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Jurnal Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : 25499955     EISSN : 25499963     DOI : http://dx.doi.org/10.20527
Core Subject : Science, Education,
Education Physics
Jurnal Ilmiah Pendidikan Fisika publishes articles from research in the field of physics education, which have not been published elsewhere. This Jurnal Ilmiah Pendidikan Fisika is periodically published by the Physics Education Study Program, Mathematics and Science Education, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat in collaboration with Physical Society of Indonesia (PSI) published three times a year in February, June, and October. Jurnal Ilmiah Pendidikan Fisika publishes articles about the results of research in the field of physics education including: Learning models , Learning methods, Learning media , Assessment, Teaching materials Curriculum
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Articles 15 Documents
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Search results for , issue "Vol 5, No 2 (2021)" : 15 Documents clear
Student’s Problem-Solving Skills in Thermodynamics at Dampelas 1 Senior High School Nadia Rahmah; Darsikin Darsikin
Jurnal Ilmiah Pendidikan Fisika Vol 5, No 2 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v5i2.2797

Abstract

This study explores students' problem-solving skills in thermodynamics at Grade XI Science Senior High School 1 Dampelas. This research is a qualitative descriptive study.  The research subjects consisted of 6 students was conducted in a high school in Dampelas. The research instrument used was a test of student’s problem-solving skills on thermodynamic based on Polya's problem-solving. Respondents consist of various cognitive abilities (high, medium, and low). They were also willing to do an interview. This study indicated that students' problem-solving skills on thermodynamic materials based on Polya's problem-solving steps in the "problem understanding stage" indicator are in the moderate category. Similarly, the "planning stage" indicator is categorized in the moderate category, whereas the "implementation stage" indicator. The "revisiting stage" falls into the moderate medium category with an average percentage of 66.66 %. This research implies that it is hoped that the teacher can use the Polya stages in giving practice questions or homework to students to solve physics problems.
Efektivitas E-Learning Materi Persamaan Bessel Menggunakan Schoology pada Fisika Matematika untuk Melatih Karakter Mahasiswa Imas Ratna Ermawati; Desti Setianingrum; Maurina Maurina
Jurnal Ilmiah Pendidikan Fisika Vol 5, No 2 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v5i2.2860

Abstract

Kemajuan zaman yakni dari segi teknologi memiliki peranan penting dalam mendukung pembelajaran. Fokus dari penelitian ini adalah mendeskripsikan efektivitas E-learning Schoology pada materi persamaan Bessel untuk melatih karakter mahasiswa. Penelitian ini merupakan bagian dari Research and Development dengan model Allessi & Trolyb (Planning, Design, Development). Subjek uji coba adalah 25 mahasiswa Pendidikan Fisika FKIP UHAMKA semester IV yang dipilih secara purposive samlpling. Teknik pengumpulan data adalah melalui observasi yang digunakan untuk mengetahui hasil kegiatan dengan pembelajaran E-Learning melalui media Schoology. Penelitian dan pengembangan ini menghasilkan Kelayakan penggunaan E-learning Schoology ditinjau dengan menggunakan angket untuk mengukur karakter mahasiswa pada pengumpulan tugas. Kelayakan penggunaan Schoology dengan nilai rata-rata 71% dengan kriteria baik saat menggunakan E-learning Schoology ditunjukkan dengan nilai rata-rata keseluruhan untuk 6 prinsip karakter pengguna tingkat tinggi dengan rata-rata kejujuran 8,58, disiplin rata-rata 9, 08, materi iklan rata-rata 9,33, rata-rata 8,76 dan tanggung jawab rata-rata 7,37. Rata-rata keseluruhan karakter adalah 8,60 (baik).  Simpulannya adalah bahwa E-learning melalui media Schoology layak untuk melatih karakter dalam belajar mahasiswa semester IV pada materi persamaan Bessel.The progress of the times in terms of technology has an important role in supporting learning. The focus of this research is describes the effectiveness of e-learning Schoology on the Bessel equation material to train student character. This research is part of the Research and Development by Alessi & Trolyb (Planning, Design, Development) model. The test subjects were 25 Physics Education FKIP UHAMKA semester IV students selected by purposive sampling. The data collection technique is through observation used to find out the results of activities with E-Learning learning through Schoology media. This research and development resulted in the feasibility of using E-learning Schoology reviewed by using a questionnaire to measure students' character in collecting assignments. The feasibility of using Schoology with an average value of 71% with good criteria when using E-learning Schoology is indicated by the overall average score for six high-level user character principles with an average honesty of 8.58, discipline an average of 9.08, creative average 9.33, average 8.76 and average responsibility 7.37. The overall average of the characters is 8.60, with a good category. This research concludes that E-learning through Schoology is feasible to train character in fourth-semester student learning on the Bessel equation material.
Pengembangan Bahan Ajar Fisika Menggunakan Model POGIL dengan Strategi ARCS untuk Melatih Keterampilan Proses Sains Peserta Didik Ghaida n; Zainuddin Zainuddin; Abdul Salam M
Jurnal Ilmiah Pendidikan Fisika Vol 5, No 2 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v5i2.3292

