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<![CDATA[KOEFISIEN ABSORPSI BUNYI PADA BAHAN BETON KOMPOSIT SERAT DAUN NANAS DENGAN MENGGUNAKAN METODE TABUNG IMPEDANSI ]]>
<![CDATA[Arwanda, Rino]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ EINSTEIN (e-Journal) Vol 7, No 3 (2019): EINSTEIN (e-Journal) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/einstein.v7i3.15169
<![CDATA[Tujuan penelitian ini adalah untuk menentukan koefisien absorpsi bunyi pada bahan beton serat nanas dan mengetahui pengaruh frekuensi terhadap koefisien absorpsi bunyi. Metode penelitian ini dilakukan dengan empat tahapan yaitu : pembuatan sampel beton serat nanas, pembuatan rangkaian tabung impedansi, pemograman di Arduino Uno dan pemograman di MatLab. Hasil penelitian menunjukkan bahwa koefisien absorpsi tertinggi terdapat pada sampel beton dengan serat nanas 0,8 gram pada frekuensi 2000 Hz sebesar 0,59. Hal ini disebabkan karena kemungkinan frekuensi alamiah yang dimiliki oleh material serat nanas mendekati frekuensi 2000 Hz. Sedangkan koefisien absorpsi terendah terdapat pada sampel beton dengan serat nanas 0,2 gram pada frekuensi 200 Hz sebesar 0,24.Kata Kunci: Koefisien Absorpsi, Serat Nanas, Frekuensi, Tabung Impedansi]]>
<![CDATA[PENGEMBANGAN VIDEO PEMBELAJARAN BERBASIS SPARKOL DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Ash Shiddiqy, Abdul Ra'uf]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 13, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpf.v13i1.44405
<![CDATA[Penelitian ini dilatar belakangi kurangnya kemampuan berpikir kritis siswa ketika pembelajaran daring, hingga peneliti bertujuan untuk mengembangkan video pembelajaran berbasis Sparkol dalam pembelajaran daring untuk meningkatkan kemampuan berpikir kritis siswa di SMAN 1 Pekaitan. Penelitian ini merupakan penelitian dan pengembangan dengan model Pengembangan ADDIE. Populasi penelitian adalah seluruh siswa kelas X dan XI SMAN 1 Pekaitan Semester Ganjil T.P 2021/2022. Sampel penelitian terdiri dari dua kelas dengan jumlah sampel 9 orang kelas XI MIA dan 30 orang kelas X MIA yang ditentukan dengan purposive sampling. Instrumen penelitian berupa angket penilaian media dan soal tes kemampuan berpikir kritis. Dimana instrumen soal tes kemampuan berpikir kritis telah teruji valid dan reliabel dengan menggunaan SPSS 26. Berdasarkan analisis data hasil angket media, didapatkan video pembelajaran berbasis Sparkol dinyatakan layak untuk diterapkan dikelas, dengan nilai 75% mutu teknis dan 77,5% aspek media oleh ahli media, sedangkan oleh ahli materi mendapat nilai 73,3% aspek media dan 92,5% kesesuaian materi, berdasarkan nilai tersebut video pembelajaran yang dihasilkan termasuk dalam kategori baik oleh ahli media dan ahli materi. Penggunaan video pembelejaran berbasis Sparkol berhasil meningkatkan kemampuan berpikir kritis siswa dengan peningkatan nilai n-gain sebesar 0,74 yang tergolongong tinggi dalam kategori faktor gain. Penelitian ini bermanfaat memperbaiki kualitas pembelajaran guna meningkatkan kemampuan berpikir kritis siswa.]]>
<![CDATA[Exploring student learning outcomes in physics learning using a problem-based learning model with a differentiated learning approach ]]>
<![CDATA[Damanik, Jafriansen]]>;
<![CDATA[Nabilla, Novita]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy (IICET) ]]>
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DOI: 10.29210/020243846
<![CDATA[This study aims to determine differences in student learning outcomes in physics lessons by applying a problem-based learning (PBL) model that uses a differentiated learning approach compared to conventional learning. This research uses quasi-experimental methods in the form of a two-group pretest-posttest design. This study used a sample of 40 students from 2 classes of XI PMIPA: 20 students for the control class and 20 for the experimental class. Research data consists of student learning outcomes using descriptive and comparative analysis supported by test requirements analysis that includes normality, homogeneity, and N-Gain. The results indicated that student learning outcomes score higher with the PBL model using a differentiated learning approach than the conventional learning model. The difference in scores between the two is significant. It means that implementing the PBL model based on a differentiated learning approach can improve student learning outcomes. Thus, this research suggests that the PBL model uses a differentiated learning approach that can be relied upon to improve student learning outcomes, so teachers need to use the PBL model more intensively based on a differentiated learning approach to encourage increased student learning outcomes in physics.]]>
