Garuda - Garba Rujukan Digital

Peningkatan Kreativitas Dan Hasil Belajar Fisika Melalui Pembelajaran Kontekstual (PTK Pada Peserta Didik SMP Negeri 3 Sungguminasa) Fiskawarni, Tri Hastiti
JURNAL PENDIDIKAN FISIKA Vol 4, No 1 (2016): PENDIDIKAN FISIKA
Publisher : JURNAL PENDIDIKAN FISIKA

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

Penelitian ini adalah penelitian tindakan kelas (Clasroom Action Research), yang meliputi perencanaan, tindakan, observasi dan refleksi. Tindakan dilakukan untuk meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika melalui pembelajaran kontekstual yang dilaksanakan dalam dua siklus.Penelitian dilaksanakan di SMP Negeri 3 Sungguminasa kelas VIIIc. Analisis data yang digunakan adalah analisis deskriptif dengan menghitung rata-rata kelas, ketuntasan belajar individu dan ketuntasan belajar klasikal. Hasil analisis deskriptif dikelompokkan ke dalam kategori sangat rendah, rendah, sedang, tinggi, dan sangat tinggi, dengan mengacu pada tabel distribusi frekuensi.Pengambilan data penelitian dilakukan dengan menggunakan lembar pengamatan aktivitas peserta didik, kuesioner kreativitas dan tes hasil belajar fisika. Dari hasil penelitian ini diperoleh data bahwa, aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik meningkat. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa dengan penerapan pembelajaran kontekstual dalam proses pembelajaran dapat meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik kelas VIII. c SMP Negeri 3 Sungguminasa.Â Kata kunci: Kreativitas, Hasil Belajar, KontekstualOutcomes through Contextual Learning (supervised by Muhammad Sidin Ali and Aisyah Azis)This study was a classroom action research which covered the planning, action, observation, and reflection. Action was conducted to improve learnin activity, creativity, and Physics learning outcome thorugh contextual learning whicho was conducted in two cycles. The study was conducted in grade VIIIc at SMPN 3 Sungguminasa. Data analysis employed in this study was descriptive analysis by finding the mean score of the class, individual learning mastery, and classical learning mastery. The result of descriptive analysis was grouped in the categories of extremely low, low, fair, hihg, and extremely high which referred to frequency distribution table. Data was collected by employing observation sheet of studentsâ activity, questionnaire of creativity, and test of Physics learning outcomes. The result revealed that learning activity, creativity, and Physics learning outcomes were improved. The conclusion based on the result was the application of contextual learning in the learning process could improve learning activity, creativity, and Physics learning outcome of grade VIIIc students at SMPN3 Sungguminasa. Key words: Creativity, Learning Outcomes, Contextual

The Influence of Creative Problem-Solving Learning Models on Students' Creative Thinking Skills related Temperature and Heat Baharuddin, Fitriani; Nurazmi; Fiskawarni, Tri Hastiti
Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 1 (2024): March
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v3i1.2753

One of the skills needed to face the 21st century is creative thinking. The aim of this research is to find out whether there is a significant difference between the creative thinking skills of students who are taught using the creative problem-solving learning model and those taught using the conventional model. This type of research is quasi-experimental, with the research design used being a nonequivalent control group. The subjects in this research are all students in class XI MIA SMAN 14 Maros, with the sample being class XI MIA 2 as the experimental class and class controls, each numbering 34 people. The research instrument used was a creative thinking skills test instrument on temperature and heat materials. The results of this research show a difference in the average score of students' creative thinking abilities between the experimental class and the control class, namely 33.49 in the experimental class and 28.29 in the control class. From the results of the hypothesis test, it can be seen that there are differences in the creative thinking skills of experimental class and control class students using a significance level of α = 0.05. Based on the results of this research, it can be concluded that the physics creative thinking ability of students taught using the creative problem solving learning model is higher than the physics creative thinking ability of students taught using the conventional learning model.

