Articles
<![CDATA[EFFECT OF PROJECT BASED LEARNING MODEL OF CREATIVE THINKING SKILLS IN FLUID DYNAMIC IN SMA ]]>
<![CDATA[Zaskya Laksmita Utami]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Mariati P Simanjuntak]]>;
<![CDATA[Motlan Motlan]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v8i2.14997
<![CDATA[This study aims to: (1) determine the effect of students' creative thinking skills using the project based learning model. (2) determine the effect of students' creative thinking skills using conventional models. This research is a quasi-experimental type of research. The design in this study used two group pretest-posttest designs. The population of this research is all students of class XI semester 1 of SMA Negeri 9 Medan T.A. 2019/2020 there were 6 classes (192). The sample of this study consisted of two classes, namely class X IPA 1 (experimental class) and class X IPA 3 (control class) taken by cluster random sampling. The number of samples was 72 students. The research instrument was in the form of a project-based creative thinking skills test in the form of an essay test in accordance with aspects of creative thinking skills according to Karen S. Meador. The validity of the test is carried out with content validity, using 2 expert lecturers. Analysis of the data used is the t-test. The results of this study are the influence of project based learning model learning on students 'creative thinking skills and improvement of students' creative thinking skills in its aspect in the medium category.]]>
<![CDATA[THE EFFECT OF KOOPERATIF LEARNING MODEL TYPE GROUP INVESTIGATION AND FIRST CONCEPT UNDERSTANDING TO SCIENCE PROCESS SKILL OF SENIOR HIGH SCHOOL STUDENT ]]>
<![CDATA[Hiba Dertyana Siregar]]>;
<![CDATA[Motlan .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3707
<![CDATA[This study aims to: know the difference science process skills of students using cooperative learning model group investigation with direct instruction teaching model. This study is quasi exsperiment. The sample in this research was done by using cluster random sampling two classes. Instruments used in this research is understanding the concept of the initial test in the form of multiple-choice comprised of 10 questions and test science process skills in the form of 15 questions of multiple choice. From the results of this study concluded that: 1) there are differences in students' science process skills are taught using cooperative learning model group investigation, 2) there is a difference science process skills of students who have an understanding of the concept of high and low initial, 3) there is an interaction between the model of cooperative learning group investigation and understanding of the initial concept of the science process skills that students have a better learning model applied to students who have an understanding of the high initial concept.]]>
<![CDATA[ANALISIS PENGUASAAN KONSEP AWAL FISIKA PADAPEMBELAJARAN MENGGUNAKAN MODEL ADVANCE ORGANIZER BERBASIS EKSPERIMEN TERHADAP HASIL BELAJAR FISIKA ]]>
<![CDATA[Ramlan Sungkawan]]>;
<![CDATA[Motlan .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3480
<![CDATA[This study was aimed to determine the differences between: (1) student’s study result of using advance organizer Model and direct instruction model and (2) student’s study result who at first have low or highcomprehension in physical concept. (3) The relation between advanceorganizer model and direct instruction model to develop student study interestin physics. This is quasi experimental research which students of secondsemester of grade X SMK N 1 Pantai Labu Deli Serdang as a populationchose random sample of each class. The instrument that is used: (1) test forfirst comprehension of concept (2) test for study result which “DynamicPower” as a basic material. The test is used to obtain the data is form of essay.And the data were collected in essay and analyzed according to ANAVA. Itshows that: (1) there are the different between students’ study results that useadvance organizer and direct instruction. (2) There are the differencesbetween students’ study results that have low or high skill in advanceorganizer or Direct Instruction class. (3) There is no interaction between theusing learning of advance organizer or direct Instruction and the degree ofconcept comprehension to develop students’ study result.]]>
<![CDATA[THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL AND CRITICAL THINGKING ABILITY TOWARD SCIENCE PROCESS SKILLS OF SMA ]]>
<![CDATA[Ferawati Hutapea]]>;
<![CDATA[Motlan .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i2.3239
