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<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN INQUIRY TRAINING DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR FORMAL SISWA ]]>
<![CDATA[Nasution, D.]]>;
<![CDATA[Mihardi, S.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015): July 2015 ]]>
Publisher : <![CDATA[Physics Department, Faculty of Mathematics and Natural Sciences, Semarang State University ]]>
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DOI: 10.15294/jpfi.v11i2.4679
<![CDATA[Low ability of formal thinking students caused the learning outcomes they get too low. This study aims to determine the effectiveness of the inquiry learning model training in improving students ability to think formal. The design was used quasi-experimental "non-equivalent groups pretest-posttest design". Implementation  experimental class learning with inquiry learning model training, control class learning with direct instruction. Data obtained through a formal thinking ability test thinking ability. Learning model efectivity in improving formal thinking ability is determined based on the gain score average which normalized by average difference test of statistic, namely t test. The results of the reasearch found that the inquiry training learning model is more effective in improving students formal thinking ability compared with the direct instruction learning model. The N-gain percentage of formal thinking ability of students in the experiment class in the indicators of hypothetical deductive thinking, combination thinking and reflection thinking are in the medium category, just proportional thinking is the high category. N-gain average percentage of control class for the hypothesis deductive thinking is just in the low category, while the proportional thinking, combination thinking and reflection thinking are in the medium category.Rendahnya kemampuan berpikir formal siswa menyebabkan hasil belajar yang mereka peroleh juga rendah. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry training dalam meningkatkan kemampuan berpikir formal siswa. Disain yang digunakan adalah kuasi eksperimen ânon-equivalent groups pretest-posttest designâ. Implementasi pembelajaran kelas eksperimen dibelajarkan dengan model pembelajaran inquiry training, kelas kontrol dengan model pembelajaran direct instruction. Data kemampuan berpikir formal diperoleh melalui tes kemampuan berpikir formal. Efektivitas  model pembelajaran dalam meningkatkan kemampuan berpikir formal ditentukan berdasarkan rerata skor gain yang dinormalisasi dengan statistik uji beda rerata, uji t.  Hasil penelitian ditemukan bahwa pembelajaran dengan model inquiry training lebih efektif dalam meningkatkan kemampuan berpikir formal siswa dibandingkan dengan pembelajaran direct instruction. Persentase N-gain kemampuan berpikir formal untuk siswa kelas eksperimen untuk indikator berpikir hipotesis deduktif, berpikir kombinasi dan refleksi berada pada kategori sedang, berpikir proporsional pada kategori tinggi. Untuk siswa kelas kontrol perentase N-gain rata-rata untuk berpikir hipotesis deduktif  berada pada kategori rendah, sementara berpikir proporsional, berpikir kombinasi dan berpikir refleksi berada pada kategori sedang.]]>
<![CDATA[IMPROVEMENT OF GRAPH INTERPRETATION ABILITY USING HYPERTEXT-ASSISTED KINEMATIC LEARNING AND FORMAL THINKING ABILITY ]]>
<![CDATA[Manurung, S. R.]]>;
<![CDATA[Mihardi, S.]]>;
<![CDATA[Rustaman, N. Y.]]>;
<![CDATA[Siregar, N.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 14, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v14i1.9444
<![CDATA[The effectiveness of hypertext media in improving graph interpretation ability is investigated in this paper. In addition, joint ability of the formal thinking to improve the graph ability of prospective students is considered. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from Physics Education Program in one institute for teacher education in Medan. The test consists of graph interpretation ability test in the topic of kinematics and Test of Logical Thinking (TOLT or formal thinking) before learning and graph interpretation ability test after learning. The data are then analysed by using SPSS based two ways Analisys of Variance (ANOVA) method. The results show that the ability to interpretate graph is significantly improved by using hypertext media assisted kinematic learning.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN INQUIRY TRAINING DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR FORMAL SISWA ]]>
<![CDATA[Nasution, D.]]>;
<![CDATA[Mihardi, S.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4679