The Design and Validation of the Four Tier Test Instrument for Energy Literacy Using the Rasch Model Analysis Fiskawarni, Tri Hastiti; Rahmawati, Rahmawati; Widiasih, Widiasih; Saad, Rezkawati
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 9, No 1 (2024): January 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v9i1.4717

The science education curriculum needs to contain content on environmental issues including energy and its use as an effort to equip prospective physics teacher students with knowledge about the importance of reducing the impact of energy use. For this reason, it is important to measure energy literacy knowledge in prospective physics teacher students. This study aims to design and validate a four-tier test instrument to measure the energy literacy knowledge of prospective physics teacher students. The test instrument format used is a four-tier test. This test model has the advantage of being able to capture more accurate information with various answer patterns. The stages of developing this test used the design-based research model which consisted of five stages, namely developing an assessment framework, designing items, developing rubrics, conducting tests, and applying the Racsh Model analysis. The application of the Racsh Model analysis aims to obtain a valid and reliable test instrument with the Item Response Theory (IRT) approach assisted by the Winsteps program. The research method used is a descriptive-exploratory method to describe the results of the development and validation of the Four Tier test to measure Energy Literacy for prospective physics teacher student. The validation of the test was carried out through an assessment by five experts to assess the construct and content of the test instrument. The results of the item validation showed that the questions were acceptable in all aspects. The conclusion is that the test with four-tier format is suitable for identifying the knowledge of prospective physics teacher students about Energy Literacy. The four tier test model in exploring the energy literacy abilities of prospective teacher students can basically also be applied to students at the elementary school, middle school and high school levels. However, the complexity of the content tested needs to be adjusted to the existing curriculum at each level.

Case Based Learning Pada Pembelajaran Fisika Di SMK Negeri 2 Pangkep Kasmiryanti Ar, Siti Nurcahya; Sindi, Sindi; Nurazmi, Nurazmi; Fiskawarni, Tri Hastiti; Misa, Yulianti Ratte
Phi: Jurnal Pendidikan Fisika dan Terapan Vol 9, No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/p-jpft.v9i1.16929

ABSTRAK. Penelitian ini dilakukan untuk mengetahui peningkatan hasil belajar siswa SMK Negeri 2 Pangkep Kelas X TPBO 2 dengan menerapkan model pembelajaran Case Based Learning (CBL). Penelitian ini menggunakan metode kuantitatif dengan jenis penelitian tindakan kelas (PTK). Subyek penelitian ini adalah 33 siswa. Berdasarkan hasil penelitian pada siklus I, rata-rata skor pre test adalah 56,21 dan skor post test adalah 67,72. Skor ini menunjukkan adanya peningkatan sebesar 11,51 poin dengan standar n-gain 0,26 dan tergolong rendah, selanjutnya data penelitian siklus II Nilai rata-rata pre test adalah 70,75 dan post test 89,54, mengalami peningkatan sebesar 18,79 poin. Standar n-gain pada siklus II sebesar 0,64 dengan kualifikasi sedang. Dari data tersebut terlihat bahwa standar gain belajar fisika mengalami peningkatan pada setiap siklusnya dan tergolong dalam kualifikasi sedang pada Siklus II.

The Influence of Creative Problem-Solving Learning Models on Students' Creative Thinking Skills related Temperature and Heat Baharuddin, Fitriani; Nurazmi; Fiskawarni, Tri Hastiti
Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 1 (2024): March
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v3i1.2753

One of the skills needed to face the 21st century is creative thinking. The aim of this research is to find out whether there is a significant difference between the creative thinking skills of students who are taught using the creative problem-solving learning model and those taught using the conventional model. This type of research is quasi-experimental, with the research design used being a nonequivalent control group. The subjects in this research are all students in class XI MIA SMAN 14 Maros, with the sample being class XI MIA 2 as the experimental class and class controls, each numbering 34 people. The research instrument used was a creative thinking skills test instrument on temperature and heat materials. The results of this research show a difference in the average score of students' creative thinking abilities between the experimental class and the control class, namely 33.49 in the experimental class and 28.29 in the control class. From the results of the hypothesis test, it can be seen that there are differences in the creative thinking skills of experimental class and control class students using a significance level of α = 0.05. Based on the results of this research, it can be concluded that the physics creative thinking ability of students taught using the creative problem solving learning model is higher than the physics creative thinking ability of students taught using the conventional learning model.

