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<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Scramble Dalam Meningkatkan Hasil Belajar Siswa Kelas X SMA Negeri 14 Makassar ]]>
<![CDATA[Said, Muhammad Amin]]>;
<![CDATA[Arsyad, Muhammad]]>;
<![CDATA[Nurlina, Nurlina]]>
<![CDATA[ JURNAL PENDIDIKAN FISIKA Vol 3, No 2 (2015): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[JURNAL PENDIDIKAN FISIKA ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui(1) seberapa besar hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar sebelum diterapkan metode scramble? (2) seberapa besar hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar setelah diterapkan metode scramble? (3) bagaimana peningkatan hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar setelah diterapkan metode scramble? Penelitian ini merupakan penelitian pra eksperimen dengan menggunakan desain Pre-test and Post-test Group dengan melibatkan variabel terikat yaitu hasil belajar Fisika dan variabel bebas yaitu model pembelajaran kooperatif tipe scramble. Populasi dalam penelitian ini adalah seluruh peserta didik kelas X MIA 1 SMA 14 Makassar pada semester ganjil tahun ajaran 2014/2015 dengan sampel sebanyak 36 peserta didik. Instrumen penelitian yang digunakan adalah tes hasil belajar Fisika. Hasil analisis deskriptif menunjukkan nilai rata-rata hasil belajar Fisika peserta didik kelas XMIA 1 SMA 14 Makassar sebelum diajar dengan menggunakan model pembelajaran kooperatif tipe scramble sebesar 6,94 dan standar deviasi sebesar 1,60 dan setelah diajar dengan menggunakan model pembelajaran kooperatif tipe scramble sebesar 13,92 dan standar deviasi sebesar 2,37 dengan nilai rata-rata Gain Ternormalisasi 0,54 berada dalam kategori sedang. Dari hasil analisis dapat disimpulkan bahwa model pembelajaran kooperatif tipe scramble dapat meningkatkan hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar.Kata kunci: Pra-eksperimen, Tipe Scramble, Hasil BelajarThe objectives of this research were to find out (1) how big the result of physics learning process at the X MIA 1 class SMAN 14 Makassar before applying scramble method? (2) how big the result of physics learning process at the X MIA 1 class SMAN 14 Makassar after applying scramble method? (3) how the improvement of physics learning outcomes at the X MIA 1 class SMAN 14 Makassar after applying scramble methods?This research was a pre-experimental design, it used the Pre-test and Post-test Group which involving the dependent variable that was the physics learning outcomes and the independent variable was cooperative learning model scramble. The population in this study were all students at the X MIA 1 class SMA 14 Makassar on odd semester academic year 2014/2015 with 36 students as the samples. The research instrument that used was the results of physics learning test. The descriptive analysis showed that the average value of Physics learning outcomes of the students at X MIA 1 class SMA 14 Makassar before taught by using cooperative learning model scramble was 6.94 with a standard deviation comes up to 1.60 and after taught by using cooperative learning model scramble was 13.92 with 2.37 standard deviation and average value Gain normalized was 0.54 which categories as medium category. From those analyses it can be concluded that cooperative learning model scramble can improve learning physics outcomes at the X MIA 1 class SMAN 14 Makassar.Keywords: Pre-experiment, Scramble model, Learning Outcomes]]>
<![CDATA[Peningkatan Hasil Belajar Fisika Melalui Model Pembelajaran Kooperatif Tipe Team Assisted Individualization pada Siswa Kelas VII.D SMP Negeri 2 Bangkala Kabupaten Jeneponto ]]>
<![CDATA[Suhardi Suhardi]]>;
<![CDATA[Satriani Hanaping]]>;
<![CDATA[Muhammad Amin Said]]>
<![CDATA[ Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 1 No 2 (2015): JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, Volume 1 Nomor 2, Des ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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DOI: 10.21009/1.01214