<![CDATA[The purpose of research are 1). To know are differences in science process skills of students with the applied of inquiry training learning model and direct instruction learning models, 2). To know are differences in science process skills of students who has high critical thinking ability and the critically low ability, 3). To know the interaction inquiry training learning model and critical thinking ability toward students science process skills. The samples in this research conducted by cluster random sampling and as many as two class , the first class (X-I) as experiment applied Inquiry Training learning model and the second class (X-2) as control class applied Direct Intruction learning model. The instrument used in this research is tests science process skills and critical thinking skills in the form of description and observation sheets science process skills. From these results it can be concluded that: 1) there are differences in students science process skills with applied inquiry training model and direct intruction model, 2) science process skills of students with high critical thinking ability is better than the science process skills of students with the ability to think critically low, and 3) the interaction inquiry training learning model and critical thinking ability toward the science process skills.]]>
<![CDATA[THE EFFECT OF INQUIRY TRAINING ON LEARNING MODEL USING MACROMEDIA FLASH AND CREATIVITY ON STUDENT’S SCIENCE PROCESS SKILLS ]]>
<![CDATA[Santro Nomember Manalu]]>;
<![CDATA[Prof. Motlan]]>;
<![CDATA[Nurdin Siregar]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i1.8654
<![CDATA[This research aimed to determine whether students on science process skills that were learned by inquiry training model using macromedia flash will be better than conventional learning, to know whether the science process skills of students who have creativity above average was better than students who have creativity below the average, to find whether there was an interaction between instructional inquiry training model used macromedia flash with creativity on students process science skill. This research was quasi experiment research with two group pretest-posttest design. The research population was the whole of the XIth grade of SMA Negeri 4 Medan, 2nd semester of 2016/2017 academic year. The sample of research were taken by cluster random class, consist of 80 students. Class XI-1 was experiment class, consists of 40 students learned by inquiry training on learning model used macromedia flash. Class XI-2 was control class, consists of 40 students taught conventional learning. The instruments consists of two types namely: essay test science process skill consists of 10 questions and essay test of creativity consists of 5 questions. The conclusion are the science process skill of student taught by inquiry training on learning model used macromedia flash was better than conventional learning, the second , the science process skills of students who have creativity above average was not better than students who have below average creativity and the third that there is no interaction between inquiry training model using macromedia flash and conventional learning with creativity in an effort to improve students' science process skills]]>
<![CDATA[EFFECT OF INQUIRY LEARNING MODEL TRAINING AND CRITICAL THINKING SKILLS ON SCIENTIFIC KNOWLEDGE CLASS X ]]>
<![CDATA[Envilwan Harefa]]>;
<![CDATA[Motlan Sirait]]>;
<![CDATA[Eva M. Ginting]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i2.4403
<![CDATA[The aims of research were to analize: (1) Student’s skill proccess science by using inquiry training learning model better than direct intruction learning model; (2) Student’s skill process science who had under average better than above average category in scientific knowledge; and (3) the interaction between learning model and the level of scientific knowledge in fluencing student’s skill process science. The research was quasi-experimental research. The population of this research is all of thenth grade students of SMAN 3 Gunungsitoli. The sample of this researchconsist of grade with was taken by cluster random sampling were X2 and X3 class.The research instrument consisted of skill process science essay test and criticalthinking skills test data be analysed by using Two–way ANAVA. Result of theresearch showed that kill of the student science process (1) between inquiry training and direct intruction, where inquiry training better than direct intruction, (2) between group of student in the group of the students scientific knowledgeupon and under of mean, where scientific knowledge upon of mean better then scientific knowledge under of mean, (3) no interaction between inquiry training and scientific knowledge increased skill of student science process.]]>
<![CDATA[APPLICATION OF PROJECT BASED LEARNING BASED OF WORKSHEET TO STUDENT’S CRITICAL THINKING SKILLS ]]>
<![CDATA[Yenni Dwi Aprilita Sagala]]>;
<![CDATA[Mariati P. Simanjuntak]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Motlan Motlan]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v8i2.14934
<![CDATA[Project based learning model (PjBL) is a model that is designed to train students to make plans and produce products that can solve problems in the surrounding environment. The PjBL model has five phases, there are (1) finding ideas, (2) designing the project, (3) compiling the project, (4) implementing the project, and (5) evaluating the project. The purpose of this study is to determine students ‘critical thinking skills and improve student’s critical thinking skills in learning physics through the PjBL model. The design in this study used one group pre-test post-test design on 60 students in Senior High School State of 12 Medan (SMA Negeri 12 Medan) at academic year 2019/2020. The instrument of students’ critical thinking skills uses 7 essay tests using indicators by Ennis, namely: (1) elementary clarification, (2) basic support, (3) inferring, (4) advanced clarification, and (5) strategy and tactic. Analysis of the data used is N-gain. The results of this study are students’ critical thinking skills in the medium category. And the improvement of students’ critical thinking skills is also in the medium category]]>
