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PENGARUH MODEL PEMBELAJARAN SCIENCE TECHNOLOGY AND SOCIETY DENGAN METODE DISKUSI TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN 1 LABUAPI TAHUN AJARAN 2014/2015 Setiawan, Trisno; Rahayu, Satutik; ., Hikmawati
Jurnal PIJAR Vol 10, No 2 (2015)
Publisher : Jurnal PIJAR

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Abstrak : Penelitian ini adalah penelitian eksperimen yang bertujuan untuk mengetahui pengaruh model pembelajaran Science Technology and Society (STS) dengan metode diskusi terhadap hasil belajar fisika siswa kelas VIII SMPN 1 Labuapi tahun ajaran 2014/2015. Populasi pada penelitian ini adalah kelas VIII SMPN 1 Labuapi tahun ajran 2014/2015. Desain penelitiannya adalah posttest only control group design dengan pengambilan sampel menggunakan teknik cluster sampling, sehingga diperoleh kelas VIII C sebagai kelas eksperimen dan kelas VIII E sebagai kelas kontrol. Jumlah siswa pada kedua kelas sama yaitu 25 siswa. Instrumen penelitian yang digunakan adalah tes multiple choice dengan empat alternatif jawaban dengan mempertimbangkan validitas, reliabilitas, daya beda dan taraf kesukaran soal. Berdasarkan hasil penelitian diperoleh bahwa nilai rata-rata posttest kelas eksprimen adalah 75.05 dan kelas kontrol sebesar 54.4, kedua kelas terdistribusi normal dan homogen. Data posttest dianalisis dengan menggunakan uji-t dua pihak dan diperoleh Â sebesar 11.65 sedangkan Â 2.02 dengan taraf signifikan 5%, dari data tersebut diperoleh sehingga dan atau Â maka Ha diterima dan H0 ditolak, yang artinya terdapat perbedaan hasil belajar fisika siswa antara penggunaan model pembelajaran Science Technology and Society (STS) dengan metode diskusi dan model pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa model pembelajaran Science Technology and Society (STS) dengan metode diskusi berpengaruh terhadap hasil belajar fisika siswa kelas VIII SMPN 1 Labuapi tahun ajaran 2014/2015.Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Kata kunci: model pembelajaran STS, metode diskusi, hasil belajar fisikaÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Abstract : This research is experimental study aimed to determine the effect of Science Technology and Society (STS) learning model by discussion methode on learning outcomes physics student 8th grade SMPN 1 Labuapi in the academic year 2014/2015. Design research is posttest only control group design with sampling using cluster sampling, in order to obtain students of grade VIII C as experimental class and students of grade VIII E as the control class. The research instrument used was a multiple choice test with four alternative answers considering the validity, reliability, power and level of difficulty different matter. The result showed that the average value was 75.05 posttest experimental class and control class is 54.4, the both class are distributed normally and homogeneous. Posttest data were analyzed using t-test and the two parties obtained of 11.65 while Â 2.02 with a significant level of 5%, as Â so that Â or Â so Ha accepted and Â is rejected, which means that there are differences in the results studied physics students between the use of learning model Science Technology and Society (STS) by discussion method and conventional learning model. Thus, it can be concluded that Science Technology and Society (STS) learning model with discussion method affects the learning outcomes of physics students 8th grade SMPN 1 Labuapi in the academic year 2014/2015.Keywords: learning model, discussion method, learning outcomes

Analysis of Students' Critical Thinking Abilities in Physics Learning: A Case Study at SMAN 5 Sidrap Prabayanti, Eka; Usman, Usman; Khaeruddin, Khaeruddin; Setiawan, Trisno
Jurnal Pendidikan Fisika Vol 12, No 3 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i3.15317