<![CDATA[Abstract This research is a class action (Classroom Action Research), which aims to improve learning outcomes Physics VII.D grade students of SMP Negeri 2 Bangkala through Cooperative Learning Model Team Assisted Individualization. The subjects were VII.D grade students of SMP Negeri 2 Bangkala on odd semester 2013/2014 academic year consisting of 36 students. Research conducted two cycles consisting of four activities, namely: planning, action, observation and reflection. In the first cycle was conducted over four sessions and the second cycle was conducted over four sessions. Data collection was done by studying the results of the final tests of learning at the end of the first cycle and the end of the second cycle. The collected data were analyzed quantitatively and qualitatively. The results of the quantitative analysis of physics learning outcome data indicate that the number of students classified as learning completed the first cycle were completed only 22 0rang 61.11% and in the second cycle up to 25 people who completed 69.44%. The results of the qualitative analysis showed an increase in activity of students during the learning process through a model of Cooperative Learning Physics Team Assisted Individualization type. Based on these results it can be concluded that the physics learning through cooperative learning model of Type Team Assisted Individualization can improve student learning outcomes. Keywords: Results Learning, Cooperative Learning Model Team Assisted Individualization, Qualitative, and Student Activities Abstrak Penelitian ini adalah penelitian tindakan kelas (Classroom Action Research) yang bertujuan meningkatkan hasil belajar Fisika siswa kelas VII.D SMP Negeri 2 Bangkala melalui Model Pembelajaran Kooperatif Tipe Team Assisted Individualization. Subjek penelitian ini adalah siswa kelas VII.D SMP Negeri 2 Bangkala pada semester ganjil tahun pelajaran 2013/2014 yang terdiri dari 36 siswa. Penelitian dilaksanakan dua siklus yang terdiri dari empat kegiatan, yaitu: perencanaan, pelaksanaan tindakan, observasi dan refleksi. Pada siklus I dilaksanakan selama empat kali pertemuan dan pada siklus II dilaksanakan selama empat kali pertemuan. Pengumpulan data hasil belajar dilakukan dengan tes akhir belajar pada akhir siklus I dan akhir siklus II. Data yang terkumpul dianalisis secara kuantitatif dan kualitatif. Hasil analisis kuantitatif data hasil belajar fisika menunjukkan bahwa jumlah siswa yang tergolong tuntas belajarnya pada siklus I hanya 22 0rang yang tuntas 61,11% dan pada siklus II mencapai 25 orang yang tuntas 69,44%. Hasil analisis kualitatif menunjukkan terjadinya peningkatan aktivitas siswa selama proses pembelajaran Fisika melalui model pembelajaran Kooperatif Tipe Team Assisted Individualization. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa pembelajaran Fisika melalui model Pembelajaran Kooperatif Tipe Team Assisted Individualization dapat meningkatkan hasil belajar siswa. Kata-kata Kunci: Hasil Belajar, Model Pembelajaran Kooperatif Tipe Team Assisted Individualization, Kualitatif, dan Aktivitas Siswa]]>
<![CDATA[The Development of Electronic Practicum Modules at Electronic Course for Physics Education Program ]]>
<![CDATA[Muhammad Amin Said]]>;
<![CDATA[Muhammad Arsyad]]>;
<![CDATA[Muh. Tawil]]>
<![CDATA[ Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 7 No 2 (2021): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 7 Issue 2, D ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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DOI: 10.21009/1.07201
<![CDATA[This study aimed to design a practicum module in electronics courses. The researcher initially carried out the developed module to analyze the level of validity and students’ responses to the electronic practicum module that the researcher had created. The module developed was validated by two experts. The subjects of this research were students of the Physics Education Program at the Muhammadiyah University of Makassar in the odd semester in the academic year of 2019/2020. This research employed a Research and Development (R&D) design. The development was carried out using the 4D model with four stages: Define, Design, Develop and Disseminate proposed by Thiagarajan. The results showed that the expert assessment of the electronic practicum module that had been developed using the Gregory test closeness model obtained a strong relevance level because it had an internal consistency coefficient of 100% and was declared to meet the eligibility criteria (valid). The percentages of students’ responses in the three indicators (interested in using the module, easy to understand the module content and easy-to-understand module language) were 83%, 81 %, and 81%, respectively. Based on the description above, it can be concluded that the electronic practicum module developed is declared valid, and students respond well to the use of the electronics practicum module.]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Scramble Dalam Meningkatkan Hasil Belajar Siswa Kelas X SMA Negeri 14 Makassar ]]>
