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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Penelitian Saintek JURNAL MATEMATIKA STATISTIKA DAN KOMPUTASI Journal of Education and Learning (EduLearn) JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Inovasi Pendidikan IPA Jurnal Penelitian dan Pembelajaran IPA REFLEKSI EDUKATIKA Edufisika: Jurnal Pendidikan Fisika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Education Research Edukasi Islami: Jurnal Pendidikan Islam JPF : JURNAL PENDIDIKAN FISIKA UPEJ Unnes Physics Education Journal DIFFRACTION: Journal for Physics Education and Applied Physics JIK (Jurnal Ilmu Kebidanan) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Journal Of World Science Measurement In Educational Research Islam Realitas: Journal of Islamic and Social Studies International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Pendidikan Fisika Jurnal Info Kesehatan

Supahar, Supahar

Universitas Negeri Yogyakarta

Author-ID : 509157

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WhatsApp-Assisted JCL-Based Physics E-Book: Its Effect on Physics Learning Outcome in Senior High School Ivandra Immanuela Latumakulita; Supahar Supahar; Suparwoto Suparwoto; Ence Surahman
Jurnal Penelitian Pendidikan IPA Vol 9 No 4 (2023): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i4.1871

This research aims to develop physics e-book-based jigsaw cooperative learning (JCL) assisted by WhatsApp. This article describes the results of the validity and effectiveness of the developed media on physics learning outcomes in terms of student learning motivation. This article also describes the relationship between initial ability and learning motivation on student learning outcomes. This research is development research with a 4-D model. This research was implemented with a quasi-experimental using a pretest-posttest control group research design. The sample in this research was 70 students of 10th grade science class at one of the high schools in Yogyakarta. The results of this research indicate that the development of WhatsApp-assisted JCL-based Physics e-book on the topic of straight motion is valid and reliable. This is evidenced by the results of the validator where the average value of validity and reliability is 0.75 in the high category and 94 in the reliable category. The use of WhatsApp-assisted JCL-based Physics e-book has a significant effect on improving student learning outcomes. This is indicated by the significant value is 0.00 < 0.05. By analysis of covariance, initial ability and learning motivation have a relationship with student learning outcomes. This is indicated by the squared value of the regression coefficient is 38.6%.

Portrait of Mathematical Anxiety in Early Youth Ages Rosyita Anindyarini; Supahar Supahar
International Journal of Trends in Mathematics Education Research Vol 2, No 3 (2019)
Publisher : SAINTIS Publishing

Mathematical anxiety is considered as one of the psychological obstacles that shall be considered by every mathematics teacher. Symptoms that felt by students are in various forms. This can also influence the student’s interests and learning outcomes of mathematics. But in fact, teachers are giveless attention to this problem so students tend to learn with less supported conditions and situations. This study aims to describe the level of mathematical anxiety and the forms of symptoms of mathematical anxiety that occur in early adolescents, and their influence on learning interest by gender consideration. The quantitative approach with the survey design of 404 students in junior high schools spread across Central Java and Yogyakarta Special Province was used in this study. Anxiety test instruments were used to collect premier data and interviews were used as supporting data. The results of the study showed that the mathematics anxiety level of the teenage as follows: Forget about mathematic lesson, more frekwntly breathing, having a thinking disorder such as difficulty concentrating and more afraid toface math test than other subjects The findings also show that gender influences mathematical anxiety, but mathematics anxiety does not significantly affect in learning interest.

