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All Journal Jurnal Pendidikan Fisika Indonesia Journal of Science Education Research
M. Jannah
Jln Pemuda 10 Rawamangun Jakarta Timur
Education Physics Social Sciences

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PENGARUH MODEL PEMBELAJARAN PROBLEM POSING TIPE PRE-SOLUTION POSING TERHADAP HASIL BELAJAR FISIKA DAN KARAKTER SISWA SMA Astra, I. M.; -, Umiatin; Jannah, M.
Jurnal Pendidikan Fisika Indonesia Vol 8, No 2 (2012)
Publisher : Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Posing Tipe Pre-Solution Posing terhadap hasil belajar Fisika siswa SMA dan karakter yang bisa dikembangkan. Penelitian ini menggunakan metode quasi eksperimen, populasi yang dipakai adalah seluruh peserta siswa di SMA Labschool Jakarta, dengan sampel dua kelas yang berasal dari kelas IX SMA Labschool Jakarta satu kelas sebagai kelas eksperimen dan kelas lainnya sebagai kelas kontrol. Melalui model pembelajaran ini juga dapat dikembangkan karakter siswa meliputi berfikir kreatif, kritis dan logis bekerja dengan teliti, jujur dan berperilaku santun serta keterampilan social seperti bekerja sama dan saling menghargai. Kesimpulannya adalah adanya pengaruh model pembelajaran Problem Posing tipe Pre-Solution Posing terhadap hasil belajar Fisika siswa, dimana kelas yang diajar dengan model Problem Posing tipe Pre-Solution Posing lebih besar dari pada kelas yang tidak diajar dengan model Problem Posing tipe Pre-Solution.The research was aimed to find out the effect of learning model of Problem Posing, Pre-Solution Posing Type, on the outcome of Physics Learning and the potentially developed characters of senior high school students. This research was conducted by using experimental quasi method. Research population were all students of Labschool Senior High School Jakarta. The samples were two classes taken from IX grade of Labschool Senior High School. One class was treated as the experimental class and the other as the control. The potentially developed characters of students taught by applying this learning type were creative, critical and logical thinking, thorough, honest, and courteous. It was concluded that there was an effect of learning model of Problem Posing, Pre-Solution Posing Type, on the outcome of Physics Learning. The class taught by applying learning model of Problem Posing, Pre-solution type, gained better mark of Physics subject
Analysis of Students' Science Process Skills Profile: Case Study in Pekanbaru Jannah, M.; Zulirfan, Z.; Suzanti, F.
Journal of Science Education Research Vol 8, No 2 (2024): J. Sc. Edu. Research (Available in August)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v8i2.68061

Abstract

The skills of the science process are crucial in science learning, yet they have not been fully maximized in science learning activities. The research aimed to analyze the profile of students' science process skills in Pekanbaru. The study used a descriptive method with a survey technique of students in class VII of SMPN 23 Pekanbaru for the 2023/2024 academic year. The sample was selected using a simple random sampling technique of 70 students, consisting of 33 students from VII Hang Tuah and 37 students from VII Hang Jebat. The instrument used a sheet of science process skills test consisting of 10 multiple-choice questions covering indicators observing, classifying, measuring and using numbers, inferring, communicating, formulating problems, formulating hypotheses, controlling variables, planning experiments, and interpreting data. The data collection technique involved distributing the science process skills test to students. The data analysis technique was done quantitatively by calculating the percentage score of students' science process skills per indicator based on students' test answers. The results showed that the percentage of students' science process skills overall is 54%, categorized as sufficient. The highest percentage is in the observation skill at 91%, while the lowest percentage is in the variable control skill at 10%. The poor science process skills are communication, variable control, experimental planning, and data interpretation. The research recommends further research as an initial stage in
Co-Authors I. M. Astra Suzanti, F. Umiatin, Umiatin Zulirfan, Z.