<![CDATA[Muhammad Amin Said]]>;
<![CDATA[Muhammad Arsyad]]>;
<![CDATA[Nurlina Nurlina]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 2 (2015): PENDIDIKAN FISIKA ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/jpf.v3i2.255
<![CDATA[Penelitian ini bertujuan untuk mengetahui(1) seberapa besar hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar sebelum diterapkan metode scramble? (2) seberapa besar hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar setelah diterapkan metode scramble? (3) bagaimana peningkatan hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar setelah diterapkan metode scramble? Penelitian ini merupakan penelitian pra eksperimen dengan menggunakan desain Pre-test and Post-test Group dengan melibatkan variabel terikat yaitu hasil belajar Fisika dan variabel bebas yaitu model pembelajaran kooperatif tipe scramble. Populasi dalam penelitian ini adalah seluruh peserta didik kelas X MIA 1 SMA 14 Makassar pada semester ganjil tahun ajaran 2014/2015 dengan sampel sebanyak 36 peserta didik. Instrumen penelitian yang digunakan adalah tes hasil belajar Fisika. Hasil analisis deskriptif menunjukkan nilai rata-rata hasil belajar Fisika peserta didik kelas XMIA 1 SMA 14 Makassar sebelum diajar dengan menggunakan model pembelajaran kooperatif tipe scramble sebesar 6,94 dan standar deviasi sebesar 1,60 dan setelah diajar dengan menggunakan model pembelajaran kooperatif tipe scramble sebesar 13,92 dan standar deviasi sebesar 2,37 dengan nilai rata-rata Gain Ternormalisasi 0,54 berada dalam kategori sedang. Dari hasil analisis dapat disimpulkan bahwa model pembelajaran kooperatif tipe scramble dapat meningkatkan hasil belajar fisika siswa kelas X MIA 1 SMA Negeri 14 Makassar.Kata kunci: Pra-eksperimen, Tipe Scramble, Hasil BelajarThe objectives of this research were to find out (1) how big the result of physics learning process at the X MIA 1 class SMAN 14 Makassar before applying scramble method? (2) how big the result of physics learning process at the X MIA 1 class SMAN 14 Makassar after applying scramble method? (3) how the improvement of physics learning outcomes at the X MIA 1 class SMAN 14 Makassar after applying scramble methods?This research was a pre-experimental design, it used the Pre-test and Post-test Group which involving the dependent variable that was the physics learning outcomes and the independent variable was cooperative learning model scramble. The population in this study were all students at the X MIA 1 class SMA 14 Makassar on odd semester academic year 2014/2015 with 36 students as the samples. The research instrument that used was the results of physics learning test. The descriptive analysis showed that the average value of Physics learning outcomes of the students at X MIA 1 class SMA 14 Makassar before taught by using cooperative learning model scramble was 6.94 with a standard deviation comes up to 1.60 and after taught by using cooperative learning model scramble was 13.92 with 2.37 standard deviation and average value Gain normalized was 0.54 which categories as medium category. From those analyses it can be concluded that cooperative learning model scramble can improve learning physics outcomes at the X MIA 1 class SMAN 14 Makassar.Keywords: Pre-experiment, Scramble model, Learning Outcomes]]>
<![CDATA[Understanding the Newton’s Motion Concept Through Qualitative and Quantitative Teaching ]]>
<![CDATA[Muhammad Amin Said]]>;
<![CDATA[Muh. Tawil]]>
<![CDATA[ Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 8 No 1 (2022): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 8 Issue 1, J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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DOI: 10.21009/1.08113
<![CDATA[This research aims to analyze the influence of qualitative teaching and quantitative pursuit on understanding the concept of motion Newton Student of Science Education Study Program of FMIPA UNM. The main objectives of this study were to obtain information: 1) the characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following qualitative teaching, 2) characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following quantitative teaching, 3) student activities, and 4) a significant difference understanding of Newton’s motion concepts of students who follow qualitative teaching and who follow quantitative teaching. The research method used is mixed. The embedded experimental model, the