Articles
<![CDATA[Pengembangan Perangkat Laboratorium IPA Berbasis Energi Alternatif untuk Sekolah Dasar di Daerah Terpencil ]]>
<![CDATA[I Komang Werdhiana]]>
<![CDATA[ Saintifika Vol 18 No 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan MIPA FKIP Universitas Jember ]]>
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<![CDATA[Penelitian ini bertujuan mengembangkan perangkat laboraturium IPA berbasis energi alternatif untuk Sekolah Dasar di daerah terperpencil. Metode penelitian yang digunakan adalah mengikuti rangkaian penelitian pengembangan (Research and Development). Perangkat laboraturium yang dikembangkan terdiri dari penuntun praktikum, lembar kerja siswa (LKS) dan Peralatan praktikum. Hasil pengembangan berupa enam judul praktikum, lima judul kegiatan untuk LKS dan enam jenis peralatan praktikum. Hasil penilaian ahli menunjukkan bahwa penuntun praktikum dan LKS sudah memadai untuk digunakan dengan kategori baik dan sangat baik. Berdasarkan penuntun praktikum dan LKS dibuat peralatan praktikum. Peralatan praktikum ini dilakukan ujicoba laboraturium dengan melibatkan lima orang asisten. Hasil uji coba menunjukkan bahwa peralatan sudah berfungsi namun masih ada yang perlu diperbaiki. Hasil penilaian guru-guru menyatakan bahwa penuntun praktikum dan LKS dapat digunakan untuk pembelajaran IPA SD. Dari hasil penilaian ahli, ujicoba lab dan penilaian guru-guru SD dapat disimpulkan telah dihasilkan perangkat laboraturium IPA SD yang baik dan dapat digunakan untuk siswa SD.]]>
<![CDATA[The Effect of Dynamic Electric Puzzle Science Tool-Assisted Inquiry Learning Model Towards Students’ Creative Thinking Skills ]]>
<![CDATA[Eka Dewi]]>;
<![CDATA[I Komang Werdhiana]]>;
<![CDATA[Sahrul Saehana]]>
<![CDATA[ Berkala Ilmiah Pendidikan Fisika Vol 9, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/bipf.v9i3.10781
<![CDATA[The implementation of physics learning still does not involve students' thinking processes. It is very important to practice higher-order thinking skills, one of which is creative thinking. One of the mandated learning models in the 2013 Curriculum is inquiry. This study aimed to analyze the effect of dynamic electric puzzle science tool-assisted inquiry learning on students' creative thinking skills compared to conventional learning. This study used a quasi-experiment research type with a control group pretest-posttest design. This study was done in class XII. The sampling technique was purposive sampling, with XII IPA Al-Qalam as the experimented class and XII IPA Al-Furqan as the controlled class in the academic year of 2020/2021. Data collection was done by creative thinking skills instrument test, which consisted of 5 essay questions. Data were analyzed by using SPSS 25.0 for windows on normality, homogeneity, and N-gain test. Learning outcomes data of both classes were normally distributed and homogenous. Based on the result, the average score of the pretest and posttest of the controlled class were 39.2 and 70.7, while the average scores of the pretest and posttest of the experimented class were 49.0 and 80.2. Data analysis was done by using t test, and it resulted that tcount was 2.439, while ttable was 2.009 or tcount > ttable and the significance was (0.01) < 0.05 meant that there was a significant effect of the inquiry model towards students' creative thinking skills if compared to conventional learning. The improvement of creative thinking skills in experimented class gained <g> score of 0.64, whereas the controlled class gained <g> score of 0.51. Inquiry learning assisted by dynamic electric puzzle science tools can increase students' opportunities to engage in inquiry-based activities and develop students' analytical and creative thinking skills.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran IPA Terpadu Tipe Connected Materi Konsep Cahaya ]]>
<![CDATA[Sugeng Wibowo]]>;
<![CDATA[Amiruddin Hatibe]]>;
<![CDATA[I Komang Werdhiana]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Vol 5, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jipf.v5i3.3369
<![CDATA[Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran IPA terpadu tipe connected materi konsep cahaya, serta mendeskripsikan kelayakannya yang ditinjau dari: 1) validitas perangkat pembelajaran materi konsep cahaya; 2) respons siswa terhadap perangkat; dan 3) hasil belajar siswa dalam pembelajaran. Metode penelitian ini menggunakan metode R&D model Kemp serta analisis fenomenologis. Hasil yang diperoleh berupa: 1) kelayakan perangkat pembelajaran yang dikembangkan berupa Buku Bacaan Siswa, Lembar Kerja Siswa, dan Tes hasil Belajar adalah berkategori baik; 2) respon siswa terhadap perangkat pembelajaran terpadu tipe connected baik; 3) produk hasil pengembangan perangkat yang dikembangkan berdampak signifikan terhadap hasil belajar siswa di SMP Negeri 1 Poso. Dengan demikian dapat disimpulkan bahwa perangkat pembelajaran IPA terpadu tipe connected materi konsep cahaya layak untuk digunakan. Produk pengembangan ini dapat dimanfaatkan menjadi salah satu alternatif pada pembelajaran materi konsep cahaya.]]>
