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<![CDATA[ANALISIS HASIL BELAJAR FISIKA SISWA MENGGUNAKAN ONGOING ASSESSMENT TEKNIK IF-AT ]]>
<![CDATA[Risdianto Parhat]]>;
<![CDATA[Undang Rosidin]]>;
<![CDATA[Abdurrahman -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 3 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[Assessment plays a very important role in improving student’s physics learning result. However, the less variety of assessment used by the teacher causes the low score of student’s physics learning result. One type of assessment used in the research that can increase student’s physics learning result is Ongoing Assessment IF-AT (Immediate Feedback Assessment Technique). This kind of as-sessment is not only applied when the learning is over, but also done continuously when the learning process happens, that are: at the beginning of learning, whilst learning, and at the end of the learning process. This research also supported by Problem Based Learning (PBL) model. Objective of this research are to know the influence score of Ongoing Assessment IF-AT technique toward score of student’s physics learning result through PBL model. The data score of Ongoing Assessment IF-AT technique is obtained from the average score of multiple-choice test of IF-AT technique conducted from 3 meetings, while the data score of learning result is obtained from cross-technique multiple-choice test conducted in the last meet-ing. Research results show that there is a positive linear influence score of Ongo-ing Assessment IF-AT technique toward score of student’s physics learning result through PBL model.Keywords : Score of learning result, score of ongoing assessment IF-AT technique,Problem Based Learning (PBL) model.]]>
<![CDATA[PENGARUH KREATIVITAS DALAM PETA PIKIRAN TERHADAP HASIL BELAJAR SISWA PADA MATERI ALAT-ALAT OPTIK ]]>
<![CDATA[Cahya Wulandari]]>;
<![CDATA[Undang Rosidin]]>;
<![CDATA[Abdurrahman -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 4 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[The aims of the research are to: (1) identify the improvement of students learning outcomes by using mind map and; (2) the creativity influence of mind map to the students learning outcomes at the subject of optical instruments. The research was conducted in the class of X.3 at SMA Negeri 1 Purbolinggo east Lampung, amount of the student have 31 person in the second semester 2012/2013 with optical instrument subject. This research design has use Pre-Experimental Design, and type of that design has One-Group Pretest-Posttest Design, and than the data were analyzed by Paired Sample T Test to determine the improvement of students learning outcomes and than Simple Linear Regression to determine creativity influence of mind map to the students learning outcomes with use SPSS 17.0. The results of the research showed that :(1) There was an significantly average improvement of students learning outcomes by using mind map; (2) there was a positively and linearly significant creativity influence of mind map to the students learning outcomes at the subject of optical instruments.Kata kunci: hasil belajar siswa, kreativitas, peta pikiran]]>
<![CDATA[PENGARUH AKTIVITAS BELAJAR DAN KETERAMPILAN METAKOGNISI TERHADAP HASIL BELAJAR FISIKA ]]>
<![CDATA[Yeda Espita]]>;
<![CDATA[Abdurrahman -]]>;
<![CDATA[Viyanti -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 4 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[Based on observations and interviews with one of physics tea-chers in Junior High School AlKautsar Bandar Lampung, that there is still value physical science students who have not passed. Physical science is one of those subjects that can not simply be transferred from the teacher to the student. This study aimed to determine the effect of learning activities and metacognition skills the results of physics students learn science through discovery learning method. The research using design one-shot case study. Based on the research that has been carried out, showing that there are significant positive linear and significant correlation between learning activities and metacognition skills on learning outcomes of physical science students.Berdasarkan hasil observasi dan wawancara dengan salah satu guru IPA fisika di SMP Al-Kautsar Bandar Lampung, bahwasanya masih ter-dapat nilai IPA fisika siswa yang belum mencapai KKM. Mata pelajaran IPA fisika adalah salah satu mata pelajaran yang tidak bisa ditransfer begitu saja dari piki-ran guru ke siswa. Penelitian ini bertujuan untuk mengetahui pengaruh aktivitas belajar dan keterampilan metakonisi terhadap hasil belajar IPA fisika siswa mela-lui metode pembelajaran discovery. Penelitian ini menggunakan desain one-shot case study. Berdasarkan penelitian yang telah dilakukan, menunjukkan bahwa terdapat pengaruh linear yang positif dan signifikan antara aktivitas belajar dan keterampilan metakognisi terhadap hasil belajar IPA fisika.Kata kunci : aktivitas belajar, keterampilan metakognisi, dan hasil belajar.]]>
<![CDATA[PERBANDINGAN KPS DAN HASIL BELAJAR MENGGUNAKAN METODE EKSPERIMEN LABORATORIUM NYATA DAN MAYA ]]>
<![CDATA[Dita F. Karlinda]]>;
<![CDATA[Agus Suyatna]]>;
