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All Journal Jurnal Ilmiah Pendidikan Fisika JPF : JURNAL PENDIDIKAN FISIKA KARST : Jurnal Pendidikan Fisika dan Terapannya Indonesian Journal Of Educational Research and Review Al-Irsyad Journal of Mathematics Education
Ihfa Indira Nurnaifah
STKIP Darud Da'wah Wal Irsyad Pinrang
Computer Science & IT Education Materials Science & Nanotechnology Mathematics Physics Other

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ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL FISIKA PADA MATERI GERAK LURUS DI KELAS X SMAN 2 PINRANG Ihfa Indira Nurnaifah; Irma Sakti; Megawati .
Karst : JURNAL PENDIDIKAN FISIKA DAN TERAPANNYA Vol 5 No 1 (2022): Karst: Jurnal Pendidikan Fisika dan Terapannya
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/karst.v5i1.1318

Abstract

Abstrak: Analisis Kesalahan Siswa dalam Menyelesaikan Soal Fisika pada Materi Gerak Lurus di Kelas X SMAN 2 Pinrang. Penelitian ini bertujuan untuk mengetahui jenis kesalahan siswa dalam menyelesaikan soal-soal Gerak Lurus dan faktor penyebabnya. Penelitian ini termasuk jenis penelitian deskriptif kualitatif dengan variabel utama dalam adalah jenis kesalahan siswa dalam menyelesaikan soal fisika pada materi Gerak Lurus yang dilaksanakan pada bulan Maret-April 2021 di SMAN 2 Pinrang. Instrumen dalam penelitian ini adalah dokumen lembar kerja siswa berupa 5 butir soal essay yang bisa mewakili indikator capaian dari materi Gerak Lurus. Hasil yang diperoleh dalam penelitian ini menunjukkan masih banyaknya siswa yang melakukan kesalahan pada saat mengerjakan soal fisika yaitu kesalahan konsep (22,7%), kesalahan strategi (77,3%), kesalahan menggunakan data (22,7%) dan kesalahan hitung (63,6%). Adapun faktor yang menjadi penyebab siswa melakukan kesalahan adalah siswa keliru dalam menerapkan rumus, kurang teliti dalam penggunaan simbol, siswa tidak mengikut-sertakan satuan pada perhitungan matematis sehingga satuan akhirnya salah, siswa kurang mampu menerjemahkan soal ke dalam besaran fisis, siswa kurang memahami maksud soal, siswa kurang teliti dalam mengalikan angka-angka, dan karena siswa terburu-buru dalam menyelesaikan soal. Hasil penelitian tersebut dapat menjadi bahan evaluasi bagi para guru untuk menindaklanjuti permasalahan ini guna mengurangi kasus serupa.
Increasing Students' Physics Learning Outcomes through Experiential Learning Model Ihfa Indira Nurnaifah; Sri Anggriani; Ayu Zulpiah; Sri Wahyuni
Jurnal Pendidikan Fisika Vol 11, No 1 (2023): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v11i1.9590

Abstract

This research is a classroom action research which involves planning, action, observation, reflection, and re-planning. This study aims to find out: 1) the application of the experiential learning model to physics learning at MAN Pinrang; and 2) the improvement of students’ physics learning outcomes at MAN Pinrang through the application of the Experiential Learning Model. The location of this study is MAN Pinrang, Paleteang District, Pinrang Regency. The subjects of the study were students of class X MIPA MAN Pinrang consisting of 40 people. This research was conducted through 2 cycles. The results show that the in the first cycle, 72.5% of the students’ scores exceeded the Minimum Completion Criteria (KKM) score with the highest score of 90 and the average score of 74.1. This result indicates that the students’ physics learning outcomes improved compared to the test results on the pretest. Furthermore, the students' physics learning outcomes increased again in cycle II, with the highest score of 98 and the average score of 84.05 while the minimum completion percentage was 95%. Having the success in fulfilling the learning indicators and the completion value of 80%, it can be concluded that the experiential learning model was effective for improving the students’ Physics Learning outcomes at MAN Pinrang. Hence, this experiential learning model should be applied to improve student physics learning outcomes in the future.
Peningkatan Hasil Belajar Matematika melalui Pendekatan Pembelajaran Realistik Abdul Razzaq; Ihfa Indira Nurnaifah
Al-Irsyad Journal of Mathematics Education Vol 1 No 1 (2022): Januari 2022
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.154 KB) | DOI: 10.58917/ijme.v1i1.14