<![CDATA[Low ability of formal thinking students caused the learning outcomes they get too low. This study aims to determine the effectiveness of the inquiry learning model training in improving students' ability to think formal. The design was used quasi-experimental "non-equivalent groups pretest-posttest design". Implementation  experimental class learning with inquiry learning model training, control class learning with direct instruction. Data obtained through a formal thinking ability test thinking ability. Learning model efectivity in improving formal thinking ability is determined based on the gain score average which normalized by average difference test of statistic, namely t test. The results of the reasearch found that the inquiry training learning model is more effective in improving students formal thinking ability compared with the direct instruction learning model. The N-gain percentage of formal thinking ability of students in the experiment class in the indicators of hypothetical deductive thinking, combination thinking and reflection thinking are in the medium category, just proportional thinking is the high category. N-gain average percentage of control class for the hypothesis deductive thinking is just in the low category, while the proportional thinking, combination thinking and reflection thinking are in the medium category.Rendahnya kemampuan berpikir formal siswa menyebabkan hasil belajar yang mereka peroleh juga rendah. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry training dalam meningkatkan kemampuan berpikir formal siswa. Disain yang digunakan adalah kuasi eksperimen “non-equivalent groups pretest-posttest designâ€. Implementasi pembelajaran kelas eksperimen dibelajarkan dengan model pembelajaran inquiry training, kelas kontrol dengan model pembelajaran direct instruction. Data kemampuan berpikir formal diperoleh melalui tes kemampuan berpikir formal. Efektivitas  model pembelajaran dalam meningkatkan kemampuan berpikir formal ditentukan berdasarkan rerata skor gain yang dinormalisasi dengan statistik uji beda rerata, uji t.  Hasil penelitian ditemukan bahwa pembelajaran dengan model inquiry training lebih efektif dalam meningkatkan kemampuan berpikir formal siswa dibandingkan dengan pembelajaran direct instruction. Persentase N-gain kemampuan berpikir formal untuk siswa kelas eksperimen untuk indikator berpikir hipotesis deduktif, berpikir kombinasi dan refleksi berada pada kategori sedang, berpikir proporsional pada kategori tinggi. Untuk siswa kelas kontrol perentase N-gain rata-rata untuk berpikir hipotesis deduktif  berada pada kategori rendah, sementara berpikir proporsional, berpikir kombinasi dan berpikir refleksi berada pada kategori sedang.]]>
<![CDATA[THE EFFECT OF LEARNING PHYSICS WITH PROBLEM BASED INSTRUCTION (PBI) MODELS IN PHYSICS AT THE CLASSROOM ]]>
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Satria Mihardi]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 1, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v1i1.3374
<![CDATA[Abstract. Physics learning at school aim to know difference about using PBI model on learning outcomes on dynamic electrical in SMA Istiqlal Delitua A.Y. 2009/2010. This research is a quasy experiment and sampling was done with simple random sampling. From the data analysis and hypothesis testing is concluded, learning outcomes with conventional model to dynamic electrical is 69.13 (enough criteria). Learning outcomes with a PBI model to dynamic electrical is 80.65 (good criteria). It was based on calculation results by t test tcount = 6.82 and ttabel = 1.99, with tcount > ttabel (6.82 > 1.99), then Ha accepted and H0 rejected thus stated that there are significant differences using PBI models on result student learning on a dynamic electrical in grade 10th SMA Istiqlal Delitua A.Y. 2009/2010.]]>
<![CDATA[OPTIMIZATION OF LEARNING WITH SCHOOLOGY FOR BEST PRACTICES IN QUALITY OF LEARNING OUTCOMES ]]>
<![CDATA[Satria Mihardi]]>;
<![CDATA[Derlina ,]]>;
<![CDATA[Alkhafi Maas Siregar]]>;
<![CDATA[Abd Hakim S]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpf.v11i1.34767
