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<![CDATA[PENERAPAN MODEL LEARNING CYCLE 5E UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS MATERI KALOR DAN PERPINDAHANNYA ]]>
<![CDATA[Dita Dwi Anggreyni]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Diah Mahmuda]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 8, No 6 (2019): JUNI 2019 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v8i6.33553
<![CDATA[ AbstractThis research was purposed to find out the effectiveness of the implementation of learning cycle 5E in improving science process skills of the students in heat and displacement . Pre-Experimental design with one group pre-test and post-test was used in this research. The population is all the students of class VII SMP Swasta Pancasila. Using simple random sampling the sample of this research was VIIA that have 20 studentes. This research instrument used test that have 6 essay questions. The average of the students KPS test result before the implementation of learning cycle 5E was 20,90, where as the students KPS test result after the implementation of learning cycle 5E was at 36,20. T-test was conducted to show an increase after applying learning cycle 5E. Learning cycle 5E models increased students’s KPS on heat and displacement with gain score as of 0.57 in the medium category. In conclusion, learning cycle 5E is applicable to be used as learning method to improve students’s KPS. Keyword: heat and displacement, learning cycle 5E, science process skills.]]>
<![CDATA[PENERAPAN VARIASI TEKNIK BERTANYA PADA PEMBELAJARAN MATERI GETARAN DI KELAS VIII SMP ]]>
<![CDATA[Nurmala yarso]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Syaiful B Arsyid]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 8, No 9 (2019): September 2019 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v8i9.36075
<![CDATA[AbstractThis study aims to determine the effectiveness of the questioning variation techniques application to improve VIII grade students learning outcome about vibration in SMP Negeri 2 Sungai Raya. The research method used is experimental research method in Pre-experimental design form with one group pretest-posttest design model. 33 students from class VIII as the sample of this research taken by intact group technique. The instrument in this study was a test of learning outcomes, consisting of 15 multiple choice questions with open reason. The results of the analysis of pretest and posttest learning outcomes show an increase in learning outcomes as evidenced by a change of 27.45%. There is a significant difference between the pretest and posttest learning outcomes. The effect size of the questioning variation techniques application is 2,91 (high category). The questioning variations technique application was effecive to improve student learning outcomes. The results of this study expected to be an alternative in an effort to improve student learning outcomes about vibration. Keywords: Application, Learning Outcomes, Questioning Techniques Variations, Vibration ]]>
<![CDATA[KONTRIBUSI KEMAMPUAN KETERAMPILAN PROSES SAINS TERHADAP PENGUASAAN KONSEP SISWA DI KELAS V SEKOLAH DASAR ]]>
<![CDATA[WILA INGRI ANGGRAINI]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Haratua Tiur Maria S]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 5, No 06 (2016): Juni 2016 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v5i06.15509
<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui kontribusi kemampuan keterampilan proses sains terhadap penguasaan konsep siswa di kelas V SD Muhammadiyah 2 Pontianak. Jenis penelitian adalah penelitian survei tanpa kelompok pembanding bersifat deskriptif korelatif. Sampel penelitian ini adalah 76 siswa. Hasil analisis data menunjukkan bahwa rata-rata kemampuan keterampilan proses sains siswa adalah 20,41 atau presentase rata-rata skor 57%. Rata-rata penguasaan konsep siswa adalah 26,06 atau presentase rata-rata skor 70,4%. Terdapat hubungan antara kemampuan keterampilan proses sains dengan penguasaan konsep sebesar 0,689. Kontribusi relatif kemampuan keterampilan proses sains terhadap penguasaan konsep adalah sebesar 47,5%. Temuan ini diharapkan agar guru dapat menyusun program pengajaran yang tepat untuk mengembangkan keterampilan proses sains demi peningkatan hasil belajar siswa. Kata Kunci: Keterampilan Proses Sains, Penguasaan Konsep Abstract: This research aims to determine the contribution of the ability of science process skills to mastery of concepts students in grade V