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<![CDATA[The Effect of Project Based Learning With Virtual Media Assistance on Student’s Creativity in Physics ]]>
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Hairunnisyah Sahidu]]>;
<![CDATA[Ahmad Harjono]]>;
<![CDATA[Ni Made Yeni Suranti]]>
<![CDATA[ Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI JUNI 2017, TH. XXXVI, NO. 2 ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v36i2.13514
<![CDATA[Abstract: Physics learning should be able to provide opportunities for learners to be creative in understanding the things that learned. One of the efforts made to improve the quality of physics learning was to apply the model of project based learning with virtual media. This study aimed to examine the effect of virtual media-aided model toward students’ creativity. This quasi experimental study used pretest-posttest control group design. The research instrument used a verbal and figural creativity test which had been validated by experts. Hypothesis test used employed variance test. The increase in creativity was determined based on the results of the N-gain test. The results showed that there was an increase of students' creativity in both classes. The experiment class had a higher creativity increase than the control class. Verbal and figural creativity improved in both classes. Verbal creativity increased higher than figural creativity. This shows that the model of project based learning with virtual media that applied successfully improve the students’ creativity in physics learning.EFEKTIVITAS PENERAPAN MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA VIRTUAL TERHADAP KREATIVITAS FISIKA PESERTA DIDIK Abstrak: Pembelajaran fisika seharusnya mampu memberikan peluang bagi peserta didik untuk berkreasi dalam memahami hal yang dipelajari. Salah satu upaya yang dilakukan untuk meningkatkan kualitas pembelajaran fisika adalah dengan menerapkan model project based learning berbantuan media virtual. Penelitian ini bertujuan menguji pengaruh model berbantuan media virtual terhadap kreativitas peserta didik. Penelitian kuasi eksperimen ini menggunakan pretest-posttest control group design. Instrumen penelitian menggunakan tes kreativitas verbal dan figural yang telah divalidasi oleh para ahli. Uji hipotesis menggunakan uji t polled varian. Peningkatan kreativitas ditentukan berdasarkan hasil uji N-gain. Hasil penelitian menunjukkan adanya peningkatan kreativitas peserta didik pada kedua kelas. Kelas eksperimen mengalami peningkatan kreativitas yang lebih tinggi dibandingkan kelas kontrol. Kreativitas verbal dan figural mengalami peningkatan pada kedua kelas. Kreativitas verbal meningkat lebih tinggi dibandingkan kreativitas figural. Hal ini menunjukkan bahwa model project based learning berbantuan media virtual yang diterapkan berhasil meningkatkan kreativitas peserta didik dalam pembelajaran fisika.]]>
<![CDATA[GUIDED INQUIRY MODEL THROUGH VIRTUAL LABORATORY TO ENHANCE STUDENTS' SCIENCE PROCESS SKILLS ON HEAT CONCEPT ]]>
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Ahmad Harjono]]>;
<![CDATA[Hermansyah Hermansyah]]>;
<![CDATA[Lovy Herayanti]]>
<![CDATA[ Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 2, JUNE 2019 ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v38i2.23345
<![CDATA[Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching.]]>
<![CDATA[Validity of documentary video learning media based on local content traditional musical instruments on sound waves ]]>
<![CDATA[Hisbulloh Als Mustofa]]>;
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Kosim Kosim]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 16 No. 5 (2021): November 2021 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v16i5.1189
<![CDATA[This study aims to determine the validity of the video documentary learning media based on local content of traditional musical instruments on sound wave material. This type of research is research and development. The development model used in this study is a 4D (Define, Design, Develop, and Disseminate) model developed by Thiagarajan. The validity of the product development in this study was tested for validity by 3 physics education expert lecturers and 3 physics teacher practitioners. The results of this study indicate that the documentary video learning media is feasible to proceed to the operational trial phase of learning. Based on the assessment by the validator, it has an average value of 93% with a very decent category, while from the results of student responses to this documentary video learning media through a limited trial, an average value of 89% is obtained with a very decent category.]]>
<![CDATA[Analisis Penguasaan Konsep Siswa yang Belajar Kimia Menggunakan Multimedia Interaktif Berbasis Green Chemistry ]]>
<![CDATA[Muhammad Yustiqvar]]>;
<![CDATA[Saprizal Hadisaputra]]>;
<![CDATA[Gunawan Gunawan]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 14 No. 3 (2019): September ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v14i2.1299