Developing an Assessment Instrument of Mathematical Problem-Solving Skills in Senior High School Dyah Ayu Fitriana; Supahar Supahar
International Journal of Trends in Mathematics Education Research Vol 2, No 3 (2019)
Publisher : SAINTIS Publishing

This study aims to develop an assessment instrument of mathematical problem-solving skills in senior high school. The developed assessment instrument includes instrument outlines, items of mathematical problem-solving skill in senior high school instrument, and scoring guidelines. The development procedures include 1) Planning the test, 2) Trying out the test, and 3) Establishing the Validity Test, 4) Establishing Test Reliability, and 5) Interpreting the Test Score. The trial was conducted on 508 respondents involving 4 experts and 1 practitioner as raters. The interpretation of the results of the trial is intended to find out the instrument construction and the validity and reliability of the assessment instrument. A problem-solving skill assessment instrument has been validated by the raters. Indicators to be measured include understanding problems, formulating strategies, implementing the strategies, and interpreting the results. The reliability coefficient of the results of the trial is categorized as good in which the Cronbach Alpha value is 0.82. Therefore, the developed instrument can be used to measure the mathematical problem-solving skills in senior high school.

THE MEASUREMENT OF PROFESSIONAL COMPETENCY TO SCHOOL TEACHER’S ACHIEVEMENT AT PGRI UNIVERSITY YOGYAKARTA LABORATORY Eko Wahyunanto Prihono; Supahar Supahar
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 8, No 2 (2018): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Juni 2018)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v8i2.2349

Penelitian ini bertujuan: (1) untuk mengukur prestasi kerja guru sekolah laboratorium Universitas PGRI Yogyakarta, dan (2) mendeskripsikan hasil pengukuran prestasi kerja guru sekolah laboratorium Universitas PGRI Yogyakarta ditinjau dari kompetensi profesionalisme guru. Penelitian ini merupakan penelitian deskriptif kuantitatif. Populasi dalam penelitian ini adalah seluruh guru kelas tinggi dan kepala sekolah jenjang sekolah dasar. Teknik pengambilan sampel menggunakan menggunakan teknik cluster random sampling. Teknik pengumpulan data dalam penelitian menggunakan tes dan angket. Validitas pada instrumen kompetensi profesional menggunakan validitas isi dan valditas konstruk. Adapun estimasi reliabilitas instrumen dalam penelitian ini menggunakan cronbanch alpha. Hasil penelitian menunjukkan bahwa: (1) pencapaian rerata nilai prestasi kerja guru secara keseluruhan sebesar 71,00 dari rentang skor 0-100 dan (2) terdapat 4 kecamatan dan 18 Sekolah Dasar dengan kategori rendah dalam penilaian prestasi kerja guru sekolah laboratorium Universitas PGRI Yogyakarta.

