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All Journal JURNAL PENDIDIKAN FISIKA JURNAL KONSELING GUSJIGANG Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Justek : Jurnal Sains Dan Teknologi Kasuari: Physics Education Journal (KPEJ) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Optika : Jurnal Pendidikan Fisika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Ana Dhiqfaini Sultan, Ana Dhiqfaini
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Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Social Sciences Other

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Pengaruh Pendekatan Multiple Intelligences Melalui Model Pembelajaran Langsung Terhadap Sikap Dan Hasil Belajar Fisika Peserta Didik Kelas XI IPA SMA Negeri 11 Makassar Sultan, Ana Dhiqfaini; Bancong, Hartono
JURNAL PENDIDIKAN FISIKA Vol 5, No 1 (2017): PENDIDIKAN FISIKA
Publisher : JURNAL PENDIDIKAN FISIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (64.77 KB)

Abstract

Telah dilakukan penelitian yang bertujuan untuk mengetahui apakah pendekatan multiple intelligences melalui model pembelajaran langsung berpengaruh terhadap sikap dan hasil belajar Fisika peserta didik kelas XI IPA di SMA Negeri 11 Makassar. Selain itu, penelitian ini juga bertujuan untuk mengetahui besarnya korelasi antara sikap dan hasil belajar Fisika peserta didik kelas XI IPA setelah diajar dengan pendekatan multiple intelligences melalui model pembelajaran langsung di SMA Negeri 11 Makassar. Penelitian ini merupakan jenis penelitian true eksperimen dengan desain posttest only group design. Lokasi penelitian bertempat di SMA Negeri 11 Makassar. Variabel dalam penelitian terdiri dari dua variabel yaitu variabel bebas (pendekatan pembelajaran) dan variabel terikat (sikap dan hasil belajar Fisika). Instrumen yang digunakan dalam penelitian ini berupa tes sikap dan hasil belajar. Tes ini akan diberikan kepada kelas eksperimen dan kelas kontrol setelah pembelajaran selesai. Teknik analisis data menggunakan analisis statistik deskriptif dan analisis statistik inferensial. Statistik deskriptif digunakan untuk mendeskripsikan sikap dan hasil belajar peserta didik yang diperoleh. Selanjutnya, statistik inferensial digunakan untuk menguji hipotesis. Hasil penelitian menunjukkan bahwa untuk sikap siswa terhadap Fisika diperoleh nilai sig. = 0,001 < sig.
Penerapan Model Pembelajaran Kooperatif Dengan Pendekatan Inquiry Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Siswa Sultan, Ana Dhiqfaini
JURNAL PENDIDIKAN FISIKA Vol 4, No 2 (2016): PENDIDIKAN FISIKA
Publisher : JURNAL PENDIDIKAN FISIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (64.77 KB)

Abstract

Tujuan penelitian ini adalah untuk mengetahui apakah melalui penerapan model pembelajaran kooperatif dengan pendekatan inquiri terbimbing dapat meningkatkan keterampilan proses sains siswa. Penelitian ini dikategorikan sebagai penelitian pra eksperimen (pre-experimental design). Disain penelitian yang digunakan adalah desain kelompok tunggal dengan pretest-postest atau one group pretest-postest design. Yang menjadi subyek dalam penelitian ini adalah siswa kelas XI SMA Negeri 3 Sinjai. Pengumpulan data diperoleh melalui lembar penilaian keterampilan proses sains. Hasil penelitian menunjukkan bahwa berdasarkan data hasil observasi pengamat tentang keterlaksanaan perangkat pembelajaran, maka dapat dikemukakan keterlaksanaan perangkat pembelajaran memiliki rata-rata M = 1,77 yang menunjukkan bahwa semua aspek dan kriteria terlaksana seluruhnya. Model pembelajaran kooperatif dengan pendekatan inquiri terbimbing dapat meningkatkan hasil belajar siswa, dengan peningkatan mencapai 40,87%. Dari analisis data diperoleh bahwa nilai rata-rata pemahaman konsep siswa mencapai skor 72 yang termasuk dalam kategori tinggi dengan tingkat ketuntasan belajar siswa mencapai 78,26% (KKM = 65).Kata Kunci: Model Pembelajaran Kooperatif, Inquiry Terbimbing, Keterampilan Proses Sains.The purpose of this study is to know whether through the implementations of cooperative learning model with guided inquiry approach can increase students’ skills in science process. This study categorized as pre experimental design. The design of the study one group pretest-postest design. The subject in this study is the class XI of SMA Negeri 3 Sinjai. The data were obtained through the assessment form of skills in science process. The result showed that the based on the data observation device on the implementation of learning device, it can be argued that the implementation of learning device has mean of M = 1,77 which showed that all the aspects and criteria was fully implemented. Cooperative learning model with guided discovery approach can increas students’ skill in science process, it reach 40,87%. From the analysis of data obtained that the mean score of comprehending the concept of student achieve a score of 72 is included in the high category by the level of students learning exhaustiveness achieve 78,26 % (KKM = 65).Keyword: Cooperative Learning, Guided Inquiry, Students’ Skills in Science Proses
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF DENGAN PENDEKATAN PENEMUAN TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA Sultan, Ana Dhiqfaini
JURNAL PENDIDIKAN FISIKA Vol 1, No 3 (2013): PENDIDIKAN FISIKA
Publisher : JURNAL PENDIDIKAN FISIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (64.77 KB)