Abstract

Permasalahan rendahnya keterampilan proses sains (KPS) peserta didik dikarenakan belum diterapkannya pembelajaran aktif berbasis metode ilmiah sehingga peserta didik jarang dilatihkan penyelidikan ilmiah. Tujuan dari penelitian ini adalah mendeskripsikan kelayakan bahan ajar fisika menggunakan model POGIL dipadukan dengan strategi ARCS untuk melatihkan KPS peserta didik. Kelayakan di lihat dari validitas, kepratisan, dan efektivitasnya. Metode pengembangan dilakukan dengan mengacu pada desain pengembangan ADDIE. Uji coba dilakukan menggunakan variabel subjek penelitian yaitu peserta didik kelas XI MIPA 1 di SMAN 5 Banjarmasin sebanyak 31 peserta didik. Instrumen penelitian yang digunakan adalah lembar validitas bahan ajar, lembar keterlaksanaan RPP, tes hasil belajar dan penilaian keterampilan proses sains. Teknik analisis data adalah: (1) Uji validitas secara deskriptif; (2) uji kepraktisan secara deskriptif; (3) uji efektifitas menggunakan  uji N gain,  Hasil temuan menyatakan bahwa bahan ajar termasuk kategori valid, praktis dan efektif karena: (1) validitas Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), materi ajar, dan Tes Hasil Belajar (THB) berkategori sangat valid (2) kepraktisan RPP berkategori sangat praktis, (3) keefektifan dinilai berdasarkan THB dan KPS dinyatakan efektif dan terampil. Diperoleh simpulan bahwa bahan ajar fisika pada materi fluida statis menggunakan model POGIL dengan strategi ARCS termasuk layak untuk melatihkan keterampilan proses sains peserta didik. Dengan demikian, bahan ajar ini dapat digunakan sebagai salah satu alternatif untuk membantu  guru dalam melatih keterampilan proses sains siswa. The problem of students' low science process skills due to the lack of active learning based on inquiry has not been implemented, so students are rarely trained in scientific inquiry. This study aims to produce physics teaching materials using the POGIL model combined with an appropriate ARCS strategy to train students' science process skills. The development method is carried out regarding the ADDIE development design. The trial was conducted using a variable research subject: students of class XI MIPA 1 at SMAN 5 Banjarmasin as many as 31 students. The research instrument used was the validity sheet of the teaching materials, the lesson plan implementation sheet, the learning outcome test, and the science process skills assessment. The findings state that teaching materials are categorized as valid, practical, and effective because: (1) the validity of the lesson plan, student's worksheet, teaching materials, and learning outcome test is very valid (2) the practicality of the lesson plan is very practical, (3) the effectiveness is assessed based on learning outcome test and science process skills stated effective and skilled, as well as differences in learning motivation of students significantly before and after teaching. It was concluded that physics teaching materials on static fluid materials using the POGIL model with the ARCS strategy were considered appropriate for training students' science process skills. Thus, this teaching material can be used as an alternative to assist teachers in training students' science process skills.
E-Module Pada Materi Suhu, Pemuaian, dan Kalor: Valid dan Praktis Ujang Supriyadi; Leni Marlina; Ida Sriyanti
Jurnal Ilmiah Pendidikan Fisika Vol 5, No 2 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v5i2.3787

