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Abdul Salam
Pendidikan Fisika FKIP Universitas Lambung Mangkurat
Education Physics

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Increasing Students’ Activity and Learning Outcome Used Guided Discovery Model Assisted by PhET Siti Raihanah; Eko Susilowati; Abdul Salam
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6406

Abstract

The purpose of this study is to increase student's activity and learning outcome using guided discovery assisted by PhET (Physics Education Technology). The specific purpose of this study is to describe: 1) the implementation of the lesson plan, 2) activity, and 3) learning outcomes. The type of study that used is a classroom action research by Kemmis and Mc Taggart model that consists of two cycles. The subject of this study is the 24 students of class XII one of the vocational schools in the Banjarmasin city. The data is obtained through observation and test. The results of study in cycles I and II show: 1) the average score of implementation of the lesson plan increased from good category to very good category, 2) the student’s activity has increased 3) the learning outcomes increased from 0% to 87.5% and has been declared complete in cycle II. It can be concluded that the used implementation of guided discovery with PhET can increase activity and learning outcomes.
Penerapan Model Children Learning in Science Untuk Meningkatkan Hasil Belajar Siswa Kelas VIII C SMP Muhammadiyah 1 Banjarmasin Trias Septiyani; Sri Hartini; Abdul Salam
Jurnal Ilmiah Pendidikan Fisika Vol 2, No 2 (2018): JUNI 2018
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.026 KB) | DOI: 10.20527/jipf.v2i2.1004

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas VIII SMP Muhammadiyah 1 Banjarmasin dengan menerapkan model pembelajaran Children Learning In Science (CLIS). Jenis penelitian ini adalah PTK terdiri dari 2 siklus. Subjek penelitian merupakan seluruh siswa kelas VIII C SMP Muhammadiyah 1 Banjarmasin yang berjumlah 20 orang. Instrumen penelitian ini adalah lembar pengamatan keterlaksanaan RPP, lembar pengamatan aktivitas siswa,  dan tes hasil belajar. Temuan membuktikan : (1) keterlaksanaan RPP siklus I sebesar 67,16% yang berkategori baik dan siklus II sebesar 70,56% yang berkategori baik,(2) aktivitas siswa pada siklus I berkategori cukup aktif dan pada siklus II mengalami peningkatan menjadi berkategori aktif, (3)  hasil belajar siswa siklus I sebesar 55,00% (tidak tuntas) dan pada siklus II sebesar 75,00% (tuntas). Berdasarkan hasil temuan, model CLIS mampu meningkatkan hasil belajar serta aktivitas siswa.
The Role of Emotional and Spiritual Intelligence in Students’ Physics Learning Achievement Elky Fahrianor; Abdul Salam; Sarah Miriam
Jurnal Ilmiah Pendidikan Fisika Vol 10, No 1 (2026): MARCH 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v10i1.16954

Abstract

This study aims to examine the extent to which emotional intelligence and spiritual intelligence influence students’ physics learning outcomes at the senior high school level. A quantitative approach with a correlational design was employed. The population comprised 124 twelfth-grade students from a public senior high school in Banjarmasin, Indonesia, with a sample of 60 students selected through purposive sampling. Data on emotional and spiritual intelligence were collected using structured questionnaires, while physics learning outcomes were obtained from students’ first-semester report card grades for the 2024/2025 academic year. Multiple linear regression analysis was conducted using SPSS version 22. The findings indicate that emotional intelligence and spiritual intelligence simultaneously exert a statistically significant effect on physics learning outcomes (F = 12.831; p < 0.05). The coefficient of determination (R² = 0.310) suggests that both variables account for 31% of the variance in students’ physics achievement. Partially, emotional intelligence demonstrates a stronger contribution (β = 0.390; p = 0.002) compared to spiritual intelligence (β = 0.262; p = 0.036). These results highlight the meaningful role of non-cognitive factors, particularly emotional intelligence, in supporting academic achievement in physics. The study provides empirical support for considering emotional and spiritual dimensions as complementary factors in physics instruction, while acknowledging the methodological and sampling limitations inherent in the research design.
Co-Authors Eko Susilowati Elky Fahrianor Sarah Miriam Siti Raihanah Sri Hartini Trias Septiyani