Muhammadiyah 2 Pontianak Elementary School. The research type that used is a survey research without descriptive correlative comparison group. The study sample is 76 students. The results of data analysis showed that the average ability of science process skills of students is 20.41 or average percentage score of 57%. On average mastery of concepts students are 26.06 or average percentage score of 70.4%. There is a relationship between the ability of science process skills by mastering the concept of 0.689. The relative contribution to the ability of science process skills mastery of concepts is 47.5%. This finding is expected that teachers can develop appropriate teaching program for developing science process skills in order to improve student learning outcomes. Keywords: Science Process Skills, Mastery of Concepts]]>
<![CDATA[PENGGUNAAN METODE GASING UNTUK MENINGKATKAN KEMAMPUAN MENYELESAIKAN SOAL GERAK LURUS DI SMA NEGERI 3 SANGGAU ]]>
<![CDATA[Ahmad Fauzi Ananda]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Syaiful B Arsyid]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 7, No 5 (2018): Mei 2018 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v7i5.25579
<![CDATA[AbstractThis purpose of this research to see the effectiveness of the influence of gasing methods in improving students’ ability to solve the problem of Motion Straight in class X IPA SMA Negeri 3 Sanggau. The research method used Pre-Experimental design with One Group Pre-Test Post-Test design. The data collection tool is an essay test with a reliability level of 0.55 (Alpha). The research sample are 34 students. The average of students 'ability during the initial test was 24.05, while the average of students' ability after learning using the gasing method increased to 65.66. Result of data analysis with test of wilcoxon got value equal to -5,086. Since is located outside the acceptance area of Ho (-1.96≤ Z ≤ 1.96), there is a significant score difference between before and after remediation using the gasing method. the used of gasing methods is an effective to improve students' ability to solve the problem with the criteria effect size that is equal to 1.6 (high category). This study is expected to be used as an alternative learning activities to improve students' ability in solving problems.Keywords: Poblem Solving ability, gasing methode, Motion Straight]]>
<![CDATA[INTEGRASI REMEDIASI MISKONSEPSI DALAM PEMBELAJARAN FLUIDA DINAMIS MENGGUNAKAN PENDEKATAN KONSEPTUAL INTERAKTIF DI SMA ]]>
<![CDATA[Kurnia Sari]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Erwina Oktavianty]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 7, No 5 (2018): Mei 2018 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v7i5.25814
<![CDATA[AbstractThe aims of this research was determined the effect of integrated remediation misconception in fluid dynamics learning use interactive conceptual instruction to decreasing the number of student misconception in grade XI SMA Negeri 7 Pontianak. The research used pre-experimental design with one group pretest-posttest design involving 35 students of class XI IPA 2 as a sample which selected by intact group. Diagnostic test which consist osf 18 multiple choice question with open reasoning was used as research instrument to asses the number of students misconception. Based on the result, the everage percentage decrease of misconception students for each students equal to 71,14%. Based on an analysis using price obtained McNemar test, (348,82) > indicate the conception significant changes between before and after integrated remediation misconception in fluid dynamics learning use interactive conceptual instruction. The effectiveness of integrated remediation misconception in fluid dynamics learning use interactive conceptual instruction of DQM (The Decreasing of Quantity of the student that Misconception) equal to 71,46% in high category. Keywords: integrated remediation, misconception, interactive conceptual instruction, fluid dynamic]]>
<![CDATA[PENGARUH PERSEPSI PEMBELAJARAN ONLINE TERHADAP KEMAMPUAN PESERA DIDIK MENYELESAIKAN SOAL ELASTISITAS DAN HUKUM HOOKE ]]>
<![CDATA[Nurlela Nurlela]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Hamdani Hamdani]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 10, No 9 (2021): SEPTEMBER 2021 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v10i9.49388
