Articles
<![CDATA[Merry Go Round Technique and Students’ Physics Cognitive Learning Outcomes on Work and Energy Topic ]]>
<![CDATA[Batlolona, J. R.]]>;
<![CDATA[Nenohai, A. J. W. T.]]>;
<![CDATA[Wenno, I. H.]]>;
<![CDATA[Wartono, W.]]>;
<![CDATA[Yurdabakan, I.]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 10, No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
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DOI: 10.15294/jpii.v10i2.22964
<![CDATA[This study aims to determine the difference in learning outcomes in work and energy from students who learned using inquiry training model with merry-go-round techniques. This study was designed using a quasi-experimental design with 74 students as samples. The instrument developed was 21 questions about work and energy. The results show that the experimental class has the highest value of 85.27 compared to the control class with 77.56. The test results of the physics learning outcomes hypothesis were tcount (3,295) >ttable (1,666), indicating that there were differences in physics learning outcomes of students who studied using the inquiry training model with the merry-go-round technique than students who studied conventionally.]]>
<![CDATA[Students’ Problem Solving Skills of Physics on the Gas Kinetic Theory Material ]]>
<![CDATA[Wartono Wartono]]>;
<![CDATA[Agus Suyudi]]>;
<![CDATA[John Rafafy Batlolona]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i2.8424
<![CDATA[Some research aiming to improve problem-solving skills in physics by various learning models has been performed. So far, there is no comprehensive research that uses Inquiry-discovery learning model to improve problem solving skills (PSS) in physics with the aid of the PhET simulation in the material of kinetic theory of gases. This research aims to investigate the differences of PhET-aided Inquiry-discovery learning using a theoretical review on PSS in the material of kinetic theory of gases between the experimental class and control class. This research is a quasi-experimental study by a post-test only design. The data analysis was performed via a t-test. The analysis results showed students in the experimental get higher PSS class than those in the control class. Also, the students in the experimental class have the highest and lowest initial abilities which were still higher than the students in the control class. Hence, the inquiry-discovery learning model is recommended to enhance students’ physics PSS. The implication of this research is to provide information that students can be empowered by inquairy-discovey learning model in improving PSS. Therefore, it is expected that the next researchers can explore students’ PSS at each meeting in order to improve students’ learning outcomes.]]>
<![CDATA[Concept Acquisition of Rotational Dynamics by Interactive Demonstration and Free-Body Diagram ]]>
<![CDATA[Ogi Danika Pranata]]>;
<![CDATA[Lia Yuliati]]>;
<![CDATA[Dr. Wartono]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i3.6410
<![CDATA[The concepts of force and motion are essential material in physics. However, students experience many difficulties in the concept of force in rotational dynamics. This research was conducted to measure students’ concept acquisition of the rotational dynamics through Interactive Demonstration assisted by Free-body diagram. The mixed research method was chosen through the use of test instruments in the forms of 10 multiple-choice with open ended questions. The subjects of the research were 35 students XI IPA Senior High School 2 Sungai Penuh-Indonesia. Students’ concept acquisition was measured before and after the intervention to be analyzed quantitatively. The obtained N-gain score was 0.47, and it showed that there was a moderate improvement in students’ concept acquisition, while the effect size value was 1.82 showing that the intervention strongly affected students’ concept aquisition. The data were also supported by the results of the qualitative analysis of the students’ answers and worksheets given during the intervention process.]]>
<![CDATA[Cognitive Conflict Strategy and Simulation Practicum to Overcome Student Misconception on Light Topics ]]>
<![CDATA[Wartono Wartono]]>;
<![CDATA[John Rafafy Batlolona]]>;
<![CDATA[Apilya Putirulan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i4.10433