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh aplikasi multimedia berbasis green chemistry terhadap penguasaan konsep kimia siswa. Jenis penelitian ini adalah kuasi-eksperimen dilaksanakan dengan desain nonequivalent control group design. Penelitian ini dilakukan di salah satu satu sekolah menengah atas di Lombok Indonesia dengan melibatkan kelompok kontrol dan eksperimen. Pretest dan posttest diberikan oleh peneliti untuk menguji penguasaan konsep siswa pada materi kimia. Validitas, reliabilitas, dan tingkat kesukaran soal diuji menggunakan Rasch Model. Analisis statistik yang digunakan adalah uji prasyarat analisis data, dan uji hipotesis dengan uj t (Independent samples t-test) dengan bantuan SPSS 20 for windows. Hasil penelitian menunjukkan bahwa hasil belajar di kelas eksperimen lebih tinggi daripada di kelas kontrol. Secara statistik dapat dilihat bahwa pengujian hasil belajar menggunakan independent sample t-test menunjukkan t = 0,002 <ñ = 0,05. Kesimpulan dari penelitian ini menunjukkan bahwa multimedia interaktif berbasis green chemistry berpengaruh terhadap penguasaan konsep siswa.]]>
<![CDATA[Validitas Perangkat Pembelajaran Fisika Berbasis Model Discovery dengan Pendekatan Konflik Kognitif ]]>
<![CDATA[Ibrahim Ibrahim]]>;
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Kosim Kosim]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 15 No. 3 (2020): Juni ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram ]]>
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DOI: 10.29303/jpm.v15i3.1878
<![CDATA[Tujuan dari penelitian ini adalah untuk menentukan validitas perangkat pembelajaran fisika ÃÂ berbasis model discovery dengan pendekatan konflik kognitif. Jenis penelitian ini termasuk penelitian dan pengembangan (Research and Development). Prosedur penelitian pengembangan yang dilakukan dalam pengembangan perangkat pembelajaran fisika model discovery dengan pendekatan konflik kognitif mengacu pada langkah-langkah pengembangan 4D yaitu define, design, develop dan disseminate. Perangkat pembelajaran fisika berbasis model discovery dengan pendekatan konflik kognitif yang dikembangkan terdiri dari silabus, RPP, LKPD, handout, dan instrumen evaluasi. Jurnal ini hanya fokus pada validitas isi dan kontruk yang divalidasi oleh ahli. Berdasarkan hasil analisis validitas menggunakan indeks Aiken dan analisis reliabilitas menggunakan percentage agreement didapatkan bahwa perangkat pembelajaran fisika berbasis model discovery dengan pendekatan konflik kognitif yang dikembangkan memiliki kriteria valid dan reliabel.]]>
<![CDATA[Pengembangan LKPD Berbasis Blended Learning untuk Meningkatkan Literasi Sains Peserta Didik ]]>
<![CDATA[Nina Nisrina]]>;
<![CDATA[A Wahab Jufri]]>;
<![CDATA[Gunawan Gunawan]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 15 No. 3 (2020): Juni ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram ]]>
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DOI: 10.29303/jpm.v15i3.1880
<![CDATA[Literasi sains menjadi aspek penting dalam setiap pembelajaran sains di sekolah menengah pertama. Keterampilan ini harus dimiliki peserta didik agar dapat mengaplikasikan sains dengan tepat dan benar. Oleh karena itu dibutuhkan perangkat pembelajaran yang mendukung peningkatan literasi sains dalam pembelajarannya. Salah satu bentuk perangkat yang menjadi inti dari pembelajaran sains adalah lembar kerja peserta didik. Tujuan dari penelitian ini adalah untuk mengembangkan LKPD berbasis pada blended learning untuk meningkatkan literasi sains peserta didik SMP. Pembelajaran berbasis campuran (blended learning) dipilih dengan tujuan agar dapat memenuhi kebutuhan peserta didik untuk belajar di rumah dan di sekolah. Pembelajaran ini berfokus pada pemanfaatan teknologi untuk belajar sains dengan menarik. Penelitian ini termasuk penelitian pengembangan dengan sampel 66 peserta didik SMP di kota mataram. Hasil pengembangan LKPD berbasis blended learning yang telah diaplikasikan pada pembelajaran IPA memberikan pengaruh berupa peningkatan literasi sains peserta didik pada materi kemagnetan. Lembar kerja ini sangat efektif dalam pembelajaran saat ini dan dapat digunakan untuk pembelajaran dengan model pembelajaran abad 21.]]>
<![CDATA[The validity of project-based learning device on momentum and impulse materials in increasing students creativity ]]>
<![CDATA[Farah Hulwani Lala Junti]]>;
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Ahmad Harjono]]>;
<![CDATA[Ahmad Busyairi]]>;
<![CDATA[Kosim Kosim]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 16 No. 5 (2021): November 2021 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
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DOI: 10.29303/jpm.v16i5.3067
