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All Journal Jurnal Geliga Sains: Jurnal Pendidikan Fisika Jurnal Riset dan Kajian Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika
Nana Nana
Siliwangi University
Decision Sciences, Operations Research & Management Education Physics Social Sciences

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Pengaruh model REACT berbantuan virtual laboratory terhadap pemahaman konsep pada materi dinamika rotasi dan kesetimbangan benda tegar Puspita Yuma Sari; Nana Nana
Jurnal Riset dan Kajian Pendidikan Fisika Vol 7, No 1 (2020): April 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.023 KB) | DOI: 10.12928/jrkpf.v7i1.16058

Abstract

Abstrak. Penelitian ini dilatar belakangi oleh Skor TIMSS bidang fisika Indonesia sangat rendah dan berada di bawah rata-rata internasional, hal tersebut disebabkan karena pembelajaran fisika di Indonesia kurang merangsang dan kurang dapat meningkatkan kemampuan tingkat tinggi. Maka masalah pokok yang akan dicari pemecahannya melalui penelitian ini adalah perbedaan pemahaman konsep antara kelompok peserta didik yang belajar mengunakan model pembelajaran REACT berbantuan virtual laboratory, peserta didik yang belajar menggunakan model pembelajaran REACT dan model pembelajaran konvensional. Tujuan penulisan ini adalah mendeskripsikan pengaruh model REACT berbantuan virtual laboratory terhadap pemahaman konsep. Metode yang digunakan yaitu studi kepustakaan. Jadi, dapat disimpulkan model pembelajaran REACT dengan berbantuan virtual laboratory akan meningkatkan pemahaman konsep pada materi kesetimbangan benda tegar.Kata kunci: REACT, Virtual laboratory Abstract. This research is motivated by the TIMSS score in the Indonesian physics field which is very low and below the international average, this is because learning physics in Indonesia is less stimulating and less able to improve high-level skills. Then the main problem that will be solved through this research is the difference in concept understanding between groups of students who learn to use REACT learning models assisted by virtual laboratories, students who learn to use REACT learning models, and conventional learning models. The purpose of this paper is to describe the effect of a virtual laboratory-assisted REACT model on understanding concepts. The method used is a literature study. So, it can be concluded that the REACT learning model with the assistance of a virtual laboratory will increase the understanding of concepts in the equilibrium of rigid bodies.Keywords: REACT, Virtual laboratory
MISCONCEPTION IDENTIFICATION USING THE CERTAINTY OF RESPONSE INDEX METHOD IN GAS KINETIC THEORY MATERIAL IN CLASS XI SENIOR HIGH SCHOOL Nisa Siti Romadona; Wanda Siti Nur Aulia; Suci Rizki Lestari; Nana Nana
Jurnal Geliga Sains: Jurnal Pendidikan Fisika Vol 8, No 1 (2020)
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (217.964 KB) | DOI: 10.31258/jgs.8.1.64-70

Abstract

This research aims to identify class XI MIPA1 senior high school students, who experience misconceptions on the kinetic theory of gas. The method used to determine students who experience misconceptions is the Certainty Response Index (IRK) method. This method has four indexes in identifying students' mastery of concepts, namely lucky guess (LG), not knowing concept (NKC/TTK), knowing concept (KC/TK), and misconception (M). The subjects of the study were senior high school students in class XI MIPA1 in Tasik Malaya. The research instrument used was a kinetic theory of gas test equipped with an IRK scale assessment instrument. This research is a quantitative descriptive research that can determine weaknesses in understanding students' physics concepts with the IRK method. The results of data analysis using IRK revealed that students who experienced lucky guess (LG) were 9.0%, students who knew the concept (TK) were 35.2%, students who lacked knowledge or did not know the concept (TTK) were 21.9%, and students experiencing misconceptions (M) of 33.8%. Based on the sub-topic analysis, the level of misconception the results are also in the high category. Thus it was concluded that through the IRK method it was identified that most students were still experiencing misconceptions, did not know the concepts, and were lucky guessed in understanding the kinetic theory of gas in the class XI MIPA1 of senior high school in Tasik Malaya.
The Effect of the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) Learning Model on Students' Science Process Skills on Elasticity Topic Anggiani Anggiani; Nana Nana; Yanti Sofi Makiyah
Berkala Ilmiah Pendidikan Fisika Vol 11, No 1 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i1.15191

Abstract

This research is motivated by the lack of science process skills in physics learning. This is seen from the average percentage of science process skills of 31.25% in the lower category. To overcome these problems by using the REACT learning model that emphasizes direct experience in learning to improve students ' science process skills. This study aims to determine the effect of REACT learning model on students ' science process skills on the elasticity topic. The methods in this study are quasi-experiments, posttest-only control design research design, and sampling techniques in the form of random cluster sampling. The instrument used is a test instrument in the form of a question description. The analysis technique test uses a normality test and the homogeneity test, and then the hypothesis test uses a t-test. The results of the hypothesis with the t-test showed that after applying the REACT learning model, 4.49 > 2.385 tcount > ttable is obtained so that H0 is rejected with a significant level (α=0.01). According to the research findings, students' science process skills receive an average score of 86% in the "very good" category after being applied to the REACT learning model. This demonstrates that using the REACT learning model has an impact and can help students improve their science process skills.
Co-Authors Anggiani Anggiani Nisa Siti Romadona Puspita Yuma Sari Suci Rizki Lestari Wanda Siti Nur Aulia Yanti Sofi Makiyah