
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.6.1.177-182

Abstract

Berawal dari peserta didik yang mengalami miskonsepsi pada saat pembelajaran fisika, maka peneliti melakukan penelitian deskriptif analisis dengan subjek sampel dan menggunakan tes diagnostik dengan skala CRI yang bertujuan menganalisis tingkat pemahaman peserta didik pada materi fisika. Hasil dari penelitian menunjukkan persentase pemahaman konsep 29,72% dengan kategori persentase rendah, persentase memahami konsep tetapi tidak yakin 18,32% dengan kategori rendah, persentase miskonsepsi 28,06% dengan kategori persentase rendah, dan persentase tidak paham konsep 23,89% dengan kategori persentase rendah. faktor – faktor yang menyebabkan miskonsepsi peserta didik kelas X SMAN 1 DRIYOREJO antara lain a)Peserta Didik; b)Bagaimana Mengajar.
The Effectiveness Of Online Based Physics Learning In The Covid-19 Pandemic Period On The Material Of Work And Energy Kharisma Titian Haqiqi; Eko Hariyono; Nurita Apridiana Lestari
PendIPA Journal of Science Education Vol 5, No 3 (2021): JULY - OCTOBER
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.5.3.451-458

Abstract

The Covid-19 pandemic that hit Indonesia impacts the field of education. The learning process is usually carried out face-to-face has turned into online learning. This study aims to see the effectiveness of online learning based on the learning process, the achievement of learning objectives, and the obstacles experienced by students and teachers when doing online learning at SMA Negeri 2 Ponorogo during the Covid-19 pandemic. The quantitative descriptive method was used in this research. The online survey was used by using a questionnaire instrument through Google Form and cognitive tests. The results showed that online learning during the Covid-19 pandemic often used the WhatsApp platform and school e-learning websites. Respondents were interested in taking physics lessons during the pandemic online because respondents used many learnings. Based on the cognitive test results, the mean value of the respondents was <60 and did not meet the graduation criteria. The result shows that the respondents do not understand the materialof work and energy.. The obstacles experienced by respondents were difficulty understanding the material and questions in the form of statements on work and energy materials and limited quotas and internet networks. Based on the questionnaire, it was found that the effectiveness of online learning was 57%. It can be concluded that online-based physics learning during the Covid-19 pandemic at SMA Negeri 2 Ponorogo on adequate energy and business materials was carried out as a substitute for face-to-face learning.
ANALISIS PERSEPSI SISWA TERHADAP PEMBELAJARAN FISIKA BERBASIS ECOPEDAGOGY DENGAN METODE DARING SELAMA PANDEMI COVID-19 Diyah Ayu Octa Nova; Dwikoranto Dwikoranto; Nurita Apridiana Lestari
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 7, No 1 (2021): Mei
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (322.859 KB) | DOI: 10.31764/orbita.v7i1.4213

