EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA
Jurnal Eksakta diterbitkan dua kali setahun sebagai media publikasi ilmiah dalam pengkajian dan pengembangan Ilmu Pendidikan di bidang Matematika, Fisika, Kimia dan Biologi. Jurnal Eksakta memuat tulisan ilmiah berupa artikel konseptual, hasil penelitian maupun isu isu yang relevan dalam bidang MIPA.
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<![CDATA[ANALISIS PENGARUH CITRA MEREK, KUALITAS PELAYANAN, HARGA, DAN PROMOSI TERHADAP KEPUASAN KONSUMEN GRAB ]]>
<![CDATA[Rahmah, Nadya]]>;
<![CDATA[Ritonga, Arnah]]>;
<![CDATA[Indra, Zulfahmi]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.390-399
<![CDATA[Tujuan penelitian ini yaitu menganalisis beberapa pengaruh variabel seperti citra merek, kualitas pelayanan, harga dan promosi jasa transportasi Grab terhadap kepuasan konsumen. Data diperoleh dari total sampel 105 responden yang merupakan mahasiswa Fakultas MIPA Universitas Negeri Medan. Analisis yang dipakai adalah regresi linier berganda menggunakan bantuan software SPSS. Variabel bebas dalam riset ini adalah citra merek (X1), kualitas pelayanan (X2), harga (X3), promosi (X4) dan kepuasan konsumen (Y ). Hasil penelitian menunjukkan bahwa selain variabel X1, variabel X2,X3,X4 memberikan pengaruh terhadap kepuasan konsumen. Koefisien Determinasi (R2) adalah 52, 3% dan hasil uji F diperoleh bahwa keseluruhan variabel bebas memberikan pengaruh pada kepuasan konsumen (Y ). Hasil lack of fit test menun-jukkan bahwa model linier cocok atau sesuai untuk menjelaskan hubungan1antara variabel independen (X1, X2, X3, X4) dengan variabel Kepuasan1Konsumen (Y ).]]>
<![CDATA[ONTOGENICAL OBSTACLE PESERTA DIDIK DALAM MEMPELAJARI HUBUNGAN ANTAR SUDUT SALING BERPENYIKU KELAS VII SMP ]]>
<![CDATA[Ayathollah Khomeni]]>;
<![CDATA[Yuni Rhamayanti]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 1 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i1.%p
<![CDATA[Abstract Mathematics consists of several sections of science concentration, one of which is geometry. Lines and angles are the most basic geometric material studied by students at the Junior High School (SMP) level in class VII. Lines and angles are basic material that is very important for students to understand as a basis for understanding subsequent geometry material. Ontogenic obstacles (ontegic obstacles) are one of the obstacles related to students' mental readiness in terms of the limited knowledge possessed by students, both in terms of application context and in terms of cognitive maturity in accepting new knowledge. The aim of the research is to analyze the types of ontogenic obstacles identified by students in learning the material about lines and angles in the sub-discussion of angles. The method used in this research is a qualitative method with a Didactical Design Research model approach through retrospective analysis. Data collection in research applies triangulation techniques, namely through observation, documentation and interviews. The results of this research indicate that students experience learning obstacles of the ontogenic type in learning the relationship between angles at angles school in line and angle material class VII SMP.]]>
<![CDATA[PENGARUH PENGGUNAAN ICE BREAKING DALAM PENINGKATAN KETERAMPILAN PROSES SAINS FISIKA SISWA SMP NEGERI 5 ANGKOLA TIMUR ]]>
<![CDATA[Eni Sumanti Nasution]]>;
<![CDATA[Ramita Putri]]>;
<![CDATA[Nova Christina Dewi]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 1 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i1.65–71
<![CDATA[This study sought to examine the impact of ice breaking techniques on the ability of students at SMP Negeri 5 Angkola Timur to comprehend physical science information. The participants involved in this study were exclusively students from SMP Negeri 5 Angkola Timur. The research utilized cluster sampling, selecting two classes (VII1 and VII2), each comprising thirty students. A quasi-experimental design was employed, distinguishing between an experimental class and a control class. A multiple-choice test comprising Twenty questions on science process skills served as the research instrument. Prior to the study, The exam questions' reliability and validity were evaluated. Validity scores were obtained from students before subjecting the data to analysis through homogeneity tests, normality tests, and t-tests in both the pretest (prior to treatment) and posttest (following treatment) classes. The results indicated that the utilization of ice breaking significantly influenced the physical science process skills of students in the posttest class at SMP Negeri 5 Angkola Timur.]]>
<![CDATA[PENGEMBANGAN E-LKPD BERBASIS TINKERCAD MENGGUNAKAN MEDIA CANVA PADA MATERI RANGKAIAN LISTRIK SEARAH ]]>
<![CDATA[Fadilah, Rizki]]>;
<![CDATA[Siregar, Evitamala]]>;
<![CDATA[Siregar, Yenni Amalia]]>;
<![CDATA[Siregar, Sri Utami Kholilah Mora]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.323–330
