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<![CDATA[Studi Komparasi Model Pembelajaran Kooperatif Think Pair Square dengan Model Pembelajaran Kooperatif Student Teams Achievement Divisions terhadap Hasil Belajar Fisika ]]>
<![CDATA[Sriwahyuninsi Sriwahyuninsi]]>;
<![CDATA[Amiruddin Hatibe]]>;
<![CDATA[Kamaluddin Kamaluddin]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 1 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i1.850
<![CDATA[The purpose of this study was to determine the differences in physics learning outcomes between classes using the Think Pair Square cooperative learning model and the Cooperative Student Teams Achievement Divisions. The research method used is a quasi-experimental, with a research design "the non equivalent pretest-posttest design". The sample was selected using purposive sampling technique. The research sample was class VIII G as experimental class A (32) and class VIII F as experimental class B (34). The instrument used was a multiple-choice test of learning outcomes. Based on the results of data processing, for the experimental class A the mean score of the initial test was 7.81 and the final test score was 20.06. In the experimental class B, the mean score of the initial test was 8.68 and the final test score was 18.79. The results of statistical calculations from hypothesis testing using the t-test concluded that there are differences in physics learning outcomes between classes that follow the Think Pair Square learning model and Student Teams Achievement Divisions at SMP Negeri 3 Palu.]]>
<![CDATA[Pengaruh Pembelajaran dengan Pendekatan Kontekstual terhadap Pemahaman Konsep Fisika ]]>
<![CDATA[Aryani A Wahab]]>;
<![CDATA[Amiruddin Hatibe]]>;
<![CDATA[Muhammad Jarnawi]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 2 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i2.1029
<![CDATA[The purpose of this study was to determine whether there was an effect of learning with a contextual approach on students' understanding of physics concepts. The hypothesis proposed in this study was that there was an effect of contextual approach learning on understanding physics concepts in class VIII SMP 19 Palu. The population of this study were all eight graders of SMP 19 Palu. Sampling was carried out by purposive sampling with the research sample being class VIIIC as the control class and class VIIIA as the experimental class. The research instrument was in the form of a concept understanding test that has been validated by an expert validator. The results of data analysis from the score range between (0-100) obtained an average score of 63.13 for the experimental class with a standard deviation of 0.97 and 55.00 fpr the control class with a standard deviation of 2.12. Based on the hypothesis test, it showed that tcount > ttable was 6.46 > 1.67, with a significance level of =0.05, thus H1 was accepted and H0 was rejected. The test results proved that there was an influence on understanding the concept of physics between classes that take part in learning with a contextual approach and students who take part in conventional learning.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Script dengan Demonstrasi terhadap Hasil Belajar Fisika ]]>
<![CDATA[Hajar H.U. Sanggayu]]>;
<![CDATA[Darsikin Darsikin]]>;
<![CDATA[Amiruddin Hatibe]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 2 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i2.1032
<![CDATA[This study aims to determine whether there was an effect of the Script type cooperative learning model with demonstration on students' physics learning outcomes. This research was a quasi-experimental research using the non-equivalent control group design. The instrument used was a test of physics learning outcomes in the form of multiple choice with a total of 23 questions. Based on the results, the average pretest score of the experimental class students' physics learning outcomes was 8.14, while the average posttest score was 15.79. For the control class, the average pretest score was 7.73, while the posttest average was 12.19. Analysis of the test data was carried out using a two-party t-test statistical technique to test the difference in the mean scores of students' physics learning outcomes with a significant level of = 0.05. The results obtained are tcount = 8.00 and ttable = 2.02. It means that there was an influence of Script-type cooperative learning model with demonstration on students' physics learning outcomes.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Time Token terhadap Hasil Belajar Fisika Siswa ]]>
<![CDATA[Fifiyanti]]>;
<![CDATA[Amiruddin Hatibe]]>;
<![CDATA[I Wayan Darmadi]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 3 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i3.1247