Abstract

Penelitian ini bertujuan untuk mengembangkan e-module pada materi suhu, pemuaian, dan kalor yang valid dan praktis. Metode pengembangan yang digunakan dalam penelitian ini adalah model pengembangan Alessi dan Trollip yang terdiri dari tiga tahapan, pengembangan dengan model Alessi and Trollip, dengan tahapan yaitu tahap perencanaan, tahap desain, dan tahap pengembangan. E-Module pada materi suhu, pemuaian, dan kalor dikembangkan dengan menggunakan program Flip PDF Professional. Setelah melalui tahap perencanaan dan tahap desain, selanjutnya pada tahap pengembangan peneliti melakukan uji Alpha dan uji Beta. Uji Alpha dilakukan untuk mengetahui tingkat kevalidan e-module dengan melibatkan tiga orang ahli untuk mereview dan menilai aspek isi (konten), aspek kebahasaan, serta aspek dasain dan fitur dari e-module yang dikembangkan. Sedangkan uji Beta dilakukan untuk mengetahui tingkat kepraktisan e-module dengan melibatkan enam orang siswa dengan kemampuan kognitif yang berbeda untuk mereview dan menilai aspek kelayakan isi (konten), aspek penyajian, aspek dasain dan fitur, beserta aspek manfaat dari e-module yang dikembangkan. Berdasarkan hasil uji Alpha yang dilakukan oleh tiga orang ahli diperoleh rerata hasil penilaian masing-masing sebesar 4,90; 4,75; dan 4,51; sedangkan melalui uji Beta yang dilakukan oleh enam orang siswa diperoleh rerata hasil penilaian masing-masing sebasar 4,97; 4,78; 4,60; 4,65; 4,81; dan 4,78. Berdasarkan hasil uji Alpha dan uji Beta tersebut maka e-module pada materi suhu, pemuaian, dan kalor yang dikembangkan dinyatakan sangat valid dan sangat praktis. E-Module pada materi suhu, pemuaian, dan kalor yang telah dikembangkan dapat dimanfaatkan oleh siswa dan guru sebagai sarana pembelajaran di sekolah serta sebagai sarana belajar mandiri oleh siswa dirumah.  This study aims to develop an e-module on the material of temperature, expansion, and heat that is valid and practical. The methodology of development used in this research is the development model consisting of three stages: the planning stage, the design stage, and the development stage. E-Module was developed using the Flip PDF Professional program on the material of temperature, expansion, and heat. After going through the planning and design stages, the researcher conducted Alpha and Beta tests on the development stage. The Alpha test was conducted to determine the level of validity of the e-module by involving three experts to review and assess the aspects of the content, the linguistic, and the design and features of the developed e-module. Meanwhile, the Beta test was conducted to determine the level of practicality of the e-module by involving six students with different cognitive abilities to review and assess the eligibility of the content, the aspects of presentation, the design, the features, and the benefits of the developed e-module as well. Based on the Alpha test results conducted by three experts, each obtained an average result of 4.90, 4.75, and 4.51. However, the Beta test results were conducted by six students, each obtained an average result of 4.97, 4.78, 4.60, 4.65, 4.81, and 4.78. In conclusion, the Alpha and Beta test results show that the developed e-module on the material of temperature, expansion, and heat is declared to be very valid and very practical. So, e-module has been developed to benefit students and teachers as a learning tool at school and as a means of independent learning by students at home. 
Perbedaan Hasil Belajar menggunakan Model Pembelajaran Guided Inquiry dan Guided Discovery di Kelas XI MIPA SMAN 6 Banjarmasin Annge Rani Liono; M Arifuddin; Andi Ichsan Mahardika
Jurnal Ilmiah Pendidikan Fisika Vol 5, No 2 (2021)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v5i2.3291

Abstract

Model pembelajaran yang digunakan di sekolah adalah model pembelajaran guided discovery namun hasil belajar yang diperoleh peserta didik masih rendah. Tujuan penelitian untuk mendeskripsikan ada atau tidaknya perbedaan hasil belajar yang signifikan menggunakan model pembelajaran guided inquiry dan guided discovery di kelas XI MIPA SMAN 6 Banjarmasin. Penelitian ini merupakan penelitian eksperimental dengan desain penelitian randomized pretest-posttest design. Pengambilan sampel menggunakan teknik cluster random sampling. Sebelum sampel diambil terlebih dahulu melakukan pengujian normalitas dan homogenitas pada hasil ulangan harian. Berdasarkan teknik tersebut diperoleh sampel, yaitu kelas XI MIPA 1 sebagai kelas kontrol dan XI MIPA 2 sebagai kelas eksperimen. Data penelitian diperoleh dari tes hasil belajar dalam bentuk soal uraian, yaitu pretest dan posttest. Data dianalisis menggunakan uji independent sample t-test. Nilai rata-rata posttest yang diperoleh kelas eksperimen lebih tinggi dibandingkan nilai rata-rata kelas kontrol. Hasil uji statistik menunjukkan bahwa nilai signifikansi yang lebih kecil dari pada taraf signifikansi a = 0,05. Hal ini menunjukkan bahwa terdapat perbedaan hasil belajar yang signifikan menggunakan model pembelajaran guided inquiry dan guided discovery di kelas XI MIPA SMAN 6 Banjarmasin. Dengan demikian model guided inquiry dapat direkomendasikan untuk digunakan sebagai alternatif untuk meningkatkan hasil belajar siswa. This research based on the low student learning outcomes seen from the results of daily tests. The study aims to determine whether or not there are significant differences in learning outcomes using the guided inquiry learning model and guided discovery in the XI MIPA class of SMAN 6 Banjarmasin. This research is experimental research with a randomized pretest-posttest design research design. The sample was taken by using the random cluster sampling technique. Before the samples were taken, they first tested the normality and homogeneity of the daily test results. Based on this technique, samples were obtained, namely class XI MIPA 1 as the control class and XI MIPA 2 as the experimental class. The research data were obtained from learning outcomes tests in description questions, namely pretest and posttest. Data were analyzed using an independent sample t-test. The average value of the posttest obtained by the experimental class is higher than the average value of the control class. Statistical test results show that the significance value is smaller than the significance level = 0.05. This shows significant differences in learning outcomes using guided inquiry and guided discovery learning models in class XI MIPA SMAN 6 Banjarmasin. Thus the guided inquiry model can be recommended to be used as an alternative to improve student learning outcomes. 

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