<![CDATA[One way to reduce misconceptions can be overcome by cognitive conflict learning strategies with the help of simulation practicum instead of actual practicum. This study aims to determine whether there are differences in students' misconceptions before and after learning with cognitive conflict strategies as an effort to reduce misconceptions on light material. Research sample of 31 students. Data on the degree of misconception before the study was 0, 36 and after doing research was 0.17. The t-paired test results for the mean percentage of students' misconceptions on light material before and after learning differed at a significance level of 0.05. While, the results of N-Gain calculations to student achievement increase in overcoming misconceptions on light material were 0.3, that means the average students’ achievement in dealing with misconceptions are in the medium category and cognitive conflict strategies combined with simulation practicum have a strong effect on reducing students' misconceptions on light material with a range of 2.91. Based on the results of the study it can be concluded that cognitive conflict strategies combined with simulation practicum can be used to reduce misconceptions that lead to increased student learning achievement. Further research is needed to explore students' misconceptions on other physics topics and can measure student misconceptions at each meeting so that students are more organized and developed in learning.]]>
<![CDATA[PENGUASAAN KONSEP FISIKA DISERTAI VIDEO DENGAN MENUNGGUNAKAN MODEL INTERACTIVE DEMONSTRATION (LEVELS OF INQUIRY) ]]>
<![CDATA[Wartono Wartono]]>;
<![CDATA[Sumarjo Sumarjo]]>;
<![CDATA[Tiara Dini Santika Yuliana]]>;
<![CDATA[John Rafafy Batlolona]]>
<![CDATA[ JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 6 No 2 (2018): September ]]>
Publisher : <![CDATA[Pendidikan Fisika UIN Alauddin Makassar ]]>
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DOI: 10.24252/jpf.v6i2.5920
<![CDATA[Penelitian ini bertujuan untuk mengetahuipenguasaan konsep (PK) siswa yang belajar dengan model interactive demonstration disertai video akan lebih tinggidaripada siswa yang belajar dengan model interactive demonstration tanpa disertai video. Skor PK dikumpulkan dengan mengujikan tes tertulis (posttest) materi suhu dan kalorkepada siswa yang belajar denganmodel interactive demonstration disertai videodan siswa yang belajar denganmodel interactive demonstrationtanpa disertai video. Skor tersebut diuji normalitasnya menggunakan uji Liliefors dan diuji homogenitasnya menggunakan uji Bartlet, lalu dilakukan uji hipotesis menggunakan uji Anava A dan uji tukey. Hasil penelitian diperolehpenguasaan konsep siswa yang belajar denganmodel interactive demonstration disertai video lebih tinggidaripada siswa yang belajar dengan model interactive demonstration tanpa disertai video. Sehingga model interactive demonstration disertai video berpengaruh terhadap PK siswa.]]>
<![CDATA[EFEKTIVITAS PROGRAM RESITASI BERBASIS KOMPUTER UNTUK MENINGKATKAN PENGUASAAN KONSEP MAHASISWA TENTANG GAYA DAN GERAK ]]>
<![CDATA[Sutopo Sutopo]]>;
<![CDATA[Ida Bagus Rini Jayanti]]>;
<![CDATA[Wartono Wartono]]>
<![CDATA[ JURNAL INOVASI DAN PEMBELAJARAN FISIKA Vol 4, No 1 (2017): JURNAL INOVASI DAN PEMBELAJARAN FISIKA ]]>
Publisher : <![CDATA[Universitas Sriwijaya ]]>
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DOI: 10.36706/jipf.v4i1.4260
<![CDATA[We have developed a computer-assisted recitation program to improve students’ conceptual understanding about force and motion. The program consists of multiple-choices questions with immediate feedback. The focus of this research was to examine the effectiveness of the program to achieve the goal, using one group pretest-posttest design. Pretest and posttest used the same instrument. Pretest was administered one week after the class discussed kinematics and Newton’s laws of motion, whereas the posttest was administered three weeks later when the students had utilized the program for one week. Subject consisted of 35 first year physics education students enrolled in introductory physics, in State University of Malang. The research found that the program significantly improved students’ conceptual understanding with N-gain of 0.31 and d-effect size of 1.46.]]>
<![CDATA[Pengaruh Strategi Think Pair Share pada Pembelajaran Guided Inquiry terhadap Kemampuan Berpikir Kritis ]]>
<![CDATA[Agus Hadi Nuryanto]]>;
<![CDATA[Parno Parno]]>;
<![CDATA[Wartono Wartono]]>
<![CDATA[ Jurnal Riset Pendidikan Fisika Vol 5, No 2 (2020): November ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um058v5i2p76-82
<![CDATA[Penelitian ini dilakukan untuk menguji pengaruh strategi think pair share pada pembelajaran guided inquiry terhadap kemampuan berpikir kritis. Jenis penelitian adalah eksperimen semu dengan rancangan pretest dan posttest control design. Hasil penelitian menunjukkan terdapat perbedaan kemampuan berpikir kritis antara siswa yang belajar menggunakan strategi think pair share dengan siswa yang belajar tanpa strategi think pair share. Kemampuan berpikir kritis siswa yang belajar menggunakan strategi think pair share lebih tinggi dibandingkan dengan siswa yang belajar tanpa strategi think pair share.]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA MELALUI LINK MAP PADA MATERI FLUIDA STATIS ]]>
<![CDATA[Risa Agustin]]>;
<![CDATA[Arif Hidayat]]>;
<![CDATA[Wartono Wartono]]>