Critical thinking is one of the essential skills required of students in the 21st century. This research aims to provide an overview of students' critical thinking skills at in high school while studying the concept of Newton's Laws. Critical thinking skills refer to the cognitive processes employed by students to analyze and evaluate information effectively, enabling sound decision-making. The research method used is a descriptive-quantitative approach, involving a population of 130 students and a purposive sample of 60 students. Data were collected using a critical thinking test comprising 31 multiple-choice questions, addressing four indicators: interpretation, analysis, evaluation, and inference. The result of the study show that students' performance on the interpretation indicator predominantly fell into the low category, with 53.33%. Critical thinking skills for the analytical indicator were similarly low, at 38.33%. Critical thinking skills for evaluation were also categorized as low, at 43.33%. Meanwhile, critical thinking skills for inference were slightly better, being in the medium category at 46.67%. In general, students' critical thinking abilities at SMAN 5 Sidrap were primarily low, with 60% of students falling into this category. One of the factors causing students' poor critical thinking skills is the infrequent exposure to exercises designed to measure these skills. Therefore, implementing learning models that actively enhance critical thinking skills is essential.

Analysis of Science Literacy Skills Among 11th Grade Students on Kinematics Material Rahmah, Oliv Jumani; Usman, Usman; Wahyuni, A Sri Astika; Setiawan, Trisno
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i3.12672

This is survey research aimed at determining the profile of science literacy skills among XI students at State High School 4 Makassar on learning physics in general and based on gender. The population in this study is the entire Class XI of physics students at State High School 4 in Makassar school year 2023/2024 of 3 classes, while the sample of 68 students was selected using purposive sampling. The instruments used in this research to measure the content, knowledge, and competency dimensions were tests, while the attitude dimension was measured using a questionnaire. The data obtained from this research were analyzed using descriptive statistics. The research results showed that the literacy of the scientists in the context and knowledge dimensions was in the middle category, the competence dimensions were in the lower category, and the attitude dimensions were in the high category. When reviewed from a gender perspective, the average literacy score of female students is superior in context implications, while male students are superior in knowledge, competence, and attitude.

An Analysis of Readiness for Implementing the Merdeka Curriculum in Physics Education Mutmainna, Mutmainna; Usman, Usman; Helmi, Helmi; Setiawan, Trisno
Jurnal Ilmiah Pendidikan Fisika Vol 8, No 3 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v8i3.12768

This research focuses on implementing the Merdeka Curriculum, which is still relatively new and requires further adaptation in its execution. To ensure effective application, readiness for implementing the Merdeka Curriculum is crucial for each school. This study assesses the readiness for implementing the Merdeka Curriculum in physics education at high schools (SMAN) in Soppeng Regency. The research employed a descriptive approach. The findings indicate that the readiness for implementing the Merdeka Curriculum regarding teacher preparedness was 93.45%. The readiness of the teaching modules was 77.30%, which met the necessary components, while the readiness of facilities and infrastructure was 97.38%, indicating adequate resources for the curriculum’s implementation. Based on these findings, it can be concluded that high schools in Soppeng Regency were generally prepared to implement the Merdeka Curriculum for physics subjects. However, the readiness of the teaching modules was the lowest compared to teacher preparedness and facilities readiness. This could be attributed to the insufficient training that teachers had received on the Merdeka Curriculum. The implications of this research suggested the need for increased teacher training, particularly in preparing teaching modules, to ensure effective learning. Additionally, this research contributed to the literature by thoroughly examining the readiness to implement the Merdeka Curriculum, including teacher readiness, teaching modules, and facilities. Research has yet to comprehensively explore these aspects together, as most studies focus either on teacher readiness or the obstacles in implementing the Merdeka Curriculum.

Pengembangan Bahan Ajar Berbasis Project Based Learning (PjBL) Pada Mata Kuliah Fisika Dasar Usman, Usman; Wahyuni, A Sri Astika; Setiawan, Trisno
Seminar Nasional LP2M UNM SEMINAR NASIONAL 2024 : PROSIDING EDISI 7
Publisher : Seminar Nasional LP2M UNM