PENGEMBANGAN INSTRUMEN PENILAIAN PESERTA DIDIK ASPEK AFEKTIF DAN PSIKOMOTORIK PADA MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DALAM MATA PELAJARAN FISIKA SMA THE DEVELOPMENT OF STUDENT’S ASSESSMENT INSTRUMENTS OF AFFECTIVE AND PSYCHOMOTOR ASPECTS IN NUMBERED HEAD TOGETHER (NHT) COOPERATIVE LEARNING FOR HIGH SCHOOL PHYSICS SUBJECT Agatha Pindha Sitaresmi Agatha Pindha Sitaresmi; Supahar Supahar
Jurnal Pendidikan Fisika Vol 5, No 5 (2016): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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AbstrakPenelitian ini bertujuan untuk: (1) mengetahui konstruksi instrumen penilaian aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe NHT, (2) mengetahui kelayakan instrumen penilaian aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe NHT, (3) mengetahui hasil deskripsi penilaian aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe NHT dalam pokok bahasan hukum Newton dan penerapannya.Penelitian ini merupakan penelitian dan pengembangan (RD) dengan mengggunakan model 4D yang dikemukakan Thiagarajan. Tahap define merupakan tahap awal untuk mendefinisikan permasalahan. Tahap design dilakukan dengan mengembangkan rancangan awal instrumen penilaian aspek afektif dan psikomotorik serta instrumen penelitian. Tahap development dilakukan untuk menghasilkan instrumen penilaian aspek afektif dan psikomotorik yang layak serta untuk mengetahui hasil deskripsi penilaian peserta didik. Kelayakan dilihat dari rata-rata skor penilaian validator dan reliabilitas dari uji coba terbatas Uji coba terbatas pada 4 peserta didik dan uji coba operasional pada 64 peserta didik di SMA N 1 Wates. Tahap disseminate dilakukan dengan penyebaran instrumen penilaian aspek afektif dan psikomotorik dalam skala yang luas di SMA N 1 Wates, SMA N 1 Jetis Bantul, dan SMA N 1 Prambanan.Hasil penelitian ini yaitu: (1) instrumen penilaian aspek afektif dengan tiga belas butir pernyataan beserta rubriknya dan instrumen penilaian aspek psikomotorik dengan empat belas butir pernyataan beserta rubriknya; (2) instrumen penilaian aspek afektif dan psikomotorik layak digunakan untuk menilai sikap dan keterampilan peserta didik, ditinjau dari nilai CVI masing-masing instrumen penilaian sebesar 1 (sangat baik) dan nilai Cronbach’s Alpha untuk instrumen penilaian afektif sebesar 0,998 (excellent) serta untuk instrumen penilaian psikomotorik sebesar 0,987 (excellent); (3) Hasil pengategorian peserta didik pada aspek afektif yaitu untuk kelas X MIA 4 sebesar 62% peserta didik dikategorikan sangat baik dan 38% baik, untuk kelas X MIA 5 sebesar 84% peserta didik dikategorikan sangat baik dan 16% baik. Penilaian aspek psikomotorik untuk kelas X MIA 4 sebesar 19% peserta didik dikategorikan sangat terampil, 75% terampil, dan 6% cukup terampil, untuk kelas X MIA 5 sebesar 26% peserta didik dikategorikan sangat terampil, 68% terampil, dan 6% cukup terampil.Kata kunci: afektif, hukum Newton, instrumen, NHT, penilaian, psikomotorikAbstractThis research aimed to: (1) find out the constructions of student’s assessment instruments of affective and psychomotor aspects in NHT cooperative learning, (2) find out the feasibility of student’s assessment instruments of affective and psychomotor aspects in NHT cooperative learning, (3) find out the results of descriptions of student’s assessment instruments of affective and psychomotor aspects in NHT cooperative learning in Newton’s law and application materials.This research was a research and development (RD) using the 4D model from Thiagarajan. The define stage was to identify the problems. The design stage was done by developing the former plan of student’s assessment instruments of affective and psychomotor aspects and the research instruments. The develop stage was done to produce feasible assessment instruments of affective and psychomotor aspects and to find out the students’ assessment description. The feasibility could be seen from the average score of assessment validity and reliability taken from limited test. The limited testing was done by 4 students and the operational testing was done by 64 students from SMA N 1 Wates. The disseminate stage was done by distributing the assessment instruments of affective and psychomotor aspects in a large scale to SMA N 1 Wates, SMA N 1 Jetis Bantul, and SMA N 1 Prambanan.The results of this research were: (1) the assessment instruments for affective aspect was thirteen statements with the rubric and the assessment instruments for psychomotor aspect was fourteen statements with the rubric; (2) the assessment instruments of affective and psychomotor aspects were feasible to assess the students’ attitude and ability,Jurnal Pendidikan Fisika FMIPA UNY 2reviewed from the CVI values, each of the assessment instrument value was 1 (excellent), the Cronbach’s Alpha for the affective assessment instruments was 0,998 (excellent), and for the psychomotor aspect was 0,98 7 (excellent); (3) the students’ categorization results of X MIA 4 class for affective aspect, 62% students were categorized as very good and 38% were categorized as good, and the results for X MIA 5 class, 84% students were categorized as very good and 16% were categorized as good. The results of psychomotor aspect assessment for X MIA 4 class, 19% students were categorized as very skilled, 75% were categorized as skilled and 6% were categorized as adequate skilled, while the results for the X MIA 5 class, 26% students were categorized as very skilled, 68% were categorized as skilled and 6% were categorized as adequate skilled.Keywords: affective, assessment, instruments, Newton’s law, NHT, psychomotor