Abstract

Tujuan dari penelitian ini adalah: (1) untuk menentukan bagaimana pelaksanaan pembelajaran perangkat di aplications dari model pembelajaran kooperatif dengan pendekatan penemuan terbimbing, (2) untuk menilai kemampuan siswa dalam proses ilmiah dan konsep comprehensions mereka di aplications dari model pembelajaran kooperatif dengan pendekatan dipandu penemuan, (3) untuk mengetahui apakah melalui implementasi model pembelajaran kooperatif dengan pendekatan penemuan terbimbing dapat meningkatkan kemampuan siswa dalam proses sains. Penelitian ini dikategorikan sebagai desain eksperimen pra. Desain studi satu kelompok desain pretest-postest. Subjek dalam penelitian ini adalah kelas X SMA Negeri 3 Sinjai. Data diperoleh melalui bentuk penilaian keterampilan dalam proses ilmiah dan uji pemahaman konsepsi. Hasil penelitian menunjukkan bahwa berdasarkan perangkat observasi pada pelaksanaan perangkat pembelajaran, dapat dikatakan bahwa pelaksanaan perangkat pembelajaran telah berarti dari M = 1,77 yang menunjukkan bahwa semua aspek dan kriteria sepenuhnya dilaksanakan. Model pembelajaran kooperatif dengan pendekatan penemuan terbimbing dapat menghangatkan keterampilan siswa dalam proses sains, itu mencapai 42,89%. Dari analisis data diperoleh bahwa nilai rata-rata dari memahami konsep siswa mencapai skor 71 termasuk dalam kategori tinggi dengan tingkat belajar siswa ketuntasan mencapai 78,26% (KKM = 65).Kata Kunci : Model Pembelajaran Kooperatif, Penemuan Terbimbing, Keterampilan Proses Sains.The purpose of this study were : (1) to determine how the implementation of learning device in the aplications of the cooperative learning model with guided discovery approach, (2) to assess students’ skills in scientific process and their comprehensions concept in the aplications of the cooperative learning model with guided discovery approach, (3) to know whether through the implementations of cooperative learning model with guided discovery approach can increase students’ skills in science process. This study categorized as pre experimental design. The design of the study one group pretest-postest design. The subject in this study is the class X of SMA Negeri 3 Sinjai. The data were obtained through the assessment form of skills in science process and comprehension concep test. The result showed that the based on the data observation device on the implementation of learning device, it can be argued that the implementation of learning device has mean of M = 1,77 which showed that all the aspects and criteria was fully implemented. Cooperative learning model with guided discovery approach can increas students’ skill in science process, it reach 42,89%. From the analysis of data obtained that the mean score of comprehending the concept of student achieve a score of 71 is included in the high category by the level of students learning exhaustiveness achieve 78,26 % (KKM = 65).Key Word: Cooperative Learning, Guided Discovery, Students’ Skills in Science Proses
Peningkatan Hasil Belajar Peserta Didik melalui Penerapan Model Pembelajaran Peta Konsep (Mind Mapping) pada Mata Pelajaran Fisika Andriani, Andi Arie; Saad, Rezkawati; Sultan, Ana Dhiqfaini
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 4 (2023): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (246.698 KB) | DOI: 10.54371/jiip.v6i4.1832

