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[ICT Literacy and Problem Solving Skill of Senior High School through Discovery Learning Assisted by Moodle ]]>
<![CDATA[Thorieq Moh. Yusuf]]>;
<![CDATA[Wartono Wartono]]>;
<![CDATA[Supriyono Koeshandayanto]]>
<![CDATA[ Jurnal Pendidikan Sains Vol 6, No 3: September 2018 ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Malang (UM) ]]>
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DOI: 10.17977/jps.v6i3.11797
<![CDATA[Abstract: This research has an explanatory mixed method design which aims to analyze the influence of discovery learning assisted by moodle on the problem-solving skills and ICT literacy of SMA Negeri 1 Purwoharjo student. The research subjects consisted of 37 XI grade students from each experimental class and the control class. Instruments test in the form of 5 description questions to measure problem-solving abilities and performance questionnaires to measure ICT literacy skills. The results of the manova statistical test showed that the value of wilks lamda has Sig. (0.005) < (0.05). This shows that discovery learning assisted by moodle influences ICT problem solving and literacy ICT skills.Key Words: problem-solving skills, ICT literacy, discovery learning, moodle Abstrak: Penelitian ini memiliki desain mixed method explanatory yang bertujuan untuk menganalisis pengaruh pembelajaran discovery berbantuan moodle terhadap kemampuan pemecahan masalah dan literasi ICT siswa SMA Negeri 1 Purwoharjo. Subjek penelitan terdiri atas 37 siswa kelas XI dari masing-masing kelas eksperimen dan kelas kontrol. Instrumen test berupa 5 soal uraian untuk mengukur ke-mampuan pemecahan masalah dan angket performen untuk mengukur kemampuan literasi ICT. Hasil dari uji statistik manova didapatkan nilai wilks lamda sebesar Sig. (0,005) < (0,05). Hal tersebut menunjuk-kan bahwa pembelajaran discovery berbantuan moodle berpengaruh terhadap kemampuan pemecahan masalah dan literasi ICT.Kata kunci: kemampuan pemecahan masalah, literasi ICT, pembelajaran discovery, moodle]]>
<![CDATA[Analisis Miskonsepsi Siswa MA Menggunakan Metode Think Aloud Protocol (TAP) ]]>
<![CDATA[Erwinestri Hanidar Nur Afifi]]>;
<![CDATA[Markus Diantoro]]>;
<![CDATA[Wartono Wartono]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 2: FEBRUARI 2022 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v7i2.15193
<![CDATA[Abstract: This study aims to find out the misconceptions experienced by students during the learning process using think aloud protocol (TAP) and physics multiple choice tests (TPGF) on hydrostatic pressure materials. This research design uses mixed method design with embedded experimental design. Quantitative data is obtained through N-gain calculations that show a high category with a score of 0.7. This indicates that there is a significant change in the mastery of the student's hydrostatic pressure concept after learning activities. Qualitative data analysis based on the results of the think aloud protocol also shows how students experience misconceptions by pouring their thoughts into the analysis of problems using image illustrations. Abstrak: Penelitian ini bertujuan untuk mengetahui miskonsepsi yang dialami oleh siswa pada saat proses pembelajaran menggunakan think aloud protocol (TAP) dan tes pilihan ganda fisika (TPGF) pada materi tekanan hidrostatis. Desain penelitian ini menggunakan mixed method design dengan desain embedded experimental design. Data kuantitatif deiperoleh melalui perhitungan N-gain yang menunjukkan kategori tinggi dengan skor 0.7. Hal ini menandakan bahwa ada perubahan penguasaan konsep tekanan hidrostatis siswa secara signifikan setelah kegiatan pembelajaran. Analisis data secara kualitatif berdasarkan hasil think aloud protocol juga menunjukkan bagaimana siswa mengalami miskonsepsi dengan cara menuangkan pemikirannya pada analisis soal menggunakan ilustrasi gambar.]]>
<![CDATA[Analisis Kesulitan Siswa dalam Menyelesaikan Soal Hukum Newton ]]>
<![CDATA[Muh. Rozaqul Fadlli]]>;
<![CDATA[Sutopo Sutopo]]>;
<![CDATA[Wartono Wartono]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 8: AGUSTUS 2019 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v4i8.12652