<![CDATA[Pengaruh Pendekatan STEM dalam Model Inkuiri Terbimbing Terhadap Sikap Ilmiah dan Kerja Ilmiah Materi IPA ]]>
<![CDATA[Rhiry Fitriansyah]]>;
<![CDATA[I Komang Werdhiana]]>;
<![CDATA[Sahrul Saehana]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jipf.v5i2.3598
<![CDATA[Penelitian ini bertujuan menganalisis pengaruh pendekatan STEM dalam model inkuiri terbimbing terhadap sikap ilmiah dan kerja ilmiah materi IPA pada siswa kelas VIII SMP Negeri 4 Palu. Penelitian ini menggunakan quasi-ekperiment dengan desain control group pretest-postest. Populasi penelitian berjumlah 288 siswa kelas VIII dan dipilih 64 siswa sebagai sampel penelitian yang terdiri dari 32 siswa kelas VIII Apel sebagai kelas kontrol dan 32 siswa kelas VIII Manggis sebagai kelas eksperimen. Kedua kelas dipilih dengan purposive sampling dimana pertimbangannya adalah kesamaan karakteristik siswanya (homogen). Pengambilan data menggunakan angket observasi sikap ilmiah dan kerja ilmiah siswa. Data hasil penelitian di analisis menggunakan Uji Mann Whitney karena hasil uji normalitas data yang tidak berdistribusi normal. Dengan demikian uji korelasi menggunakan Uji korelasi Spearman. Dari data hasil penelitian menunjukkan bahwa ada pengaruh Pendekatan STEM dalam model Pembelajaran Inkuiri terbimbing terhadap sikap ilmiah dan kerja ilmiah siswa. Berdasarkan uji korelasi Spearman yang dilakukan terhadap sikap ilmiah dan kerja ilmiah pada kelas eksperimen diperoleh nilai 0,664 dengan siginfikansi 0,000 < 0,005, artinya hubungan antara sikap ilmiah dan kerja ilmiah adalah kuat. Koefisien korelasi sikap ilmiah dan kerja ilmiah pada kelas kontrol adalah 0,818 dengan signfikansi 0,000 < 0,005, artinya ada pengaruh yang kuat model inkuiri terbimbing terhadap sikap ilmiah dan kerja ilmiah ilmiah. Sikap ilmiah yang baik akan menjadikan kerja ilmiah siswa lebih baik. Pendekatan STEM dalam model pembelajaran inkuiri terbimbing lebih unggul menjadikan sikap ilmiah dan kerja ilmiah siswa lebih baik dibandingkan dengan tanpa menggunakan pendekatan STEM. This study analyses the effect of the STEM approach in the guided inquiry model on scientific attitudes and scientific work on science material in class VIII SMP Negeri 4 Palu. This study used a quasi-experimental design with a pretest-posttest control group. The research population was 288 students of class VIII, and 64 students were selected as research samples consisting of 32 students of class VIII Apples as the control class and 32 students of class VIII of Mangosteen as the experimental class. The two classes were selected by purposive sampling, where the consideration was the similarity of the characteristics of the students (homogeneous)—collecting data using observation questionnaires of scientific attitudes and students' scientific work. The research data were analyzed using the Mann Whitney test because the normality test results were not normally distributed. Thus the correlation test uses the Spearman correlation test. The research data shows an influence of the STEM Approach in the Guided Inquiry Learning model on students' scientific attitudes and scientific work. Based on the Spearman correlation test conducted on scientific attitudes and scientific work in the experimental class, a value of 0.664 was obtained with a significance of 0.000 < 0.005, meaning that the relationship between scientific attitude and scientific work was strong. The correlation coefficient of scientific attitude and scientific work in the control class is 0.818 with a significance of 0.000 < 0.005, meaning that there is a strong influence of the guided inquiry model on scientific attitudes and scientific work. A good scientific attitude will make students' scientific work better. The STEM approach in the guided inquiry learning model is superior to making students' scientific attitudes and scientific work better than those without using the STEM approach.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING MENGGUNAKAN MEDIA SEDERHANA TERHADAP HASIL BELAJAR IPA FISIKA PADA SISWA KELAS VIII SMP NEGERI 3 PALU ]]>
<![CDATA[Filda Mohammad Said]]>;
<![CDATA[Muhammad Ali]]>;
<![CDATA[I Komang Werdhiana]]>