<![CDATA[The expected learning outcomes in pandemic learning are very different and need to be emphasized on certain things. Various ways are done by adding media, learning management systems, and learning aids are expected to help students learn something new. The new experiences learned will be important information for students to be able to develop their abilities. E-learning is an innovation that can be utilized in the learning process, not only in the delivery of learning materials but also in changes in the abilities of various student competencies. E-learning is an educational system that uses information technology in the teaching and learning process that can be done anywhere and anytime because the learning materials can be accessed remotely. The analysis used uses a survey system of qualitative data that describes the percentage of the use of several Learning Management Systems (LMS). This is done to determine the optimization of learning carried out with various LMS. There are 3 LMS used, namely: local LMS (SIPDA); Schoology; and Google Classroom. The three LMS will be used as material for comparison of user responses in learning Physics. This assessment is based on the use of the appropriate features of the three LMS. The picture shows the acceptance of respondents to Schoology reaching 90%. This seems to have a difference of around 20%-30% compared to the other two LMS. This shows that Schoology is more familiar with the features needed in e-learning. This makes it easy for users. Schoology is more ready to be used as an e-learning-based Physics learning platform.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA MATAKULIAH FISIKA UMUM ]]>
<![CDATA[Jurubahasa Sinuraya]]>;
<![CDATA[Satria Mihardi]]>
<![CDATA[ JURNAL PENELITIAN BIDANG PENDIDIKAN Vol 25, No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Medan ]]>
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DOI: 10.24114/jpbp.v25i2.17636
<![CDATA[Penelitian ini memiliki tujuan untuk meningkatkan hasil belajar mahasiswa pada matakuliah fisika umum melalui penerapan model pembelajaran inquiry terbimbing. Jenis penelitian ini adalah penelitian tindakan kelas. Penelitian tindakan kelas dilakukan sebanyak 2 siklus dengan setiap siklus melalui tahapan perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian ini adalah 35 mahasiswa yang mengambil matakuliah fisika umum di Prodi pendidikan fisika jurusan fisika, fakultas matematika dan ilmu pengetahuan alam, Universitas negeri medan. Instrumen penelitian yang digunakan yaitu perangkat pembelajaran (RPP dan LKS) serta instrumen tes hasil belajar. Teknik pengumpulan data menggunakan tes hasil belajar mahasiswa yang diberikan sebelum diberikan perlakukan (pretest) dan setelah diberikan perlakukan (posttest) untuk setiap satu siklus. Teknik analisis data yang digunakan adalah analisis efektifitas N-Gain. Hasil analisis yang dilakukan menunjukkan adanya peningkatan hasil belajar siswa sebesar 0.66. berdasarkan kriteria, penerapan model pembelajaran inquiry cukup efektif untuk meningkatkan hasil belajar mahasiswa pada matakuliah fisika umum]]>
<![CDATA[DAMPAK PENGEMBANGAN INSTRUMEN TES GERAK SATU DIMENSI UNTUK MAHASISWA SARJANA TINGKAT LANJUT TERHADAP TINGKAT KEMAMPUAN KONSEPTUAL FISIKA ]]>
<![CDATA[Wawan Bunawan]]>;
<![CDATA[Satria Mihardi]]>;
<![CDATA[Sabani - -]]>
<![CDATA[ JURNAL PENELITIAN BIDANG PENDIDIKAN Vol 29, No 1 (2023) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Medan ]]>
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DOI: 10.24114/jpbp.v29i1.40644
<![CDATA[Sebagai bagian dari penelusuran kemampuan penguasaan materi fisika sekolah, telah dikembangkan suatu instrumen tes untuk mengukur kemampuan konseptual materi gerak satu dimensi. Bentuk instrumen tes pilihan ganda biasa dengan lima pilihan jawaban. Peserta tes diwajibkan untuk menentukan pilihan jawaban disertakan dengan rubrik solusi setiap butir soal. Desain setiap butir soal memiliki paling sedikit dua pilihan jawaban yang benar, peserta tes diminta menentukan jawaban yang paling benar dan relevan dengan pernyataan soal. Desain soal seperti ini memiliki kemampuan efektivitas untuk mengukur penguasaan konsep dalam banyak representasi, serta memperoleh sinyal kemampuan berfikir secara luas dalam cakupan materi gerak satu dimensi. Desain paket tes memiliki validitas dan reliabilitas test standar.]]>
<![CDATA[Improving Graphical and Numerical Representational Competence Coherence with Laboratory Investigation and Computer to Solve Problem-Solving of Geometry Optical Materials ]]>
<![CDATA[Wawan Bunawan]]>;
<![CDATA[Satria Mihardi]]>;
<![CDATA[Pardomuan Sitompul]]>;
<![CDATA[Irham Ramadhani]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i7.4153