Abstract

ABSTRAKPenelitian ini adalah studi awal untuk menganalisis persepsi siswa terhadap pembelajaran fisika berbasis ecopedagogy dengan metode daring. Pembelajaran fisika berbasis ecopedagogy dilakukan untuk menumbuhkan kesadaran atau kepedulian lingkungan serta memecahkan permasalahan lingkungan berdasarkan konsep fisika. Penelitian ini menggunakan metode survey dengan teknik pengumpulan data berupa angket. Responden yang diperoleh pada penelitian ini sebanyak 97 orang dari kelas 10, 11, dan 12 yang bersekolah di wilayah Sidoarjo. Berdasarkan penelitian yang telah dilakukan dapat disimpulkan bahwa persepsi siswa terhadap pembelajaran fisika berbasis ecopedagogy adalah positif. Siswa tertarik dengan pembelajaran ini. Siswa juga menyatakan bahwa pembelajaran fisika berbasis ecopedagogy penting untuk dilakukan. Hal ini karena pembelajaran fisika berbasis ecopedagogy dilakukan dengan tujuan agar siswa dapat menyelesaikan berbagai permasalahan lingkungan berdasarkan konsep fisika yang dipahami. Selain itu, pembelajaran ini juga dapat menumbuhkan kesadaran atau sikap peduli lingkungan. Kata kunci: persepsi siswa; pembelajaran daring; ecopedagogy; kesadaran lingkungan ABSTRACTThis study is a preliminary study to analyze students' perception of ecopedagogy-based physics learning with online methods. Ecopedagogy-based physics learning is done to raise awareness or environmental concern and solve environmental problems based on the concept of physics. This research uses survey method with data collection techniques in the form of questionnaires. Respondents obtained in this research were 97 people from grades 10, 11, and 12 in the Sidoarjo. Based on the research, it can be concluded that students' perception of ecopedagogy-based physics learning is positive. Students are interested in this learning. Students also stated that ecopedagogy-based physics learning is important to do. This is because ecopedagogy-based physics learning is done with the aim that students can solve environmental problems based on the concept of physics. In addition, this learning can also raise environmental awareness. Keywords: students' perception; online learning; ecopedagogy; environmental awareness
Peningkatan Kemampuan Problem Solving Mahasiswa Sebagai Calon Guru Fisika Menggunakan Socratic Dialogue Nurita Apridiana Lestari
Momentum: Physics Education Journal Vol 1 No 1 (2017)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (507.734 KB) | DOI: 10.21067/mpej.v1i1.1627

Abstract

Mastery of the concepts of physics students can be measured by its ability to solve the problems of physics. Problem solving ability is one component that must be owned by the students as a physics teacher candidates. Based on the results of initial observations, it is known that the problem solving ability of students is still low, especially associated with the use of physics concepts to solve problems. Therefore, the ability of problem solving should be trained in teaching as a form of scaffolding for students. Scaffolding can be done through the method of Socratic dialogue which is the provision of structured questions to help students find answers to the problems of physics using the right concept. This type of research is the Classroom Action Research  with two cycles were performed on physics student teachers in the subjects Physics 1 with a fluid material. Improved problem solving ability was measured using test items at the end of the cycle. The results qualitatively show their developments and increased activity in the classroom compared to learning before the action. These results are supported quantitatively by an increase in average test scores of the first cycle of 70.00 into 75.86 in the second cycle. Keywords: problem solving, socratic dialogue Penguasaan konsep fisika mahasiswa dapat diukur dari kemampuannya dalam memecahkan permasalahan fisika (problem solving). Kemampuan problem solving merupakan salah satu komponen yang harus dimiliki oleh mahasiswa sebagai calon guru fisika. Berdasarkan hasil observasi awal, diketahui bahwa kemampuan problem solving mahasiswa masih rendah, khususnya terkait dengan penggunaan konsep fisika untuk memecahkan masalah. Oleh karena itu, kemampuan problem solving perlu dilatihkan dalam pembelajaran sebagai bentuk scaffolding bagi mahasiswa. Scaffolding dapat dilakukan melalui metode socratic dialogue yang merupakan pemberian pertanyaan terstruktur untuk membantu mahasiswa menemukan jawaban permasalahan fisika menggunakan konsep yang tepat. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan 2 siklus yang dilakukan pada mahasiswa calon guru fisika pada matakuliah Fisika Dasar 1 dengan materi Fluida. Peningkatan kemampuan problem solving diukur menggunakan butir soal tes di akhir siklus. Hasil penelitian secara kualitatif menunjukkan adanya perkembangan dan peningkatan aktivitas di kelas dibandingkan dengan pembelajaran sebelum adanya tindakan. Hasil tersebut didukung secara kuantitatif melalui peningkatan rata-rata nilai tes dari siklus I sebesar 70,00 menjadi 75,86 pada siklus II. Kata Kunci: problem solving, socratic dialogue 
Project-based inquiry-science: An innovative learning for thinking, teaching and assessing science-physics Nurita Apridiana Lestari; Eko Hariyono; Dwikoranto Dwikoranto; Binar Kurnia Prahani; Utama Alan Deta
Momentum: Physics Education Journal Vol. 6 No. 1 (2022)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v6i1.6254