<![CDATA[ Kurangnya kegiatan praktikum fisika dalam proses pembelajaran di sekolah membuat peserta didik sulit memahami konsep materi fisika, salah satunya pada materi rangkaian listrik searah. Tidak lengkapnya alat praktikum yang digunakan untuk praktikum juga menjadi sebab jarangnya praktikum dilakukan dalam proses pembelajaran di sekolah. Sehingga tujuan penelitian ini untuk mengembangkan E-LKPD berbasis tinkercad menggunakan media canva pada materi rangakaian listrik searah. Metode penelitian dan pengembangan (Development and Research) dengan menggunakan model Plomp. Penelitian ini baru sampai pada tahap uji coba tahap perancangan expert review karena keterbatasan waktu. Instrument yang digunakan berupa lembar validasi oleh dosen ahli yang menilai aspek penilaian isi, aspek kebahasaan, aspek konstruksi dan aspek penilaian media. Nilai validitas menggunakan skala Likert 1 sampai 4 menunjukkan nilai pada aspek isi 89,2%, aspek kebahasaan 85,3%, aspek konstruksi 90,6% dan aspek media 90,2%.]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN TIPE GROUP TO GROUP EXCHANGE (GGE) TERHADAP HASIL BELAJAR MATEMATIKA ]]>
<![CDATA[Reski Masyitoh S]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 1 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i1.1-8
<![CDATA[The research with the background that student learning outcomes in mathematics are quite low because students feel bored with conventional learning models that are too monotonous. In fact, the demands of the curriculum aim to foster student activity while learning takes place. The research methodology uses a quasi-experimental approach with pre-test and post-test in both classes. The population of this study were all students of class VII at MTs Al-Manar Medan with a total of 60 people. Which divides bags VII-1 and VII-2. Data sampling technique with total sampling. Data analysis was carried out after giving the pre-test and post-test in both classes. This is based on the criteria for calculating the t-test, namely t_count = 8.57 and t_table = 2.998, because t_count > t_table with 30 each sample. And in terms of effectiveness, it can be seen from the N-gain test with the results of the N-Gain calculation This shows that the experimental N-Gain value with moderate criteria is 90%. While showing that the N-Gain value of the control class with moderate criteria is 80%. So it can be concluded that the scores of students taught with the Group To Group Exchange (GGE) type learning model are higher than the scores of students taught with conventional learning models in class VII MTsN Al-Manar. ]]>
<![CDATA[PENERAPAN STRATEGI BELAJAR MIND MAPPING PADA MATERI SISTEM PEREDARAN DARAH MANUSIA UNTUK MENUMBUHKAN MOTIVASI BELAJAR SISWA ]]>
<![CDATA[Arkana, Amanda Bela]]>;
<![CDATA[Sudibyo, Elok]]>;
<![CDATA[Mursyidah, Roihana Waliyyul]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.242–247
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana motivasi siswa dalam belajarnya setelah diterapkannya strategi belajar mind map . Dalam penelitian ini, pendekatan penelitian menggunakan metode dekriptif kuantitatif dikombinasikan dengan rancangan penelitian one shot case study . Adapun lokasi dimana peneliti melakukan penelitian adalah di kelas VII B SMP Labschool Unesa 2. Penelitian dilakukan di kelas VII B SMP Labschool Unesa 2 selama dua pertemuan dengan pertemuan masing-masing 80 menit pada semester genap tahun ajaran 2023/2024. Terdapat 25 siswa kelas VII B di SMP Labschool Unesa 2 yang menjadi subjek penelitian ini. Peneliti mengambil sumber data berupa data tertulis dengan objek penelitian yakni tingkat motivasi belajar siswa. Data motivasi belajar siswa dikumpulkan melalui pemenuhan angka motivasi belajar. Skala Likert digunakan dalam penelitian ini untuk menghitung proporsi siswa yang termotivasi untuk belajar. Ketika hasil motivasi siswa rata-rata lebih dari 61%. Hasil penelitian ini menunjukkan bahwa motivasi siswa dalam belajarnya sangat tinggi. Penelitian ini mendukung gagasan bahwa strategi belajar mind map mampu menumbuhkan motivasi siswa dalam belajarnya.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS PESERTA DIDIK DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA PEMBELAJARAN INTERAKTIF PADA MATA PELAJARAN MATEMATIKA DI SMK NEGERI 3 MEDAN ]]>
<![CDATA[Azhari, Vira]]>;
<![CDATA[Khayroiyah, Siti]]>;
<![CDATA[Ilham, Mira]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.%p
<![CDATA[his study aims to improve student learning outcomes and engagement through the implementation of the Problem-Based Learning (PBL) model supported by interactive teaching media at SMK Negeri 3 Medan. Conducted using a classroom action research (CAR) approach, the study involved three cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects were 36 students from class X FKK 2. Interactive media such as Canva and Kahoot were utilized to enhance student involvement in the learning process.The results of the study indicate that the application of PBL with interactive media significantly improved student learning outcomes, with the average score rising from 78.14 in the pre-cycle to 93.71 in the third cycle. Additionally, student absorption rates increased from 81.57% in Cycle I to 93.71% in Cycle III, reflecting an "excellent" category. The classical completeness reached 100% in Cycle III, indicating that all students achieved the learning objectives. Student activity also showed improvement, with the average activity level in Cycle III reaching the "excellent" category.Overall, the implementation of the PBL model supported by interactive teaching media proved effective in enhancing student learning outcomes and engagement. This model not only improved material comprehension but also enhanced student involvement in the learning process. The study provides significant contributions to teaching practices by demonstrating that interactive technology can enrich learning experiences and improve academic success.