<![CDATA[Abdurrahman -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 2 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[Experiments need to be conducted in order to develop scientific thinking in a systematic, objective, critical and rational and training Science Process Skills (SPS) students but the experimental method is rarely done in schools due to lack of lab equipment in the lab. The purpose of this research was to determine differences in SPS and student learning achievement caused by the use of experimental methods and to investigate the interaction between the use of experimental methods and the prior knowledge when viewed from the acquisition of SPS score and the learning achievement of student. The research design was factorial design and hypothesis testing using univariate tests. Mean of student SPS scores who experiment in virtual laboratory was 18.6 and 71.4 for their learning achievement. KPS score who experiment in real laboratory was 17.7 and 60.2 for their learning achievement. Univariate test results showed no effect of the experimental method to the SPS and t learning achievement of students. Obtained a significant interaction between the experimental method and prior knowledge when viewed from KPS score and learning achievement.Keywords: prior knowledge, SPS, learning achievement, real labs and virtual labs.]]>
<![CDATA[PENGARUH PERSEPSI SISWA TENTANG SAINTIS DAN SIKAP ILMIAH TERHADAP HASIL BELAJAR FISIKA ]]>
<![CDATA[Lidya Fransiska]]>;
<![CDATA[Undang Rosidin]]>;
<![CDATA[Abdurrahman -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 4 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[This research aims to know about student’s perceptions affect about scientists toward physics understanding, student’s scientific attitude toward physics understanding and student’s perception about scientists and scientific attitude toward physics understanding. Design of this research by one shot case study. The result of study shows that: there is any student’s perception affect about scientists toward physics understanding, there are any student’s scientific attitude toward physics understanding and there are any student’s perception about scientist and scientific attitude toward physics understanding.Penelitian ini bertujuan untuk mengetahui tentang pengaruh persepsi siswa tentang saintis terhadap hasil belajar fisika, pengaruh sikap ilmiah siswa terhadap hasil belajar fisika dan pengaruh persepsi siswa tentang saintis dan sikap ilmiah terhadap hasil belajar fisika. Desain penelitian ini menggunakan one shot case study. Hasil penelitian yaitu: terdapat pengaruh persepsi siswa tentang saintis terhadap hasil belajar fisika , terdapat pengaruh sikap ilmiah siswa terhadap hasil belajar fisika dan terdapat pengaruh persepsi siswa tentang saintis dan sikap ilmiah terhadap hasil belajar fisika.Kata kunci: persepsi siswa, sikap ilmiah, hasil belajar, model learning cycle 5E.]]>
<![CDATA[PERBANDINGAN HASIL BELAJAR FISIKA MELALUI METODE EKSPERIMEN INKUIRI DENGAN VERIFIKASI BERBASIS KETERAMPILAN PROSES SAINS ]]>
<![CDATA[Anna Yunizea]]>;
<![CDATA[Agus Suyatna]]>;
<![CDATA[Abdurrahman -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 1 (2012): JURNAL PEMBELAJARAN FISIKA ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[Science process skills are one of important factor in improving students’ learning outcomes. This study aims to determine the average difference in learning outcomes of cognitive and psychomotor aspects of the students in learning physics on the use of approach with inquiry experimental method and verification experiment. The learning outcomes of cognitive aspects were measured by pretest and posttest results, while for the psychomotor aspects were measured by the achievement of the skill aspects. The technique used in data analysis was N-gain while the hypothesis testing used Independent Sample t-Test. Based on the average scores of N-gain average, cognitive aspects of student learning outcomes in the first experimental class was 0.52 and the second experimental class was 0.33. These results indicate that the science process skill approach with experimental inquiry method is more effective to be applied to improve student learning outcomes in the cognitive aspects of learning. In the psychomotor aspect, the average value of inquiry experimental class was 73.77 and 70.03 for verification experiment. Furthermore, there is no difference in the average results of the psychomotor aspects of student learning through inquiry and verification experimental method based on science process skill.Keywords: science process skills, experimental inquiry, experimentalverification, learning outcomes]]>
<![CDATA[PENGARUH SKILL REPRESENTASI HANDS ON ACTIVITY TERHADAP PENGUASAAN KONSEP GETARAN DAN GELOMBANG SISWA SMP ]]>
<![CDATA[Ervina Septiani]]>;
<![CDATA[Nengah Maharta]]>;
<![CDATA[Abdurrahman -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 2 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[This research has a purpose to (1) identify the influence of hands on activity representation skill towards the Vibration and Wave concept mastery among junior high school students and (2) the improvement of Vibration and Wave concept mastery among junior high school students by using hands on activity representation skill. Based on the research, data gathered in hands on activity representation skill and concept mastery and after that they have been analyzed by using SPSS 17.0 Program. The analysis results showed that the data distributed normally and linearly. The research hypotheses testing used correlation method, simple regression linear and paired t-test sample. The results of the research showed that :(1) there was a positively and linearly significant influence towards concept mastery amounted to 45,70% which was a determination coefficient value. It was gained from correlation coefficient value amounted to 0,676 in strong category and regressive equation where coefficient values a and B were significant coefficients. (2)There is an significantly average improvement in junior high school students’ concept mastery caused by the influence of hands on activity representation skill amounted to 36,37 with N-gain average concept mastery amounted to 0,64 in moderate category.Keywords : hands on activity representation skill and mastery of concept]]>