PENGEMBANGAN INSTRUMEN PENILAIAN ASPEK AFEKTIF DAN PSIKOMOTOR PESERTA DIDIK PADA MODEL PEMBELAJARAN KOOPERATIF METODE TWO STAY-TWO STRAY DALAM MATA PELAJARAN FISIKA SMA THE DEVELOPMENT OF STUDENT’S ASSESSMENT INSTRUMENTS OF AFFECTIVE AND PSYCHOMOTOR ASPECTS IN TWO STAY-TWO STRAY COOPERATIVE LEARNING FOR HIGH SCHOOL PHYSICS SUBJECT Vika Asriningtyas Vika Asriningtyas; Supahar Supahar
Jurnal Pendidikan Fisika Vol 5, No 5 (2016): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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AbstrakPenelitian ini bertujuan untuk: (1) menghasilkan konstruksi yang terdapat dalam instrumen penilaian peserta didik aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe Two Stay-Two Stray, (2) menghasilkan kelayakan instrumen penilaian peserta didik aspek afektif dan psikomotorik pada pembelajaran kooperatif tipe Two Stay-Two Stray, dan (3) Mendeskripsikan kemampuan peserta didik dalam aspek afektif dan psikomotorik pada pembelajaran kooperatif tipe Two Stay-Two Stray. Penelitian ini merupakan penelitian pengembangan (RD) dengan model 4-D menurut Thiagarajan (1974). Tahap define meliputi analisis awal, analisis peserta didik, analisis tugas, analisis konsep, dan penyusunan instrumen penilaian. Tahap design dilakukan dengan mengembangkan rancangan awal instrumen penilaian peserta didik aspek afektif dan psikomotorik. Tahap develope dilakukan untuk menghasilkan instrumen penilaian peserta didik aspek afektif dan psikomotorik yang layak digunakan untuk menilai sikap dan keterampilan peserta didik selama pembelajaran berlangsung. Kelayakan instrumen penilaian peserta didik aspek afektif dan psikomotorik dilihat nilai validitas dan reliabilitas yang dihasilkan. Tahap disseminate dilakukan dengan penyebaran instrumen penilaian peserta didik aspek afektif dan psikomotorik di SMA Negeri 1 Jetis Bantul dan pengunggahan di e-journal Pendidikan Fisika FMIPA UNY.Hasil penelitian menunjukkan bahwa: (1) instrumen penilaian peserta didik aspek afektif terdiri atas 17 butir pernyataan beserta rubrik penilaiannya dan aspek psikomotorik terdiri atas 14 butir pernyataan beserta rubrik penilaiannya, (2) instrumen penilaian peserta didik aspek afektif dan psikomotorik pada model pembelajaran kooperatif tipe Two Stay-Two Stray layak digunakan karena memenuhi syarat validitas dari aspek afektif memiliki nilai CVI sebesar 1 dan reliabilitasnya sebesar 0,99 (sangat reliabel), sedangkan validitas dari aspek psikomotorik memiliki nilai CVI sebesar 1 dan reliabilitasnya sebesar 0,99 (sangat reliabel), dan (3) persentase kemampuan peserta didik kelas X IPS 1 pada aspek afektif sebesar 37% (baik) dan 63% (sangat baik), sedangkan pada aspek psikomotorik sebesar 25% (baik) dan 75% (sangat baik); serta persentase kemampuan peserta didik kelas X IPS 3 pada aspek afektif sebesar 29% (baik) dan 79% (sangat baik), sedangkan pada aspek psikomotorik sebesar 23% (baik) dan 77% (sangat baik).Kata-kata kunci: instrumen penilaian aspek afektif dan psikomotorik, pembelajaran kooperatif, tipe Two Stay-Two StrayAbstractThis research aimed to: (1) produce the construction of student’s assessment instruments of affective and psychomotor aspects in Two Stay-Two Stray cooperative learning, (2) produce feasibility of student’s assessment instruments of affective and psychomotor aspects in Two Stay-Two Stray cooperative learning, and (3) describe student’s ability in affective and psychomotor aspects in Two Stay-Two Stray cooperative learning. This study is a research and development (RD) using 4-D from Thiagarajan (1974). The define stage includes front-end analysis, learner analysis, task analysis, concept analysis, and assessment instruments. The design stage was done by developing the former plan of student’s assessment instruments of affective and psychomotor aspects. The develop stage was done by developing the former plan of student’s assessment instruments of affective and psychomotor aspects which were feasible to be used to assess student’s attitude/ability throughout the learning process. The feasibility of student’s assessment instruments of affective and psychomotor aspects could be seen from the results of the validity and reliability values. The disseminate stage was done by distributing student’sassessment instruments of affective and psychomotor aspects to SMA Negeri 1 Jetis Bantul and uploading it in e-journal of Physics Education Faculty of Mathematic and Natural Science Yogyakarta State University. The results showed: (1) student’s assessment instruments of affective aspect contained of 17 statements with the assessment rubric and psychomotor aspect contained of 14 statements with the assessment rubric, (2) student’s assessment instruments of affective and psychomotor aspects in two stay-two stray cooperative learning was feasible since the validity of affective aspect CVI value was 1 and the reliability was 0,99 (very reliable), and (3) the percentage of students’ ability of X IPS 1 class in affective aspect was 37% (good) and 63% (excellent), while for the psychomotor aspect was 25% (good) and 75% (excellent); and the percentage of students’ ability of affective aspect was 29% (good) and 79% (excellent), while the psychomotor aspect was 23% (good) and 77% (excellent).Keywords: student’s assessment instruments of affective and psychomotor aspects, Cooperative Learning, and Two Stay-Two Stray