<![CDATA[This study aims to see whether there is an effect of the time token type cooperative learning model on the physics learning outcomes of seventh grade students of SMP Negeri 1 Banawa Tengah. The type of research used is a quasi-experimental design with "the non-equivalent pretest-posttest group design". The sample was selected using purposive sampling technique. Class VII B as the control class and class VII D as the experimental class. The instrument used is a test of physics learning outcomes in the form of multiple choice that has been tested and data analysis techniques. Based on the results of data processing, for the experimental class, the average final test score was 8.80 with a standard deviation of 3.30. For the control class, the average final test score was 6.10 with a standard deviation of 3.11. The results of hypothesis testing obtained tcount = 3.43 and ttable = 2.02. This means that the value of tcount is outside the H0 acceptance region. These results provide an opportunity to state that there are differences in physics learning outcomes between the control class and the experimental class. Thus, it can be concluded that there is an effect of the time token type of cooperative learning model on the physics learning outcomes of seventh grade students of SMP Negeri 1 Banawa Tengah.]]>
<![CDATA[Miskonsepsi Gerak Melingkar Siswa ]]>
<![CDATA[Asmirawati H. Daud]]>;
<![CDATA[Supriatman]]>;
<![CDATA[Amiruddin Hatibe]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 3 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i3.1248
<![CDATA[This study aimed to determine the percentage and description of students' misconceptions about circular motion. The subjects of this study consisted of 19 class XII students of SMA Negeri 5 Palu, then 5 respondents were selected for interviews. The instrument used was a reasoned multiple-choice test accompanied by a column of confidence level in answering questions (Three-Tier Diagnostic Test) totaling 17 questions. The data obtained were analyzed through a descriptive-qualitative approach by referring to the reasons and level of confidence as well as student interviews in answering questions about the concept of circular motion. The results showed that the level of students' misconceptions using the Three Tier Diagnostic Test was still relatively low with an average percentage of 34.05% when compared to the average number of students who did not understand the concept with an average percentage of 47.67%. In general, the misconceptions experienced by students in the circular motion material are varied for each concept tested.]]>
<![CDATA[Pengaruh Model Reciprocal Teaching terhadap Hasil Belajar Fisika Siswa pada Pokok Bahasan Pemanasan Global ]]>
<![CDATA[I Putu Kusuma Yuda]]>;
<![CDATA[Amiruddin Hatibe]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 4 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i4.1786
<![CDATA[The study aimed to determine whether there was an effect of the Reciprocal Teaching model on students' physics learning outcomes on the topic of global warming. The method was quasi-experimental and the research design was the equivalent pretest-posttest group design. The population of this study was all seventh-grade students of SMP Negeri 13 Sigi. The sampling technique was purposive sampling. The research sample was class VII A (n = 24) as the experimental group and class VII C (n = 24) as the control group. The research instrument was a test of physics learning outcomes in multiple-choice. The test of physics learning outcomes obtained showed that the average score of the experimental group was 15.08 higher than the control class, which was 12.62. The t-test hypothesis (two-tailed) was obtained tcount = 5.01 and ttable = 2.01 at the significance level α = 0.05. This result means that the value of tcount is outside the receiving area of H0, thus H0 is rejected and H1 is accepted. In other words, there are differences in physics learning outcomes between the experimental group and the control group. So, it can be concluded that there is an effect of the Reciprocal Teaching model on student physics learning outcomes on the topic of global warming.]]>
<![CDATA[Pengaruh Metode Resitasi dalam Model Pembelajaran Kooperatif untuk Meningkatkan Hasil Belajar Materi Kalor dan Perpindahannya ]]>
<![CDATA[Lian Kristina Sidani]]>;
<![CDATA[Amiruddin Hatibe]]>;
<![CDATA[I Wayan Darmadi]]>
<![CDATA[ Jurnal Kreatif Online Vol. 9 No. 4 (2021): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jko.v9i4.1791
<![CDATA[The purpose of this study was to determine whether there is an effect of the recitation method in the cooperative learning model to improve the learning outcomes of heat and its transfer. This type of research was quasi-experimental. The sampling technique was purposive sampling. The samples of this research were students of class VII A and VII B of SMP Negeri 3 Bulagi. Class VII A is the experimental group and class VIIB is the control group. The learning outcome test instrument was a multiple-choice test. Based on the results of data processing, the N-gain value in the experimental group was obtained at 45.97%, which was in the medium category. Then for the control group, the N-gain value was obtained at 33.43%, which was also in the medium category. These results indicate that the learning outcomes of physics in the experimental group are higher than those in the control group. The results of statistical calculations from the average difference test using t-test (two-tailed) obtained tcount > ttable (tcount = 4.22 and ttable = 2.02) at a significance level of 5% and dk = 45, thus H0 is rejected and H1 is accepted. So, it can be concluded that there is an effect of the recitation method in the cooperative learning model to improve the learning outcomes of heat and its transfer.]]>
<![CDATA[Training on the Use of Mendeley Application to Support the Ability of Teachers in Creating Publication Manuscripts ]]>
<![CDATA[Sahrul Saehana]]>;
<![CDATA[Darsikin Darsikin]]>;
<![CDATA[Amiruddin Hatibe]]>;
