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All Journal WAPFI (Wahana Pendidikan Fisika) Jurnal Kreatif Tadulako Online Saintifika JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Musamus Journal of Science Education Ideguru: Jurnal Karya Ilmiah Guru Jurnal Riset Pendidikan MIPA Integrated Science Education Journal Media Eksakta Jurnal Kreatif Online Jurnal Banua Oge Tadulako Mitra Sains JPFT (Jurnal Pendidikan Fisika Tadulako Online)
I Komang Werdhiana
Program Studi Pendidikan Fisika, FKIP, Universitas Tadulako
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Mitra Sains

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Pengembangan Perangkat Pembelajaran Fisika Kelas X Dengan Model Plomp Di Sma Negeri 5 Palu Kusnaeni Kusnaeni; Marungkil Pasaribu; I Komang Werdhiana
Mitra Sains Vol 5 No 1 (2017): Januari
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v5i1.42

Abstract

The research aims at developing the Physics subject Instructional packages of year X semester I SMAN 5 Palu by Plomp model. The research employed Research Development Desain. The instructional package drafis that have been previously developed validated by a content expert, a design expert, and a media expert. The revised version of the packages were tried out info three defferent subject indimall group and big group which contained 30 student and 1 teacher. Questionnaire designed in 1 to 5 scale was used as the instrument of data collection. Suggestion, input and coment during consultation period were also noted and used to compliment the collected data from the questionnaire. The results of the data analysis show that 1) the instructional materials product score ranges from 75.38% to 96.84%, indicating that the instructional material is Good and Very Good qualifying , 2) The teacher’s book product score ranges with the average of 80% indicating that the teacher’s book product is Good qualifying , and 3) The s student’s book product score ranges from 80% to 96% indicating that the student’s book product is Good and Very Good qualifying. Based on product feasibility assessment table, that if the cumulative result of the calculation to the development of products derived reach the criteria above a value of 75%, the products developed are considered valid and reliable for use. The effectiveness of the instructional materials obtained by t-test which was tcounted(2,675) , t table(0,05:58)(1,675). It implies that the instructional packages have been valid and ready to be used.
Pengaruh Model Pembelajaran Inquiri Melalui Keterampilan Proses Terhadap Hasil Belajar IPA di Kelas IV SDN Model Terpadu Madani Palu Yane Maroangi; I Komang Werdhiana; Vanny, M. A. Tiwow
Mitra Sains Vol 3 No 1 (2015): Januari
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v3i1.46

Abstract

The major problem of this research was that any students had under school minimum standard of mastery learning on their daily exam of Science concepts. The school minimum standard of mastery learning was 75%. Therefore, experimental research was conducted with the aim of implementation of learning method through skills process to improve learning outcomes of Science on students class IV at SDN Model Terpadu Madani Palu. Learning was focused on the integrated thematic learning through scientific approach and authentic assessment recommended by Curriculum 2013. The instruments were learning plans including learning scenarios, teacher and student activities observation sheets, and pretest and posttest. Results of the data analysis showed that learning by inquiry method through skills process improved an average posttest score to 6.15, while the learning mastery reached up 24.24%. The authentic assessment as the characteristic of scientific assessment on integrated science had an average attitude 3.30 (start developing) with the percentage average 82.72%. Teacher activities implemented reached an average 4.95 with the percentage average implemented 99.16% or very good implementation, and activities of 24 students implemented reached an average 4.69 with the percentage average implemented 93.89% or very good implementation. It can be concluded that the application of inquiry learning model through skills process improved the learning outcomes of Science through integrated thematic and authentic assessment approaches.
Pengaruh Urutan Pemberian Materi Pembelajaran (Sequenced) Dengan Model Fragmented dan Model Connected Terhadap Hasil Belajar Siswa Pada Konsep Vektor Di SMA Negeri 1 Palu Muhsina Muhsina; I Komang Werdhiana; Marungkil Pasaribu
Mitra Sains Vol 3 No 2 (2015): April
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v3i2.104

Abstract

The present research is an experimental research studies about the effect of presenting sequenced learning material on the concept of vector through fragmented and connected learning model. The subject of the research consists of 30 students of grade XA who were treated with fragmented model and 30 students of grade XB who were treated with connected model. The data of the two groups of subject were analyzed by using t-test with 5% real level. The result of the experiment indicates that thitung (4,02) is out of acceptance area (2,66). The result indicates that there is the difference result of the students’ learning on concept of vector between those who taught by using fragmented and connected model. Quantitatively, the average score of the students who were treated by using fragmented model is 73, 56 and those who were treated by using connected model is 61,78, it then can be inferred that the fragmented learning model is more effective than connected model use to present the lesson.
Kemampuan Guru Dalam Melaksanakan Pembelajaran Tematik Yang Berpaikem Pada SDN INPRES 1 Tanamodindi Palu Ertawati Ertawati; Amram Rede; I Komang Werdhiana
Mitra Sains Vol 3 No 3 (2015): Juli
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v3i3.113