<![CDATA[AbstractThis study aims to determine the effect of online learning perceptions on the ability of students to solve problems of elasticity and Hooke's law at Madrasah Aliyah Yasti Sekura. This study used the Ex Post Facto method which involved 21 students of class XI science. The test in this study used a closed perception questionnaire totaling 20 items, and the questions were in the form of description questions with each question consisting of five questions representing each indicator. Based on data analysis, it was found that the average percentage of students' perceptions of the difficult category was 33.3%, the medium category was 42.9% and the easy category was 23.8%. And based on the results of data analysis, it was found that the average ability of students to solve problems was in the low category 19.0%, the medium category 66.7% and the high category 14.3%. In addition, there are differences in the ability to solve problems of elasticity and Hooke's law after online learning in terms of differences in perception (difficult, medium and easy) the results of the analysis are 0.048 <0.05. Students who have easy perceptions of the online learning process tend to be able to solve problems, so there is an effect of better learning outcomes than students who have difficult perceptions of online learning. Hooke's Law at Madrasah Aliyah Yasti Sekura.Keywords: Perception, Online Learning, Problem Solving Ability, Elasticity and Hooke's Law]]>
<![CDATA[PENERAPAN DISCOVERY LEARNING BERBANTUAN PhET SIMULATIONS UNTUK MENINGKATKAN HASIL BELAJAR LISTRIK STATIS DI SMA ]]>
<![CDATA[Tio Ramadhan]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Hamdani Hamdani]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 9, No 4 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v9i4.40518
<![CDATA[AbstractThe aim of this research was to improve students’ performance in electrostatic to year-12 of SMA Negeri 3 Pontianak in the academic 2019/2020 through discovery learning that aided by using PhET simulation. The methods and forms of research those are experimental and quasi experimental nonequivalent control group. The sample was students XII IPA 3 as an experimental class and XII IPA 4 was the control class which drawn by using intact group random sampling technique. The instrument used 10 multiple choice questions, 4 essay questions, and 20 students attitude questionnaires. The result showed that students’ score in experimental class at pretest and posttest had average of 22.97 and 59.06, while in control class are 23.17 and 53.51. There was a significant difference between students’ learning outcome in experimental class and conventional class (t=2.16, P < 0.05), after learning activities; (3) The effectiveness discovery learning with PhET simulations is ES=0,51 (medium classified) of increased learning outcome compared with conventional learning; (4) Student attitudes towards discovery learning with PhET simulations was 78,50% (good category). Discovery learning with PhET simulations is expected to be used as an alternative to improve on students’ learning outcome especially in other physics lessons.Keywords: Discovery Learning, Electrostatic, Learning Outcome, PhET Simulations]]>
<![CDATA[KONTRIBUSI KEMAMPUAN KETERAMPILAN PROSES SAINS TERHADAP PENGUASAAN KONSEP SISWA DI KELAS V SEKOLAH DASAR ]]>
<![CDATA[WILA INGRI ANGGRAINI ANGGRAINI]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Haratua Tiur Maria S]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 5, No 06 (2016): Juni 2016 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v5i06.15505
<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui kontribusi kemampuan keterampilan proses sains terhadap penguasaan konsep siswa di kelas V SD Muhammadiyah 2 Pontianak. Jenis penelitian adalah penelitian survei tanpa kelompok pembanding bersifat deskriptif korelatif. Sampel penelitian ini adalah 76 siswa. Hasil analisis data menunjukkan bahwa rata-rata kemampuan keterampilan proses sains siswa adalah 20,41 atau presentase rata-rata skor 57%. Rata-rata penguasaan konsep siswa adalah 26,06 atau presentase rata-rata skor 70,4%. Terdapat hubungan antara kemampuan keterampilan proses sains dengan penguasaan konsep sebesar 0,689. Kontribusi relatif kemampuan keterampilan proses sains terhadap penguasaan konsep adalah sebesar 47,5%. Temuan ini diharapkan agar guru dapat menyusun program pengajaran yang tepat untuk mengembangkan keterampilan proses sains demi peningkatan hasil belajar siswa. Kata Kunci: Keterampilan Proses Sains, Penguasaan Konsep Abstract: This research aims to determine the contribution of the ability of science process