Pengembangan E-Module Physics In Life Berbasis SETS Untuk Meningkatkan Minat Belajar dan Penguasaan Materi Mutia Ulfah Seftianingsih; Supahar Supahar
Jurnal Pendidikan Fisika Vol 8, No 2 (2021): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstrak- Penelitian ini bertujuan untuk menghasilkan produk e-module physics in life berbasis SETS berbantuan aplikasi adobe indesign yang memenuhi kriteria kelayakan dan mendeskripsikan keefektifan produk e-module physics in life berbasis SETS terhadap peningkatan minat belajar dan penguasaan materi peserta didik. Penelitian ini merupakan penelitian pengembangan (RD) dengan model 4D. Penelitian dilakukan di SMA Negeri 1 Slogohimo dengan subjek penelitian kelas X MIPA dan XI MIPA. Analisis efektivitas produk menggunakan MANOVA dan GLM Anava. Hasil penelitian menunjukkan bahwa telah dihasilkan e-module physics in life berbasis SETS dengan materi Usaha dan Energi yang layak untuk digunakan dengan nilai kelayakan media dan materi sebesar 3,88 dan 3,89 serta keterbacaan peserta didik sebesar 3,28. Produk efektif untuk meningkatkan minat belajar dan penguasaan materi peserta didik. Berdasarkan nilai effect size, diperoleh nilai partial eta square minat belajar kelas eksperimen sebesar 0,109 dalam kategori sedang dan penguasaan materi kelas eksperimen sebesar 0,284 dalam kategori sangat besar.Kata-Kata Kunci: e-module, SETS, adobe indesign, minat belajar, dan penguasaan materi.