population of 100 student’s odd semester of 2019/2020 divided into group A of 50 students and group B of as many as 50 students. The techniques used for data collection were interviews and tests, and the data were analyzed qualitatively and quantitatively. The results of the study were found in group A: 1) initial understanding of Newton’s concept based on Aristotelian’s theory of 30 students (60 percent), Impetus 15 students (30 percent), and Newton’s five students (10 percent). The post-test result of understanding Newton’s concept of motion is based on the theory of Aristotle for one student (2 percent), impetus’s theory for four students (8 percent), and Newton’s theory for 45 students (90 percent). In group B: 2) early understanding of Newton’s motion concept based on Aristotelian theory for 35 students (70 percent), Impetus theory for ten students (20 percent), and Newton’s theory for five students (10 percent). The post-test result of understanding Newton’s concept of motion based on the theory of Aristotle for five students (10 percent), Impetus theory for 35 students (70 percent), and Newton’s theory for ten students (20 percent); 3) student activity in following learning included in the high category, and 4) There is a significant difference understanding of Newton motion concept of students who follow qualitative teaching and who follow quantitative teaching. The study found that strict mathematical formulations do not foster the ability to comprehend the physical concept qualitatively. Students are generally only interested in solving physics problems that are manipulating numbers and equations. They are not passionate about the qualitative aspects of mathematical formulations.]]>
<![CDATA[Penerapan Pembelajaran Aktif Tipe Everyone Is A Teacher Here (ETH) Untuk Meningkatkan Hasil belajar Fisika Peserta Didik Kelas XA SMA Al Bayan Makassar ]]>
<![CDATA[Muhammad Amin Said]]>;
<![CDATA[Nirmayanti Nirmayanti]]>;
<![CDATA[Nurlina, S. SI., M.Pd]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[This has pra ekperiment research with one –group-pretest-posttest-design with almed (1) to finding out how large learning phsics classroom XA at SMA Al Bayan Makassar in 2014/2015 before teaching with learning Active thype Everyone Is A Teacher Here (ETH) (2) to finding out how large learning phsics classroom XA at SMA Al Bayan Makassar in 2014/2015 after teaching with learning Active thype Everyone Is A Teacher Here (ETH) (3) To finding out how increases to learn before and after physics teaching with learning activ Type Everyone Is A Teacher Here (ETH). Subject in this research XA classroom. The data were collected by test learning here consist 27 item item in multiple choise had been validation by two validator. The collected data were analysx were use descriptive tecnique analysis and gain analysis. From descriptive analysis were teacing with Activ Teaching ETH type. Were collected the higest score 78. Lower score 22, average score 43 and deviation standar 14,07. Now analysis were after teaching used Aktuv type ETH were result the higest 96, lower 48, and average 75 and deviation standar 11,75. This inferensisl analiysis showed that learning phisics at XA clasroom at SMA Al bayan Makassar in 2014/2015 were increasing. Keywords : learning outcomes , Active Learning, ETH.]]>
<![CDATA[Exploration of Conceptual Understanding of Science Teachers and Students: Gap Conception of Current, Voltage in Indonesia ]]>
<![CDATA[Tawil, Muh.]]>;
<![CDATA[Said, Muhammad Amin]]>;
<![CDATA[Suryansari, Kemala]]>
<![CDATA[ Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 9 No 1 (2023): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 9 Issue 1, J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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DOI: 10.21009/1.09115
<![CDATA[This study aimed to analyze the gap between the concepts of current and voltage between junior high school students and teachers in Indonesia. The number of samples was 720 students, class X, and 527 teachers who were selected by purposive sampling diagnostic test current, mains voltage, 30 question items valid and reliable. The results show that even with a simple circuit (one or two lamps and a battery), there are still gaps in the conception of current and voltage; if the circuit is more complicated, There will be many gaps in conception, namely: (1) consumption model, (2) local reasoning, (3) voltage source is seen as a constant current source rather than a fixed voltage source, (4) voltage difference, (5) series and parallel terms, (6) source electrons, (7) power consumption, (8) guess the answer choices, (9) the explanation does not match the correct choice.]]>