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Telah dikembangkan Bahan Ajar Berbasis Project Based Learning (PjBL) pada topik Kinematika Gerak. Pengembangannya menggunakan model pengembangan 4D yang terdiri dari define (pembatasan), design (perancangan), develop (pengembangan), dan disseminate (penyebaran). Artikel ini bertujuan untuk mendiskripsikan validasi bahan ajar berbasis PjBL yang telah dilakukan oleh dua validator ahli. Adapun aspek-aspek yang yang dinilai yaitu kelayakan isi, penyajian, bahasa, dan model PjBL. Hasil validasi diperoleh bahwa aspek kelayakan isi memperoleh nilai rata-rata 3.6, penyajian dengan nilai rata-rata 3.7, bahasa dengan nilai rata-rata 3.6 dan model PjBL dengan nilai rata-rata 3.7 dengan nilai maksimal masing-masing indikator sebesar 4. Dengan demikian hasil validasi ahli dapat disimpulkan layak digunakan dengan revisi sedikit. Kata kunci: Project Based Learning (PjBL), Fisika Dasar, Pengembangan 4D

Arduino-Based Digital Distance Measuring Device Experiment in Tinkercad for Electronics Learning Riskawati; Said, Sukmawati; Tasya, Nurul Amelyan; Sanusi, Dirgah Kaso; Nurnaifa, Ihfa Indira; Agustini, Sri; Setiawan, Trisno; Barumbun, Mardyanto
Kasuari: Physics Education Journal (KPEJ) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v8i1.791

This research aims to design and simulate an automatic distance measuring system based on Arduino Uno, utilizing the HC-SR04 ultrasonic sensor and a 16x2 LCD. The system was simulated within the Tinkercad virtual environment, enabling students to explore electronic concepts without relying on physical hardware. The simulation results demonstrated that the system could measure object distances accurately within a range of 2 cm to 400 cm, displaying the results in real time on the LCD. Tinkercad provides flexibility for experimentation, allowing students to understand the integration of hardware and software, including digital data processing and microcontroller programming. The system’s versatile applications include robotics, automatic parking systems, and distance-based security solutions. Despite its effectiveness, the system has limitations, such as sensitivity to environmental conditions and a restricted measurement range. Additional calibration is recommended to improve accuracy. Overall, the system offers an efficient and interactive approach to electronics education, equipping students with practical experience and enhancing their digital literacy. This study contributes to advancing technology-driven educational methods suited to the demands of the digital age.

Identification of Critical Thinking Skills in Physics Based on Students Thinking Style in Class XI SMAN 5 Wajo Rosdiana, Rosdiana; Usman, Usman; Hasyim, Mutahharah; Setiawan, Trisno
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 1 (2025): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i1.8052

This research is a quantitative study which aims to determine the description of critical thinking abilities in physics in terms of students' thinking styles. The thinking styles that will be used in this research are concrete sequential, abstract sequential, concrete random, and abstract random thinking styles. The sample in this research was all 37 students in class XI of SMAN 5 Wajo. Data collection techniques use thinking style tests and physics critical thinking ability tests. The thinking style instrument used in this research is an instrument developed by De Porter which consists of 15 numbers with four answer choices. Meanwhile, students' critical thinking abilities are in the form of test instruments. The research data were analyzed using descriptive statistical analysis, data presentation and drawing conclusions. Based on the results of data analysis, it was found that students who had a dominant concrete sequential thinking style had the critical thinking category, students who had a dominant abstract sequential thinking style had a level of critical thinking ability in the very critical category, while students who had a dominant concrete random thinking style had The level of critical thinking ability is in the non-critical category, and students who have a dominant abstract random thinking style have the level of critical thinking ability in the moderately critical category.

Pendampingan Penerapan Lesson Study Sebagai Upaya Peningkatan Kualitas Pembelajaran Fisika di SMA Mahaputra Tello Makassar Setiawan, Trisno; Helmi, Helmi; Usman, Usman; Said, Sukmawati; Agustini, Sri
MAMMIRI: JURNAL PENGABDIAN MASYARAKAT Vol. 2 No. 2 (2025): Juni 2025
Publisher : Education and Talent Development Center Indonesia