Abstract

This study was descriptif research, to be known the teacher skills for implementing thematic learning at SDN Impres 1 Tanamodindi Palu. The data collecting by instrument: instructional observation, validity of lessons plan, observation of PAIKEM, and student’s satisfaction. The result of this study showed the skills of instructional teacher had good category (69.89%). Only two teachers had excellent category (76 and 78%). The documents of lessons plan in good category (69.14%). The teacher skills to implementing PAIKEM got a good category (68.89%), but only one teacher had a little bit good category (87.78%). The student’s satisfaction had very good category its 3.00%. Base on the study finding, it can be concluded that the sixth of teacher hope to be still improve their skills for hopefully professional teacher.
Pengembangan Bahan Ajar Dengan Model Dick, Carey & Carey Pada Mata Pelajaran IPA Kelas XI SMK Negeri 5 Palu Risma Ganda Hutabarat; Marungkil Pasaribu; I Komang Werdhiana
Mitra Sains Vol 3 No 3 (2015): Juli
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v3i3.116

Abstract

The research aims at developing Natural Science Subject Instructional packages of year XI Semester 1 SMK Negeri 5 Palu by employing Dick, Carey & Carey Model. The research employed Research Development (R&D) design. The instructional package drafts that have been previously developed were validated by a content expert, a design expert, and a media expert. The revised version of the packages were tried out into three different subjects; individual, small group, and big group which contained 25 students and 1 teacher. Questionnaire designed in Likert Scale was used as the instrument of data collection. Suggestion, input and comment during consultation period were also noted and used to compliment the collected data from the questionnaire. The results of the data analysis show that 1) the instructional materials product score ranges from 81.33% to 83.80% indicating that the instructional material is classified Good and Very Good, 2) the teacher’s book product score ranges from 80.00% to 91.25% indicating that the teacher’s book is classified Good and Very Good, 3) the student’s book product score ranges from 80.00% to 94.67% indicating that the student’s book is classified Good and Very Good. Based on Kuswadi’s argument (in Sudarman, 2006) if the developed instructional packages scored higher than 71%, the products are ready and valid to be used. The achievement of the students, between the pretest and the posttest, during the instructional materials try out is different significantly calculated by applying t-test formula. It implies that the instructional packages have been valid and ready to be used.
Penerapan Model Pembelajaran Kooperatif Tipe Student Team Achievement Division Untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa di Kelas IV SDN Kawatuna Nasmin Baso Ali; I Komang Werdhiana; Hartono D. Mamu
Mitra Sains Vol 4 No 2 (2016): April
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v4i2.171

Abstract

The problem in this study was the lack of student activities and low learning outcomes of students in science subject at fourth grade SDN Kawatuna Palu. This study was classroom action research consist of two cycles. Each cycle consists of two meetings. The stages of every cycle were planning, action, observation and reflection. By through the six phases of Student Team Achievement Division (STAD) learning, that students activity and student learning outcomes on the material force and motion of objects might increase. The activity of student in first cycle reached 72.7%, (good categories according to Likert scale), teacher activity reached 75% (good categories) and learning outcomes in the form of classical completeness reached 59.4% (enough category). In the second cycle, the student activity reached 84.9% and teacher reached 87.5%, the result of classical completeness increased up to 100%. These results provide a positive impact in improving the activity and student learning outcomes. STAD might made students more familiar and more active in learning. Familiar means that students work together in completing the LKS group, they cooperate by accepting the differences of each member of the group. Active in this case was students more active to ask and answer the question, both of teachers and of other groups at the time of the learning process.
Pengaruh Model Pembelajaran Children Learning In Science Terhadap Keterampilan Proses Sains Dan Pemahaman Konsep Tentang Getaran dan Gelombang Pada Kelas VIII SMP Negeri 5 Marawola Nurseha, Nurseha; Darsikin, Darsikin; werdhiana, I Komang
Mitra Sains Vol 3 No 1 (2015): Januari
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/mitrasains.v3i1.34

