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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika
anisa dwita fitri
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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Pengaruh strategi metakognitif dalam pembelajaran berbasis masalah terhadap pencapaian hasil belajar fisika siswa kelas XI SMAN 4 Padang anisa dwita fitri; amali putra
PILLAR OF PHYSICS EDUCATION Vol 12, No 1 (2019)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (551.007 KB) | DOI: 10.24036/4808171074

Abstract

One of the problems in physics learning in high school is that students are less able to solve various problems that are relevant to the subject matter, so student physics learning outcomes are still low. This research aims to determine the effect of the application of metacognitive strategy in problem-based learning to the results of physics learning of class XI students at SMAN 4 Padang in the first semester of the 2018/2019 academic year. This research is in the form of Quasi Experiment with the design of Posttest Only Control Gorup Design. The sampling technique was Cluster Random Sampling obtained by class XI MIPA 2 as the experimental class and class XI MIPA 1 as the control class. Research data was obtained through instruments in the form of LKS and tests in the form of learning outcomes data on aspects of knowledge. The instruments used have met the validity and reliability through trials. The results showed that the posttest results of the experimental class average value of 62.72 were higher than the average value of the control class of 55.34. The results of the t test at the 95% level indicate that tcount> t table, so that the difference in average values is due to differences in treatment. From the results of regression analysis and simple linear correlation between the value of using LKS and posttest in the experimental class, the value of rxy was 0.623, meaning that there were 38.81% contributions to the application of metacognitive strategy to student learning outcomes.
Pengembangan E-modul Fisika Terintegrasi Model PBL dan Etnosains untuk Meningkatkan Keterampilan Abad 21 Siswa Anisa Dwita Fitri; Asrizal
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5877

Abstract

The 21’st century learning should be able to build students’ abilities comprehensively. Students are expected to have 21’st century learning skills known as 4C skills, namely critical thingking, creative thingking, collaboration and communication. Meaningful learning is needed to improve students’ 21st century skills, such as integrated physics learning with ethnoscience. Ethnoscience related to local cultural concepts integrated into e-module can be used as a learning resource. The purpose of this study is to describe the results of the preliminary research and development stages of the physic e-module integrated with PBL model and ethnoscience to improve students’ 21 Century skills. This study is a research and development (R&D) type and the Plomp model. The instruments used were teacher and student interview sheets, self-evaluation sheets, validity and practicality questionnaires. Based on data analysis, the results of validity testing in the valid category with an average value 0.94. Then, the results of practicality testing in the very practical category with an average value 90.09. It can be concluded, the physics e-module integrated with PBL model and ethnoscience to improve students' 21st century skills is valid and practical for use in the learning process.
Co-Authors Asrizal Putra, Amali