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All Journal Jurnal Pendidikan Fisika Indonesia Omega: Jurnal Fisika dan Pendidikan Fisika Jurnal Penelitian Pembelajaran Fisika JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Titian Ilmu: Jurnal Ilmiah Multi Sciences Journal of Science Education Research International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL)
T. R. Ramalis
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Electrical & Electronics Engineering Energy Immunology & microbiology Mathematics Physics Social Sciences Other

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COLLABORATIVE RANKING TASKS (CRT) BERBANTUAN e-LEARNING UNTUK MENINGKATAN KETERAMPILAN GENERIK SAINS MAHASISWA CALON GURU FISIKA Wijaya, A. F.C.; Ramalis, T. R.
Jurnal Pendidikan Fisika Indonesia Vol 8, No 2 (2012)
Publisher : Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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

Abstract

Kurangnya kemampuan mahasiswa dalam proses membangun konsep dan keterampilan generik sains membuat kompetensi mereka tidaklah utuh sebagai calon guru. Collaborative Ranking Tasks (CRT) sebagai format baru dari latihan konseptual dan dilakukan secara kolaboratif dan ditunjang multimedia pembelajaran dalam sistem managemen e-Learning diharapkan dapat menjadi solusinya. Penelitian kuasi eksperimen pada 120 mahasiswa perkuliahan IPBA semester genap 2010-2011 yang dipilih secara purposive sampling dan terbagi menjadi dua kelompok kontrol dan eksperimen, penerapan CRT berbantuan e-Learning diarahkan untuk mengetahui pengaruhnya terhadap penguasaan konsep dan keterampilan generik sains (KGS) mereka. Dengan menggunakan instrumen pilihan ganda pada kelompok eksperimen dan kontrol, penguasaan konsep dan KGS mahasiswa dianalisis berdasarkan nilai rata-rata gain yang dinormalisasi <g> mereka. Hasil penelitian menunjukkan peningkatan penguasaan konsep pada kelompok eksperimen berbeda secara signifikan dibandingkan dengan peningkatan penguasaan konsep pada kelompok kontrol. Dengan demikian penerapan CRT berbantuan e-learning pada perkuliahan IPBA berpengaruh positif dan signifikan terhadap peningkatan penguasaan konsep dan KGS mahasiswa. Lackof developing mastery concept and generic science skills of physics university students causes them as a prospective physics teacher having incomplete competence. Collaborative Ranking Tasks (CRT)as a new form of conceptual exercise that is built collaborativelyby means of multimedia assistance hopefuly becomes the solution.By employing quasi-experimental research method, this study was aimed to investigate the effectiveness of CRT with e-Learning support system to improve university students’ mastery concepts and generic skills. The subjects of the study were 120 university students which were chosen through purposive sampling and divided into experimental group and control group. The research instruments were multiple choice exercises tested into the experimental group received a treatment – that is CRT in e-Learning support system – and the control group.It was found that the concept mastery of the experimental group has better significant improvement than the control group.
Karakterisasi Tes Keterampilan Proses Sains Materi Fluida Statis Berdasarkan Teori Respon Butir Fitriani, Lani; Ramalis, Tau?k Ramlan; Efendi, Ridwan
Omega: Jurnal Fisika dan Pendidikan Fisika Vol 5 No 2 (2019)
Publisher : Program Studi Pendidikan Fisika UHAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31758/OmegaJPhysPhysEduc.v5i2.27

Abstract

Keterampilan proses sains (KPS) merupakan salah satu keterampilan yang banyak ditekankan pada kurikulum pendidikan dalam beberapa tahun terakhir ini. Untuk mengetahui capaian keterampilan tersebut, maka dibutuhkan alat ukur yang valid dan reliabel. Oleh karena itu, penelitian dilakukan dengan tujuan untuk mengkarakterisasi tes keterampilan proses sains berdasarkan teori respon butir. Penelitian ini menggunakan desain konstruksi dan validasi tes. Proses konstruksi menghasilkan tes KPS berbentuk pilihan ganda pada materi ?uida statis yang mengukur lima aspek KPS. Sedangkan proses validasi didasarkan pada penilaian tes oleh lima orang ahli dan uji coba tes oleh siswa-siswa kelas sebelas dari tiga sekolah di Jawa Barat. Hasil penelitian menunjukkan bahwa tes KPS dapat dikatakan valid baik berdasarkan analisis menggunakan validitas isi V Aiken maupun analisis dengan teori respon butir. Hasil analisis kurva karakteristik tes menunjukkan bahwa tes KPS memiliki daya pembeda dalam kategori baik, tingkat kesukaran dalam kategori sedang dan faktor tebakan semu dalam kategori kurang baik. Hasil analisis fungsi informasi, tes KPS yang telah dikonstruksi reliabel dan dapat digunakan untuk partisipan dengan kategori kemampuan rendah hingga kemampuan tinggi. Dapat disimpulkan bahwa tes KPS pada materi ?uida statis valid dan reliabel.
Analisis Persepsi Calon Guru Terhadap Pengembangan Keterampilan Probem Solving Melalui Pembelajaran Fisika Erwin Erwin; N Y Rustaman; H Firman; T R Ramalis
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol 3 No 1 (2019): JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) - May 2019
Publisher : Program Studi Pendidikan Fisika STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (503.571 KB) | DOI: 10.30599/jipfri.v3i1.459