Abstract

Project-based Inquiry Science (PjBI-Science) is one of the embodiments of innovative learning designed for students to have abilities like scientists and to experience various investigative methodologies, which include experimentation, modelling, simulation, and data analysis in the fields of earth science, life science, and physical sciences. Not only beneficial for students, but PjBI-Science also facilitates teachers to be able to design detailed learning processes and conduct assessments according to students' thinking skills and abilities, both individually and in groups. This study aims to identify the characteristics and find the benefits of implementing PjBI-Science learning. The research method used is a systematic review with a meta-aggregation method that summarizes the results of research related to PjBI-Science qualitatively. Based on the literature review results to identify the characteristics of the implementation of PjBi-Science, conclusions were obtained regarding the benefits of implementing learning. For students, it can improve the quality of abilities in the natural science field and accommodate the learning needs to optimize thinking skills, while for teachers, it can holistically provide alternative teaching styles in an innovative way and conduct an effective assessment of the activities and cognitive abilities of students.
IINSTRUMEN PENILAIAN PEDAGOGICAL CONTENT KNOWLEDGE (PCK) UNTUK MENGUKUR KEMAMPUAN MENGAJAR CALON GURU Nurita Apridiana Lestari; Tama Alan Deta
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.36504

Abstract

AbstrakGuru dan calon guru harus memiliki kualifikasi akademik yang baik, khususnya kompetensi pedagogik dan kompetensi profesional. Kompetensi pedagogik terkait dengan kemampuan guru dalam melaksanakan pembelajaran, sedangkan kompetensi profesional meliputi kemampuan guru dalam menguasai materi bidang studi. Sehingga diperlukan instrument untuk dapat mengetahui kualitas pedagogik dan konten yang dimiliki oleh calon guru khususnya sebelum bekerja di sekolah. Pengembangan instrument pedagogical content knowledge (PCK) dilakukan dengan metode pengembangan dengan 4 tahapan yaitu 4D (Define, Design, Develop, and Disseminate). Pengembangan instrument soal dikhususkan pada materi Fisika Dasar dan materi pembelajaran fisika. Instrumen penilaian Pedagogical Content Knowledge (PCK) telah dikembangkan sesuai dengan prosedur dan telah teruji validitasnya secara empiris dan mendapatkan surat pencatatan hak cipta. Selain itu, berdasarkan hasil angket respon dan skor jawaban mahasiswa pada uji coba terbatas dapat diketahui profil kemampuan PCK mahasiswa yang masih memerlukan peningkatan dan pembimbingan lebih intensif melalui kegiatan akademik. AbstractTeachers and prospective teachers must have good academic qualifications, especially pedagogic competence and professional competence. Pedagogic competence is related to the teacher's ability to carry out learning, while professional competence includes the teacher's ability to master the subject matter. So that an instrument is needed to be able to determine the pedagogic quality and content possessed by prospective teachers, especially before working in schools. The development of pedagogical content knowledge (PCK) instruments is carried out using a development method with four stages, namely 4D (Define, Design, Develop, and Disseminate). The development of the question instrument is devoted to fundamental physics and physics learning materials. The Pedagogical Content Knowledge (PCK) assessment instrument has been developed following the procedures and has been empirically tested for validity and received a copyright registration letter. In addition, based on the results of the response questionnaire and student answer scores in the limited trial, it can be seen that the PCK ability profile of students still requires improvement and more intensive guidance through academic activities.
PELATIHAN MANAJEMEN LABORATORIUM UNTUK PENGELOLA LABORATORIUM IPA TINGKAT SMA DI KABUPATEN BOJONEGORO Nurita Apridiana Lestari; Mukhayyarotin Niswati Rodliyatul Jauhariah; Utama Alan Deta
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol. 3 No. 1 (2017)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ja.v3n1.p17-21