skills to mastery of concepts students in grade V Muhammadiyah 2 Pontianak Elementary School. The research type that used is a survey research without descriptive correlative comparison group. The study sample is 76 students. The results of data analysis showed that the average ability of science process skills of students is 20.41 or average percentage score of 57%. On average mastery of concepts students are 26.06 or average percentage score of 70.4%. There is a relationship between the ability of science process skills by mastering the concept of 0.689. The relative contribution to the ability of science process skills mastery of concepts is 47.5%. This finding is expected that teachers can develop appropriate teaching program for developing science process skills in order to improve student learning outcomes. Keywords: Science Process Skills, Mastery of Concepts]]>
<![CDATA[ANALISIS KEMAMPUAN MULTIREPRESENTASI PESERTA DIDIK DALAM MENGERJAKAN SOAL GERAK LURUS BERUBAH BERATURAN DI SMA ]]>
<![CDATA[Bagas Eko Prakoso]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Hamdani Hamdani]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 8, No 6 (2019): JUNI 2019 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v8i6.33511
<![CDATA[AbstractThis research aimed to determine the students multi-representation ability in working on questions about Accelerated Linear Motion in State Senior High School 7 in Pontianak. This study untilized a survey method involving 130 10th grade students from the school. The research test was in the form of 10 questions regarding multi-representation as well as 10 test to measure learning outcomes. The average percentage of multi-representation abilities of students was included in the “medium” category by a rate of 62,22%. The capability of students multi-representation to compose mathematic representation with percentage 93,68% and the lowest capability of students multi-representation from sketch representation with percentage 23,16%. Furthermore, there were differences in multi-representation abilities based on gender which were confirmed from the Mann-whitney test result (P<0,05) with the result of analysis showing that female students are superior in all types of representation than male students. This investigation also found that there was correlation of multi-representation ability of students in working on the problem with students learning outcomes which was shown from the results of the Product Moment Correlation Test (Rcount 0,573>Rtable 0,213), so learning involving multi-representation demanded to improve learning outcomes in physics. Future studies are expected to be able to develop physics learning strategies to enhance multi-representation capabilities and student learning outcomes. Keywords: Gender, Learning Outcomes, Multi-representation Ability]]>
<![CDATA[PENGGUNAAN MEDIA PEMBELAJARAN AUDIOVISUAL PREZI PADA MATERI TEKANAN ZAT CAIR DI KELAS VIII SMP PGRI 1 PALOH ]]>
<![CDATA[Meiliana Sari]]>;
<![CDATA[Tomo Djudin]]>;
<![CDATA[Muhammad Musa Syarif Hidayatullah]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 10, No 12 (2021): Desember 2021 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jppk.v10i12.51511
<![CDATA[AbstractThis study aims to determine the effect of using Prezi learning media on the results of class VIII student on the material of liquid pressure. This research was conducted at SMP PGRI 1 Paloh. The method of research used was an experiment with a preprogrammed posttest using paired sample t-test and an independent sample t-test. The sample in this study was classroom VIII A as an experimental class using Prezi learning media and VIII B using powerpoint as control class. The test in this study was a matter of 5 essay. According to data analysis guidelines, concluded (1) There is an increase in student learning outcomes after applying Prezi learning by 58.62 with an N-gain score of 0.33 and learning using powerpoint by 51.14 with an N-gain score of 0.26 ( 2) There are differences in student learning outcomes before and after being given learning that uses Prezi (p < 0.05) and learning that does not use Prezi (p < 0.05) by testing the difference in the average score of learning outcomes for the experimental class and the control class. obtained p = 0.04 < 0.05 (3) The use of Prezi learning media is effectively used in the learning process with an effect size value (ES = 0.46) effectiveness in moderate criteria.Keywords: Prezi learning media, results of learning, liquid pressure]]>