PENGEMBANGAN E-LEARNING BERBASIS MOODLE UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK DI MAN YOGYAKARTA 1 THE DEVELOPMENT OF E-LEARNING BASED MOODLE TO IMPROVE LEARNING OUTCOMES STUDENTS IN MAN YOGYAKARTA 1 AHSAN ABDULFATTAH; Supahar Supahar
Jurnal Pendidikan Fisika Vol 5, No 6 (2016): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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AbstrakPenelitian ini bertujuan untuk mengetahui kelayakan dan keefektifan penerapan media pembelajaran berbasis Moodle pada hasil belajar fisika peserta didik materi suhu dan kalor. Penelitian pengembangan ini menggunakan model 4-D menurut Thiagarajan dan Semmel (1974: 5). Tahap define dilakukan analisis kebutuhan. Tahap design dilakukan pembuatan materi, perangkat pembelajaran, dan instrumen pengukuran yang selanjutnya divalidasi terlebih dahulu. Tahap develope dilakukan uji coba terbatas butir soal tes, pengembangan media, penilaian media, dan uji coba lapangan. Tahap disseminate dilakukan penyebaran dan sosialisasi e-learning di MAN Yogyakarta 1, serta mengunggah hasil penelitian di e-journal Pendidikan Fisika FMIPA UNY. Hasil penelitian diperoleh media berbasis moodle yang layak digunakan pada pembelajaran untuk meningkatkan hasil belajar peserta didik, dengan rata-rata penilaian ahli sebesar 129 dari rentang skor 35 sampai dengan 140; media yang efektif diterapkan dalam pembelajaran dengan respon peserta didik pada kategori sangat tinggi (56,67%) dan tinggi (43,33%), dengan hasil belajar peserta didik yang mengalami peningkatan 6,94% pada kelas X MIA 1 dan 3,97% pada kelas X MIA 3, respon guru juga menunjukkan kategori sangat tinggi dengan nilai 99 dari rentang skor 30 sampai 120. Kata kunci: kelayakan, keefektifan, moodle AbstractThis research aimed to understand feasibility and effectiveness of the media based moodle learning to the results of studied in learning physics material heat and temperature. This development research used 4-D Model by Thiagarajan and Semmel (1974: 5). In the define necessary analysis is done. In the design the matter, learning device, and measuring instrument were made, and then were validated first. In the develope test items were limitally tested, media developing, media assessing, and extensive test. In the disseminate e-learning was spread to MAN Yogyakarta 1 and uploaded to e-journal Physics Education of FMIPA UNY. The result of the research was a feasible media based moodle to use in learning for increasing learning outcome of students, with average expert assessment of 129 in the range of scores 35 to 140; effective media to be applied in learning with responsed of students in the category of very high (56,67%) and high (43,33%), with increasing learning outcomes of students of 6,94% in X MIA 1 and 3,97% in X MIA 3, the teacher response also showed in very high category with 99 value of score range from 30 to 120. Keywords: feasible, effective, moodle

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TERHADAP HASIL BELAJAR FISIKA ASPEK KOGNITIF DAN AFEKTIF PESERTA DIDIK KELAS X SMA N 2 BANTUL THE INFLUENCE OF COOPERATIVE LEARNING MODEL TO COGNITIVE AND AFFECTIVE ASPECT RESULT OF FIRST GRADE STUDENTS IN SMA N 2 BANTUL nur fauzah eryanti; supahar supahar
Jurnal Pendidikan Fisika Vol 6, No 7 (2017): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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ABSTRAKPenelitian ini bertujuan untuk: 1) mengetahui pengaruh pembelajaran kooperatif tipe Numbered Head Together (NHT), Example Non Example (ENE), dan Snowball Throwing (ST) terhadap capaian hasil belajar fisika aspek kognitif dan aspek afektif, dan 2) mengetahui tipe model pembelajaran yang paling berpengaruh terhadap capaian hasil belajar fisika aspek kognitif dan afektif. Penelitian ini menggunakan desain eksperimental semu dengan bentuk pretest-posttest control group design. Populasi penelitian ini adalah seluruh peserta didik kelas X SMA N 2 Bantul. Sampel penelitian ini yaitu kelas X MIPA 2, X MIPA 3, dan X MIPA 6. Metode pengujian hipotesis dilakukan dengan uji Manova dan uji perbandingan terpisah yang terdiri dari Post Hoc dan General Linear Model Mixed Design. Hasil penelitian ini yaitu: 1) terdapat pengaruh model pembelajaran Numbered Head Together, Example Non Example, dan Snowball Throwing terhadap capaian hasil belajar aspek kognitif dan aspek afektif peserta didik. Setiap kelas dengan masing-masing model pembelajaran mengalami peningkatan pada aspek kognitif dan afektif, dan 2) model pembelajaran yang paling berpengaruh dalam capaian hasil belajar aspek kognitif dan afektif adalah model pembelajaran Numbered Head Together. Hasil capaian aspek kognitif meningkat sebesar 88,5% dan aspek afektif meningkat sebesar 45,7%.Kata Kunci : Pembelajaran kooperatif, NHT, ENE, ST, kognitif, afektif.ABSTRACTThis research is aimed to: 1) knew the influence of cooperative learning Numbered Head Together (NHT), Example Non Example (ENE), and Snowball Throwing (ST) to cognitive and affective aspect result, and 2) knew which type is the most influential to cogntive and affective aspect result. This research design was quasi experiment with type was pretest-posttest control group design. Population of this reserach were first grade students in SMA N 2 Bantul. The sample of this research were X MIPA 2, X MIPA 3, and X MIPA 6. The hypothesis mayor was analize with Manova test and the hypothesis minor was analize with Post Hoc and General Linear Model Mixed Design. The result of this research showed that 1) there was influence of cooperative learning type Numbered Head Together, Example Non Example, and Snowball Throwing in cognitive and affective aspect result. The cognitive and affective aspect result were increase in each class, and 2) the most influential type in cognitive and affective aspect result was Numbered Head Together. The cognitive aspect result was increase 88,5% and the affective aspect result was increase 45,7%.Key word : cooperative learning, NHT, ENE, ST, cognitive, affective