Abstract

A study about development of problem solving skills in physics learning was conducted to investigate how prospective teachers were able to integrate this ability into physics instruction. This article discusses the responses of prospective teachers to the development of problem solving skills through physics learning. Data were collected by using questionnaires and interviews. To strengthen data obtained through questionnaires, data were analyzed descriptively. The results of the study show that prospective physics teachers who have participated in Field Experience Program 2 (PPL 2) or who are currently participating in PPL 1, in general, agree that problem solving skills can be developed through subject matter learning, especially in physics learning. However, there are some prospective physics teachers who gave anomalous responses to several statements in the questionnaire, for example there are students who do not approve the statement that reads “Facilitating and analyzing problems for problem solving is done by drawing or sketching”. Based on these findings, it is necessary to provide a good understanding of the steps that should be taught in developing problem solving skills, such as giving example or modelling. Furthermore, prospective physics teachers need to be assessed their ability to teach the development of problem solving skills which was integrated with/in physics learning.
Adaptasi dan Mitigasi Bencana Alam untuk Mahasiswa Calon Guru Fisika Melalui Pengembangan LKM Rosmiati Rosmiati; Liliasari Liliasari; B Tjasyono; T R Ramalis; M Satriawan
Jurnal Penelitian Pembelajaran Fisika Vol 11, No 1 (2020): April 2020
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v11i1.5272

Abstract

Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk mengembangkan Lembar Kerja Mahasiswa (LKM) yang membekalkan kemampuan prediksi dengan metode ARIMA dan kemampuan berargumentasi pada topik Bencana Alam. LKM diterapkan pada calon guru fisika agar dapat memahami dan meringankan bencana alam sehingga memungkinkan untuk mengatasi kesulitan dan bencana bagi siswa SMP dan SMA. Model pengembangan yang digunakan adalah model ADDIE dengan keterlibatan 5 validator ahli dan diujicobakan pada 33 mahasiswa fisika yang telah mengampu matakuliah Fisika Kebumian dan IPBA. Data diperoleh dengan menggunakan lembar validasi ahli, Jawaban LKM dan lembar respons Mahasiswa. Berdasarkan hasil analisis data berdasarkan 5 validator ahli LKM yang dikembangkan sangat layak digunakan dan nilai rata-rata hasil pengerjaan LKM yang dilakukan oleh siswa di atas 75 yang berarti LKM layak digunakan. Selain itu, 80% mahasiswa sangat menyukai LKM yang digunakan.Kata kunci: Adaptasi dan mitigasi bencana, Kemampuan prediksi, Argumentasi
Instrumen Asesmen Pedagogical Content Knowledge dalam Konteks Pengembangan Keterampilan Komunikasi Saintifik pada Pembelajaran Fisika Erwin Erwin; NY Rustaman; H Firman; TR Ramalis
Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol 11 No 2 (2019): Titian Ilmu: Jurnal Ilmiah Multi Sciences - July 2019
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (305.129 KB) | DOI: 10.30599/jti.v11i2.494

Abstract

Artikel ini bertujuan mengembangkan instrumen pedagogical content knowledge (PCK) calon guru fisika dalam konteks pengembangan keterampilan komunikasi saintifik melalui pembelajaran fisika. Penelitian ini menggunakan metode Design and Development Research (DDR) dengan tahapan perencanaan, produksi dan evaluasi. Partisipan dalam penelitian ini berjumlah dua puluh satu mahasiswa calon guru fisika di salah satu LPTK di Sumatera Selatan dan tujuh dosen pada Program Studi Pendidikan Fisika. Instrumen yang dikembangkan berbentuk task (matriks PCK) dan rubrik penilaian matriks PCK dalam konteks pengembangan keterampilan komunikasi saintifik. Kelayakan rubrik diuji dari segi validitas, reliabilitas (konsistensi) dan praktibilitas. Berdasarkan uji kelayakan yang dilakukan, rubrik yang dikembangkan memenuhi syarat validitias yang baik dimana diperoleh indeks CVR sebesar 1. Rubrik juga memenuhi syarat reliabilitas yang memadai berdasarkan uji statistik Intraclass Correlation Coefficients (ICC) dan indeks Kendall’s Coefficient Concordance W. Indeks ICC mapun indeks Kendall W diperoleh pada rentang sedang dan tinggi. Partisipan menyatakan rubrik yang dikembangkan bermanfaat, mudah digunakan meskipun membutuhkan alokasi waktu yang lebih banyak dalam menggunkan rubrik. Dengan demikian instrumen yang dikembangkan layak digunakan untuk menilai PCK calon guru fisika dalam konteks pengembangan keterampilan problem solving siswa.
Analyzing instrument characteristics of critical thinking skills and mastery of concepts based on item response theory M S Mu’iz; I Kaniawati; T R Ramalis
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (829.965 KB)

