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THE EFFECT OF INQUIRY TRAINING LEARNING MODEL TO STUDENT LEARNING OUTCOMES ON ELASTICITY AND HOOKE’S LAW MATERIAL Yeni Megalina; Emil Sandi
Jurnal Pendidikan Fisika Vol 8, No 1 (2019)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v8i1.11134

This research aims to determine the effect of inquiry training learning model to student learning outcomes on elasticity and Hooke’s law subject matter. This research is quasi-experimental design with two control group pretest-posttest. With random cluster sampling technique by taking two classes of fourth grade is class X MIA-4 as the experimental class and class X MIA-3 as the control class with each numbered 30 people. The research instruments used in the form of test results in cognitive learning form description consists of 7 questions that have been validated and observation sheet to assess the activities. The result showed an average value 29,00 pretest experimental class and control class pretest 28,05. After the treatment si given experimental class with inquiry training learning model and control class with conventional learning the data obtained with the posttest average yield experimental class and control class was 73,95 and 59,62. Development activity of experimental class gained an average categorized as active. Based on the results of hypothesis testing using different test (t -test) obtained the influence of inquiry training learning model on student learning outcomes in a elasticity and Hooke’s law material of class XI in the SMA Swasta Dharma Pancasila Medan

PENERAPAN FUNGSI MANAJEMEN DALAM PEMBELAJARAN FISIKA DI SMAN 7 MEDAN Yeni Megalina
INPAFI (Inovasi Pembelajaran Fisika) Vol 7, No 3 (2019): INPAFI
Publisher : UNIVERSITAS NEGERI MEDAN

Penelitian ini bertujuan: (1) Untuk mengetahui penerapan fungsi-fungsi manajemen dalam pembelajaran Fisika di SMAN 7 Medan (2) Untuk mengetahui permasalahan guru dalam menerapkan fungsi-fungsi Manajemen pada proses pembelajaran Fisika di SMAN 7 Medan. Subjek penelitian ini adalah guru bidang studi fisika di SMAN 7 Medan sebanyak 2 orang. Metode penelitian yang digunakan adalah metode deskriptif. Tehnik pengumpulan data dalam penelitian ini mengunakan tehnik observasi, wawancara dan dokumentasi. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa: (1) Guru pertama menerapkan fungsi-fungsi manajemen dengan hasil angket 78 % tergolong baik, sedangkan guru kedua menerapkan mendapatkan fungsi-fungsi manajemen dengan hasil angket 65 % tergolong sedang. (2) Dari ke-empat fungsi manajemen, beberapa masalah masalah yang dihadapi guru pertama dan kedua dalam penerapan fungsi manajemen yaitu: (1) Guru kurang mengikuti perkembangan teknologi; (2) Rendahnya kualitas pendidik; (3) Kurangnya tanggung jawab siswa; (4) Fasilitas sekolah banyak yang tidak bisa digunakan; (5) Sarana dan prasarana yang tidak lengkap; (6) Waktu yang terbatas. (7) Pemahaman guru tentang sistem pendidikan masih rendah.Kata Kunci : Fungsi-Fungsi Manajemen, Pembelajaran

PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS KVISOFTFLIPBOOK MAKER PADA MATERI FLUIDA DINAMIS DI SMA NEGERI 1 KUTALIMBARU Siti Syarah; Yeni Megalina
INPAFI (Inovasi Pembelajaran Fisika) Vol 9, No 4 (2021): INPAFI
Publisher : UNIVERSITAS NEGERI MEDAN

Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasi kvisoft flipbook maker yang memenuhi tingkat kevalidan, tingkat kelayakan dan tingkat keefektifan media pembelajaran pada materi fluida dinamis tingkat SMA. Jenis penelitian ini adalan R&D (research and development) dengan model pengembangan 4D dari Thiagarajan dengan langkah yaitu pendefinisian (define), perencanaan (design), pengembangan (development), diseminasi (dissemination). Sampel pengujian media dalam penelitian ini adalah siswa SMA Negeri 1 Kutalimbaru. Berdasarkan hasil penelitian, diperoleh bahwa media pembelajaran dinyatakan layak dengan hasil validasi ahli materi sebesar 84.30%, validasi ahli media sebesar 91.90%, hasil uji kelayakan media pembelajaran oleh guru sebesar 91.66%, hasil uji respon siswa terhadap media pembelajaran 91.81% dengan kategori sangat baik.

PENGEMBANGAN VIDEO ANIMASI BERBASIS PENDEKATAN STEM BERBANTUAN KINEMASTER PADA MATERI GELOMBANG BUNYI DI SMA NEGERI 13 MEDAN Ernauli Haloho; Yeni Megalina
INPAFI (Inovasi Pembelajaran Fisika) Vol 9, No 3 (2021): INPAFI
Publisher : UNIVERSITAS NEGERI MEDAN