<![CDATA[Abstract: This study aims to determine the difficulties students have in Newton's Law. The research method used is descriptive qualitative. The subject of this study was the X MIPA which amounted to 102 students. Data collection is done by giving multiple choice reasoned and interviews. The analysis using descriptive percentages. Tests for Newton's Law consist of 3 items. The problem used in this study is the inertia of objects, identifying the forces acting on falling objects and the large force of interaction between two objects. The results showed that students' understanding of the three questions included the low category. Students are still having difficulty in understanding the inertia of objects, still having difficulty in identifying any style that works on falling objects and also students still cannot determine the style of interaction between two objects.Abstrak: Tujuan dalam penulisan artikel ini untuk mengetahui kesulitan yang dimiliki siswa pada materi Hukum Newton. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek yang digunakan dalam penelitian ini kelas X MIPA yang berjumlah 102 siswa. Pengambilan data dilakukan dengan pemberian soal pilihan ganda beralasan dan wawancara. Analisis dilakukan dengan menggunakan deskriptif persentase. Tes materi hukum newton terdiri dari tiga butir soal. Dalam penelitian ini soal yang digunakan adalah kelembaman pada benda, mengidentifikasi gaya yang bekerja pada benda jatuh dan besar gaya interaksi antara dua benda. Hasil penelitian menunjukkan pemahaman siswa pada ketiga soal termasuk kategori rendah. Siswa masih kesulitan dalam memaknai kelembaman pada benda, kesulitan dalam identifikasi gaya apa saja yang bekerja pada benda jatuh dan juga siswa masih belum bisa menentukan besar gaya interaksi antara dua benda.]]>
<![CDATA[KEMAMPUAN PEMECAHAN MASALAH HUKUM GERAK NEWTON MAHASISWA MELALUI PEMBELAJARAN COOPERATIVE PROBLEM SOLVING ]]>
<![CDATA[Agung Wahyu Nurcahyo]]>;
<![CDATA[Wartono Wartono]]>;
<![CDATA[Lia Yuliati]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 2, No 7: JULI 2017 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v2i7.9686
<![CDATA[The purpose of this study was to describe the increase in problem-solving abilities Newton's laws of motion and students' perceptions of cooperative problem solving (CPS) learning. Analysis of the data is based on the student's written answers to the five problems, the results of questionnaires and interviews. This study concluded that: (1) learning CPS make a strong impact (d-effect size = 1.81) to increase problem-solving ability of students Newton's laws of motion, (2) cooperation in the learning group CPS makes the problem easier to solve and misconceptions can be corrected.Tujuan penelitian ini adalah mendeskripsikan peningkatan kemampuan pemecahan masalah hukum gerak Newton, kesulitan yang dialami, dan persepsi mahasiswa terhadap pembelajaran cooperative problem solving (CPS). Analisa data didasarkan pada jawaban tertulis mahasiswa terhadap lima permasalahan, hasil angket dan wawancara. Penelitian ini berkesimpulan bahwa (1) pembelajaran CPS memberikan dampak yang kuat (d-effect size=1,81) terhadap peningkatan kemampuan pemecahan masalah hukum gerak Newton mahasiswa dan (2) kerjasama kelompok dalam pembelajaran CPS membuat permasalahan lebih mudah dipecahkan dan miskonsepsi dapat diperbaiki.]]>
<![CDATA[Kemampuan Pemecahan Masalah Siswa pada Materi Optika Geometri ]]>
<![CDATA[Zidni Ansori]]>;
<![CDATA[Wartono Wartono]]>;
<![CDATA[Sutopo Sutopo]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 9: SEPTEMBER 2018 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v3i9.11536
<![CDATA[Abstract: The purpose of this study is to determine to what extent students' problem solving skill on geometric optical topic. The method used was survey on 34 students of XI graders at SMA Negeri 9 Malang who have obtained optical geometry lesson. The average score of problem solving skill of students was 61,12, with the highest score was 184 and the lowest score was 34. The result of the research shows that students problem solving ability in the novice category is bigger than expert category,thus it needs to implement learning which improves students problem solving ability.Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana kemampaun pemecahan masalah siswa pada materi optika geometri. Metode yang digunakan dengan survei pada 34 siswa kelas XI SMA Negeri 9 Malang yang telah memperoleh pelajaran optika geometri. Nilai rata-rata kemampuan pemecahan masalah siswa sebesar 61,12 dengan nilai tertinggi adalah 184 dan nilai terendah 34. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa dalam kategori novice lebih besar daripada kategori expert, sehingga perlu diterapan pembelajaran untuk meningkatkan kemampuan pemecahan masalah siswa.]]>