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Kegiatan pengabdian masyarakat ini bertujuan untuk mendampingi guru-guru di SMA Mahaputra Tello Makassar dalam menerapkan model lesson study sebagai strategi peningkatan kualitas pembelajaran fisika. Lesson study dipilih karena pendekatan kolaboratif ini mampu mendorong refleksi mendalam terhadap praktik mengajar, serta meningkatkan kompetensi pedagogik dan profesionalisme guru. Metode pelaksanaan kegiatan meliputi sosialisasi konsep lesson study, pelatihan perencanaan dan pelaksanaan pembelajaran berbasis lesson study, observasi kelas, serta refleksi bersama. Hasil kegiatan menunjukkan adanya peningkatan pemahaman guru terhadap prinsip dan tahapan lesson study, serta perbaikan dalam perencanaan dan pelaksanaan pembelajaran fisika yang lebih berpusat pada peserta didik. Kegiatan ini juga mendorong terjadinya kolaborasi dan budaya refleksi antar guru sebagai bagian dari upaya berkelanjutan untuk meningkatkan kualitas pembelajaran. Dengan demikian, penerapan lesson study terbukti efektif sebagai salah satu alternatif pengembangan profesionalisme guru fisika di tingkat sekolah menengah.

Analysis of Students' Critical Thinking Abilities in Physics Learning: A Case Study at SMAN 5 Sidrap Prabayanti, Eka; Usman, Usman; Khaeruddin, Khaeruddin; Setiawan, Trisno
Jurnal Pendidikan Fisika Vol. 12 No. 3 (2024): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v12i3.15317

Critical thinking is one of the essential skills required of students in the 21st century. This research aims to provide an overview of students' critical thinking skills at in high school while studying the concept of Newton's Laws. Critical thinking skills refer to the cognitive processes employed by students to analyze and evaluate information effectively, enabling sound decision-making. The research method used is a descriptive-quantitative approach, involving a population of 130 students and a purposive sample of 60 students. Data were collected using a critical thinking test comprising 31 multiple-choice questions, addressing four indicators: interpretation, analysis, evaluation, and inference. The result of the study show that students' performance on the interpretation indicator predominantly fell into the low category, with 53.33%. Critical thinking skills for the analytical indicator were similarly low, at 38.33%. Critical thinking skills for evaluation were also categorized as low, at 43.33%. Meanwhile, critical thinking skills for inference were slightly better, being in the medium category at 46.67%. In general, students' critical thinking abilities at SMAN 5 Sidrap were primarily low, with 60% of students falling into this category. One of the factors causing students' poor critical thinking skills is the infrequent exposure to exercises designed to measure these skills. Therefore, implementing learning models that actively enhance critical thinking skills is essential.

Development of Project-Based Learning Materials for Basic Physics to Enhance Students' Critical Thinking Skills Usman, Usman; Setiawan, Trisno; Khaeruddin, Khaeruddin
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/kmbtb222

The rapid advancement of education in the era of Industrial Revolution 4.0 demands the mastery of critical thinking as a core competency for students. However, physics learning at the tertiary level still tends to be teacher-centered, resulting in low levels of critical thinking skills. This study aimed to develop Project-Based Learning (PjBL) teaching materials to enhance students’ critical thinking abilities in physics, specifically in kinematics. The research employed the Research and Development (R&D) method using the 4D model (Define, Design, Develop, and Disseminate). Participants were physics education students at Makassar State University in the 2024/2025 academic year. Data were collected through expert validation sheets, student response questionnaires, project performance assessments, and critical thinking skill tests, and then analyzed using descriptive, quantitative, and qualitative approaches. The results showed that expert validation of the developed teaching materials reached an average of 96.96% (very valid), while student responses obtained 91.71% (very positive). Students’ project creation ability achieved an average score of 84.25 (in the good category). Critical thinking skills improved significantly, with pretest and posttest averages of 56.7 and 84.3, respectively, and an N-Gain score of 0.63 (moderate improvement). The novelty of this research lies in integrating PjBL into structured teaching materials that directly target critical thinking indicators, which were not thoroughly addressed in prior studies. In conclusion, the developed PjBL-based teaching materials are valid, practical, and effective in fostering critical thinking, and they provide an innovative contribution to physics education by offering a model that prepares students to meet 21st-century academic and professional challenges.

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