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Indrawati Indrawati

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PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY DISERTAI PICTORIAL RIDDLE TERHADAP KEMAMPUAN REPRESENTASI VERBAL MATERI GERAK LURUS SISWA DI SMA Ratna Tri Mindi Sari; I Ketut Mahardika; Indrawati Indrawati
JURNAL PEMBELAJARAN FISIKA Vol 8 No 1 (2019): jurnal pembelajaran fisika
Publisher : FKIP Universitas Jember

Abstact: The research aimed to study the influence of guided inquiry learning with pictorial riddle for ability of verbal representation straigt motion matter for student in senior high school (SMA). The populated of this research was all student of class X in one of private senior high school in Pakusari. The eksperimental class taught using guided inquiry learning while the control class is taught employing a conventional learming model. Sampling is conducted adopting a cluster random sampling. The student pre-test and post-post test data ability of verbal representation was analyzed by independent sample t test on SPSS 23. The results of this research showed that guided inquiry learning with pictorial riddle for ability of verbal straigt motion matter for student in senior high school (SMA) is better than those learning with a conventional learning model.Keywords: guided inquiry, pictorial riddle, verbal representation

PENERAPAN MODEL INKUIRI TERBIMBING (GUIDED INQUIRY) PADA PEMBELAJARAN FISIKA MATERI LISTRIK DINAMIS DI SMK Qurroti A’yunin; Indrawati Indrawati; Subiki Subiki
JURNAL PEMBELAJARAN FISIKA Vol 5 No 2 (2016)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research related to the implementation of Guided Inquiry LearningModel of dynamic electric of physics material at SMK. The purpose of this researchwere: 1) to describe the learning activities in the experimental class; 2) to analysethe effect of Guided Inquiry Learning Model on the students’ learning result; and 3)to describe the relationship between the activity and the achievement ofexperimental class. The type of this research was experimental research. Thesamples of this research were the students’ of 11th TKJ.1 as control class and 11thIL.2 as experimental class at SMKN 2 Jember.The Design of this research wasposttest-only control design. Moreover the data collection methods were; test,observation, documentation, and interviews. Additionally, the data analysed were;Independent-sample T-test (parametric test) or the Mann-Whitney test (nonparametrictest) as the comparison test, while Test-Product-Moment Correlation-Pearson as the correlation test. The first research result showed that the average oflearning activities in experimental class based on observation and documentationduring the learning process was 82.31%, active criteria. The largest percentage ofmotor-activities was 90.95% but the lowest oral-activities was 76.34%. Meanwhile,the second research result showed that there was a significant difference ofcognitive, psychomotor, and affective of the control and experimental class students’achievement. The Sig.(1-tailed) value gain was lower than α=0,05, that was 0.000(cognitive-Independent-Sample-T- test), 0.000 (psychomotor-Mann-Whitney-Test)and 0.012 (affective-Independent-Sample-T-test). So that the model of GuidedInquiry Learning had a significant effect on the students’ achievement in dynamicelectric of physics material at SMK (H0 rejected, Ha accepted ). Moreover the thirdresearch result showed the correlation coefficient value between the activity andachievement as 0.520, so there was a correlation between them. The criteria ofcorrelation was medium with positive direction. Sig.(2-tailed) value was 0.003 or <0.05, so there was a significant relationship between the activity and theachievement on the experimental class.