<![CDATA[Delthawati Isti Ratnaningtyas]]>
<![CDATA[ Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 6, No 3 (2024) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/btjpm.v6i3.7316
<![CDATA[The Mendeley application is a supporting tool for writers creating manuscripts for publication. Teachers need publications to improve their career path, especially achieving credit scores for promotion to functional positions. This program aims to train teachers in using the Mendeley application to make it easier to create publication manuscripts. Training activities were carried out by presenting ten teachers from PGRI Palu City, Central Sulawesi and two trainers. At the first meeting on July 23 2022, the teachers' ability to use this application was identified, and it was found that almost all teachers needed to be proficient in using it. Training is then carried out using presentation, demonstration, practice and question-and-answer methods. Next, three trainers guided the participants to recognize and apply their obtained information. At the second meeting on July 26 2022, participants completed citations on the manuscript created using the Mendeley application. Assistance is provided by the service team in language that is easily understood by the participants and immediately produces output in the form of a script. This training activity was carried out over two meetings, and the results of the final evaluation showed that the participants who were initially unable to use the Mendeley application (pretest) were then able to use the Mendeley Program well (posttest). It is hoped that the implications of this activity will help participants prepare research results manuscripts to help collect credit. ]]>
<![CDATA[Penenerapan Model PBL pada Konsep Hidrostatika IPA Terpadu Type Connected terhadap HOTS Siswa SMP ]]>
<![CDATA[Dewi, Citra]]>;
<![CDATA[Hatibe, Amiruddin]]>;
<![CDATA[Werdhiana, I Komang]]>
<![CDATA[ Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 1 (2025): Edisi Januari 2025 ]]>
Publisher : <![CDATA[Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta ]]>
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DOI: 10.51169/ideguru.v10i1.1333
<![CDATA[Penelitian ini bertujuan untuk mengidentifikasi perbedaan dalam kemampuan berpikir tingkat tinggi (HOTS) siswa terkait konsep hidrostatika dalam IPA terpadu tipe connected antara kelompok yang mengikuti pembelajaran berbasis masalah (PBL) dan kelompok yang tidak. Selain itu, studi ini juga bertujuan untuk mengetahui pengaruh dari penerapan model PBL terhadap kemampuan berpikir tingkat tinggi siswa. Metode penelitian yang digunakan adalah eksperimen dengan desain kuasi-eksperimental, dilaksanakan di kelas VIII MTs Muhammadiyah Al-Haq Palu. Sampel terdiri dari dua kelas: satu kelas eksperimen menerapkan PBL dan satu kelas kontrol menggunakan metode discovery learning. Data dikumpulkan melalui tes keterampilan berpikir tingkat tinggi yang berbentuk tes esai dengan 6 soal. Hasil penelitian menunjukkan bahwa tidak ada perbedaan signifikan dalam kemampuan berpikir tingkat tinggi antara siswa yang menggunakan PBL dengan yang tidak, sebagaimana dibuktikan oleh hasil uji beda (t-test), dengan nilai signifikansi (2-tailed) sebesar 0,183 > 0,05. Namun, penerapan PBL dalam konsep hidrostatika dalam IPA terpadu tipe connected terbukti efektif meningkatkan kemampuan berpikir tingkat tinggi siswa, dengan N-Gain kelas eksperimen sebesar 0,65 (kategori sedang) dan kelas kontrol sebesar 0,63 (kategori sedang). Selain itu, setiap indikator keterampilan berpikir tingkat tinggi menunjukkan peningkatan yang lebih signifikan pada kelas eksperimen dibandingkan dengan kelas kontrol.]]>
<![CDATA[Pembelajaran Modul Fisika Berbasis Inkuiri di Masa Pandemi di Kelas XI SMA Negeri 1 Tinombo ]]>
<![CDATA[Saraswati, Saraswati]]>;
<![CDATA[Hatibe, Amiruddin]]>
<![CDATA[ JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 11 No. 3 (2023): JPFT (Jurnal Pendidikan Fisika Tadulako Online) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jpft.v11i3.2110
<![CDATA[This research aims to find out: (1) students' interest in learning with inquiry-based modules during the pandemic, (2) the effect of inquiry-based physics modules on student learning outcomes. This type of research is descriptive research obtained by using a combination approach. The population of this study were all students of class XI MIPA SMA Negeri 1 Tinombo. The sample in this study were 34 students of class XI MIPA 3 as many as 34 students. The instruments used to collect data in this study include learning outcomes tests and interest questionnaires. The learning outcomes test obtained showed that the posttest average score was 22,21, which was higher than the pretest average score, which was 5,94. Hypothesis testing (t-test) obtained the value of tcount > ttable or 21.36 > 2.034 at the level of significance = 0.05. This means that the value of tcount is outside the H0 acceptance area. The data obtained from the N-Gain test, namely the average value of the N-Gain percentage of 0.5 is included in the moderate criteria because it meets the N-Gain percentage > 0.3. The results of the interest questionnaire data analysis showed that the percentage of interest of all students was 86.42% who were in the very interested category. Therefore, it can be concluded that students' interest in learning is very good and there is an effect of using an inquiry-based module on learning outcomes.]]>