Abstract

Studying aim is to exploration the instrument characteristics that can measure critical thinking skills (CTS) and mastery of concepts senior high school students by multiple-choice instrument in optic tools subject. The multiple-choice instrument will be analyzed about validity, reliability, item discrimination, item difficulty and item guessing factor based on item response theory (IRT). The multiple-choice instrument has 19 items measuring CTS such as interpretation, analysis, inference, evaluation and explanation. Together with measure cognitive processes dimension those are understand, applying, analyzing and evaluation. Moreover to measure knowledges dimension such as factual knowledge, conceptual knowledge and procedural knowledge. Subject and location of research are 40 students of senior high school 12 grade in South Banding region. They were selected using purposive sampling as participants of limited test. IRT counting is using add-ins irt for Microsoft Excel. The analysis results by IRT stated that instrument has been valid and reliable, as well every item has parameter-a, b and c scores. Thus, the multiple-choice assessment instrument fulfills quality test criteria and can measure CTS and mastery of concepts.
The profile of science process skills of junior high school students in Lembata V A Tonjo; T R Ramalis; Hernani Hernani
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.661 KB)

Abstract

This preliminary study aims to obtain data on the extent to which the science process skills (SPS) has been developed in the process of science learning in one of the private junior high school in Lembata, which later taken as a consideration for promoting a SPS-oriented learning. Data were collected through questionnaires filled out by students and interviews with science teachers. Based on the results of the analysis, it is known that science learning in schools has not been fully able to bring up the skills expected; for the average score of aspects of observing, designing and making, predicting, measuring and calculating, hypothesizing and communicating, only reached less than 65%. This low achievement is due to the applied methods, models and learning strategies, which tend to lead students having conceptual understanding, while the procedural, factual and other basic understanding of science are poorly trained. Based on this case, it is necessary to do further research in the form of application of a method and learning strategy that is able to enhance student's SPS.
The identification of students abductive types in science learning using an abductive inquiry model with connected integration type N Nuriyanti; R Ramalis; s Supriatna
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (193.664 KB)

Abstract

In recent years, there has been an increasing interest in student thinking skills. Many researchers argue that reasoning skills are one of the most important skills for the students, one of which is abductive reasoning. Therefore, the study aims at identifying various students' abductive types in science learning by applying the integrated type of abductive inquiry learning model on global warming topic. This research was a qualitative study, utilizing an audio recording of student and teacher dialogues during learning and an observation sheet. The subjects in this study were 30 students of grade VII selected by convenience sampling technique. The results showed that the abductive types of students in learning science varied between groups. These types included theoretical abductive, existential abductive and legal or regulatory abductive.
PENERAPAN PBL DENGAN KONTEKS ESD UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF PESERTA DIDIK Irsa Indriati Pratiwi; Agus Fany Chandra Wijaya; Taufik Ramlan Ramalis
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.86 KB) | DOI: 10.21009/03.SNF2019.01.PE.01