MODEL LEARNING CYCLE 5E DALAM PEMBELAJARAN FLUIDA DINAMIS DI SMA (KAJIAN PADA KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR) Habibah Zilul Isnani; Indrawati Indrawati; Subiki Subiki
JURNAL PEMBELAJARAN FISIKA Vol 7 No 1 (2018)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v7i1.7223

AbstractThis research focused on the implementation of Learning Cycle 5E model indynamic fluid learning to students in grade XI. This research aimed to describe thescience process skills during use Learning Cycle 5E model and to determine theeffects of it to students’ cognitive achievement. The type of the research wasexperimental using post-test only control group design. Population were students ofclass XI MIPA in SMAN 2 Jember. Sample based on homogeneity test were class XIMIPA 1 as experiment class and XI MIPA 2 as control class. Data of science processskills was collected by using observation and students worksheet documentation.Science process skills was analyzed as descriptive with percentage analysis. Data ofstudents cognitive achievements were collected by using score of post-test. Theinfluence of Learning Cycle 5E model to students achievement was analyzed with ttest using SPSS 24. The results showed that the percentage of science process skillsin class XI MIPA 1 was 94,5%. There was a significant difference of students’cognitive achievement in experiment class and control class. This research can beconcluded: (1) students’ science process skill during learning process was very good;(2) the model significantly influenced to students’ cognitive achievement of dynamicfluid at grade XI MIPA 1 in SMAN 2 Jember .Key word: Learning Cycle 5E model, science process skills, student achievement.

MODEL PEMBELAJARAN GUIDED DISCOVERY (GD) DISERTAI MEDIA AUDIOVISUAL DALAM PEMBELAJARAN IPA (FISIKA) DI SMP Rahmi Dwi Ariyani; Indrawati Indrawati; I Ketut Mahardika
JURNAL PEMBELAJARAN FISIKA Vol 6 No 4 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i4.6233

This research focuses on the application of Guided Discovery learning modelwith Audiovisual media.The purpose of this research were: (1) to describe studentsscience process skill using guided discovery learning model with audiovisual mediain teaching science physics in junior high school and (2) to assess the influence ofguided discovery learning model with audiovisual media to the student’s sciencephysic achievement in junior high school. This type of research is an experimentalresearch by post test only control group design that held in SMPN 1 Sumbersuko,Lumajang in the odd semester of the 2016/2017 academic year. The technique ofdata collection were observation, documentation, interview and test. The data wereanalyzed by using descriptif technique and independent sample t-test from SPSS 26.The findings of this research were: (1) students science process skills by usingguided discovery model along with audiovisual media in science-physics study isclassified in good criteria; (2) guided discovery learning model with audiovisualmedia significantly influences to the student’s science-physic achievement in juniorhigh school.Key words: guided discovery learning model, audiovisual media, science processskill, achievement.

IMPLEMENTASI MODEL GI-GI (GROUP INVESTIGATION-GUIDED INQUIRY) PADA PEMBELAJARAN GERAK MELINGKAR DI SMA Swit Tanti Rahayu Ningsih; Indrawati Indrawati; Yushardi Yushardi
JURNAL PEMBELAJARAN FISIKA Vol 6 No 4 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i4.6218

This research aimed to study the effect of GI-GI model on students scienceprocess skills and students multirepresentation ability of circular motion concept.This type of research was experimental research by post-test only control design.This research was conducted in SMAN 1 Jenggawah. Population in this study werestudents of class X at SMAN 1 Jenggawah of Academic Year 2016/2017. Sampleswere taken with cluster random sampling, X IPA 1 as an experiment class and X IPA2 a control class. The techniques of data collection were observation, interviews,documentation and testing. The technique of data analysis used independent samplet-test. The results of this analysis were obtained significance value of 0,000 forscience process skills of student and 0,000 for multiple representation ability ofstudent. It can be concluded that model of GI-GI give significantly effect on studentsscience process skills and students multirepresentation ability in learning circularmotion at SMAN 1 Jenggawah.Key words: circular motion, GI-GI model, multirepresentation ability, scienceprocess skills

MODEL GI-GI (GROUP INVESTIGATION-GUIDED INQUIRY) DALAM PEMBELAJARAN ELASTISITAS DI SMA (Studi pada Keterampilan Proses Sains dan Hasil Belajar Siswa) Zulfi Nasirotul’Uma; Indrawati Indrawati; Yushardi Yushardi
JURNAL PEMBELAJARAN FISIKA Vol 6 No 2 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i2.4958