<![CDATA[THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL ASSISTED MIND MAP FOR CONCEPTUAL KNOWLEDGE AND SCIENCE PROCESS SKILLS ]]>
<![CDATA[Resti Harahap]]>;
<![CDATA[Prof. Motlan]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 6, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v6i2.8138
<![CDATA[This research aimed to analyze : (1) the students’ conceptual knowledge by using inquiry training learning model assisted mind map were better than using convensional learning, (2) the students’ science process skills by using inquiry training learning model were better than using convensional learning. This research carried out by a quasi-experimental and desaign was two group pretes-postest desaign.The population of this study was class X SMA IT As-Syafiiyah Medan. Sample selection was done by total sampling. Sample devided two class, eksperimen class by using inquiry training learning model and control class by using convensional. The instruments of this study used test conceptual knowledge and science process skills test in the form of a observations which were valid. The data were analyzed by using independent sample t-test. Conceptual knowledge postest results of experimental class is 75,20 and the control class is 56.87. Science process skills postest results of experimental class is 72,93 and the control class is 66,50. The result indicates the conceptual knowledge and KPS of students using inquiry training model assisted mind map is better than using convensional learning.]]>
<![CDATA[EFEK MODEL PEMBELAJARAN BERBASIS PROYEK DENGAN STRATEGI THINK TALK WRITE DAN KREATIVITAS ILMIAH TERHADAP HASIL BELAJAR KOGNITIF TINGKAT TINGGI SISWA SMA PADA PELAJARAN FISIKA ]]>
<![CDATA[Irham Ramadhani]]>;
<![CDATA[Motlan Sirait]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i1.2564
<![CDATA[Penelitian ini bertujuan untuk menganalisis: (1) perbedaan hasbelajar kognitif tingkat tinggi fisika siswa dengan model pembelajaraberbasis proyek dengan strategi think talk write dan pembelajarakonvensional; (2) perbedaan hasil belajar kognitif tingkat tinggi fisika siswayang memiliki kreativitas ilmiah di atas rata-rata dan di bawah rata-rata; dan(3) interaksi antara model pembelajaran dengan tingkat kreativitas ilmiahdalam mempengaruhi hasil belajar kognitif tingkat tinggi fisika siswPenelitian ini merupakan penelitian quasi eksperimen. Sampel dalampenelitian ini dipilih dengan cluster random sampling sebanyak dua kelaInstrumen terdiri dari tes hasil belajar kognitif tingkat tinggi berupa teessay dan tes kreativitas ilmiah. Data dianalisis dengan menggunakanANAVA dua jalur. Hasil penelitian menunjukkan bahwa hasil belajakognitif tingkat tinggi fisika menggunakan model pembelajaran berbasproyek dengan strategi think talk write berbeda dan menunjukkan hasil yanlebih baik dibandingkan dengan pembelajaran konvensional, hasil belajarkognitif tingkat tinggi siswa fisika dengan kreativitas ilmiah di atas rata-rataberbeda dan menunjukkan hasil lebih baik dari siswa dengan kreativitasilmiah di bawah rata-rata, serta terdapat interaksi antara model pembelajaranberbasis proyek dengan strategi think talk write dan kreativitas ilmiah dalammempengaruhi hasil belajar kognitif tingkat tinggi fisika siswa. Kata kunci: hasil belajar kognitif tingkat tinggi, kreativitas ilmiah, model pembelajaran Berbasis Proyek, strategi think talk write]]>
<![CDATA[EFFECT OF PROBLEM SOLVING LEARNING MODEL AND UNDERSTANDING THE CONCEPT OF PHYSICS STUDENT LEARNING OUTCOMES ]]>
<![CDATA[Apriani Sijabat]]>;
<![CDATA[Motlan .]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i2.4404
<![CDATA[This research aims to analyze the students’ problem solving ability in problem solving model and conventional learning, analyze the students’ problem solving ability between the students who have understanding the concept above the average and the students who have understanding below the average, and also analyze the interaction between the learning model and the understanding concept on the students’ problem solving ability. This research is quasi experiment. Sample selection was done by using random class technique twice, where the first class was taught problem solving model while the second class was taught conventional learning. The instrument which was used consisted of the tests of problem solving ability and test of understanding the concept. The data in this research was analyzed by using two way anova. The result of this research showed that the students’ problem solving ability who was taught problem solving model was better than the students’ problem solving ability who was taught conventional, the students’ problem solving ability with understanding the concept above the average showed a better result than the students with understanding the concept below the average, and there was an interaction between problem solving model and understanding the concept on the students’ problem solving ability]]>