<![CDATA[PERBANDINGAN HASIL BELAJAR IPA SISWA ANTARA MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN MODEL PEMBELAJARAN INKUIRI TERBIMBING ]]>
<![CDATA[Merta Herza]]>;
<![CDATA[Abdurrahman -]]>;
<![CDATA[Viyanti -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 1 (2012): JURNAL PEMBELAJARAN FISIKA ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[The objective of this research is to find out the comparison of students’ natural science learning results in heat material using problem based learning and inquiry based learning, and to find out the highest learning results amongst problem based learning and inquiry based learning.This is a quasi experiment research with one-group pretest-post test design. Samples were 61 students in grade VII of classroom VIIA and VIIB in State Junior High School 22 in Bandar Lampung. Samples were taken using purposive sampling technique. Data were obtained from learning results of student’s post test. Data were analyzed using data normality test, estimating score N-gain, and dependent sample t-test.The results conclude that there is an improvement of average of students’ learning results by using problem based learning and inquiry based learning. The students learning results in problem based learning is higher than in inquiry based learning. The abilities of students having problem based learning are better than those who have inquiry based learning.Key words: Learning model problem based learning and guided inquiry]]>
<![CDATA[THE INFLUENCE OF FREE-BODY DIAGRAM REPRESENTATION SKILL TOWARDS THE CONCEPT COMPREHENSION ]]>
<![CDATA[Galuh Utami]]>;
<![CDATA[Eko Suyanto]]>;
<![CDATA[Abdurrahman -]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 1 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[The material of particle dynamics, notably Newton second law, highly demands students’ ability to analyze and describe the directions of the certain force at one particular system as a mean to assist them in comprehending a concept. The teachers, who involve in the process of teaching the materials, need to choose a visual representation that is supported by other representation formats. Through this technique, students are demnded to comprehend the concept and solve the problems easier. The purpose of this research was to investigate the influence of free-body diagram representation skill towards the comprehension of the concept in particle dynamics material. In line with the purpose, the researcher decided One-Shot Case Study as the research design. Then, Sample class was selected by purposive sampling.The results of this research showed that there was a linear and significant influence of the free body diagram representation skill towards students’ concept comprehension. It was about 43,6%. The degree of relation between free-body diagram representation skill and concept comprehension had a strong relationship and its influence contributed positively.Keywords: Free Body Diagram Representation Skill, Inquiry Learning Model Multiple Representation Based, Concept Comprehension.]]>
<![CDATA[PENGARUH SKILL ARGUMENTASI MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP LITERASI SAINS SISWA ]]>
<![CDATA[Arina Khusnayain]]>;
<![CDATA[Abdurrahman -]]>;
<![CDATA[Agus Suyatna]]>
<![CDATA[ Jurnal Pembelajaran Fisika Vol 1, No 4 (2013): Jurnal Pembelajaran Fisika ]]>
Publisher : <![CDATA[Jurnal Pembelajaran Fisika ]]>
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<![CDATA[Efforts to develop scientific literacy of student is done by applying learning invites students to learn science by confirm-ing something by reason, facts, and consideration of the arguments. This learn-ing process invites students to hone their skills so that the argument that science is able to solve the problems exiting in the environment. This study aims: (1) to describe the influence of argumentation skills to science literacy, and (2) knowing increase science literacy students by using argumentation skills. The result show that: (1) there is a positive linear effect and significant correlation between ar-gumentation skills against science literacy; (2) a significant increase scientific lit-eracy of student by using argumentation skills.Proses pembelajaran yang berlangsung di sekolah saat ini kurang memperhatikan literasi sains siswa. Upaya pengembangan literasi sains siswa dilakukan dengan menerapkan pembelajaran yang mengajak siswa untuk belajar sains dengan membenarkan sesuatu berdasarkan alasan, fakta, dan pertimbangan argumen. Proses pembelajaran ini mengajak siswa untuk mengasah skill argumentasinya sehingga mampu menyelesaikan permasalahan sains yang ada di lingkungannya. Penelitian ini bertujuan untuk: (1) mendeskripsikan pengaruh skill argumentasii terhadap literasi sains siswa, dan (2) mengetahui peningkatan literasi sains siswa dengan menggunakan skill argumentasi. Hasil penelitian ini menunjukkan bahwa: (1) terdapat pengaruh linear yang positif dan signifikan antara skill argumentasii terhadap literasi sains siswa; (2) terjadi peningkatan yang signifikan dari literasi sains siswa menggunakan skill argumentasi.Kata kunci: literasi sains, model pbl, skill argumentasi]]>
