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All Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JPF : JURNAL PENDIDIKAN FISIKA
Muh. Tawil
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Education Physics

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Penerapan Pendekatan Keterampilan Dasar Proses Sains terhadap Hasil Belajar Fisika Peserta Didik Kelas X SMA Negeri 14 Gowa Fitri Magfirah; Muh. Tawil; Nurlina Nurlina
Jurnal Pendidikan Fisika Vol 6, No 1 (2018): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (624.507 KB) | DOI: 10.26618/jpf.v6i1.1197

Abstract

Penelitian ini merupakan penelitian pra eksperimen dengan desain one-group pretest-posttest design  yang bertujuan untuk mengetahui seberapa besar peningkatan hasil belajar fisika setelah diajar dengan pendekatan keterampilan dasar proses sains . Teknik pengumpulan data yang digunakan adalah tes hasil belajar yang terdiri dari 22 soal dalam bentuk pilihan ganda yang telah divalidasi oleh dua orang validator. Data yang terkumpul dianalisis dengan menggunakan teknik analisis deskriptif dan uji N-gain. Dari hasil penelitian ditemukan bahwa pembelajaran dengan pendekatan keterampilan dasar proses sains mengalami peningkatan yang berada pada kategori sedang.Kata kunci: Pendekatan keterampilan dasar proses sains,Hasil belajar FisikaThis researchis a pre-experimental research with a one-group pretest-posttest design that aims  to find out how much physics learning outcomes physics after being taught by Approach of basic science process skill. The data collection technique used is a learning result test consisting of 22 questions in the form of multiple choice that has been validated by two validators. The collected data were analyzed using descriptive analysis technique and N-gain test. From the results of the study found that learning with approach of basic science process skills to the experienced an increase that is in the category of being.Keywords: Approach of basic science process skill, Learning result
Assessing of Science Literacy Skills of Natural Science Pre-Service Teachers Through Virtual Laboratory-Based Scientific Approach Muh. Tawil; Bakkara, Hasanuddin; Putra, Andry S. Utama
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol. 11 No. 1 (2025): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 11 Issue
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.11106

Abstract

This study aims to assess the science literacy skills of science: 1) the activity of natural science pre-service teachers; 2) the improvement of science literacy skills of groups A and B; 3) whether there is a difference in the average score and the improvement of science literacy skills before and after learning in group  A and B; 4) whether there is no difference in the average score of the n-gain of science literacy skills of group A and B; and 5) how big is the effect size of the science literacy skills of group A and B. Pre-experimental research method, the number of samples of each group A and B (n = 29) were determined by purposive sampling. Data analysis was descriptive and inferential. The research instrument, a science literacy test, consisted of 20 multiple-choice questions with a value range of 0-100, which were valid (Vc = 1) and reliable (100%). Prospective science teachers who participated in the virtual laboratory-based scientific approach demonstrated an average score increase of 48% in science literacy skills for group A and 46% for group B. There was a difference in the average score of science literacy before and after learning in both groups. However, there was no significant difference in the average n-gain score between the two. The effect size in group A was in the high category (1.0), while group B was in the medium category (0.4). These results indicate that the science literacy skills of prospective teachers still need to be improved through training that combines the scientific approach and virtual laboratory so that they can be directly involved in the development of science literacy.
Co-Authors Bakkara, Hasanuddin Fitri Magfirah Nurlina Nurlina Putra, Andry S. Utama