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan pembelajaran realistik untuk meningkatkan hasil belajar matematika siswa kelas VII SMPN 2 Pinrang. Penelitian ini adalah Penelitian Tindakan Kelas (Classroom Action Research) yang akan dilaksanakan pada beberapa siklus. Tindakan yang akan dilakukan adalah penerapan model berbasis masalah dengan pendekatan matematika realistik dengan tahapan-tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Berdasarkan hasil penelitian yang berlangsung selama dua siklus, dapat disimpulkan sebagai berikut: a) Meningkatnya rata-rata hasil belajar matematika siswa yaitu pada siklus I sebesar 72,5% menjadi 81,63 pada siklus II dengan rata-rata peningkatan sebesar 8,13%. b) Meninkatnya rata-rata persentase pengkategorian hasil belajar matematika siswa yaitu pada siklus I dengan kategori tinggi nenjadi kategori sangat tinggi pada siklus II, dan c) Meningkatnya rata-rata Persentase ketuntasan belajar siswa yang ditandai dengan jumlah siswa kategori tuntas yaitu pada siklus I sebanyak 20 siswa atau 62,5% menjadi 28 siswa atau 78,5% pada siklus II dari 32 jumlah siswa kelas VII SMP Negeri 2 Pinrang dengan materi Aritmetika Sosial. Jadi ketuntasan secara klasikal telah memenuhi indikator keberhasilan dalam penerapan Pendekatan Pembelajaran Realistik.
Strengthening School Management with Digital Education Technology to Improve the Quality of Educational Output Leni Maryani; Jumaidi Nur; Sri Utami; Ihfa Indira Nurnaifah; Farida
Indonesian Journal Of Educational Research and Review Vol. 6 No. 2: July 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v6i2.66039

Abstract

Digital educational technologies enhance teaching methodologies through multimedia resources, interactive simulations and real-time assessment tools. Teachers can leverage adaptive learning algorithms to adapt learning to the individual needs of students, driving engagement, understanding, and academic success. Moreover, data-driven decision-making is facilitated by digital educational technologies. Educators gain valuable insights into student performance through sophisticated analytics, enabling them to identify areas for improvement and implement targeted interventions. This approach supports early identification of at-risk students and ensures that a comprehensive support system is in place. In addition, digital education technologies promote collaboration and communication between various stakeholders, including teachers, students, parents and administrators. This enables real-time feedback, collaboration between parents and teachers, and remote learning opportunities, creating a participatory and dynamic educational environment. In conclusion, embracing digital education technology has great potential to strengthen school management and meet the demands of 21st century quality education. By automating administrative tasks, improving teaching methodologies, enabling data-driven decision-making and promoting collaboration, educational institutions can adapt to evolving challenges and deliver high-quality educational outcomes. Embracing these technological advances is important for preparing students for the demands of the digital age and ensuring a successful future.
The Effect of Using Animation Media on Students' Physics Learning Outcomes in Linear Motion Material Ihfa Indira Nurnaifah; Mariani Akhfar; Sukmawati Said
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i1.11530

Abstract

This quasi-experimental research was conducted with the aim of 1) comparing the learning outcomes of students taught conventionally and those taught using animation media and 2) calculating the value of the influence of using animation media on student learning outcomes. The experimental research design used in this research is in the form of a nonequivalent control group design with a test as the research instrument, carried out at the research's beginning (pretest) and end (posttest). The sample classes in this study are two classes that were taken using the cluster random sampling method. The results obtained are: 1) The average physics learning outcomes of students in the experimental class are higher than the average learning outcomes in the control class, and 2) There is a significant difference in learning outcome scores between classes that have been taught using animation media compared to conventional classes so that animation media has an influence on students' physics learning outcomes in Pinrang. The research becomes a reference for physics teachers in Pinrang who use animation media in the learning process. 
Co-Authors Abdul Razzaq Ayu Zulpiah Sulaiman Farida Irma Sakti Jumaidi Nur Mariani Akhfar Maryani, Leni Megawati . Sri Anggriani Sri Utami Sri Wahyuni Sukmawati Said