This research focuses on the implementation of GI-GI (Group Investigation-Guided Inquiry) model in elasticity learning at senior high school. This research aimed to describe student’s science process skills during using the model and to study affect the model on student’s physics learning achievement. This type of research is experiment research by post-test only control design. The population of this research is students of class XI IPA in SMAN Kalisat and the sample is two classes, XI IPA 3 as an experiment group and XI IPA 3 as a control group. Data collection techniques are observation, documentation, interview, and test. Data analysis techniques to describe student’s science process skills use descriptive analysis, to study affect the model on student’s physics learning achievement use independent sample t-test on SPSS 22. Finding this research are: (1) The average percentage of student’s basic science process skills is 69.14% included fairly good criteria, while the average percentage of student’s integrated science process skills is 81.96% included good criteria. (2) The significance value is 0,000 or <0.05 and it show that the model has a significant affect on student’s physics learning achievement. The research can be concluded that student’s basic and integrated science process skills during using GI-GI model are in fairly good criteria and good criteria. GI-GI model has a significant affect on student’s physics learning achievement. Key word: elasticity, GI-GI model, student’s learning achievement, student’s science process skills

IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED LEARNING) DENGAN ANALISIS KEJADIAN FISIKA DALAM PEMBELAJARAN FISIKA DI SMA Ika Nayla Rachmawati; Agus Abdul Gani; indrawati indrawati
JURNAL PEMBELAJARAN FISIKA Vol 6 No 2 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i2.5019

This study focused on influence of Project Based Lerning Model with physics phenomena to physics instruction in SMA. The purposes of this research are: (1) to describe student’s activites in physics during learning process; (2) there is a significant influential on the learning outcomes of students who were given a Project Based Learning Model and are not given the Project Based Lerning Model. This research was an experimental study with posttest only control group design. The population in this research was X class and the samples were X IPA A and X IPA B class of SMA Unggulan BPPT Darus Sholah Jember. Data collection techniques were observation, test, interview, and documentation. Data analysis techniques were descriptive, percentage, and T-test using SPSS 22. The results of this research were the average of student’s learning activities was 83.3% (very active criteria); the sigfinikansi influential on the learning outcomes of student is 0,026 this used T-test SPSS 22. This research can be concluded: first, the average of student’s learning activities was in very active criteria. Secondly, there is a significant influential on the learning outcomes of students who were given a problem Project Based Lerning Model with physics phenomena and are not given the Model Project Based Lerning Model with physics phenomena. Keywords: Project Based Learning Model, Physics Phenomena , Student’s Activities, Learning Outcomes.

MODEL GI-GI (GROUP INVESTIGATION-GUIDED INQUIRY) DALAM PEMBELAJARAN GERAK LURUS DI SMA NEGERI RAMBIPUJI (Studi pada Aktivitas Belajar Siswa, Efektivitas Pembelajaran, dan Hasil Belajar Siswa) Mahmudah Rizqi Amalia; Indrawati Indrawati; Subiki Subiki
JURNAL PEMBELAJARAN FISIKA Vol 6 No 3 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i3.5312