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR IPA TERPADU BERBASIS MODEL DIFERENSIASI UNTUK MENINGKATKAN LITERASI SAINS FISIKA SISWA SMP ]]>
<![CDATA[Kasmawati, Kasmawati]]>;
<![CDATA[Nasution, Eni Sumanti]]>;
<![CDATA[Nasution, Fauziah]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.176–185
<![CDATA[Scientific literacy is a high-level thinking skill, and according to PISA 2018, Indonesia is 70th out of 78 countries participating in the OECD, with an average score of 396. Low level of students' high-level thinking skills in Natural Sciences subjects can also be seen in the school exam results. National Standard at SMP/MTs in Padangsidimpuan. This research aims to develop integrated natural science teaching materials based on the Differentiated Learning Model and evaluate its feasibility and effectiveness. This research uses the ADDIE research and development model. The instrument used to obtain validity uses a questionnaire with a Likert scale and for the effectiveness of scientific literacy uses a scientific literacy test with multiple choices. The research results show validity of teaching materials with aspects of content suitability is 89.45%, presentation suitability is 92.00%, language assessment is 94.20%, and scientific literacy assessment is 85.88%, with very valid criteria. The effectiveness of teaching materials is shown by the difference in the average score between the experimental class (83.55) and the control class (75,00) at postest. Based on the mean calculation, the average of the experimental class posttest is higher than the average of the control class posttest, The concluded that the scientific literacy of experimental class students has increased more than that of control class students.]]>
<![CDATA[ICE BREAKING DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Nur Saidah Arifin]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 1 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i1.107-112
<![CDATA[Learning feels boring is something that is not uncommon when in class and learning takes place. That's why a teacher needs to foster student interest with appropriate teaching and learning strategies, one of which is ice breaking. Researchers did this to find out the application and relationship between the application of Ice Breaking and attracting students' attention and interest. The process in this research carried out a qualitative method, namely a technique that collects data through analytical documentation from several previous journals and then describes it in a systematic and structured manner. The research conducted showed that: (1) Ice breaking can be carried out in all subjects, both formal and non-formal education. And also ice breaking can be collaborated with other learning models or strategies. (2) Applying ice breaking can attract attention and interest in learning, increase motivation in learning, enthusiasm and the results obtained from student learning will be better, (3) Ice breaking has benefits that can be applied to divert feelings of boredom, saturation and sleepiness when learn very simple things.]]>
<![CDATA[MEDIA PEMBELAJARAN AUGMENTED REALITY DENGAN METODE MARKER BASED TRACKING: TINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Aisyah, Aisyah]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.357–362
<![CDATA[Teknologi inovatif yang semakin maju memberikan pengaruh yang besar khususnya dunia pendidikan, yang berarti dunia pndidikan juga harus berubah menjadi lebih baik. Penelitian ini bertujuan untuk melihat perbedaan sebelum dan sesudah menggunakan media pembelajaran Augmented Reality dengan metode Marker Based Tracking terhadap kemampuan berpikir kritis siswa. Metode yang digunakan adalah Pre experimental design dengan desain pretest dan posttest dan teknik pengambilan data menggunakan purposive sampling. Penelitian ini dilaksanakan pada siswa kelas XII. Instrument yang diujikan adalah soal pilihan berganda. Hasil analisis data menunjukkan bahwa media pembelajaran Augmented Reality dengan metode Marker Based Tracking dapat melatih kemampuan berpikir kritis siswa dilihat dari peningkatan setiap pretest dan posttest. Dapat disimpulkan bahwa setelah menggunakan media pembelajaran Augmented Reality dengan metode Marker Based Tracking dapat meningkatkan kemampuan berpikir kritis siswa sehingga berguna untuk membantu proses belajar mengajar.]]>
