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All Journal FKIP e-PROCEEDING Experimental Student Experiences
Laily Ramadhanty
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Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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PEMBELAJARAN FISIKA MENGGUNAKAN LKPD BERBASIS DISCOVERY LEARNING DISERTAI DIAGRAM V UNTUK MEMBELAJARKAN KEMAMPUAN BERPIKIR KREATIF Laily Ramadhanty; Sri Handono Budi Prastowo; Yushardi Yushardi
FKIP e-PROCEEDING Vol 4 No 1 (2019): Prosiding Seminar Nasional Pendidikan Fisika
Publisher : Pendidikan Fisika FKIP UNEJ

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Berpikir kreatif (creative thinking) merupakan proses berpikir seseorang yang berorientasi untuk memunculkan suatu gagasan atau ide baru yang termasuk ke dalam kemampuan berpikir tingkat tinggi atau HOTS (Higher Order Thinking Skills). Kemampuan berpikir kreatif merupakan kemampuan berpikir yang berbeda, responsif (peka terhadap permasalahan), dan memberikan solusi yang tidak biasa dengan cara yang berbeda dalam menyelesaikan suatu permasalahan. Ketercapaian tujuan pembelajaran yang sesuai merupakan salah satu indikator membelajarkan kemampuan berpikir kreatif. Indikator kemampuan berpikir kreatif meliputi fluency thinking (berpikir lancar), originality thinking (berpikir kebaruan), elaborate ability (keterampilan mengelaborasi), dan flexibility thinking (berpikir luwes). Namun, realita yang terjadi di sekolah menunjukkan bahwa pelaksanaan pembelajaran kurang menekankan pada kemampuan berpikir kreatif. Salah satu upaya untuk membelajarkan kemampuan berpikir kreatif dengan menggunakan model pembelajaran discovery learning. Peneliti memberikan solusi dengan menyusun LKPD berbasis discovery learning berbantuan diagram V. Diagram V yakni suatu alat bantu yang membantu peserta didik untuk mengkonstruksi pemahaman terkait pengetahuan yang dimiliki. Berdasarkan hasil penelitian yang dilakukan peneliti menggunakan metode deskriptif yang dilakukan di kelas XI MIPA SMA terkait tahapan-tahapan penyusunan LKPD dan diagram V dalam upaya membelajarkan kemampuan berpikir kreatif, kesimpulan yang diperoleh yakni LKPD berbasis discovery learning berbantuan diagram V dapat membelajarkan kemampuan berpikir kreatif dalam pembelajaran fisika.Kata Kunci: diagram V, kemampuan berpikir kreatif, LKPD Discovery Learning, pembelajaran
Application of Scaffolding-based Learning Media PhET Simulation in Improving Student Learning Outcomes at SMA Negeri Ambulu Khoirul Anwar; Laily Ramadhanty; Yushardi
Experimental Student Experiences Vol. 2 No. 2 (2023): April
Publisher : LPPM Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/ese.v1i4.196

Abstract

Computergsimulation is an alternative and effective solution in understanding physics concepts that are difficult to describe through laboratory experiments. One of the platforms that provide experiments in the form of simulations is a virtual laboratory. One of the virtual laboratory applications is PhET Simulation. In this study, based on research on the application of virtual lab-based learning media PhET Simulation for students in class X-6 SMA Negeri Ambulu on the topic of Global Warming. This study uses two parameters, namely the experimental class and the control class. The data of this study were obtained from the results of the pretest and posttest using the Learners' Worksheet which was tested using normalized gain. Based on the research that has been done, the results of the normalized gain value of the experimental class are 0.64. While the control class normalized gain value is 0.14. From this N-gain value it can be concluded that student learning in experimental classes with the help of virtual lab PhET Simulation can increase more significantly than student learning in control classes that do not use virtual lab PhET Simulation.
Application of the Cooperative Learning Model using the Jigsaw type to improve Student Learning Outcomes at SMA Negeri Ambulu Khoirul Anwar; Laily Ramadhanty
Experimental Student Experiences Vol. 2 No. 2 (2023): April
Publisher : LPPM Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/ese.v1i4.197

Abstract

Based on research on the application of the cooperative learning model with the jigsaw type of grade X-6 students of SMA Negeri Ambulu on the topic environmental pollution, the results obtained consisted of three cycles, namely cycle I, cycle II, and cycle III. This research is a classroom action research that aims to determine the improvement of students in solving problems in the form of student success in the value of the cognitive aspect and the value of the affective aspect. In cycle I, the results were obtained on the cognitive and affective aspects, each with an average value of 62.5 and 67.25. Whereas in cycle II the results were obtained on the cognitive and affective aspects with an average value of 66.67 and 70.67, respectively. While in cycle III the results were obtained on the cognitive and affective aspects with an average value of 75.32 and 77.32, respectively. So it can be concluded that in each learning cycle there is an increase in learning outcomes and the application of the jigsaw cooperative learning model can run effectively and optimally.
Co-Authors KHOIRUL ANWAR Prastowo, Sri Handono Budi Yushardi Yushardi Yushardi