This article concentrated about the result of an experimental research about the effect of GI-GI (Group Investigation-Guided Inquiry) on the tenth grade students’ straight motion learning at SMA Negeri Rambipuji year 2016/2017. The aims of this research were to describe the students’ physics learning activities, to describe the learning effectiveness, and to study the effect of the model on the students’ physics learning achievement in straight motion learning. The design of this research was true experiment with post test only control group design. The respondent of the research was chosen by using cluster random sampling. This research was conducted to X MIPA 1 as an experiment class and X MIPA 3 as a control class. The techniques and instruments of data collection on this research were documentation, observation, achievement test (post-test), and interviews. The data of the students’ activities were collected by using observation and documentation. Based on the data, the average of the students’ activity in learning physic was 93% which means very good. The data of the learning effectiveness was collected by calculating the result of post-test by using ER (Efektifitas Relatif) formula. The result of the calculation got 33% which means fair. In addition, the data of the students’ achievement in learning straight motion by using the model was collected by using posttest. Then, the data collected was analyzed by using independent sample t-test (SPSS 22). The difference of the achievement between experiment class and control class is done by testing hypotheses two parties and obtained significant value of 0.000 < 0.05, then H0 rejected and Ha accepted. It means the results of this research were the students’ physics learning activities by using GI-GI models categorized as very active, the learning effectiveness of GI-GI models on straight motion learning categorized as fair, and it’s proved that the use of GI-GI significantly affected the tenth grade students’ straight motion achievement at SMA Negeri Rambipuji. Keywords: Learning Activities, Learning Effectiveness, Learning Achievement, Model GI-GI, Straight Motion.

PENINGKATAN AKTIVITAS DAN HASIL BELAJAR FISIKA SISWA PADA KELAS X APK SMKN 8 JEMBER TAHUN AJARAN 2016-2017 DENGAN MODEL LEARNING CYCLE (LC) DISERTAI LKS MULTIREPRESENTASI Mufidatul Faizah; I Ketut Mahardika; Indrawati Indrawati
JURNAL PEMBELAJARAN FISIKA Vol 6 No 2 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i2.4956

This research related on improved Physical activity and results of Learning Student at Class X APK SMNK 8 Jember academic year 2016-2017 Model With Learning Cycle accompanied LKS Multirepresentasi. The purpose of this research were: (1) to describe the increased activity of studying physics class X APK SMKN 8 Jember 2016-2017 school year by using model LC with LKS multirepresentasi, (2) to describe the learning outcome physics class X APK SMKN 8 Jember 2016-2017 school year by using model LC with LKS multirepresentasi. This research is anaction research, so the research is done by action research method. Design of this research is using Hopkins cycle. Data collection technique of this research are documentation, observation, test, and interviews. The data analysis used N-gain. The results showed that activities learned from the pre cycle to cycle 1 was increased by N-Gain 0.32 while on pre cycle to cycle 2 was increased by N-Gain 0.5. In the second cycle increased in the medium category. Learning outcomes from the pre cycle to cycle 1 was increased by N-Gain 0.5 while on a pre cycle to cycle 2 was increased by N-Gain 0.6. In the second cycle increased in the medium category. Keywords: Learning Cycle (LC) Accompanied LKS Multirepresentasi, Student’s Physics Learning Activities, The Cognitive Learning Physics Students

IMPLEMENTASI MODEL DISCOVERY LEARNING DISERTAI LEMBAR KERJA SISWA DALAM PEMBELAJARAN FISIKA SISWA DI SMA Anis Zulfah Furoidah; Indrawati Indrawati; Subiki Subiki
JURNAL PEMBELAJARAN FISIKA Vol 6 No 3 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i3.5326

This study focus examined the implementation model discovery learning with worksheets student to physic instruction at SMA. The purposes of this research was to examine the effect model discovery learning process science skills, learning motivation, and learning achievement to physics at SMA. The population in this study was X class and the sample are X MIA-5 and X MIA-6 were of SMAN 1 Kencong. This research was a experimental with post-test only control group design. The data are collected by test, observation, interview, question form and documentation. Data analysis techniques T-test using SPSS 22. The results of study: (1) the average value of science process skills 66.8 (2) the average value of motivation 77.4 (3) the average value of learning achievement 62.6. This research can be concluded: (1) there is the effect significant of the use a model discovery learning accompanied by Worksheets Students towards science process skills students, (2) there is the effect significant of the use a model discovery learning accompanied by Worksheets Students towards the learning motivation students, (3) there is the effect significant of the use a model discovery learning accompanied by Worksheets Students toward student learning outcomes. Keywords: Model Discovery Learning, Worksheet Students, Science Process Skills, Learning Motivation, Learning Outcomes