Abstract

Penelitian ini dilakukan karena masih banyaknya hasil belajar peserta didik yang diukur, tanpa adanya pengalaman secara mandiri yang dimiliki oleh peserta didik untuk mengkonstruk kemampuan yang mereka miliki, salah satunya yaitu kemampuan pada ranah kognitif. Penelitian ini bertujuan untuk meningkatkan hasil belajar ranah kognitif peserta didik pada materi pemanasan global, dan memprofilkan sustainability awareness dengan menerapkan model Problem Based Learning dengan konteks Education for Sustainable Development (ESD). Sintaks PBL yang digunakan yaitu 1) Orientasi peserta didik pada masalah, 2) Mengorganisasikan peserta didik pada masalah, 3) Membimbing penyelidikan individu dan kelompok, 4) Mengembangkan dan menyajikan hasil karya, dan 5) Menganalisis dan mengevaluasi proses pemecahan masalah, yang setiap sintaksnya disertai dengan aspek Lingkungan, sosial dan ekonomi yang disesuaikan dengan materi pembelajaran. Dilakukan penelitian menggunakan metode pre-eksperimental, dengan one group pretest-posttest design pada 1 kelas XI MIPA pada SMA Negeri X di Kota Bandung. Instrumen yang digunakan berupa soal pilihan ganda, lembar observasi keterlaksanaan, dan angket. Diperoleh hasil, terjadi peningkatan hasil belajar ranah kognitif pada materi pemanasan global dengan rata-rata nilai gain ternormalisasi 0,69 pada kategori sedang, dan profil sustainability awareness peserta didik dengan mean total 0,71, dan nilai mean tertinggi memprofilkan emotional awareness yaitu 0,99. This research was conducted because there are still many student learning outcomes that are measured without the independent experience of students, in constructing the abilities they have one of them is the ability in the cognitive domain. This study aims to improve the cognitive learning outcomes of students in the chapter on global warming, and profiling sustainability awareness by applying the Problem Based Learning model in the context of Education for Sustainable Development (ESD). PBL syntax used is 1) Orientation of students on the problem, 2) Organizing students on the problem, 3) Guiding individual and group investigations, 4) Developing and presenting the work, and 5) Analyzing and evaluating the problem-solving process, each of which has a syntax accompanied by environmental, social and economic aspects that are tailored to the learning material. The study was conducted using the pre-experimental method, with one group pretest-posttest design in 1 class XI MIPA at X Senior High School in Bandung. The instruments used were multiple-choice questions, implementation observation sheets, and questionnaires. Obtained results, there was an increase in cognitive learning outcomes in the chapter on global warming with an average normalized gain value of 0.69 in the medium category, and students' sustainability awareness profile with a total mean of 0.71, and the highest mean value profiling emotional awareness, 0.99.
COORPERATIVE LEARNING TYPE THINK PAIR AND SHARE (TPS) DENGAN KONTEKS EDUCATION SUSTAINABLE AND DEVELOPMENT UNTUK MENINGKATKAN KEMAMPUAN MENGANALISIS GEJALA DAN DAMPAK PEMANASAN GLOBAL Mareza Riane Maharis; Taufik Ramlan Ramalis; Agus Fany Chandra Wijaya
PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 8 (2019): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2019
Publisher : Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.546 KB) | DOI: 10.21009/03.SNF2019.01.PE.21

Abstract

Kemampuan menganalisis adalah salah satu keterampilan berpikir tingkat tinggi yang dianggap penting dilatihkan pada siswa melalui pembelajaran Fisika. Berdasarkan hasil studi pendahuluan, kemampuan ini masih belum maksimal dilatihkan kepada siswa dalam pembelajaran Fisika. Penelitian ini bertujuan menemukan cara terbaik untuk melatih kemampuan menganalisis melalui model pembelajaran Think Pair and Share (TPS), yang mengutamakan proses diskusi kelompok kecil sehingga siswa lebih dapat menganalisis masalah dan berkomunikasi satu sama lain. Model ini diterapkan melalui pendekatan Education Sustainable and Development (ESD) pada materi Pemanasan Global, untuk membangun Sustainability Awareness siswa terhadap lingkungannya. Desain penelitian menggunakan One Group Pretest-Posttest Design, dengan instrumen pilihan ganda untuk mengukur kemampuan berpikir analisis, angket untuk memprofilkan Sustainable Awareness. The ability to analyze is one of the high-level thinking skills that are considered important to be trained in students through learning Physics. Based on the results of the preliminary study, this ability is still not maximally trained for students in learning Physics. This study aims to find the best way to practice analytical skills through Think Pair and Share (TPS) learning models, which prioritizes the process of small group discussions so that students are better able to analyze problems and communicate with each other. This model is implemented through the Education Sustainable and Development (ESD) approach to Global Warming lessons, to build students' Sustainability Awareness of their environment. The research design uses One Group Pretest-Posttest Design, with multiple choice instruments to measure analytical thinking ability, questionnaire to profiling Sustainable Awareness.
Co-Authors A. F.C. Wijaya Agus Fany Chandra Wijaya, Agus Fany Chandra B Tjasyono E. F. D. Sobari Efendi, Ridwan Erwin Erwin Erwin Erwin Fitriani, Lani H Firman H. Hernani HERNANI - I Kaniawati Irsa Indriati Pratiwi Liliasari , M S Mu’iz M Satriawan Mareza Riane Maharis N Nuriyanti N Y Rustaman NY Rustaman Rosmiati Rosmiati s Supriatna V A Tonjo