Abstract

Laboratorium memerlukan pengelolaan yang terstandardisasi baik dalam hal pengelola maupun ketersediaan peralatan. Laboratorium sekolah yang perlu mendapatkan perhatian, khususnya laboratorium IPA yang meliputi bidang Fisika, Kimia, dan Biologi. Berdasarkan hasil pengamatan di lapangan, masih banyak laboratorium yang belum memenuhi standar, khususnya laboratorium sekolah di Kabupaten Bojonegoro. Guru maupun tenaga kependidikan yang ditunjuk sebagai pengelola laboratorium masih mengalami kesulitan untuk mengelola komponen-komponen dalam laboratorium sekolah. Tujuan kegiatan ini adalah para pengelola Laboratorium baik dari guru maupun tenaga kependidikan dapat memperoleh informasi tentang manajemen/pengelolaan laboratorium IPA yang baik dan standar serta menilai kinerja pengelola laboratorium, dalam mengelola laboratorium di sekolah khususnya di Kabupaten Bojonegoro. Metode penyelesaian masalah yang digunakan adalah melakukan telaah tentang pengelolaan laboratorium beberapa sekolah di Kabupaten Bojonegoro. Tindakan dilanjutkan dengan memberikan wawasan tentang pengelolaan laboratorium yang baik dan terstandar yang selanjutnya dapat diterapkan di laboratorium sekolah masing-masing. Hasil analisis angket yang diberikan saat kegiatan pelatihan menunjukkan respon positif peserta terhadap kualitas kegiatan. Hal ini menunjukkan bahwa kegiatan pelatihan memberikan manfaat bagi peserta, khususnya dalam bidang pengelolaan laboratorium sekolah.
Implementation of Physics Concepts in Energy Conversion-Based Electronic Devices as Physics Teaching Materials Nurita Apridiana Lestari; Ridwan Rahman; Riza Pratami; Eka Putri Nata Sari; Dwikoranto
Studies in Philosophy of Science and Education Vol. 2 No. 3 (2021): November
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/sipose.v2i3.157

Abstract

This study aims to analyze the concepts of physics in electric scooters, solar panel street lights, and water heaters as physics teaching materials. The research method used in this research is a qualitative method with literature study. Data collection techniques in this study consisted of observation and documentation. Observation is done by observing directly and then documented. The data analysis technique used is to perform data reduction and then draw conclusions. The results obtained are the concepts related to scooters, solar panel street lights, and water heaters are the principles of energy conversion, direct electricity, and heat. In an electric scooter, energy conversion occurs from electrical energy into motion energy, a solar panel street light converts solar energy into electrical energy, and a water heater converts electrical energy into heat energy. That way, it can be an alternative teaching material in learning with concrete examples in the surrounding environment. So that it can make the learning process more meaningful.
Co-Authors Binar Kurnia Prahani Diyah Ayu Octa Nova Dwikoranto Eka Putri Nata Sari Ekaningtyas Wahyu Epriliyani Faradila Aulia&#039; Alifteria Fifta Itsna Iftirani Gunawan Hadi Winarto Hana Fitriyah Hanandita Veda Saphira Hariyono, Eko Iqbal Ainur Rizki Irsyad Yusuf Santoso Kharisma Titian Haqiqi Ladika Zuhrotul Wardi Lugas Haryo Pradigdo Madlazim Madlazim Mahmud Mahmud Mukhayyarotin Niswati Rodliyatul Jauhariah Mukhayyarotin Niswati Rodliyatul Jauhariyah Putih Sari Putri Faatehah Ridwan Rahman Riza Pratami Rohman Entino Sefia Anggi Lestari Sindy Regita Cahyani Suliyanah Tama Alan Deta Tsabitamia Irba Utama Alan Deta Winda Pratiwi