Abstract

Penelitian ini dilatarbelakangi oleh kesulitan peserta didik dalam mempelajari Fisika, sehingga berakibat rendahnya hasil belajar fisika yang hanya mencapai 63, masih belum mencapai nilai KKM yang ditetapkan yaitu 70.  Penerapan model pembelajaran peta konsep (mind mapping) pada mata pelajaran fisika merupakan salah satu upaya untuk mengatasi masalah tersebut. Adapun penelitian ini bertujuan untuk untuk meningkatkan hasil belajar peserta didik melalui penerapan model pembelajaran peta konsep (mind mapping) pada mata pelajaran Fisika di UPT SMA Negeri 17 Pangkep. Jenis penelitian ini adalah penelitian tindakan kelas, Pengumpulan data dilakukan dengan menggunakan teknik observasi dan pemberian tes.  Teknik analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian ini menunjukkan bahwa peningkatan hasil belajar peserta didik melalui penerapan model pembelajaran peta konsep (mind mapping) pada mata pelajaran fisika di UPT SMA Negeri 17 Pangkep yaitu diperoleh hasil belajar peserta diidk mengalami peningkatan di siklus I sebesar 61 % (17 orang yang tuntas) dan cenderung berada pada kategori sedang dengan persentase sebesar 54 %, kemudian mengalami peningkatan kembali pada siklus II menjadi 93 % (26 orang yang tuntas) dan cenderung berada pada kategori tinggi dengan peningkatan persentase sebesar 89 %. Oleh karena itu, melalui model pembelajaran peta konsep yang dilakukan selama kegiatan siklus pada mata pelajaran fisika, telah terbukti dapat meningkatkan hasil belajar peserta didik.
Development Assessment of Thinking Skills Interpretation, Analysis, and Inference Prospective Physics Teacher Marisda, Dewi Hikmah; Handayani, Yusri; Riskawati, Riskawati; Sultan, Ana Dhiqfaini; Hasin, Ardiansah; Nurazmi, Nurazmi; Samsi, Andi Nur
Kasuari: Physics Education Journal (KPEJ) Vol. 5 No. 1 (2022): June 2022
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v5i1.247

Abstract

This thinks about points to create an appraisal of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. Preliminary investigation of the advancement of basic considering aptitudes assessment instruments for prospective Physics teachers in the last 3 (three) years in the Basic Physics course, the test instruments in the Basic Physics course have not been fully oriented to indicators of interpretation, analysis, and inference thinking skills. The process of changing Physics learning, both at the tertiary level and at the secondary school level, is directed at training students to use their thinking potential. One of the Physics learning skills mentioned in Permendikbud Number 64 of 2013 is the development of thinking skills of interpretation, analysis, and inference. This shows that the process and evaluation of learning physics, especially basic physics, should be directed at developing thinking skills in interpretation, analysis, and inference. This inquiry is spurred by the requirement for an appraisal instrument that measures critical thinking skills, especially interpretation, analysis, and inference thinking skills. This study aims to develop an assessment of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. This study refers to the 4D Thiagarajan model and produces an assessment that measures the ability to think of interpretation, analysis, and inference. The test instrument was created within the shape of essay analysis, and problem-solving on indicators of thinking skills of interpretation, analysis, and inference. The test instrument was further validated by two experts, and it can be concluded that the created test is exceptionally attainable to utilize.
Model Layanan Konseling Kelompok Islami dengan Teknik Modeling untuk Meningkatkan Kecerdasan Emosi Siswa Sultan, Ana Dhiqfaini; Fitriani, Ana; Wulandari, Ratna
JURNAL KONSELING GUSJIGANG Vol 9, No 2 (2023): Jurnal Konseling Gusjigang Desember 2023
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jkg.v9i2.10066

