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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Inovasi Pendidikan Fisika Jurnal Ilmu Pendidikan dan Pembelajaran Prosiding Temu Ilmiah Nasional Guru Jurnal Penelitian Pembelajaran Fisika
Iyon Suyana
Jurusan Pen.Fisika
Earth & Planetary Sciences Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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KINERJA GURU FISIKA DALAM MEMPERSIAPKAN DAN MENGIMPLEMENTASIKAN PEMBELAJARAN FISIKA MELALUI KEGIATAN LESSON STUDY DI KABUPATEN SUMEDANG Novia, Hera; Suyana, Iyon
Jurnal Pengajaran MIPA Vol 12, No 2 (2008): JPMIPA: Volume 12, Issue 2, 2008
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v12i2.35774

Abstract

Telah dilakukan penelitian deskriptif untuk mengungkapkan kinerja guru-guru dalam melaksanakankegiatan Lesson Study. Lesson Study ádalah model pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berlandaskan prinsip-prinsip kolegalitas dan mutual learning untuk membangun komunitas belajar”( Hendayana dkk, 2006). Penelitian ini dilakukan di MGMP Fisika SMP/MTs Kabupaten Sumedang wilayah Situraja. Instrumen yang digunakan ádalah berupa format observasi dan penilaian produk. Data hasil penelitian dianalisis secara kualitatif untuk mengetahui kemampuan menganalisis masalah-masalah dan mencari solusi pembelajaran yang dihadapi, kemampuan merencanakan pembelajaran secar tertlis, kemampuan mengajar dan ketajaman mengamati akivitas siswa selama pembelajaran. Hasil penelitian menunjukkan bahwa sebagian besar guru dapat mengemukakan permasalahan pembelajaran yang dihadapinya dan hampir semua guru berkontribusi dalam menemukan solusi masalah yang dihadapi bersama. Sebagian besar masalah yang diajukan dimulai dari materi ajar. Solusi masalah dituangkan dalam rencana pengembangan model pembelajaran. Kemampuan guru dalam merencanakan pembelajaran secara tertulis secara kolaboratif sesuai dengan prinsip pengembangan Rencana Pelaksanaan Pembelajaran. Kemampuan guru model dalam mengimplementasikan pembelajaran secara umum sudah sesuai dengan rencana pelaksanaan pembelajaran yang dikembangkan, hanya di kegiatan penutup tidak sesuai dengan yang direncanakan. Semua guru dapat mengamati aktivitas pembelajaran yang berfokus pada interaksi siswa. Frekuensi aktivitas siswa yang diamati guru yang paling tinggi adalah interaksi siswa dengan bahan ajar terutama aktivitas meangkai alat percobaan. Sedangkan Frekuensi aktivitas siswa yang diamati guru yang paling rendah adalah aktivitas mengapresiasi teman yang termasuk interaksi siswa dengan siswa.
KEMAMPUAN MENDESKRIPSIKAN HUBUNGAN ANTAR KONSEP FISIKA SISWA SMP DALAM PEMBELAJARAN BERBASIS FREE INQUIRY DALAM UPAYA MENINGKATKAN KEMAMPUAN GENERIK SAINS Suyana, Iyon
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36007

Abstract

In an effort to develop the generic skills of science students conducted research to reveal the ability to describe the relationship between the concept of students in learning science / physics topic in class IX Ohm's Law. To know how to profile a student's ability in describing the relationship between the concepts of physics on the topic of Ohm's Law of Free Inquiry-based learning carried out in one class IX SMP Negeri 2 Cikalongwetan. Achieving the ability of students and percentage of students who achieve the ability to describe every aspect of the relationship between concepts is measured by observation and assessment products in the form of journal the results of the experiment. The results of this study indicate that the highest and lowest achieving students to aspects of the writing tables in the indicator unit 59% and 12% of the write indicator; create a chart on the indicator to write on both axes coordinate the writing of 78% and the indicator unit on the second coordinate axis 22%; describe relationships between concepts in the form of sentences in two variables load indicator 100% and the indicator shows the quality of the relationship between variables 35%; and describe the relationships between concepts in the form of symbols on the indicator symbol contains 87% 2 variables and indicators to formulate the relationship between symbols 13%. Prosentase students who can show the ability to create tables and graphs the results of the experiment, describing the relationship between concepts in the form of words and symbols in a row is 56%, 73%, 61%, and 50%.
IMPLEMENTASI PENILAIAN BERBASIS KELAS DALAM UPAYA PENINGKATAN PRESTASI BELAJAR SAINS FISIKA MELALUI PEMBELAJARAN KOOPERATIP DI SEKOLAH DASAR Suyana, Iyon; Ramalis, Taufik Ramlan
Jurnal Pengajaran MIPA Vol 6, No 2 (2005): JPMIPA: Volume 6, Issue 2, 2005
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v6i2.34992