<![CDATA[Learning physics through the investigation of phenomena using practicum equipment in the laboratory is the real core of learning physics. The basic competence of prospective science teachers towards understanding concepts through investigating phenomena is well developed. The achievement of other, more abstract concept representation competencies such as numerical, graphical, and mathematical representations requires new methods or ways in the learning process. The development of computer technology as part of further investigation of learning in the laboratory needs to be developed to facilitate learning. The purpose of this research is to investigate how to improve competence in understanding concepts based on verbal representations (Verb Rep) in the form of investigations of phenomena, to achieve multiple representations (MR) (Formal Representation, Numerical Representation, Graphical Representation, Pictorial Representation) with computer-based learning. The results showed that the conventional group (N=30; M=72.87; SD = 7.03; SE = 1.28) had a lower average score on the test results than the experimental group (N = 30; M = 83.27; SD = 4.93; SE = 0.89). Independent mean statistical tests showed significant differences (t (30) = -6.63; p <0.001; r = 0.78) between groups learning to use one representation (conventional) and those using MR to solve problem-solving cases of lens content and curved mirrors, with the category of effect size (r)0.78 exceeding 0.50 (large effect).]]>
<![CDATA[THE RELATIONSHIP BETWEEN ANALYTICAL SKILLS AND THE STAGES OF THE CASE METHOD IN DETERMINING THE BEST SOLUTION ]]>
<![CDATA[Mihardi, Satria]]>;
<![CDATA[Derlina, Derlina]]>;
<![CDATA[Siregar, Alkhafi Maas]]>;
<![CDATA[Simanjuntak, Yanthy Leonita P.]]>
<![CDATA[ JURNAL CURERE Vol 7, No 2 (2023): Vol 7, No 1 (2023): Jurnal Curere ]]>
Publisher : <![CDATA[Universitas Quality ]]>
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DOI: 10.36764/jc.v7i2.1218
<![CDATA[The case method reports descriptive information regarding a trial or experiment, event or analysis, or project. The case method can also be interpreted as the result of intensive and systematic investigations carried out by individuals, groups communities, or units to examine data that is related to several variables. Students or teachers usually take a broad and complex topic or phenomenon in the case method. Then, the topic is narrowed down to the questions to be analyzed. Analysis is an activity that consists of a series of activities such as; parsing, distinguishing, and sorting things to be regrouped according to certain criteria and then looking for connections and interpreting their meaning. The ability to analyze is one of the high-level cognitive abilities that is important for students to master in learning. The selection of control and experimental samples was carried out using class random. This is done to reduce bias when determining or drawing conclusions that may result in adjustments to the circumstances being made. The form of research is a quasi-experiment with a two-group pretest-posttest type. Data analysis in this research was carried out descriptively by determining the residual regression test with the help of the SPSS program. The treatment given through the case method makes analysis the basic and most developed ability in learning. These results prove that the case method analysis each stage of students' basic thinking in providing arguments and conclusions based on the thought analysis itself. Analytical skills can be developed through the case method stages. The case method stages require analysis at each stage to provide arguments and possible solutions. Repeated training helps students improve their analytical skills.]]>
<![CDATA[RESPON MAHASISWA TERHADAP LEMBAR KERJA MAHASISWA MODEL INKUIRI GRUP BERBASIS INVESTIGASI (LKM-IGBI) MATERI POKOK HUKUM-HUKUM NEWTON TENTANG GERAK ]]>
<![CDATA[Sinuraya, Jurubahasa]]>;
<![CDATA[Motlan, Motlan]]>;
<![CDATA[Mihardi, Satria]]>
<![CDATA[ JURNAL CURERE Vol 7, No 2 (2023): Vol 7, No 1 (2023): Jurnal Curere ]]>
Publisher : <![CDATA[Universitas Quality ]]>
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DOI: 10.36764/jc.v7i2.1219
<![CDATA[Tujuan penelitian ini adalah untuk mendeskripsikan respon mahasiswa terhadap LKM-IGBI. Penelitian ini menggunakan metode deskriptif kuantitatif. Sampel dalam penelitian ini adalah mahasiswa kelas PSPF 2022C Jurusan Fisika Universitas Negeri Medan Angkatan Tahun 2022 yang sedang mengikuti perkuliahan Fisika SMA semester genap tahun perkukiahan 2022/2023 . Teknik pengambilan sampel adalah purposive sampling area sebanyak 30 orang. Instrumen pengumpul data adalah angket respon mahasiswa. Angket respon yang diberikan kepada mahasiswa berisi empat pernyataan yaitu: daya tarik, kemudahan menggunakan, kecukupan konten, dan relevansi konten. Anaisis data menggunakan teknik persentase. Hasil analisis data menggambarkan LKM-IGBI sangat dibutuhkan dalam kegiata pembelajaran yang tergambar dalam respon mahasiswa dalam kategori sangat baik.]]>
