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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[ANALISIS KESULITAN BELAJAR DALAM MEMECAHKAN MASALAH FISIKA PADA MATERI HUKUM NEWTON TENTANG GERAK ]]>
<![CDATA[Hijriani, Hijriani]]>;
<![CDATA[Hatibe, H. Amiruddin]]>
<![CDATA[ JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 9 No. 1 (2021): JPFT (Jurnal Pendidikan Fisika Tadulako Online) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jpft.v9i1.788
<![CDATA[The purpose of this study was to determine students' learning difficulties in solving physics problems in Newton's Law of Motion. This research used a qualitative descriptive method which was conducted on the students of class X IPA 3 SMA Negeri 2 Sigi. Sampling was done by purposive sampling. The data in this study were collected through observation, written essay tests and interviews. Based on the results of the study, it can be concluded that the ability to solve physics problems on Newton's Law of Motion was classified as moderate category. Factors that affect the ability to solve problems or learning difficulties in physics, were: internal factors include students 'lack of interest in physics lessons, fatigue and students' lack of knowledge of Newton's Law of Motion material, students do not understand the questions well so they do not understand what the questions are asking , the use of formulas that are not precise and they do not check the completion and answer process. Meanwhile, external factors include family atmosphere, how to educate parents, parents' attention, social media, the applied curriculum and facilities to support the teaching and learning process in schools.]]>
<![CDATA[ANALISIS SOAL TIPE HIGH ORDER THINKING SKILL (HOTS) DALAM SOAL UJIAN AKHIR SEMESTER GANJIL SMA SWASTA DI KOTA PALU TAHUN AJARAN 2019/2020 ]]>
<![CDATA[Sadiah, Riskha Lestari]]>;
<![CDATA[Hatibe, Amiruddin]]>
<![CDATA[ JPFT (Jurnal Pendidikan Fisika Tadulako Online) Vol. 9 No. 2 (2021): JPFT (Jurnal Pendidikan Fisika Tadulako Online) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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DOI: 10.22487/jpft.v9i2.1208
<![CDATA[The 2013 curriculum requires teachers to be able to make questions that measure students' higher order thinking skills (HOTS). However, it is undeniable that there are still teachers who make questions that are not appropriate and generally do not show HOTS type questions. Therefore, how are physics questions made by teachers at private high schools in Palu City. This study aims to analyze the types of HOTS questions made by physics teachers at 1) Bloom's Taxonomy Level of questions, 2) Stimulus to questions and 3) Draw conclusions in questions. This research is a qualitative descriptive research with a phenomenological type of research. The results showed that the percentage of questions made by the teacher at the bloom taxonomy level was C4 17%, C5 4% and C6 4%, the stimulus was 17% and to draw conclusions was 8%. It can be concluded that 1) at the Bloom's taxonomy level, the questions are in the very poor category, because the teacher is still adjusting to the students' abilities in making questions. 2) the stimulus indicator on the question is in the very poor category, because the teacher still has difficulty in making the stimulus contextual and novel and 3) the indicator drawing conclusions in the question is in the very poor category, the teacher assumes that the questions are difficult and require a lot of time in completing it has been included in the HOTS questions.]]>
