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All Journal Jurnal Materi dan Pembelajaran Fisika Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN Jurnal Edukasi Matematika dan Sains Jurnal Pendidikan Jurnal Terapan Abdimas Momentum: Physics Education Journal Jurnal Pendidikan Fisika dan Keilmuan (JPFK)
Erawan Kurniadi
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Astronomy Education Mathematics Physics Social Sciences Other

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Journal : Jurnal Pendidikan

 1 
Pengembangan Kemandirian Belajar Mahasiswa Melalui Presentasi Tugas dan Diskusi Pada Mata Kuliah Elektronika II Kurniadi, Erawan
Jurnal Pendidikan Vol 17, No 1 (2011)
Publisher : Jurnal Pendidikan

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Abstract

The graduation ratio of Electronics I subject passes 95% and more than 75% of the studentsget B. The Electronics I subject, which mainly discusses diode and transistor, has become the prerequisite one for the next Electronics II containing underlying theories for the advanced apllication of them. It is prdicted that the students have perceiveda strong basis for the understanding of Electrobics II materials. This assumption leads to an idea of developing the students independence in learning Electronics II subject. The strategy is taken up by giving independent tasks so as to present them before the class. The students’ proficiency can be noted from the discussion process. The result of analysis shows that the students can achieve good result almost without lecturers assistence. In each of presentation, 80% of the arising problems can be resolved well without lectrer’s assistence, which then means that the students independence can be achieved under this learning technique. The pasasing grade of the subject can be proudly acheived by 98.72% of the students. Out of 78 students, 8 of them (10.26%) get A, 59% of them (76.92%) get B, and 10 of them (12.82%) get C, and 1 student (1.28) gets D. The overall achievement shows that independent learning can be built upon presentation technique.Keywords: discussion, independent learning, acheivement
MENGATASI MISKONSEPSI DINAMIKA DENGAN KONFLIK KOGNITIF MELALUI METODE DEMONSTRASI Kurniadi, Erawan
Jurnal Pendidikan Vol 14, No 1 (2008)
Publisher : Jurnal Pendidikan

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This research  serves an analysis  on showing  and identifying the profile  of students  misconception  on dynamics  materials  and its causes.  The  analysis  is also  set  to  measure  to  what  extent  is the students    misconception    able  to be reduced   by making   use  of cognitive  conflict  under demonstration   method. The analysis  results in  conclusion    that  diagnostic   test  and  interview   catch  dynamic misconception.  Identified essential misconceptions  belong to 7 profile types  under  causes  which  are limited  by Newton  Law, the  wrong mathematic   formulation   for  Newton   Law.  Cognitive   learning   by demonstration    method  can  tentatively   reduce  the  misconception. Misconceptions   obtained  before cognitive  conflict  by demonstration method  are 91 % made by the students  of Physics,  and 60%  made by students  of mathematics.  After cognitive  conflict  learning  strategy, the misconceptions   can be reduced  to 36.5% and 14% repectiveJy.Key terms:  misconception,  cognitive  conflict,  demonstration.
Penerapan Pembelajaran Elektronika I Berbasis Konflik Kognitif Melalui Metode Percobaan, Demonstrasi, Ceramah dan Diskusi Kurniadi, Erawan
Jurnal Pendidikan Vol 16, No 2 (2010)
Publisher : Jurnal Pendidikan

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Abstract

The main factor owing to the low quality of learning on electronics is the lack and misconception of the prerequisite subjects. The other supporting factors are the unfamiliarity of electronic components among students, the low skill in arranging electronic components and the poor capability in applying electronic measurement device. All of the mentioned factors have become the presumptions leading to the students’ failure in learning. Yet, the real causes of the students’ failure are worth searching. This research is then attempted to set learning model through observation on students’ problems.This research is carried out within the framework of lesson study 2010 program funded by the dikti on the Electronics I subject, semester VA, the Physics Study Program. This research is packed under classroom action research design, with 1 lecturer model and 2 observers. The problems are overcome by cognitive conflict-based learning method posing experiments, demonstrations, preaching and discussion.The analysis results in conclusions: 1) 50% of students are not capable in using measurement device and in arranging electronic components, 2) the use of LCD infocus helps students observe the demonstration, even from re4atively far places, 3) discussion can encourage students to make cognitive conflicts to reach the most proper concepts, 4) preaching method given in more than 30 minutes makes students get bored, which is then resolved by combination of 10 minutes preaching and 10 minutes discussion respectively.Key words: cognitive conflict, experiments, demonstration, preaching, discussion.
Co-Authors Ahwan Ahwan, Ahwan Arif Hidayat Aritonang, Johan Ariyani, Nurul Farida Huriawati, Farida Hudaa, Perdana Miftachul Irzaman, Irzaman Iskandar Muda Jeffry Handhika Jeffry Handhika Jeffry Handhika Mufliq Mufliq, Mufliq Supriana, Edi Supriyono Koes Handayanto Tantri Mayasari