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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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Pengembangan KIT Peraga Proses Terjadinya Gempa, Tsunami dan Likuifaksi untuk Pembelajaran di Sekolah Menengah Kota Palu Unggul Wahyono; I Komang Werdhiana; Ketut Alit Adi Untara
WaPFi (Wahana Pendidikan Fisika) Vol 5, No 1 (2020): WaPFi (Wahana Pendidikan Fisika) 2019
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.807 KB) | DOI: 10.17509/wapfi.v5i1.23420

Abstract

ABSTRAKTujuan penelitian ini adalah mengembangkan kit alat peraga gempa, tsunami dan likuifaksi.  Dengan kit peraga diharapkan siswa mudah memahami proses terjadinya bencana.yang merupakan salah satu cara pengurangan resiko bencana.  Metode penelitian imenggunakan modifikasi RD  Borg Gall.  Hasil riset pengembangan kit peraga diperoleh nilai validasi ahli  mitigasi gempa diperoleh nilai sebesar 3,56; media tsunami  3,43;  media likuifaksi dengan nilai 3,43.  Uji coba produk awal dilakukan pada mahasiswa  calon gutu Fisika Universitas Tadulako yang berjumlah 15 orang.  Dari uji produk  dilakukan perbaikan terutama pada ukuran, fleksibilitas  dan tampiilan. Uji lapangan dilakukan pada siswa kelas XIII SMP Negeri 21 Palu wilayah Petobo dengan jumlah siswa 30 orang. Hasil uji instrumen pemahaman proses terjadinya  bencana  nilai 68,25 dengan kategori baik.  Kesimpulan dari seluruh rangkaian pengembangan alat peraga proses terjadinya gempa, tsunami dan likuifaksi bahwa media kit peraga  dapat dan layak untuk digunakan sebagai media pembelajaran. Kata kunci: Media Pembelajaran, gempa , likuifaksi, mitigasi, tsunami, ABSTRACT The purpose of this research is to develop model kits of earthquake, tsunami and liquefaction. With this model kits,  students are expected to easily understand the process of disaster occurrence which is one way to reduce disaster risk. It used the modification of Reserach and Development of Borg Gall. The results show that the validation value of earthquake mitigation by experts is 3.56; tsunami media is 3.43; liquefaction media  is 3.43. The trial of initial product was conducted on 15 students of Physics Education Study Programme of Tadulako University. From the product testing, improvements were made mainly to size, flexibility and appearance. The field testing was conducted on 30 students of grade 8th of SMP Negeri 21 Palu in Petobo area. The test indicated that the process understanding of disaster occurrence is 68.25 with good category. The conclusion from the whole series of the development of this kits is that it is eligible to be used as learning media. Keywords: Learning Media, earthquake, liquefaction, mitigation, tsunami,
Penggunaan Metode Edutainment Berbantuan Animasi Komputer untuk Meningkatkan Hasil Belajar Fisika Siswa SMAN 5 Palu Winda Winda; I Komang Werdhiana; Unggul Wahyono
JURNAL BANUA OGE TADULAKO Vol 1 No 1 (2021)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.663 KB) | DOI: 10.22487/jbot.v1i1.1365

Abstract

Tujuan penelitian ini adalah untuk mengetahui peningkatan hasil belajar fisika siswa melalui penggunaan metode edutainment berbantuan animasi komputer. Jenis penelitian ini merupakan eksperimen quasi dengan desain non randomized pretest-posttest control group. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 5 Palu. Teknik Sampling yang digunakan dalam penelitian ini adalah Proposive Sampling dengan sampel penelitian adalah kelas X Mipa 5 sebagai kelompok eksperimen dan kelas X Mipa 6 sebagai kelompok kontrol. Instrumen yang digunakan berupa tes hasil belajar dalam bentuk soal pilihan ganda. Hasil tes menunjukkan bahwa nilai rerata tes awal (pretest) kelompok eksperimen 8,38 dengan standar deviasi 2,66 dan tes awal (pretest) kelompok kontrol yaitu 7,58 dengan standar deviasi 3,10. Dan nilai rerata tes akhir (posttest) kelompok eksperimen 14,38 dengan standar deviasi 3,10 dan tes akhir (posttest)  kelompok kontrol yaitu 11,31 dengan standar deviasi 2,97. Berdasarkan hasil uji hipotesis, diperoleh t_hitung=6,15 dan t_(0,975(68))=1,71 pada taraf nyata a=0,05. Ini berarti bahwa nilai t_hitung berada diluar daerah penerimaan H_0. Sehingga dapat disimpulkan bahwa terdapat peningkatan hasil belajar  fisika siswa melalui penggunaan metode edutainment berbantuan animasi komputer.
Pembelajaran dengan Team Based Project untuk Meningkatkan Kemampuan Mahasiswa Merancang Eksperimen Fisika Berbasis Proyek I Komang Werdhiana; Unggul Wahyono; Nurasyah Dewi Napitupulu; Yusuf Kendek
Jurnal Kreatif Online Vol. 11 No. 1 (2023): Jurnal Kreatif Online
Publisher : Universitas Tadulako