<![CDATA[ Media Eksakta Vol 16 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/me.v16i2.736
<![CDATA[Model pembelajaran inkuiri terbimbing merupakan pembelajaran yang melibatkan siswa dalam menentukan suatu konsep atau materi pelajaran yang sedang dipelajari. Keterlibatan siswa dalam proses pembelajaran tersebut dapat berupa mengajukan berbagai pertanyaan, menghimpun informasi, dan melakukan penyelidikan. Pembelajaran langsung (DI) merupakan suatu model pembelajaran yang terdiri dari penjelasan guru mengenai konsep atau keterampilan baru terhadap siswa. Penelitian ini dilakukan dengan tujuan mengetahui pengaruh model pembelajaran inkuiri terbimbing menggunakan media sederhana terhadap hasil belajar IPA fisika pada siswa SMP Negeri 3 Palu. Jenis penelitian ini merupakan eksperimen kuasi dengan desain the non-equivalent pretest-posttest. Populasi penelitian adalah siswa kelas VIII SMP Negeri 3 Palu. Teknik Sampling yang digunakan dalam penelitian ini adalah purposive sampling dengan sampel penelitian adalah kelas VIII A sebagai kelompok eksperimen dan kelas VIII B sebagai kelompok kontrol. Instrumen hasil belajar IPA fisika berupa tes pilihan ganda yang telah divalidasi melalui validitas konstruksi. Hasil uji t dua pihak dengan dk = 60 dan taraf signifikansi a = 0,05 diperoleh nilai thitung = 3,92 dan nilai ini lebih besar dari ttabel = 2,00. Hal ini berarti, nilai thitung berada di luar daerah penerimaan H0. Dengan demikian H0 ditolak dan H1 diterima, dan dapat disimpulkan bahwa ada pengaruh model pembelajaran Inkuiri terbimbing menggunakan media sederhana terhadap hasil belajar IPA fisika pada siswa SMP Negeri 3 Palu.]]>
<![CDATA[Studi Deskriptif Pemahaman Konsep Rangkaian Listrik Arus Searah Melalui Pembelajaran Laboratorium Riil dan Virtual ]]>
<![CDATA[Tri Harry Indrah]]>;
<![CDATA[Darsikin Darsikin]]>;
<![CDATA[I Komang Werdhiana]]>
<![CDATA[ Media Eksakta Vol 17 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/me.v17i1.817
<![CDATA[This study aims to describe the understanding of the concept of direct current electrical circuits through real and virtual laboratory learning. Subjects and respondents to this study as many as 6 students of the Physics Education Study Program class of 2016 who have programmed basic physics courses. The research instrument used is a three-tier multiple choice diagnostic test with DIRECT 1.1 which is a question of multiple choice with the reason in answering the question, each choice of answers accompanied by a choice of confidence level index in answering or CRI. The test instrument used as many as 24 question numbers. The test result data is then analyzed to determine the percentage of scientific concepts, understand alternative concepts, and do not understand concepts both before practicum and after practicum for each group. Based on the results of the analysis of research data, the concept of students before practicum either follow the learning through the real laboratory first then the virtual laboratory, as well as students who follow the learning through the virtual laboratory first then the real laboratory in the categorized very low, while after practicum in high categorization. Understanding the concept in students who have followed the learning using the real laboratory first then the virtual laboratory is relatively better compared to students who follow the learning using a virtual laboratory first then a real laboratory.]]>
<![CDATA[Analisis Kemampuan Siswa dalam Menafsirkan Grafik Proses Termodinamika di SMA Negeri 5 ]]>
<![CDATA[Edwi Agusstiawan]]>;
<![CDATA[I Komang Werdhiana]]>;
<![CDATA[Muhammad Jarnawi]]>
<![CDATA[ Media Eksakta Vol 17 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/me.v17i2.1320
<![CDATA[This study aims to analyze students' ability to interpret thermodynamic process graphs. The instrument used is a thermodynamic graph test question as many as 13 items in the form of reasoned multiple choice. The methodology used is qualitative. This research was conducted at SMA Negeri 5 Model Palu in the odd semester of the 2018/2019 academic year. The subjects of this study were students of class XII IPA 4. Interview respondents were selected based on the results of the analysis of students' answers. The results of the analysis show that the students' abilities are in the very low category with an average percentage of 33.68%. The ability to interpret symbols is 42.01%, connecting observations is 31.77%, finding patterns is 30.21%, and determining the amount is 30.73%. Students' difficulties in interpreting graphs, namely, considering the graph as an object, confusion in interpreting the position of the direction of the arrow in the graph, not knowing the meaning of the symbols of magnitude in the graph, having difficulty interpreting the area under the graph, unable to distinguish graphs, and unable to see the question as a whole.]]>