Abstract

Purpose of the research is develop a product in the form of a model of Islamic group counseling with modeling techniques that can improve emotional intelligence of students. The development of a model of Islamic group counseling is carried out by providing assistance carried out by counselors to students through group situations which in practice are given an understanding of Islamic values in the Al-Qur'an and hadith. With this treatment, it is possible for each member of the group to show their active participation in order to support the mindset and experience of group members. The research design used in this study is a Quasi Experimental Design, and uses the Non Equivalent Control Group Design model. In conducting this research, 2 groups were used, namely the control group and the experimental group. The research results show that the implementation of Islamic Group Counseling using Modeling Techniques can significantly increase students' emotional intelligence. In the control group, an increase in emotional intelligence was obtained from students who were given treatment of 67.5%. Based on the results of the Wilcoxon signed rank test, Pvalue  µ  (0.012 0.05).
Developing and Validating Digital E-module Oriented on Science Literacy using Flipbook Platform on Heat and Temperature Topic Handayani, Yusri; Rahmawati, Rahmawati; Sultan, Ana Dhiqfaini; Fiskawarni, Tri Hastiti; Andriani, Andi Arie; Widiasih, Widiasih
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15618

Abstract

This study explored the development and validation of a digital e-module for science literacy, specifically focusing on the topic of heat and temperature, utilizing the flipbook platform. With the rapid digitalization in education, the research aims to bridge the gap in Indonesia’s educational technology, where many educators lack proficiency in using digital tools. The e-module, integrating multimedia elements such as text, images, and interactive features, is designed to enhance students' understanding of scientific concepts while fostering digital and science literacy. This study used Research and Development approach, utilizing the ADDIE model which includes five stages (analysis, design, development, implementation, and evaluation). The e-module underwent validation by experts in instructional materials and digital learning, followed by limited testing with 26 Grade 7 students and 4 science teachers. Results indicated that the digital e-module is not only feasible but achieved a content validity coefficient of 0.94 and an average practicality score of 87.63%, indicating high validity and practicality. The findings suggest that the e-module effectively supports science literacy by providing an engaging, accessible, and interactive learning experience. This study contributes to educational innovations by demonstrating how digital tools can enhance science teaching and learning, especially in the context of challenging topics such as heat and temperature. Further research may explore broader applications of e-modules in other subjects and educational levels.
Analysis of Misconceptions among Physics Education Students on Special Relativity Theory Sultan, Ana Dhiqfaini; Marisda, Dewi Hikmah; Handayani, Yusri; Ma'ruf, Ma'ruf
Justek : Jurnal Sains dan Teknologi Vol 8, No 3 (2025): September
Publisher : Unversitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/justek.v8i3.32139

Abstract

This study explores persistent misconceptions among students in physics education programs regarding the Special Theory of Relativity. Despite formal instruction, many still show fragmented understanding, often reverting to classical concepts. The aim is to identify dominant misconceptions and analyze cognitive and pedagogical causes. Using a qualitative descriptive method, 25 fifth-semester physics education students from a public university in Indonesia participated. Data were collected through a validated 20-item multiple-choice diagnostic test and semi-structured interviews. Analysis involved data reduction, narrative development, and expert triangulation. Results show frequent misconceptions in time dilation (72%), length contraction (64%), and simultaneity (60%). Students misinterpret time dilation as an absolute change, view length contraction as permanent, and fail to understand simultaneity’s relativity. Contributing factors include limited visual aids, inadequate contextual teaching, and lack of engaging media. To address this, the study suggests using digital tools like simulations and animations and adopting constructivist-based strategies. These are expected to deepen understanding and correct misconceptions. The findings aim to enhance modern physics teaching at the tertiary level.
PENYUSUNAN MODUL AJAR KURIKULUM MERDEKA: APLIKASI PRAKTIS PBL DAN PjBL Sultan, Ana Dhiqfaini; Nurindah, Nurindah; Handayani, Yusri; Marisda, Dewi Hikmah
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 6 (2024): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i6.26800