<![CDATA[PENGEMBANGAN INSTRUMEN TES LITERASI DAN NUMERASI DALAM KONTEKS SOSIAL DAN BUDAYA PADA MATERI MEKANIKA DI SMA/MA ]]>
<![CDATA[Sanjaya, Aditya Putra]]>;
<![CDATA[Derlina]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol. 13 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpf.v13i2.56296
<![CDATA[Literasi dan numerasi termasuk kemampuan esensial dan mendasar dengan berfokus pada kemampuan berpikir logis-sistematis, bernalar dan kemampuan untuk melakukan pengolahan data dengan cermat dan tepat. Faktanya kemampuan siswa belum digali dan dikembangkan secara maksimal pada diri siswa, maka tujuan penelitian ini untuk mengembangkan instrumen tes literasi dan numerasi dalam konteks sosial dan budaya pada materi mekanika yang memenuhi kualitas kelayakan tes yang baik meliputi validitas, reliabilitas, tingkat kesukaran, daya pembeda dan respon siswa. Jenis penelitian yang digunakan adalah R&D menggunakan model pengembangan 4D yang mencakup tahap pendefinisian, perancaangan, pengembangan dan penyebaran. Subjek penelitian yaitu siswa Fase F kelas XI-1, XI-2 dan XI-3 terdiri dari 90 orang. Berdasarkan uji kelompok besar diperoleh sebanyak 30 butir soal tergolong dalam kategori valid dan layak. Reliabilitas tes berada pada kategori tinggi dengan nilai yang menunjukkan rentang yang memadai. Tingkat kesukaran soal berada pada kategori sedang, sementara daya pembeda soal termasuk dalam kategori cukup. Respon peserta didik terhadap tes menunjukkan hasil yang positif. Penelitian ini menunjukkan bahwa instrumen tes yang dikembangkan layak dan efektif untuk mengukur kemampuan literasi dan numerasi siswa pada materi mekanika.]]>
<![CDATA[ANALYSIS OF THE RELATIONSHIP BETWEEN EFFECTIVE COMMUNICATION WITH STUDENTS LEARNING OUTCOMES IN PHYSICS LESSON CLASS XI MIA SMA AL FITYAN MEDAN TA 2020/2021 ]]>
<![CDATA[Rahman, Muhammad]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ (IPER) Indonesian Physics Education Research Vol. 2 No. 1 (2021): IPER (Indonesian Physics Education Research) ]]>
Publisher : <![CDATA[UNIVERSITAS NEGERI MEDAN ]]>
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DOI: 10.24114/iper.v2i1.27069
<![CDATA[This study aims to determine the relationship between effective communication and student learning outcomes in Physics class XI MIA SMA Al Fityan Medan T.A 2020/2021. The research method used is descriptive quantitative with the type of research used is correlational research. To obtain the necessary data, in this study the researchers used a data collection tool in the form of a questionnaire. For effective communication variables, an average score of 74 is in the medium category, while student learning outcomes in Physics class XI MIA SMA Al Fityan Medan get an average score of 87 and are in the medium category. In this study, the correlation coefficient between effective communication and student learning outcomes in Physics class XI MIA SMA Al Fityan Medan was obtained rcount = 0.515 with rtable = 0.162 at the significance level = 0.05, thus rcount > rtable or rcount value is more greater than rtable, then effective communication has a positive relationship with student learning outcomes in Physics subjects. The coefficient of determination (KD) of effective communication is 26.6%. Based on the data analysis and discussion conducted, it can be concluded that the hypothesis which states "there is a positive and significant relationship between effective communication and student learning outcomes in Physics class XI MIA SMA Al Fityan Medan T.A 2020/2021" can be accepted.Keywords: Effective Communication, Student Learning Outcomes, SMA Al Fityan Medan]]>