Abstract

Guru-guru IPA SD di Kecamatan Menes belum pernah melaksanakan PBK atau penilaian berbasis kelas dalam pembelajaran karena merasa kesulitan dalam melaksanakannya, belum mengetahui manfaatnya dan menghawatirkan akan menurunkan prestasi ranah kognitif siswa. Melalui pembelajaran Kooperatip Numbered Head Together (NHT) dicobakan pembelajaran dengan melakukan asesmen kinerja di Kelas VI 4 pada SD di Kecamatan Menes dengan topik Listrik untuk mendapatkan bagaimana prestasi siswa setelah pembelajaran dan respon guru terhadap pelaksanaan asesmen kinerja dalam suatu pembelajaran. Hasil penelitian menunjukkan asesmen kinerja mampu mengungkapkan kinerja siswa untuk aspek-aspek; Pengetahuan dasar nama dan fungsi komponen, ketrampilan dasar rangkaian, ketrampilan merangkai alat, kemampuan melakukan percobaan, kemampuan mendiagnosis dan menganalisis rangkaian, ketrampilan sosial dan kemampuan mengaplikasikan konsep dan ketrampilan percobaan dalam situasi baru. Disamping itu pelaksanaan PBK dalam pembelajaran tidak menurunkan prestasi ranah kognitif siswa. Respon guru positip terhadap pelaksanaan PBK.
Penerapan Strategi Metakognisi dalam Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Kemampuan Literasi Sains Siswa SMA Az-zahra, Salsabila; Novia, Hera; Suyana, Iyon
IPF: Inovasi Pendidikan Fisika Vol. 12 No. 3 (2023): Volume 12 Nomor 3 Tahun 2023
Publisher : Universitas Negeri Surabaya

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

Abstract

Penelitian ini bertujuan untuk melihat peningkatan kemampuan literasi sains siswa dengan menerapkan strategi metakognisi dalam model pembelajaran inkuiri terbimbing dibandingkan dengan penerapan model inkuiri terbimbing saja. Desain penelitian ini menggunakan non-equivalent control group design dengan sampel sebanyak 64 siswa kelas XI SMA. Sampel terbagi kedalam dua kelas yaitu kelas eksperimen dan kelas kontrol yang akan diujikan kemampuan literasi sainsnya. Hasil dari uji independent t-test memperoleh nilai signifikansi sebesar 0,048 dimana nilai tersebut lebih kecil dari taraf signifikansi . Maka dapat disimpulkan bahwa terdapat pengaruh dari penerapan strategi metakognisi terhadap kemampuan literasi sains siswa. Selain itu uji N-Gain dilakukan guna melihat peningkatan kemampuan literasi sains siswa pada kedua kelas tersebut. Dihasilkan bahwa nilai N-Gain pada kelas eksperimen dan kelas kontrol berturut-turut adalah 0,66 dan 0,45. Peningkatan kelas eksperimen lebih tinggi dari kelas kontrol. Oleh karena itu, penelitian ini menyimpulkan bahwa penerapan strategi metakognisi dalam model pembelajaran inkuiri terbimbing dapat lebih meningkatkan kemampuan literasi sains siswa dibandingkan dengan penggunaan model pembelajaran inkuiri terbimbing saja.
UPAYA MENINGKATKAN HASIL BELAJAR SISWA MENGGUNAKAN METODE PEMBELAJARAN DISCOVERY LEARNING DENGAN MATERI SISTEM KOLOID SISWA KELAS XI Nugrohaini, Fitri; Suyana, Iyon; Rahmat, Nahzim; Wijayanti, Sukma Wahyu
Prosiding Temu Ilmiah Nasional Guru Vol. 15 No. 1 (2023): TING XV 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka

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Abstract

The problem discussed in this study is how to improve learning outcomes and student learning activities using the discovery learning method with colloidal system material for class XI MIPA SMA IT Istiqomah Temanggung. This study aims to improve the learning outcomes and learning activities of XI MIPA SMA IT Istiqomah Temanggung students about colloidal system material using discovery learning methods. The research data were obtained from 18 students in class XI MIPA SMA IT Istiqomah Temanggung. When the research was conducted in semester 2 of the 2022/2023 school year. This classroom action research was conducted for 2 cycles. The collection of material understanding data was measured by understanding tests and student learning activities were measured by observing student learning activities. Data analysis was grouped based on data on students who were able to achieve KKM on student learning outcomes and learning activities. The Minimum Completeness Criteria (KKM) for chemistry subject class XI is 70. The learning outcomes of students in cycle 1 who achieved KKM were 7 students (39%). In cycle 2 there was an increase in student learning outcomes to 15 students (83%) who achieved KKM. Student learning activities consist of 3 aspects, namely the aspect of discussion ability, learning interaction and presenting the results of the discussion. From the observations of student learning activities in cycle 1, there were 7 students (39%) who achieved KKM scores. In cycle 2 student learning activities increased to 18 students (100%) who achieved KKM scores.
Implementation of the Learning Cycle 9E with Real-Virtual Practicum to Improve Students' Critical Thinking Skills Febriani, Gani; Sari, Ika Mustika; Suyana, Iyon
Berkala Ilmiah Pendidikan Fisika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v13i1.21134

Abstract

Rapid advancements in science and technology have made critical thinking skills increasingly essential. 21st-century education focuses not only on knowledge transfer but also on developing crucial skills to meet future challenges. This study examines the enhancement of students' critical thinking skills by implementing the Learning cycle of the 9E model, which integrates real and virtual practicums on dynamic fluid materials. The research used a pre-experimental design with a pretest-posttest approach involving 27 grade XI students selected via purposive sampling. Data were collected using a critical thinking skills test with 19 two-level multiple-choice questions and analyzed with Rasch modeling techniques. Results showed that the Learning cycle of the 9E model, combining real and virtual practicums, improved students' critical thinking skills by 5.74 logits, indicating a medium level of improvement. The racking technique revealed that initially, difficult questions became easier post-intervention, highlighting a positive impact on learning. Thus, the Learning cycle of the 9E model with real-virtual practicums effectively enhances students' critical thinking skills in dynamic fluid materials. These findings have significant theoretical and practical implications, supporting classroom learning and educational policies. The stacking and racking techniques provide deeper and more accurate analysis results.
Analysis of Students' Questioning Skills During Discovery Learning: A Descriptive Study Based on The Revised Bloom's Taxonomy Framework Safitri, Salsya Diva; Liliawati, Winny; Suyana, Iyon
Jurnal Penelitian Pembelajaran Fisika Vol. 15 No. 4 (2024): OCTOBER 2024
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v15i4.874

Abstract

The problem in this study is the lack of questioning skills based on cognitive process dimensions and knowledge dimensions. This research aims to analyze questioning skills through students' written work using the revised Bloom's Taxonomy framework, specifically the cognitive process and knowledge dimensions. The participants were 32 students (15 males and 17 females) from class XI MIPA 3 at a high school in Bandung. This descriptive study employed documentation analysis using Google Forms for individual questions and worksheets for group questions. The results depict students' cognitive processes at the levels of remembering, understanding, applying, analyzing, evaluating, and creating as 18.25%, 47.44%, 9.49%, 18.25%, 2.92%, and 3.65%, respectively. In terms of knowledge dimensions, the percentages for factual, conceptual, procedural, and metacognitive knowledge were 24.82%, 72.99%, 2.19%, and 0%, respectively. It can be concluded that questioning based on cognitive processes is distributed across all levels from remembering to creating, while questions based on knowledge dimensions are predominantly conceptual.
PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK Nazila, Nazwa; Suyana, Iyon; Rusnayati, Heni
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpf.v13i2.60572

Abstract

Pada abad ke-21 peserta didik diharuskan menguasai empat kompetensi dan salah satunya merupakan keterampilan berpikir kritis. Keterampilan berpikir kritis perlu dilatihkan dalam berbagai bidang pelajaran, salah satunya sains. Akan tetapi, pada tahun 2022 hasil tes Programme for International Student Assessment (PISA) yang diikuti 81 negara menunjukkan bahwa nilai sains peserta didik Indonesia masih berada di bawah nilai rata-rata sains secara keseluruhan. Oleh karena itu, perlu adanya usaha dalam peningkatan keterampilan berpikir kritis menggunakan model pembelajaran yang tepat. Penelitian bertujuan untuk menganalisis pengaruh model pembelajaran discovery learning terhadap keterampilan berpikir kritis peserta didik. Jenis penelitian yang dilakukan adalah kuantitatif dengan metode pre-eksperimental one group pretest-postest design. Teknik pengambilan sampel menggunakan convenience sampling yang berjumlah 34 peserta didik kelas XI SMA dengan instrumen yang digunakan yaitu tes berjumlah 10 butir soal uraian. Teknik analisis yang digunakan adalah uji Wilcoxon dan uji N-Gain. Hasil penelitian ini menunjukkan bahwa adanya pengaruh berupa peningkatan keterampilan berpikir kritis setelah diajarkan menggunakan model pembelajaran discovery learning sebesar 0,64 masuk kategori sedang. Hasil ini menunjukkan bahwa model pembelajaran discovery learning berpengaruh terhadap peningkatan keterampilan berpikir kritis peserta didik. Hasil penelitian ini diharapkan dapat memberikan pengetahuan praktisi dan akademisi tentang model pembelajaran discovery learning dan keterampilan berpikir kritis peserta didik.
Implementation of Interactive Conceptual Instruction (ICI) With Computer Simulation: Impact of Students’ Misconceptions on Momentum and Impulse Material Kaniawati, Ida; Danawan, Agus; Suyana, Iyon; Samsudin, Achmad; Suhendi, Endi
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 10 No 1 (2021): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v10i1.8375