<![CDATA[Fostering Creativity to Enhance Physics Achievement: An Analysis of the Relationship Between Creative Thinking Ability and Student Learning Outcomes ]]>
<![CDATA[Muhammad Amin Said]]>;
<![CDATA[Ilham, Ilham]]>;
<![CDATA[Muhammad Fakhrul Abdul Kadir]]>
<![CDATA[ Unnes Science Education Journal Vol. 13 No. 3 (2024): December 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/usej.v13i3.14516
<![CDATA[The ability to think creatively is crucial for improving students' learning outcomes. However, in reality, many students whose learning outcomes are low and do not meet the minimum competency criteria. Therefore, this research aims to determine the relationship between creative thinking ability and physics learning outcomes. The study employed survey methods with a correlational approach. The population of this study included 248 students from the XI MIPA class at State Senior High School 9 Gowa. The sample was drawn through simple random sampling, totaling 105 students. The instruments used in this research comprised tests measuring creative thinking and learning outcomes. Descriptive analysis results indicated that the average score for creative thinking ability was categorized as moderately creative, while the average score for learning outcomes was deemed good. The conclusion of this research revealed a significant, positive correlation between creative thinking ability and physics learning outcomes in elasticity and Hooke's law among the XI-grade students. This research may encourage teachers to create more creative learning environments.]]>
<![CDATA[Pengukuran Tingkat Pemahaman Konsep Fisika pada Materi Suhu dan Kalor ]]>
<![CDATA[Said, Muhammad Amin]]>;
<![CDATA[Ishaq]]>
<![CDATA[ Jurnal Riset Evaluasi Pendidikan Vol. 1 No. 3 (2024): JREP ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/jrep.v1i3.2109
<![CDATA[This study aims to evaluate students' understanding of physics concepts related to temperature and heat at SMA Negeri 10 Gowa. The research employs a descriptive quantitative method, utilizing a closed two-tier multiple-choice diagnostic test as the research instrument. The analysis reveals that the XI MIA 2 students demonstrate a very high understanding in the aspect of translation, with an average score of 88.60. In contrast, the interpretation aspect is categorized as moderate, with an average score of 44.70. The extrapolation aspect shows a high understanding, with an average score of 72.70. Overall, students' understanding of physics concepts related to temperature and heat is categorized as high, with an average score of 65.88. These findings indicate that while there are areas needing improvement, many students have shown a solid understanding of the concepts taught. This research is expected to provide insights for developing more effective teaching methods.]]>
<![CDATA[Exploration of the Eleventh Graders Difficulties in Understanding Procedural and Declarative Knowledge in the Laboratory Experiment of Heat Transfer ]]>
<![CDATA[Tawil, Muhammad]]>;
<![CDATA[Said, Muhammad Amin]]>;
<![CDATA[Suryansari, Kemala]]>
<![CDATA[ Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[The purpose of this study was to describe the factors that caused class XI students to have difficulty mastering procedural knowledge and declarative knowledge in heat experiments at Senior High School 1 Gowa. Pseudo-experiment with a population of 5 (five) class XI with a randomly selected sample of one class XI consisting of 50 students. The tests used procedural knowledge, declarative knowledge and valid and reliable questionnaires. Processing data using descriptive statistics. The findings of this study include that physics teachers do not practice declarative indicators, physics teachers do not practice procedural, the average score of declarative and procedural knowledge is medium and low respectively. The reason students have difficulty mastering procedural knowledge and declarative knowledge is because physics teachers rarely train and teach procedural knowledge and declarative knowledge, and students are rarely given the opportunity to develop their potential in the domains of low-level thinking and high-order thinking.Keywords: declarative knowledge, procedural knowledge, physics learning.DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp359-372]]>