<![CDATA[Analisis Kemampuan Siswa dalam Menafsirkan Grafik Proses Termodinamika ]]>
<![CDATA[Edwi Agusstiawan]]>;
<![CDATA[I Komang Werdhiana]]>;
<![CDATA[Muhammad Jarnawi]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 3 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i3.1347
<![CDATA[This study aims to analyze students' ability to interpret thermodynamic process graphs. The instrument used was a thermodynamic graph test question as many as 13 items in the form of reasoned multiple choice. The methodology used was qualitative. This research was conducted at SMA Negeri 5 Model Palu in the odd semester of the 2018/2019 academic year. The subjects of this study were students of class XII IPA 4. Interview respondents were selected based on the results of the analysis of students' answers. The results of the analysis show that the students' abilities are in the very low category with an average percentage of 33.68%. The ability to interpret symbols is 42.01%, connecting observations is 31.77%, finding patterns is 30.21%, and determining the amount is 30.73%. Students' difficulties in interpreting graphs, namely, considering the graph as an object, confusion in interpreting the position of the direction of the arrow in the graph, not knowing the meaning of the symbols of magnitude in the graph, having difficulty interpreting the area under the graph, unable to distinguish graphs, and unable to see the question as a whole.]]>
<![CDATA[Pengaruh Kecerdasan Logis-Matematis terhadap Hasil Belajar Fisika Melalui Metode Pembelajaran Problem Solving ]]>
<![CDATA[Indrawati Pamoras]]>;
<![CDATA[Muhammad Ali]]>;
<![CDATA[I Komang Werdhiana]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 4 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i4.1787
<![CDATA[The study aimed to determine whether there was an influence of logical-mathematical intelligence on students' physics learning outcomes through the Problem Solving learning method. This type of research was quantitative research with the pre-experimental. The sampling technique was purposive sampling. The sample of this study was 29 students of class X MIPA 1. The research instrument was a logical-mathematical intelligence test and a physics learning outcome test. The results of the analysis of the correlation test between the variables X and Y obtained rxy = 0.41. This shows that the influence of logical-mathematical intelligence (X) on learning outcomes (Y) is in the medium category. The logical-mathematical intelligence test obtained showed that the average score of the pretest was 5.69 and the posttest was 19.13. Meanwhile, in the physics learning result test, it was obtained that the average score of the pretest was 10.93 and the posttest was 14.52. The results of simple linear regression analysis showed that the variation of logical-mathematical intelligence scores on learning outcomes with the estimated function Ÿ = 5.08 + 0.40X. Based on data analysis with a significance level of 5%, db for numerator 1 and db for denominator 27 obtained Fcount 5.36 > Ftable 4.21. So, it can be concluded that H0 is rejected, meaning that there is a positive and significant influence of logical-mathematical intelligence on the learning outcomes of physics through the Problem Solving learning method.]]>
<![CDATA[Eksperimen Terbimbing untuk Mengubah Pemahaman Mahasiswa tentang Beda Potensial dan Arus dalam Rangkaian Arus Searah ]]>
<![CDATA[Niluh Eka Puspayanti]]>;
<![CDATA[I Komang Werdhiana]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 4 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i4.1794
<![CDATA[This study aimed to describe a guided experiment to change students' understanding of voltage and current in a direct current circuit. The study was qualitative research. The subjects were physics education students. The experiment was followed by 16 students. Data collection techniques were test and interview. The results of the pretest showed that many students had misconceptions about the concept of voltage and current in a direct current circuit. After conducting the experiment, the students answered the given test again. The test results show that the experiment carried out could improve students' understanding of the concept of direct current electric circuits. So, it can be concluded that guided experiments can change students' understanding of voltage and current in direct current circuits.]]>