Abstract

The research aims to analyze the improvement of science process skills and understanding concepts among students who took Children's Learning in Science (CLIS) and conventional learning model. The research used quasi-experimental: pretest-posttest control group design. The subjects of research were 30 students from Grade VIIIA and 30 students from Grade VIIIB of SMP Negeri 5 Marawola in academic year 2013/2014. The two groups were determined through cluster random sampling. Data were collected by using science process skills test, conceptual understanding test and questionnaire of students' responses on CLIS learning model. Data were analyzed by using SPSS 16.0 for Windows. The average N-gain of science process skill gain for both experimental and control group were in moderate category. The average N-gain of conceptual understanding for the experimental group were in moderate category and the control group were in low category. Based on the significance analysis, it could be obtained that for α = 0,05: 1) there is a difference of students’ science process skills between the experimental group and the control group (tcount.>ttable); 2) there is no difference students’ conceptual understanding of the experimental group and the control group (tcount.<ttable); and 3) there is a correlation between students’ science process skills and conceptual understanding (rcount.>rtable). Results of analysis of questionnaires showed that almost entirely students expressed that they were happy and motivated to get an active role in CLIS learning. Thus CLIS learning could improve science process skills and conceptual understanding of vibrations and waves. The learning model could provide a positive stimulus to students to learn physics.
Co-Authors Abd. Syukur, Muh. Syarif S. Adisti, Maria Firmina Adolfina Galla, Adolfina Agustina Agustina Agustina ALMI, NUR Amiruddin Hatibe Amiruddin Kade Amram Rede Ananda, Falwa Andrew Kurniawan Tongena Andriyani Andriyani Ansar, Mohammat Ari Ariyanti, Eka Arwiyah awiwi18@gmail.com, Arwiyah Ayu Lestari, Hasnawati Boroallo, Paramitha Yemima Citra Dewi DADANG DADANG Darsikin Darsikin Daud Karel Walanda Debora Tresia Purba Deviliana Rante Tampang, Deviliana Rante Dewi, Eka Dienyati, Nur Husnul Edwi Agusstiawan Edwi Agusstiawan Eka Dewi Eko Muhtar Syafaat Ertawati Ertawati Fadil, Moh Fahruddin Fathulkhair, Fathulkhair Filda Mohammad Said Finta Amalinda Garaika Gustina Gustina Haeruddin Haeruddin Haeruddin Hariawan, Hariawan Hartono D. Mamu Hasnawati Ayu Lestari Hizrah, Hizrah I Wayan Darmadi Ielda Paramita Imam Muslim, Imam Indradewa, Rhian Indrawati Pamoras Isti Ratnaningtyas, Delthawati Istiqomah, Puput Janli Novrenli Makitulung Jusman Mansyur Kamaluddin Kamaluddin Kamaluddin Kamaluddin Ketut Alit Adi Untara Khairurraziq Khairurraziq Kikot, Rasni Kurniawan, Moh Kusnaeni Kusnaeni Lakuntu, Jein Kristina Latifah, Novitia Lilies N Tangge Makitulung, Janli Novrenli Marungkil Pasaribu Miftah Miftah, Miftah Mu'aziyah, Siti Eneng Sururiyatul Mubin, Moh. Fathan Muhammad Ali Muhammad Ali MUHAMMAD ALI Muhammad Jarnawi Muhammad Zaky Muhsina Muhsina Murdiyah, Murdiyah Musdalifah Musdalifah MUSLIMIN Muslimin , Muslimin Muslimin Muslimin Muslimin Muslimin Muthalib, Sry Ariyanti A. N. Laratu, Wahyuni Nailufar, Yuyun Nasmin Baso Ali Ni Made Wiwik Astuti Ni Made Wiwik Astuti Ni Wayan Apriani Purwaningsih, Ni Wayan Apriani Niluh Eka Puspayanti Novianita Maso Novitia Latifah Nugraha, Andhika NUR ALMI Nurasyah Dewi Napitupulu Nurasyah Dewi Napitupulu Nurbaya Nurbaya, Nurbaya Nurfadilah Nurfadilah Nurgan Tadeko Nurhaeni Nurhaeni Nurjannah Nurjannah Nurlaila Nurlaila Nurlia, Siti NURSEHA NURSEHA Nurul Hasanah Nurvita Nurvita Oka Saputra Paramitha, Ielda Pratama, Wahyu Prasetya Purba, Debora Tresia Putri, Erdina Eka Ratman Ratnaningtyas, Delthawati Isti Rhiry Fitriansyah Riskayani, Riskayani Risma Ganda Hutabarat Risma Rawanti Risnawaty Risnawaty Rizki Ilmianih Rudi Santoso, Rudi Rusdin, Ismaya Sahrul Saehana Salsabila, Unik Hanifah Samsuh M Saleh, Moh Fahrul Siti Maemanah Siti mutmainnah Sitti Aminah Sitti Hadijah, Sitti Sugeng Wibowo Suhaemi Suhaemi, Suhaemi Syamsu Syamsu Syamsuriwal Syamsuriwal, Syamsuriwal Tongena, Andrew Kurniawan Toto, Norma Tri Harry Indrah Tunnisa, Taskirah Ture, Alan Roinaldo Unggul Wahyono Vanny, M. A. Tiwow Veristina, Yuanita W Lapame, Evirahyani Winda Winda Yane Maroangi Yusuf Kendek Yusuf Kendek Zulaeha Zulaeha