Co-Authors AGUNG SETIAWAN Agung Yudhistira Nugroho Agus A. Gani Agus Abdul Gani Agusta Ayudya Aryanti Aini Wardatut Thoyibah Albertus Djoko Lesmono Alex Harijanto Alfiansyah Alfiansyah Aliasan Aliasan Aloysisa TenyDamayanti Indriastuti Amir Hidayat Andi Baso Sofyan A. P. Aniek Hartiwi Anis Zulfah Furoidah Anisatul Farida Anta Pratama Ginting Aprina Kuswardani Asiyah Handayanti Bambang Supriadi Bela Olivia Mareta Silaen Bobi Gusfianda Budi Haryono Carina Astrie Leony Wiyanda Des Alwine Zayanti Devi Indah Permatasari Dewi Novi Wardani Dirwan Maya Muchlis Dita Kharisma Mustikaningrum Dwi Wahyuningsih Dyah Intan Prismasari Eddy Noviana Eka susanti Eli Dwi Susanti Ernika Cahya Widayanti Evawaty Evawaty Evi Yuliza, Evi Evidamayanti, Evidamayanti Fabiola Luturmas Fadlin, Feri Fersty Isna Kusumawardani Fimatu Rizka Erviani Fitri Maya Puspita Fitria Rahmawati Gideon Setyo Budiwitaksono Gideon Setyo Budiwitaksono Gun Karimata Sari Habibah Zilul Isnani Hairuni Indrasati Halimatus Sa’diyah Hamidah Hamidah Hasan Kamil Hermansyah Aziz I Ketut Mahardika Ida Ayu Putu Sri Widnyani Ika Nayla Rachmawati Indi Atma Ayudatami Irfan Gani Junaedi Yunding Karmila Damariani Radjak Kenny Chandra Kusuma Khairun Nisa Kuswaji Dwi Priyono Lazim. N Lazim. N Lisa Reny Oktara Luh Putu Ratna Sundari M. Syaikhul Umam Mahmudah Rizqi Amalia Masyita Haerianti Maulidiyah Dewi Sejati Maulita Maulita Mufidatul Faizah Muhammad Nasir Muhsin Muhsin Mulia Sari Mustangin Mustangin Nanda Nurarivikka Fauzi Novi Rustiana Dewi Nur Insani Nuraida Nuraida Nurhasan Nurhasan Nuriman Nuriman NURUL AZIZAH Nurul Hikmatul Jannah Oki Dwipurwani Olly Norita Tetra Pramudya Dwi Aristya Putra Qurroti A’yunin Rafli Mulkan Mustaqim Rahmi Dwi Ariyani Rasty Sri Fadiah Ratna Tri Mindi Sari Ridi Arviansyah Rif’ati Dina Handayani Riki Hendri Hidayat Rini Indayani Riski Yani Rohmatul Husna Rosna Elfrina Sitompul Ruhmiyati Ruhmiyati Rumiyati Rumiyati Sakiinatus Sajadah Sandi Monica Rosalina Septiana Manda Sari Silvia Qaulina Damayanti Siti Azizah Susilawati SITI NATASYA MUNAWAROH Slamet Hariyadi Sri . Handayani Sri Astutik Sri Wahyuni Subiki Subiki Sudarti . Sulifah Aprilya Hariani Sunarhadi, M. Amin Supardi Supardi Supeno Supeno Superparwati Superparwati Sutarto Sutarto Swit Tanti Rahayu Ningsih Syetiel Maya Salamony Sylvia Rimbanita Purwanto Tini Wulandari Trapsilo Prihandono TYAS SUMARAH KURNIA DEWI Verry Ginoga W. WIYONO Wicaksono, Iwan Winda Ayu Wijayanti Yasrib Putranto Saban Yulizar Yusuf Yushardi Yushardi Zuhriyati Zuhriyati Zulfi Nasirotul’Uma Zulhadjri Zulhadjri

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