Abstract

Misconceptions frequently occur in various physics concepts, including momentum and impulse. Misconceptions in students must be addressed since they can hinder the learning process. This study aimed at investigating students' misconceptions on momentum and impulse material after implementing Interactive Conceptual Instruction (ICI) with computer simulations. The method employed in this study was a quasi-experimental design with One Group Pretest-Posttest Design. This research was conducted on 30 students of the tenth grade determined by the purposive sampling technique. Fifteen four-tier test items were used as the research instrument. The N-gain analysis was performed to know the reduction of misconceptions. The results showed that the N-gain value obtained was 0.46 with moderate interpretation, meaning that Interactive Conceptual Instruction (ICI) aided with computer simulations could reduce student misconceptions. The results also indicated that the misconception after treatment was smaller than before treatment. This phenomenon can be seen from the reduction of misconceptions by 11.6% after implementing Interactive Conceptual Instruction (ICI) with computer simulations. Therefore, it can be concluded that the Interactive Conceptual Instruction (ICI) with computer simulations can facilitate students in the learning process so that misconceptions can be reduced.
Learning Design for Ethnophysics-Integrated Physics: A Study on Parabolic Motion Through Gatrik Game Liliawati, Winny; Yetia, Yeyet; Suyana, Iyon; Maharani, Ghia Syifa; Danawan, Agus; Zakwandi, Rizki
Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 4 No. 1 (2025): Oktober 2025
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/jipp.v4n1.p63-72

Abstract

Ethnophysics is an innovation in physics learning that connects local culture, traditions, and community practices into learning by analyzing physics concepts that occur. One form of application is through the traditional game Gatrik, which contains the principles of motion, especially parabolic motion. This study aims to design and implement an ethnophysics-integrated physics learning design on parabolic motion material through the Gatrik game. This research uses qualitative method with participatory action research design on the implemented learning process. This research focuses on observing learning with a lesson study approach, which consists of three stages namely plan, do, and see which focus on strengthening and assisting high school physics teachers in developing ethnophysics-based teaching tools. At the plan stage, learning tools were prepared in the form of lesson plans and LKPD; at the do and see stages, open lessons were conducted to observe the implementation of learning. The data in this study were collected using a learning observation sheet, especially at the see stage of a series of lesson study activities. The results of the plan stage are in the form of lesson plans and LKPD that have been adapted to ethnophysics integrated physics learning. Furthermore, the results of observations at the do and see stages show that physics learning that integrates Gatrik games as a representation of ethnophysics can increase student learning activities. Learning combined with traditional games can significantly increase students' enthusiasm for physics material. In general, the integration of ethnophysics in learning can contribute to the preservation of local wisdom and increase students' interest and motivation to learn in Physics.
Co-Authors Achmad Samsudin Ahmad H Az-zahra, Salsabila Danawan, Agus Dedi T Trisnahaja E. Suhendi Febriani, Gani Heni Rusnayati Hera Novia Hidayat, Arif Insan Ida Kaniawati Ika Mustika Sari J, Dedi Jajang Kunaedi Kokom k KOSASIH KOSASIH, KOSASIH Kunkun, Kunkun Maharani, Ghia Syifa Mr Kosasih Mr Kunkun Mr Maman Ms Hera Ms Wartini Ms Wiwin Nazila, Nazwa Nugrohaini, Fitri Parsaoran Siahan Rahmat, Nahzim S, Maman Safitri, Salsya Diva Setiya Utari TATI NURHAYATI Taufik Ramlan amalis Trisnahada, Trisnahada Wartini Wartini, Wartini Wijayanti, Sukma Wahyu Winny Liliawati Wiwin Wiwin, Wiwin Yetia, Yeyet Zakwandi, Rizki