<![CDATA[ Prosiding SNPF (Seminar Nasional Pendidikan Fisika) 2016: Prosiding SNPF II 2016 "Peran Ilmuwan dan Pendidikan Fisika dalam Menghadapi MEA" ]]>
Publisher : <![CDATA[IKIP PGRI MADIUN ]]>
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<![CDATA[ Dalam pembelajaran fisika, siswa mengalami beberapa permasalahan yaitu sulit memahami konsep sehingga sering keliru dalam mengerjakan soal-soal konsep ataupun hitungan serta siswa merasa kesulitan untuk menyimpulkan hasil pembelajaran.Proses melengkapi link map dapat melatih kemampuan berpikir kritis siswa dalam mengamati dan mempertimbangkan suatu laporan hasil observasi serta mampu memprediksi apa yang akan terjadi. Kemampuan tersebut menjadi dasar dalam mengembangkan keterampilan siswa dalam melakukan penyelidikan ilmiah.Link map juga membantu siswa dalam mengingat konsep-konsep yang telah ditemukan dan keterkaitannya dapat bertahan lama dalam ingatan siswa. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan berpikir kritis siswa melalui link map pada materi fluida statis. Metode penelitian yang digunakan dengan melakukan survey terhadap 38 siswa SMA. Hasil penelitian menunjukkan bahwa Penggunaan link map dapat membantu siswa dalam memahami hubungan antara konsep fisika satu dengan konsep yang lain sehingga dapat membuat kemampuan berpikir kritis siswa mengalami perkembangan kemajuan dari setiap pertemuan.Materi fluida statis bukan suatu hal yang asing bagi siswa karena banyak kejadian sehari-hari yang berhubungan dengan fenomena fluida statis. Siswa telah mampu menjelaskan sebab akibat peristiwa tentang fenomena fluida statis dengan strategi link map.]]>
<![CDATA[Real-virtual Monte Carlo simulation on impulse-momentum and collisions ]]>
<![CDATA[Wartono Wartono]]>;
<![CDATA[Dwi Hartoyo]]>;
<![CDATA[Nilasari Nilasari]]>;
<![CDATA[John Rafafy Batlolona]]>
<![CDATA[ Indonesian Journal of Electrical Engineering and Computer Science Vol 13, No 1: January 2019 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijeecs.v13.i1.pp7-14
<![CDATA[This study aims to determine the differences in scientific literacy of students who were given inquiry learning through a real-virtual Monte Carlo experiment with students who were given conventional learning. This study used quasi experimental design with pretest-posttest control group. The results showed that the ability of students who were taught by inquiry learning models through real-virtual Monte Carlo experiments had higher scientific literacy than those taught with conventional models, it also applied well to students with high and low initial abilities. The results of the average gain in scientific literacy scores also showed a higher value between students who studied with the inquiry model through a real-virtual Monte Carlo experiment with students who studied with conventional models. The novelty of this research is combining real and virtual activities become real-virtual Monte Carlo by using the inquiry learning model to improve students' scientific literacy.]]>
<![CDATA[PENGARUH PROBLEM BASED LEARNING BERBANTUAN VIRTUAL LABORATORY TERHADAP KETRAMPILAN PROSES SAINS DAN PENGUASAAN KONSEP SISWA DI SMA ]]>
<![CDATA[Hendrik Siswono]]>;
<![CDATA[Wartono Wartono]]>;
<![CDATA[Supriyono Koes H]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 3 (2014): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2014 ]]>
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 study aims to determine the effect of science process skills and conceptual understandings students through problem based learning (PBL) with real-virtual laboratory, PBL with virtual laboratory, and PBL with real laboratory. This study uses a quasi-experimental and research design with pretest-posttest control group. The study population was a class X SMAN 1 Lumajang the number of 8th grade. The samples were 6 groups of randomly selected class sampling. The first group is the experimental class 1 in 2 class which comprises treatment of PBL with real-virtual laboratory, the second group is experimental class 2 in 2 class which treated PBL with virtual laboratory, and the third group was the control class consisting of 2 classes with PBL treatment real laboratory. Data retrieval science process skills and conceptual understandings of the learning process is done through observation and multiple-choice tests that have expert validation and testing instruments. Virtual laboratory using the PhET‟s software. Analysis of the data using Analysis of Variance (ANOVA) with one lane further Kruskal-Wallis test. The results showed that : (1) Students use PBL with the real-virtual laboratory has the effect of science process skills better. (2) Students use PBL with the real-virtual laboratory give results better conceptual understandings. Keywords: problem based learning, virtual laboratory, science process skills, conceptual understandings.]]>
