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Yennita '
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Journal : Jurnal Pendidikan

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PENINGKATAN MOTIVASI BELAJAR FISIKA SISWA DENGAN PENERAPAN STRATEGI PEMBELAJARAN TUTOR SEBAYA Yennita '; Shinta Paramitha; Muhammad Sahal
Jurnal Pendidikan Vol 4, No 1 (2013)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (128.832 KB) | DOI: 10.31258/jp.4.1.31-36

Abstract

The main issue of this study was the view most of the students and communities that physics was a difficult subject and filled with so many formulas that cause students to be less motivated to learn physics, especially in senior high school. To increase student motivation, it was necessary to use innovative strategies in teaching physics. Has done a study of 65 students of class X SMA 8 Pekanbaru. The students were divided into two groups to determine the increase in motivation to learn physics with the implementation of peer tutoring strategies. ARCS motivation questionnaire used as research data collection instruments and the data was analyzed descriptively by calculating the gain motivation to learn phyiscs in the experimental group and the control group. The results of descriptive analysis showed that there was an increase in students' motivation of experiment group with motivation gain obtained amounting to 0.418 with a middle category. In the control group, as well as an increase in students' motivation to gain motivation of 0.244 with a low category. These results indicate that the use of peer tutors learning strategies in physics learning tend to increase the students' motivation. Keywords: physics teaching, learning motivation, peer tutoring
Peningkatan Keterampilan Sosial Siswa Melalui Penerapan Pendekatan Auditory Intellectualy Repetition Dalam Pembelajaran Fisika Yennita '; M. Rahmad; Sugino '
Jurnal Pendidikan Vol 2, No 2 (2011)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.243 KB) | DOI: 10.31258/jp.2.2.%p

Abstract

This study aims to describe students' social skills through cooperative learningmodel with Intellectually Auditory Repetition (AIR) approach. Research subjects were 30eight-grade students of junior high school. Twelve students from the two groupsof them wereobservedby using social skills instrument.The students'social skills are comprised of fiveaspects, namely in the task, encouraging participation, taking turns and sharing tasks, activelylistening and asking questions. Data were analyzedusing percentage of every aspect ofstudents' social skills. Based on analysis of data obtained, 91.67 percent students are in highcategory and 8.33 percentin middle category of social skills level. Thus, the application ofcooperative learning model with intellectually auditory repetition in the learning of sciencephysics can develop social skills of junior high school students.
PELAKSANAAN PEMBELAJARAN BERBASIS PROYEK DALAM SAINS DI KOTA PEKANBARU Yennita '; RuhizanMohd Yasin; ZanatonHj Ikhsan; Kamisah Osman
Jurnal Pendidikan Vol 7, No 2 (2016)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.044 KB) | DOI: 10.31258/jp.7.2.79-85

Abstract

Sebahagian besar guru menganggap bahwa penerapan pembelajaran berbasis proyeksukar untuk dilaksanakan karena adanya faktor sosiol ekonomi siswa, yang mana dalam pelaksanaanproyek sains tentu akan memerlukan peralatan dan bahan yang akandiperlukan siswa, sedangkan satukaedah inkuiri yang disarankan oleh Kurikulum Pendidikan Indonesia 2013 adalah pembelajaran berbasisproyek (project based learning). Kajian ini bertujuan untuk mendapatkan informasi berkaitan denganpelaksanaan pembelajaran berbasis proyek di kota Pekanbaru. Kajian berbentuk survey dilakukanpada 32 orang guru dari 16 sekolah menengahdi Pekanbaru. Hasil yang didapatkan adalah sebanyak56.25 % guru setuju bahwa pembelajaran sains berbasis proyek dapat dilaksanakan apabila tersediabahan dan peralatan dari labor. Sebanyak 50 % guru menyatakan sukar mendapatkan alat dan bahanuntuk keperluan pembelajaran dari lingkungan sekitar, 56,25 % menyatakan sulit mempersiapkanmedia untuk proyek. Di sisilain,50 % guru berpendapatbahwa pembelajaran berbasisproyek membuatsiswa kreatif dan inovatif dan 75 % guru sependapat bahwa belajar sains menggunakan pembelajaranberdasarkan proyek memudahkan siswa mencapai materi pembelajaran. Berdasarkan informasi diatas dapat disimpulkan bahwa pada dasarnya guru-guru meyakini bahwa pembelajaran berabasis proyekbaik untuk dilaksanakan, namun perlu ada peralatan dan bahan yang cukup, ide-ide proyek yang akandilaksanakan, biaya proyek yang murah, serta adanya modul pengajaran berbasis proyekbagi guru danmodul pembelajaran bagi siswa.
Hambatan Pelaksanaan Praktikum Ipa Fisika Yang Dihadapi Guru SMP Negeri Di Kota Pekanbaru Yennita '; Mugi Sukmawati; Zulirfan '
Jurnal Pendidikan Vol 3, No 1 (2012)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.855 KB) | DOI: 10.31258/jp.3.1.%p

Abstract

A survey has been done on 46 teachers who taught Physics in grade VII and VIIIon 12 junior high schools within Pekanbaru. The respondents were selected from the schools thathad already have science laboratories. This survey was aimed to know the intensity and somedifficulties faced by the teachers in doing lab works while teaching science, especially Physics.The data of this research was collected by using questionnaires, and analyzed descriptively. Theresult of the research showed that the implementation of experiments while learning Physicswere rarely done by teachers. It was identified that there were some things causing teachersreluctant to do the experiments in the laboratory, according to the teachers’ perception. Someconstraints were include: 1. The intensity of teachers in joining laboratory workshops was stilllow, 2. The availability of the laboratory equipment was still not enough, 3. The material ofscience in high schools was very tight, therefore teachers were forced to give lecture than havingexperiments in the laboratory, 4. The learning objectives were quite difficult to be achievedthrough lab works, 5. Doing experiment was needed much time in preparation, 6. The time ofdoing experiment in each meeting always not enough, 7. The teachers’ knowledge on using thelaboratory equipment was still low, 8. The teachers faced difficulties in designing their ownworksheets, 9. Having no laboratory assistant to help teachers to do Physics experiments.
Co-Authors Amelia Dwi Puspita Dodi Sutrisno Sutrisno Dwira Yulfia Fakhruddin Z Fenni Sabzul Yaszak Sabzul Yaszak Gibran ' Hendar Sudrajad Sudrajad Kamisah Osman M. Rahmad M. Rahmad ' Maya Dwika Putri Dwika Putri Mitri Irianti Mugi Sukmawati Muhammad Nor Muhammad Sahal Nonny Komalasari Nonny Komalasari Retno Irna Christina Rika Mardiana Mardiana RuhizanMohd Yasin Shinta Paramitha Sugino ' Syaril ' Tresni Widyawati Widyawati Uulia 'Iffa Valina Yolanda ZanatonHj Ikhsan Zuhdi Ma’aruf Zulirfan '