Abstract

Abstrak: SMA Muhammadiyah 9 Makassar akan menerapkan Kurikulum Merdeka pada semester ganjil 2024-2025, namun guru-gurunya masih mengalami kesulitan dalam menyusun modul ajar. Kegiatan Pengabdian kepada Masyarakat (PkM) bertujuan meningkatkan keterampilan hardskill guru-guru dalam menyusun modul ajar berbasis Problem Based Learning (PBL) dan Project Based Learning (PjBL) sesuai dengan Kurikulum Merdeka. Metode yang digunakan meliputi pretest, wawancara dengan kepala sekolah, sosialisasi, pelatihan, pendampingan penyusunan modul, serta posttest. Mitra kegiatan ini adalah 16 guru SMA Muhammadiyah 9 Makassar. Pre-test dilakukan untuk mengukur pemahaman awal guru mengenai penyusunan modul ajar, sementara post-test digunakan untuk mengevaluasi peningkatan pemahaman setelah pelatihan. Wawancara dengan kepala sekolah juga dilakukan untuk memperoleh perspektif mengenai kebutuhan dan tantangan yang dihadapi oleh guru-guru dalam implementasi Kurikulum Merdeka. Hasil evaluasi menunjukkan peningkatan rata-rata pemahaman guru sebesar 15,2%, dengan skor pre-test sebesar 56,56% dan post-test sebesar 71,76%. Hal ini menunjukkan bahwa kegiatan pelatihan ini efektif dalam meningkatkan pemahaman guru mengenai penyusunan modul ajar berbasis PBL dan PjBL sesuai Kurikulum Merdeka.Abstract: SMA Muhammadiyah 9 Makassar will implement the Merdeka Curriculum in the odd semester of 2024-2025, but its teachers still have difficulties in preparing teaching modules. The Community Service (PkM) activity aims to improve the hard skills of teachers in developing teaching modules based on Problem Based Learning (PBL) and Project Based Learning (PjBL) in accordance with the Merdeka Curriculum. The methods used include pretest, interview with the principal, socialization, training, assistance in preparing modules, and posttest. The partners of this activity were 16 teachers of SMA Muhammadiyah 9 Makassar. The pre-test was conducted to measure teachers' initial understanding of the preparation of teaching modules, while the post-test was used to evaluate the increase in understanding after training. An interview with the principal was also conducted to gain perspectives on the needs and challenges faced by teachers in implementing the Merdeka Curriculum. The evaluation results show an average increase in teacher understanding of 15.2%, with a pre-test score of 56.56% and a post-test of 71.76%. This shows that this training activity is effective in increasing teachers' understanding of the preparation of PBL and PjBL-based teaching modules according to the Merdeka Curriculum.
PENGARUH PENERAPAN MODEL EXPERIENTIAL LEARNING TERHADAP TINGKAT HASIL BELAJAR PADA MATERI GERAK PESERTA DIDIK KELAS X SMKN 5 JENNEPONTO Hidayat, Muhammad Yusuf; Fahrunnisa, Fahrunnisa; Pertiwi, Pertiwi; Sultan, Ana Dhiqfaini
OPTIKA: Jurnal Pendidikan Fisika Vol. 10 No. 1 (2026): OPTIKA: Jurnal Pendidikan Fisika In Press Juni 2026
Publisher : Department of Physics Education, Faculty of Teacher Training and Education, Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/optika.v10i1.7197

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Experiential Learning terhadap peningkatan pemahaman materi gerak pada siswa kelas X di SMKN 5 Jeneponto. Metode yang digunakan adalah kuasi-eksperimental dengan dua kelompok; kelompok eksperimen yang menggunakan model Experiential Learning dan kelompok kontrol yang menerapkan metode pembelajaran tradisional. Hasil penelitian menunjukkan bahwa kelompok eksperimen mengalami peningkatan yang signifikan pada pemahaman materi gerak, dengan rata-rata nilai post-test 85, sedangkan kelompok kontrol mencapai 75. Kelompok eksperimen juga menunjukkan nilai N-gain sebesar 0,73, lebih tinggi dibandingkan kelompok kontrol yang hanya memperoleh 0,44. Hasil ini mengindikasikan bahwa model pembelajaran berbasis pengalaman lebih efektif dalam meningkatkan hasil belajar siswa. Oleh karena itu, penelitian ini merekomendasikan penerapan model Experiential Learning secara lebih luas dalam pembelajaran fisika di SMK untuk meningkatkan pemahaman dan keterlibatan siswa.
Co-Authors Andi Arie Andriani, Andi Arie Dewi Hikmah Marisda Fahrunnisa, Fahrunnisa Fitriani, Ana Hartono Bancong Hasin, Ardiansah itaa, Juita Ma'ruf, Ma'ruf Muhammad Yusuf Hidayat Nadrah Nur Samsi, Andi Nurazmi, Nurazmi NURINDAH NURINDAH Pertiwi Pertiwi Rahmawati, Rahmawati Ratna Wulandari Rezkawati Saad, Rezkawati Riskawati Riskawati, Riskawati Tri Hastiti Fiskawarni, Tri Hastiti Widiasih, Widiasih Yusri Handayani