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All Journal Jurnal Penelitian Fisika dan Aplikasinya (JPFA) WAPFI (Wahana Pendidikan Fisika) Journal of Teaching and Learning Physics JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Ilmiah Pendidikan Fisika Journal of Science Learning Jurnal Pendidikan Fisika dan Teknologi PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) U-Teach
Heni Rusnayati
Universitas Pendidikan Indonesia
Astronomy Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Environmental Science Materials Science & Nanotechnology Physics Social Sciences Other

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PROFIL HAMBATAN BELAJAR EPISTIMOLOGIS SISWA PADA MATERI FLUIDA STATIS KELAS XI SMA BERBASIS ANALISIS TES KEMAMPUAN RESPONDEN Gadis Argi Kiranti; Heni Rusnayati; A.F.C Wijaya; Parsaoran Siahaan
WaPFi (Wahana Pendidikan Fisika) Vol 3, No 2 (2018): WaPFi (Wahana Pendidikan Fisika) 2018
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (250.561 KB) | DOI: 10.17509/wapfi.v3i2.13724

Abstract

ABSTRAKBerdasarkan hasil studi pendahuluan yang telah dilakukan oleh peneliti melalui angket dan tes di salah satu SMA di Kota Bandung menunjukan bahwa 62,96% siswa mengalami hambatan belajar pada materi fluida statis diantaranya yaitu tekanan hidrostatis, Hukum Pascal, Hukum Archimedes dan 66,63% siswa tidak dapat mengerjakan tes pada materi fluida statis (tekanan hidrostatis, Hukum Pascal dan Hukum Archimedes). Tujuan dari penelitian ini yaitu untuk mengidentifikasi profil hambatan belajar epistimologis siswa pada materi fluida statis (tekanan hidrostatis, Hukum Pascal dan Hukum Archimedes) kelas XI SMA berbasis analisis Tes Kemampuan Responden. Hambatan Epistimologi yaitu hambatan yang terjadi karena keterbatasan seseorang hanya pada suatu konteks tertentu, Metode yang digunakan yaitu deskriptif kualitatif melalui tes kemampuan responden. Tes kemampuan responden berupa soal uraian yang diberikan kepada siswa yang mencakup konsep esensial tekanan hidrostatis, Hukum Pascal, dan Hukum Archimedes. di salah satu SMA di Kota Bandung. Hasil yang didapatkan yaitu 68,32% siswa mengalami hambatan pada materi tekanan hidrostatis, 72,49% siswa mengalami hambatan pada materi Hukum Pascal, 70,69% siswa mengalami hambatan pada materi Hukum Archimedes. Dapat disimpulkan bahwa masih terdapat hambatan belajar epistimologis pada materi Fluida Statis (tekanan hidrostatis, Hukum Pascal dan Hukum Archimedes), sehingga diperlukan adanya upaya untuk memperkecil hambatan belajarnya.Kata Kunci: Hambatan Belajar; Fluida Statis ; Tes Kemampuan RespondenABSTRACTThe study, in which the data collection is in the forms of questionnaire and test in a senior high school in Bandung, shows that 62,96% of the students have obstacles in learning fluid statics such as hydrostatic pressure, Pascal’s law, and Archimedes’s and 66,63% students couldn’t answer the test about Fluid Statics (hydrostatic pressure, Pascal’s law, and Archimedes’s). This study aims at identifying the profile of the eleventh grade’s epistemological obstacles in learning fluid statics -e.g. hydrostatic pressure, Pascal’s law, and Archimedes’s based on the analysis of the respondent’s skill. Epistemological learning obstacle occurs due to limitation of knowledge to a certain concept. The method is qualitative descriptive through the responden’s skill test. The respondent’s skill test is in the forms of essay questions covering essential concept of hydrostatic pressure, Pascal’s law, and Archimedes’s. The result shows that 68.32% of the students have the obstacles in learning hydrostatic pressure, 72.49% in learning Pascal’s law, and 70.69% in learning Archimedes’s. This study concludes that the epistemological obstacles in learning fluid statics (especially hydrostatic pressure, Pascal’s law, and Archimedes’s) is evident so that the effort to reduce the obstacles is necessary.Keywords: Learning Obstacle; Fluid statics; the respondent’s skill test
The Effectiveness of the Problem-Based Flipped Classroom Learning Model to Improve Conceptual Understanding of Physics Teacher Candidates on Crystal Structure Material Heni Rusnayati; Wawan Ruswandi; Tiara Husnul Khotimah
Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v6i2.56316