<![CDATA[THE EFFECT OF USING ANDROID-BASED LEARNING MEDIA IN INCREASING MOTIVATION AND PHYSICS LEARNING OUTCOMES ]]>
<![CDATA[Nilsa, Difahar]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ (IPER) Indonesian Physics Education Research Vol. 3 No. 1 (2022): IPER (Indonesian Physics Education Research ) ]]>
Publisher : <![CDATA[UNIVERSITAS NEGERI MEDAN ]]>
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DOI: 10.24114/iper.v3i1.35545
<![CDATA[The aims of this research study are to analyze change in learning outcomes and student motivation in class X science high school students using android-based learning media and evaluation android-based learning media effect on the physics learning outcomes for class X science high school students. The methods will be using is Quasi-experiment research design with Pretest-Posttest Control Group. The Population and sample of this research is student class X MIA SMA Al-Ulum Terpadu. Questionnaire and intrument test will be used as instrument. The academic performance of the students in this research is limited to increasing motivation and enhancing students learning outcomes in order to assess the product's usefulness. The result of data analysis were the average pretest value for control class was 60.19 and for experimental class was 73.81, after given treatment, the post-test mean value for control class was 88,75 and for experimental class was 90.16. Based on the results, the student's N-Gain, motivation and MANOVA test, the results of the hypothesis obtained are Sig. > 0.05 (0.114, 0.344 > 0.05) which means H0 accepted and H1 is rejected. As a result, utilizing android-based learning media did not have a substantial impact on improving student learning outcomes and motivation.]]>
<![CDATA[ANALISIS TINGKAT MISKONSEPSI SISWA MAN BINJAI PADA MATERI SUHU DAN KALOR MENGGUNAKAN THREE-TIER MULTIPLE CHOICE DIAGNOSTIK TEST ]]>
<![CDATA[Suhaila, Aninda]]>;
<![CDATA[Sani, Ridwan Abdullah]]>;
<![CDATA[Azhar, Zul]]>
<![CDATA[ Karst: Jurnal Pendidikan Fisika dan Terapannya Vol 7 No 1 (2024): Karst : Jurnal Pendidikan Fisika dan Terapannya ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika FKIP Universitas Muslim Maros ]]>
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DOI: 10.46918/karst.v7i1.2184
<![CDATA[Development of a Three-Tier Multiple Choice Diagnostic Test to determine the level of misconceptions of SMA/MA students regarding temperature and heat.The use of a three-tier multiple choice diagnostic test instrument can determine the level of student misconceptions. This research and development aims to determine the level of student misconceptions regarding temperature and heat material. This research is R&D research with a 4D development model. This research used 3 validators and 30 research subjects in class XII MIA 2 MAN Binjai. The percentage of students who experienced the most misconceptions was 90% in question 10. The average percentage of students who experienced misconceptions was 58.2%. Based on the results obtained, the three-tier multiple choice diagnostic test instrument developed was effective in determining the level of misconceptions experienced by students regarding temperature and heat material so that the questions could be distributed.]]>
<![CDATA[PENGEMBANGAN VIDEO PEMBELAJARAN BERBASIS SPARKOL DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Ash Shiddiqy, Abdul Ra'uf]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpf.v13i1.44405