PENGARUH PEMBELAJARAN MODEL LEARNING CYCLE 5E TERHADAP PENINGKATAN MINAT DAN HASIL BELAJAR PESERTA DIDIK KELAS XI SMK N 2 YOGYAKARTA THE EFFECT OF LEARNING CYCLE 5E MODEL BASED ON THE IMPROVEMENT OF INTEREST AND LEARNING OUTCOMES AT XI CLASS VOCATIONAL HIGH SCHOOL 2 YOGYAKARTA Puspa Indah Devitasari; supahar supahar
Jurnal Pendidikan Fisika Vol 6, No 5 (2017): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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AbstrakPenelitian ini bertujuan untuk mengetahui adanya pengaruh pembelajaran fisika model learning cycle 5Eterhadap minat belajar dan hasil belajar ranah kognitif serta mengetahui keefektifan model tersebut. Penelitian ini merupakan penelitian quasi eksperimen pada peserta didik di SMK N 2 Yogyakarta dengan populasi 576 peserta didik yang terdistribusi merata pada 18 kelas.Teknik pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling pada peserta didik kelas XI TGB 1, kelas XI TGB 2, dan kelas TGB 3.Kelas eksperimen diberi pembelajaran model learning cycle 5E dan kelas kontrol diberi pembelajaran model konvensional, seperti yang biasa dilaksanakan di sekolah berupa ceramah dan demonstrasi.Penelitian dilakukan di SMK N 2 Yogyakarta semester ganjil tahun ajaran 2016/2017.Instrumen penelitian yang digunakan berupa tes, angket, dan lembar observasi.Penelitian ini menggunakan analisis MANOVA, Post Hoc dan General Linear Model–mixed design untuk menguji hipotesis penelitian.Hasil penelitian menunjukkan bahwa: 1)terdapat pengaruh model pembelajaran learning cycle 5E terhadap peningkatan minat belajar dan hasil belajar ranah kognitif pembelajaran fisika peserta didik 2) model pembelajaran fisika learning cycle 5Etidak lebih efektif daripada model pembelajaran konvensional ditinjau dari peningkatan minat belajar. 3) Model pembelajaran fisika learning cycle 5Elebih efektif daripada model pembelajaran konvensional ditinjau dari peningkatan hasil belajar ranah kognitif.Kata-kata Kunci: learning cycle 5E, hasil belajar,minat belajar, pembelajaran fisika SMKAbstractThis research was aimed tofind out the effect and effectiveness of learning cycle 5E by the consideration of student’s learning results and the interested of students at physics. Experimental research design that used in this research was quasi experimental design with nonrandomized control group pre-test-post-test design- type. The populations are 576 students in 18 classes. This study was applied to students from three classes, there are XI TGB 1, XI TGB 2, and XI TGB 3 as a sample that chosen by purposive sampling as its sampling technique. The first and the second group was given through conventional physics learning, and the third group is the group that given experiment of learning cycle 5E. This effectiveness study was conducted at SMKN 2 Yogyakarta at XI Class of TGB. Instrument that used in this research is a test and questionnaire, that will be analyze by MANOVA and General Linear Model– mixed design to test the hypothesis. The results showed that: 1) there is effects of learning cycle 5E model to increase the interest and learning outcomes based on MANOVA test with sig. 0,000 (≤0,05). 2) learning cycle 5E model is not more effective than conventional learning model in terms of the increase of the interest based on GLM-mixed design test shown the value in the mean difference of the experimental class after the treatment has reached -0.323. 3) Learning cycle 5E model is more effective than conventional learning model in terms of improving learning outcomes based on GLM-mixed design test showing the mean difference in experimental class after treatment was reached 37,645.Keywords: learning cycle 5E, vocational high school, interest, learning results