Abstract

The limited time allocation for lectures in the classroom is an obstacle to presenting student-centered learning. This is one of the factors that prospective physics teacher students experience conceptual difficulties, especially in crystal structure material. So the purpose of this study was to determine the effectiveness of the problem flipped classroom learning model on understanding the concepts of prospective physics teacher students on crystal structure material. This study used a quasi-experimental method with a one-group pretest-posttest research design. The subjects of this study were 16 students who took solid-state physics courses. Data analysis techniques were carried out using normality tests, homogeneity tests, and pretest and posttest average difference tests. Then test the N-gain to see the increase in the pretest and posttest results and continue with the effect size test using the effect size. The instrument used was a test of mastery of the concept of crystal structure material. The results of the paired sample t-test analysis show that the Problem Based Flipped Classroom significantly influences learning outcomes with a t value of 11.439 with a significance of 0.000. Students' understanding of crystal structure material has increased with an N-Gain of 0.75, which is in the high category. This means that the pretest and posttest scores have a high increase. While the results of the effect size test obtained a score of d = 2.86, which means that learning with the Problem Based Flipped Classroom has a strong effect on student learning outcomes on crystal structure material.
Application of The Problem-Based Learning (PBL) Model Using The Education for Sustainable Development (ESD) Approach to Students' Critical Thinking Ability in Global Warming Material Mochamad Raihan Ahnaf Rizqulloh; Heni Rusnayati; Agus Danawan
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i2.12516

Abstract

The rapid development of the Industrial Revolution 4.0 era requires humans to withstand rapid changes. Mastery of 21st-century skills and sustainability awareness becomes crucial as society in this era is required to sustain Natural Resources (NR) and develop Human Resources (HR) preparedness to adapt. Critical thinking is one of the competencies that students must possess in the 21st century and is also a key competency in ESD that can help students realize the concept of sustainability awareness in the Industrial Revolution 4.0 era. A learning model that can develop students' critical thinking skills is the PBL model because thinking and problem-solving skills can be developed when students do it themselves, explore, and transfer the complexity of existing knowledge. Therefore, this study aims to determine the application of the PBL model with an ESD approach to students' critical thinking skills on global warming material. This research uses the quantitative method of pre-experimental designs with the One Group Pre-test-posttest design. The subjects of this study were 38 students at a public high school in Bandung. The sample was taken using the convenience sampling method on 11th-grade science students in the even semester of the 2022/2023 academic year. The instruments used in this study were a critical thinking skills test and a sustainability awareness questionnaire using the Guttman scale. The data obtained were processed using the Normalized Gain (N-Gain) test for critical thinking skills and the response percentage for the sustainability awareness questionnaire. The results showed increased students' critical thinking skills N-Gain of 0.524 in the medium category. Meanwhile, the sustainability awareness questionnaire profile after learning activities showed a total percentage of 73.94% in the high category.
Efektivitas Simulasi Virtual PhET dalam Pembelajaran Fisika Zat Padat untuk Meningkatkan Pemahaman Konsep Calon Guru Fisika Heni Rusnayati; Raden Giovanni Ariantara
U-Teach: Journal Education of Young Physics Teacher Vol. 5 No. 1 (2024): June Edition
Publisher : Pendidikan Fisika Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/uteach.v5i1.841

Abstract

One of the challenges in learning solid-state physics is that phenomena are microscopic and therefore difficult for students to understand. This study aims to evaluate the effectiveness of using PhET virtual simulations in solid-state physics learning in improving conceptual understanding among prospective physics teachers. The research method used was a quasi-experiment with a one-group pretest-posttest design. The sample consisted of 30 prospective physics teachers from the Universitas Pendidikan Indonesia in Bandung. Concept understanding is measured through a description test. Data were analyzed using the Wilcoxon test and normalized gain to assess the effectiveness of virtual simulation and increase understanding of concepts. The results of the analysis show the positive potential of PhET virtual simulations in increasing the understanding of solid-state physics concepts for prospective physics teachers. Further research is needed regarding factors that can optimize the use of PhET virtual simulations in learning
Co-Authors A. F. C. Wijaya A. F. C. Wijaya A. Suhandi A.F.C Wijaya A.F.C. Wijaya Agus Fanny Chandra Wijaya Agus Fany Chandra Wijaya, Agus Fany Chandra Aminudin, Adam Hadiana Andhy Setiawan Arif Rahmatullah Asri Muslimah Syamsi Aulia Rahman Chaerul Rochman Chaerul Rochman Danawan, Agus Edah Nur Syamsiah Fajar Pagun Saepudin Gadis Argi Kiranti Gita Wahyu Pebriyanti Hana Susanti Harun Imansyah Harun Imansyah Hera Novia Ida Kaniawati Indah Safitri Iyon Suyana Karsih Karsih Kartika Mega Lestari Liza Heryanti Mochamad Irsyan Sandi I. Mochamad Raihan Ahnaf Rizqulloh Muhamad Gina Nugraha Muslim Muslim Parsaoran Siahaan Raden Giovanni Ariantara Raden Hanna Rifani Rahellia Stefani Restina Septiani Rima Nurul Fajriyati Saeful Karim Shofyan Sholahuddin TATI NURHAYATI Tiara Husnul Khotimah Wawan Ruswandi Wilda Oqctaria Neizar Putri Yudi Dirgantara Yunia Maghfirah