The Influence of Creative Problem-Solving Learning Models on Students' Creative Thinking Skills related Temperature and Heat Baharuddin, Fitriani; Nurazmi; Fiskawarni, Tri Hastiti
Islamic Journal of Integrated Science Education (IJISE) Vol. 3 No. 1 (2024): March
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v3i1.2753

One of the skills needed to face the 21st century is creative thinking. The aim of this research is to find out whether there is a significant difference between the creative thinking skills of students who are taught using the creative problem-solving learning model and those taught using the conventional model. This type of research is quasi-experimental, with the research design used being a nonequivalent control group. The subjects in this research are all students in class XI MIA SMAN 14 Maros, with the sample being class XI MIA 2 as the experimental class and class controls, each numbering 34 people. The research instrument used was a creative thinking skills test instrument on temperature and heat materials. The results of this research show a difference in the average score of students' creative thinking abilities between the experimental class and the control class, namely 33.49 in the experimental class and 28.29 in the control class. From the results of the hypothesis test, it can be seen that there are differences in the creative thinking skills of experimental class and control class students using a significance level of α = 0.05. Based on the results of this research, it can be concluded that the physics creative thinking ability of students taught using the creative problem solving learning model is higher than the physics creative thinking ability of students taught using the conventional learning model.

Trending Research Topics in the Field of Physics Education from 2017 to 2019 in Highly Reputable International Journals Bancong, Hartono; Nurazmi, Nurazmi; Fiskawarni, Tri Hastiti; Park, Jisun
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 10 No 1 (2021): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v10i1.8341

This study aims to map the physics education research topics trending in the last three years in highly reputable international journals. This is a descriptive study that analyzed 511 articles using content analysis. All articles were selected from the top 3 academic journals: International Journal of Science Education (IJSE), Research in Science Education (RISE), and Science Education (SE). All three journals have JSRs above 0.8 with a quartile of Q1. Data collection and analysis were carried out from April to September 2020. The results showed that the top research topics in the IJSE journal were science learning: contexts, characteristics, and interactions with a percentage of 15.05%. Likewise, in the RISE journal, the topics of science learning: contexts, characteristics, and interactions also ranked first with a percentage of 16.30%. Meanwhile, the top research topics in the SE journal were STEM/STEAM, with a percentage of 13.28%. Based on the results, it can be concluded that overall, the top three research topics highlighted by physics researchers in highly reputable international journals from 2017 to 2019 period were science learning: contexts, characteristics and interactions, STEM/STEAM, and curriculum and assessment.

Peningkatan Kreativitas Dan Hasil Belajar Fisika Melalui Pembelajaran Kontekstual (PTK Pada Peserta Didik SMP Negeri 3 Sungguminasa) Fiskawarni, Tri Hastiti
Jurnal Pendidikan Fisika Vol. 4 No. 1 (2016): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v4i1.297

Penelitian ini adalah penelitian tindakan kelas (Clasroom Action Research), yang meliputi perencanaan, tindakan, observasi dan refleksi. Tindakan dilakukan untuk meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika melalui pembelajaran kontekstual yang dilaksanakan dalam dua siklus.Penelitian dilaksanakan di SMP Negeri 3 Sungguminasa kelas VIIIc. Analisis data yang digunakan adalah analisis deskriptif dengan menghitung rata-rata kelas, ketuntasan belajar individu dan ketuntasan belajar klasikal. Hasil analisis deskriptif dikelompokkan ke dalam kategori sangat rendah, rendah, sedang, tinggi, dan sangat tinggi, dengan mengacu pada tabel distribusi frekuensi.Pengambilan data penelitian dilakukan dengan menggunakan lembar pengamatan aktivitas peserta didik, kuesioner kreativitas dan tes hasil belajar fisika. Dari hasil penelitian ini diperoleh data bahwa, aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik meningkat. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa dengan penerapan pembelajaran kontekstual dalam proses pembelajaran dapat meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik kelas VIII. c SMP Negeri 3 Sungguminasa. Kata kunci: Kreativitas, Hasil Belajar, KontekstualOutcomes through Contextual Learning (supervised by Muhammad Sidin Ali and Aisyah Azis)This study was a classroom action research which covered the planning, action, observation, and reflection. Action was conducted to improve learnin activity, creativity, and Physics learning outcome thorugh contextual learning whicho was conducted in two cycles. The study was conducted in grade VIIIc at SMPN 3 Sungguminasa. Data analysis employed in this study was descriptive analysis by finding the mean score of the class, individual learning mastery, and classical learning mastery. The result of descriptive analysis was grouped in the categories of extremely low, low, fair, hihg, and extremely high which referred to frequency distribution table. Data was collected by employing observation sheet of students’ activity, questionnaire of creativity, and test of Physics learning outcomes. The result revealed that learning activity, creativity, and Physics learning outcomes were improved. The conclusion based on the result was the application of contextual learning in the learning process could improve learning activity, creativity, and Physics learning outcome of grade VIIIc students at SMPN3 Sungguminasa. Key words: Creativity, Learning Outcomes, Contextual