<![CDATA[Penelitian ini dilatar belakangi kurangnya kemampuan berpikir kritis siswa ketika pembelajaran daring, hingga peneliti bertujuan untuk mengembangkan video pembelajaran berbasis Sparkol dalam pembelajaran daring untuk meningkatkan kemampuan berpikir kritis siswa di SMAN 1 Pekaitan. Penelitian ini merupakan penelitian dan pengembangan dengan model Pengembangan ADDIE. Populasi penelitian adalah seluruh siswa kelas X dan XI SMAN 1 Pekaitan Semester Ganjil T.P 2021/2022. Sampel penelitian terdiri dari dua kelas dengan jumlah sampel 9 orang kelas XI MIA dan 30 orang kelas X MIA yang ditentukan dengan purposive sampling. Instrumen penelitian berupa angket penilaian media dan soal tes kemampuan berpikir kritis. Dimana instrumen soal tes kemampuan berpikir kritis telah teruji valid dan reliabel dengan menggunaan SPSS 26. Berdasarkan analisis data hasil angket media, didapatkan video pembelajaran berbasis Sparkol dinyatakan layak untuk diterapkan dikelas, dengan nilai 75% mutu teknis dan 77,5% aspek media oleh ahli media, sedangkan oleh ahli materi mendapat nilai 73,3% aspek media dan 92,5% kesesuaian materi, berdasarkan nilai tersebut video pembelajaran yang dihasilkan termasuk dalam kategori baik oleh ahli media dan ahli materi. Penggunaan video pembelejaran berbasis Sparkol berhasil meningkatkan kemampuan berpikir kritis siswa dengan peningkatan nilai n-gain sebesar 0,74 yang tergolongong tinggi dalam kategori faktor gain. Penelitian ini bermanfaat memperbaiki kualitas pembelajaran guna meningkatkan kemampuan berpikir kritis siswa.]]>
<![CDATA[Pemahaman Guru IPA Terhadap Pengajaran Responsif Budaya pada Kurikulum Merdeka Belajar ]]>
<![CDATA[Abubakar]]>;
<![CDATA[Tanjung, Yul Ifda]]>;
<![CDATA[Sani, Ridwan Abdullah]]>;
<![CDATA[Nasution, Budiman]]>;
<![CDATA[Yohandri]]>;
<![CDATA[Festiyed]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 10 No 1 (2024): January ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v10i1.4821
<![CDATA[This research aims to describe teachers' understanding of Culturally Responsive Teaching (CRT), difficulties to implement it, and its relation to higher order thinking skills through descriptive qualitative method using interview instrument. The research subjects were twenty science teachers from three senior high schools that have implemented Independent Learning Curriculum in Medan City and Deli Serdang Regency in North Sumatera. The results revealed that 70% of teachers have limited understanding and only 30% of the teachers who understand the concept of this learning correctly. The research results also showed that only 20% had ever implemented CRT in their classrooms and 80% had never implemented. This is all due to difficulties. Based on previous research, it shows that CRT make many positive contributions to learning processes and outcomes, improving the learning process and outcomes, improving higher order thinking skills and building student’s character. Therefore, teachers need to understand, be able to design and implement learning model based on CRT to serve diverse students.]]>
<![CDATA[The Effect of the E-Module-Assisted Guided Inquiry Model through Student Learning Outcomes in Substance Pressure Material ]]>
<![CDATA[Hasibuan, Rafiqa Nurhidayah]]>;
<![CDATA[Sani, Ridwan Abdullah]]>
<![CDATA[ Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 12 No. 1 (2023): June ]]>
Publisher : <![CDATA[Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia ]]>
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DOI: 10.18592/tarbiyah.v12i1.9436
<![CDATA[This research aims to analyze the influence and increase in student learning outcomes using the guided inquiry model assisted by e-modules through the Professional Flip PDF application on substance pressure material. The research used a quasi-experimental method with a two-group pretest-posttest design. The sampling technique uses random cluster sampling. The research sample consisted of two classes, namely the VIII-4 experimental class with 31 students and the control class VIII-2 with 29 students. The research instrument uses a learning outcomes test instrument with 20 multiple-choice questions. The results of the pretest mean value of the experimental class were 47.41 with a standard deviation of 9.02, and the average value of the control class was 41.03 with a standard deviation of 8.80. The results of learning through hypothesis testing obtained tcount> ttable (6.59 <1671) so that Ha is accepted and rejects Ho. In conclusion, there is an influence of the assisted guided inquiry model e-module on student learning outcomes on material pressure material.]]>