<![CDATA[This study aims to determine the validity of project-based learning devices to increase students' creativity on momentum and impulse materials. It is a research and development type with a 4D (Define, Design, Develop, and Disseminate) model developed by Thiagarajan. The validity of the product developed in this study was tested by 2 Physics education expert lecturers and 3 Physics teacher practitioners. This study indicates that the learning device is feasible to proceed to the operational trial phase in learning activities. Based on the assessment by the device validator, it obtained an average validity value of 86.72% with a very feasible category. The student responses to the developed device are positive, with an average value of 100%.]]>
<![CDATA[Pengaruh Model Discovery Learning Berbantuan Media PhET Terhadap Hasil Belajar Fisika Peserta Didik Kelas XI SMAN 1 Kediri Tahun Ajaran 2017/2018 ]]>
<![CDATA[Hamidah Lidiana]]>;
<![CDATA[Gunawan Gunawan]]>;
<![CDATA[Muhammad Taufik]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 4 No 1 (2018): Januari - Juni 2018 ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v4i1.519
<![CDATA[This research aimed to figure out the effect of discovery learning using PhET to the learning outcome in physics of the second-grade students in SMAN 1 Kediri Academic Year 2017/2018. This research was conducted as the result of experiment using non-equivalent control group design. The population of this research was the whole second-grade students in SMAN 1 Kediri. To limit the sample, surfeited sampling was applied consisting the students in class XI MS I as the experiment class and class MS II as the control class. Research instrument used was the multiple-choice test after the tests of validity, reliability, discrimination power, and difficulty level have been done. The increasing of the learning outcome was defined from the result of N-gain test per sub-chapter. The result of this research showed that the learning outcome of the students has increased to both classes. This proved that discovery learning method using PhET has succeeded in increasing the studentsââ¬â¢ learning outcome for Physics.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Fisika Berbasis Inkuiri Terbimbing Berbantuan Eksperimen Untuk Meningkatkan Penguasaan Konsep Siswa ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Kosim Kosim]]>;
<![CDATA[Gunawan Gunawan]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 4 No 2 (2018): Juli-Desember 2018 ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v4i2.891
<![CDATA[The study aims to develop physics learning device based guided inquiry with experiments that valid, practical, and effective to improve studentsââ¬â¢ mastery concept. The research stages refers to Borg & Gall's model from preliminary studies to main field testing. The validity data is obtained from the assessment for the feasibility of learning devices by experts, then analysed to determine the level of validity. Expert advice is used to revise the learning device. Learning device was implementation to test the practicality and effectiveness of learning device to improve students' mastery concept. The results of the study show that learning device are very valid category. Result of the trial based on the data of learning implementation show that learning device are in the practical category.àGuided inquiry model with an experiment in learning physics effective to improve studentsââ¬â¢ mastery concept. Increased students mastery concept on cognitive aspect remembering (C1), understanding (C2), applying (C3) and create (C6) in high categories, while the cognitive aspect analyzing (C4) and evaluating (C5) in the medium category.]]>
<![CDATA[Pengaruh Model Pembelajaran Inquiry Training Berbantuan Multimedia Terhadap Penguasaan Konsep Fisika Peserta Didik ]]>
<![CDATA[Wildan Hidayat]]>;
<![CDATA[Muhammad Taufik]]>;
<![CDATA[Gunawan Gunawan]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 5 No 1 (2019): Januari - Juni ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v5i1.948
<![CDATA[This research aim to examine the effect of multimedia assisted inquiry training learning model for students physic concept mastery. This type of research is quasi experiment with non-equivalent control group design. The research population was all students of XI MIA MAN 2 Mataram with a purposive sampling technique. The XI MIA 4 class was chosen as the experimental class and the XI MIA 3 class as the control class. hypothesis testing using independent t-test with 5% of significance level. Hypothesis testing yielded the concept mastery t count is 3.20 higher than the t table which has a value of 1.99. Based on the provisions, Ho is rejected and it is concluded that there are differences in mastery of physics concepts due to the practice of multimedia assisted inquiry training learning model. It means that there is a better increase of concepts mastery in the experimental class than the control class. This result can be proved by the N-gain test, where there is an increase of 53.92% in the medium category for concept mastery in the experimental class greater than the control class with an increase of 41.92% in the medium category.]]>