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

Abstract

Learning that is carried out online has difficulty carrying out practicums with actual equipment. Because of that, another alternative is needed as a substitute for practicum. Substitute practicum can be done by providing projects that are carried out in a structured manner. The purpose of this study was to improve students' ability to design project-based physics experiments through team based project learning. This research was carried out by providing project assignments that were carried out in groups. Through this activity, we want to know the ability of students to design project-based physics experiments. The results of student projects were assessed by 5 Physics teachers using performance appraisal sheets. Assessment of student project results is carried out through focus group discussion activities. The results of the projects assessed are the results of the mid-semester and end-of-semester projects. The results of the assessment show that the results of the end-of-semester project get a higher score than the results of the mid-semester project. This means that through team based project learning, students can improve their ability to design project-based physics experiments.
Online Learning Using PhET Simulation Videos and Real Laboratory Videos for Students' Understanding of the Hydrostatic Pressure Concept I Komang Werdhiana; Kamaluddin Kamaluddin; Syamsuriwal Syamsuriwal; Ni Made Wiwik Astuti
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.17273

Abstract

This study aims to analyze the effect of the PhET simulation video (VSP) and real Laboarturium video (VLN) on high school student's understanding of the concept of hydrostatic pressure in online learning. The research was conducted in three representative schools in Palu City. This study used a pseudo-experimental method by comparing: 1) Experiment class 1 taught based on VSP-VLN design with Experiment class 2 taught based on VLN-VSP design; 2) Experiment class 1 and control class whose learning is based on conventional learning; and 3) experimental class 2 with control class. The determination of experimental classes and control classes in each school was carried out by purposive sampling. The statistical test results for the first case showed no significant difference between Experiment Class 1 and Experiment 2 (significance value greater than 0.05). Meanwhile, between Experiment Class 1 and the control class, there is a difference in the N-Gain value (%). This is supported by a significance value of less than 0.05. A comparison between the Experiment 2 class and the control class also shows differences. The average N-Gain (%) score of Experiment Class 1 and Experiment Class 2 is higher than the average value of the N-Gain (%) of the control class. This study concludes that learning using a combination of PhET simulation videos and real laboratory videos, in any order, can positively influence students' understanding of physics concepts compared to conventional learning in the entire online learning system. Video content can be used online or face-to-face to learn physics concepts directly through simulations and real laboratories.
Online Learning Using PhET Simulation Videos and Real Laboratory Videos for Students' Understanding of the Hydrostatic Pressure Concept I Komang Werdhiana; Kamaluddin Kamaluddin; Syamsuriwal Syamsuriwal; Ni Made Wiwik Astuti
Berkala Ilmiah Pendidikan Fisika Vol 11, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v11i3.17273

Abstract

This study aims to analyze the effect of the PhET simulation video (VSP) and real Laboarturium video (VLN) on high school student's understanding of the concept of hydrostatic pressure in online learning. The research was conducted in three representative schools in Palu City. This study used a pseudo-experimental method by comparing: 1) Experiment class 1 taught based on VSP-VLN design with Experiment class 2 taught based on VLN-VSP design; 2) Experiment class 1 and control class whose learning is based on conventional learning; and 3) experimental class 2 with control class. The determination of experimental classes and control classes in each school was carried out by purposive sampling. The statistical test results for the first case showed no significant difference between Experiment Class 1 and Experiment 2 (significance value greater than 0.05). Meanwhile, between Experiment Class 1 and the control class, there is a difference in the N-Gain value (%). This is supported by a significance value of less than 0.05. A comparison between the Experiment 2 class and the control class also shows differences. The average N-Gain (%) score of Experiment Class 1 and Experiment Class 2 is higher than the average value of the N-Gain (%) of the control class. This study concludes that learning using a combination of PhET simulation videos and real laboratory videos, in any order, can positively influence students' understanding of physics concepts compared to conventional learning in the entire online learning system. Video content can be used online or face-to-face to learn physics concepts directly through simulations and real laboratories.
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.
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 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 Marungkil Pasaribu 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 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