Co-Authors Afifah, Reny Agatha Pindha Sitaresmi Agatha Pindha Sitaresmi AHSAN ABDULFATTAH Andi Reski Anindyarini, Rosyita Apriliyani, Dini Sukma Arimbi Rachmayani Arnita Rapang Aulia Hermawati Ulfah Awal Mulia Rejeki Tumanggor Az Zahro, Siti Fatimah Azizah, Isma Azzizzah, Frida Amriyati Bara, Farida Tandi Bashooir, K. Bashooir, Khoirul Budi Handono Dadan Rosana Deby Kurnia Dewi Desy Kumala Sari Desy Kumala Sari Dewi Liesnoor Setyowati Dyah Ayu Fitriana Dyaz, Iqbal Edi Istiyono Edt Istiyono Edt Istiyono, Edt Istiyono Eko Wahyunanto Prihono Ernila Siringo Ringo Esti Nugraheny Faila, Rohaya Evatri Fajrul Muhammad Bahri Fauzan, Muhammad Ikhwan Fitriana, Dyah Ayu Handayani, Novia Amarta Hanindya, Yovita Harliadi, Muhammad Dika Heri Retnawati Insih Wilujeng Ivandra Immanuela Latumakulita Jumadi Jumadi Jumadi Khoirunnisa Nasution Kusumawati, Andhiani Eka Lestari, Indiyah Lilik Kurniawan Marina Ramadani Marwiyah, Mulyani Meyska Widyandini Muhammad Amirrudin Muhammad Dika Harliadi Muhammad Fajrul Bahri Mutia Ulfah Seftianingsih Mwakapemba, James Leonard Ni'mah, Ayu Mar'ati Barokatun Nopiyanti Nopiyanti Nopiyanti Nopiyanti, Nopiyanti Novianto, Khairul Putra Nur Azizah nur fauzah eryanti Pebriana, Irvany Nurita Pri Ariadi Cahya Dinata Pri Ariadi Cahya Dinata, Pri Ariadi Cahya Pujianto Pujianto Puspa Indah Devitasari Puspita Sari, Mega Indah Ramadani, Marina Rapang, Arnita Reski, Andi Riki Perdana Ringo, Ernila Siringo Riwayani Riwayani Riwayani, Riwayani Rosyita Anindyarini Rosyita Anindyarini Sajdah, Siti Nurul Sari, Desy Kumala Seran, D'aquinaldo Stefanus Fani Siti Nurjanah Soeharto Soeharto Soeharto Soeharto Sukardiyono Sukardiyono Sultan, Jumriani Sumarhadi, Anas Suparwoto Suparwoto Surahman, Ence Tantri, Risma Ulfah, Aulia Hermawati Vika Asriningtyas Vika Asriningtyas Yuni Kusmiyati Yuni Kusmiyati Zuhdan Kun Prasetyo Zukhruf, Naura

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