Penelitian pengembangan ini bertujuan untuk menghasilkan video animasi berbasis pendekatan Science, Technology, Engineering, Mathematics (STEM) dengan berbantuan kinemaster yang layak untuk diterapkan dalam proses pembelajaran fisika untuk materi Gelombang Bunyi di sekolah dan mengetahui respon pengguna setelah menggunakan video animasi pembelajaran. Jenis penelitian ini merupakan penelitian pengembangan atau Research and Development (R&D) menggunakan model ADDIE. Berdasarkan hasil analisis data uji kelayakan oleh ahli materi, video animasi termasuk dalam kategori sangat layak digunakan dengan persentase keseluruhan aspek diperoleh 95,83%. Hasil uji kelayakan oleh ahli media memperoleh persentase dari keseluruhan aspek sebesar 94,74% yang termasuk pada kategori sangat layak, sedangkan respon peserta didik di kelas XI MIA 4 dengan 29 responden dari keseluruhan aspek sebesar 91,19% yang termasuk pada kategori sangat layak dan untuk kelas XI MIA 5 dengan 19 responden memiliki persentase 91,31% yang termasuk kekategori sangat layak. Berdasarkan hal tersebut tujuan dari penelitian ini tercapai dengan baik dimana diperoleh video animasi pembelajaran yang layak digunakan disekolah.Kata Kunci: Video Animasi, ADDIE, STEM, Kinemaster, Gelombang Bunyi.

Development of Culturally Responsive Physics Learning Materials Based on Batak Cultural Values Ida Wahyuni; Ratna Tanjung; Rugaya Rugaya; Yeni Megalina; Rizky Agassy Sihombing
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.39574

Teachers need well-designed learning materials to achieve instructional objectives. In the P3FIS course, students are required to develop such materials; however, many still lack sufficient understanding to design them effectively. The required components include the Annual Teaching Flow (ATP), semester and annual programs, and teaching modules consisting of teaching materials, learning media, student worksheets, and learning evaluations. Observations of Class B Physics Education students in 2022 indicated that many students come from Batak ethnic backgrounds. To create more contextual and meaningful learning, culturally responsive learning materials grounded in Batak culture are necessary. This study aimed to develop learning materials that are valid, practical, and effective. The research was conducted in the Physics Department at Universitas Negeri Medan using a Research and Development (R&D) approach with the ADDIE model, which includes analysis, design, development, validation, implementation, and evaluation stages. The product developed was a comprehensive set of learning materials validated by three experts. Validation results showed scores of 81.7%, 83.1% and 80.3%, indicating high validity. Practicality results reached 83% in the small group and 93.62% in the large group. The effectiveness test produced an N-gain score of 0.65 (moderate category). Thus, the CRT-based learning materials grounded in Batak culture are considered highly valid, practical, and effective.

Pengembangan Multimedia Interaktif Berbasis Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Kelas XI di SMA pada Materi Fluida Statis Alfian Yosafat; Yeni Megalina
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2226

Based on the results of field observations, teacher interviews, and questionnaires distributed to students, several problems were identified in the learning process. The findings revealed that learning activities were still predominantly teacher centered, resulting in low student participation during lessons and consequently leading to insufficient development of students' critical thinking skills. In addition, the use of instructional media in the learning process was still limited. Therefore, this study aims to develop an Interactive Multimedia based on the Problem-Based Learning (PBL) approach for the topic of static fluids that is valid, practical, and effective for use in physics learning, as well as capable of improving students' critical thinking skills. This study employs a Research and Development (R&D) method using the ADDIE development model. The research subjects consisted of material experts, media experts, learning experts, and 36 students of class XI F4 at SMA Negeri 1 Berastagi. The instruments used in this study included feasibility questionnaires (for material and media experts), a practicality assessment instrument (for learning experts), pretest and posttest questions, and student response questionnaires regarding the PBL-based Interactive Multimedia on static fluid material. The results showed that the developed PBL-based Interactive Multimedia on static fluid material was categorized as highly valid for use in physics learning, based on the validation results from material experts (93%) and media experts (80%). The multimedia was also categorized as highly practical based on the responses of learning experts (97%) and students (95%). Furthermore, the multimedia was proven effective, as indicated by an N-Gain score of 0.85, which falls into the high category, and an average posttest score of 86, exceeding the Minimum Learning Achievement Criteria (KKTP). Therefore, it can be concluded that the Problem-Based Learning-based Interactive Multimedia on static fluid material is valid, practical, and effective for use in learning and can improve students' critical thinking skills.

Development of Authentic Assessment Instrument to Measure Students Critical Thinking Skills on Temperature and Heat Subject Matter at SMAN 2 Medan Lioni Widya Sonata Tampubolon; Yeni Megalina
Physics Education Research Journal Vol. 7 No. 2 (2025)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2025.7.2.27391

This research aims to develop an authentic assessment instrument in the form of cause-and-effect multiple-choice questions to measure students' critical thinking skills on the topic of temperature and heat at SMAN 2 Medan. The study is motivated by the limited implementation of authentic assessments in physics learning and the lack of students’ engagement in context-based evaluations that foster critical thinking. The research employed a Research and Development (R&D) method using the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. Validation was conducted by two university lecturers and one physics teacher, followed by small and large group trials, and item analysis was performed to evaluate validity, reliability, difficulty level, discrimination index, and distractor effectiveness. Teacher responses were also gathered to assess the feasibility and practicality of the instrument. The results indicate that the developed instrument met validity and reliability criteria, with most items demonstrating appropriate levels of difficulty and discrimination. Teachers responded positively, stating that the instrument was clear, practical, and aligned with the needs of physics learning under the Merdeka Curriculum. Based on the findings of the study, it can be concluded that the authentic assessment instrument in the form of cause-and-effect items is feasible and effective in measuring students' critical thinking skills on the topic of temperature and heat. The implication is that this instrument can serve as an alternative evaluation tool for teachers to assess students’ understanding in a deeper and more contextual manner while promoting active engagement in critical thinking.

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