PENGARUH MEDIA PEMBELAJARAN FISIKA BERBANTUAN APLIKASI CANVA TERHADAP MINAT BELAJAR Binongko, Wa Sarnia; Rufaida, Salwa; Fiskawarni, Tri Hastiti
Karst: Jurnal Pendidikan Fisika dan Terapannya Vol 7 No 1 (2024): Karst : Jurnal Pendidikan Fisika dan Terapannya
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/karst.v7i1.2202

This research aims to determine the effect of physics learning media assisted by the Canva application on interest in learning. The type of research used is quasi-experimental, with a nonequivalent control group design. The population is all students in class XI Science, with samples taken from class XI IPA 1 and class Based on the pretest results that have been analyzed, the average score is 87.8 for the experimental class, while in the control class the average score is 87.1. This shows that the initial abilities in both classes are almost the same. Based on the posttest results that have been analyzed, it can be seen that there was an increase in interest in learning in physics subjects after being given treatment in the form of learning media assisted by the Canva application in the experimental class, which can be seen in the average score of 119.0, whereas in the control class which only used media. conventional power points obtained an average score of 107.9. So it can be concluded that interactive learning media such as Canva has an influence on interest in learning. Because by using Canva as a learning media that is interesting and relevant to students' daily lives, it can trigger curiosity with various kinds of critical questions which then motivate students to get involved in the physics learning process, so that they can increase interest in learning physics learners. Keywords: Physics, Canva Learning Media and Interest in Learning.

STEAM-Based Authentic Assessment in Improving Physics Students’ Critical Thinking Skills: A Systematic Literature Review Fiskawarni, Tri Hastiti; Bancong, Hartono; Sukmawati, Sukmawati
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.733

This study examines the effectiveness of authentic assessment based on STEAM (Science, Technology, Engineering, Arts, and Mathematics) in improving physics students’ critical thinking skills through a PRISMA-based systematic literature review (SLR) of publications from 2020–2025. The search was conducted in Scopus, Web of Science, DOAJ, and Google Scholar using the keywords: (“STEAM” OR “STEM+Arts”) AND (“authentic assessment” OR “performance assessment” OR “project-based assessment” OR “rubric”) AND (“critical thinking”) AND (“physics education” OR “physics students”). After removing duplicates and screening titles/abstracts according to inclusion criteria (peer-reviewed empirical studies, STEAM-based assessment in physics or closely related science-physics contexts, reporting critical thinking outcomes), 58 eligible articles were retained for full analysis. The final corpus consisted of quasi-experimental/intervention studies, classroom action research, and mixed-methods designs, predominantly at undergraduate and upper-secondary levels, with most studies conducted in Asia (especially Indonesia) and Europe. The synthesis shows that authentic STEAM-based assessments significantly improve critical thinking skills, especially in analysis (28%), evaluation (32%), and creation (35%), with effective strategies including interdisciplinary projects, technology-supported simulations, and collaborative teamwork. Across studies reporting effect sizes, the mean effect was in the moderate-to-large range (Cohen’s d = 0.72). This approach aligns with Vygotsky’s constructivism and Bloom’s taxonomy by promoting contextual learning and active student engagement. Nevertheless, implementation faces challenges such as limited resources, uneven student readiness, and potential subjectivity in scoring. The study recommends lecturer training, rubric development, and the use of accessible technologies to strengthen STEAM assessment practices in Indonesia and comparable contexts. Further experimental validation and local adaptation are recommended.

Title

Found 10 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 10 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 10 Documents
Search