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INDONESIA
JPF : JURNAL PENDIDIKAN FISIKA
Published by Universitas Muhammadiyah Makassar
ISSN : 23028939     EISSN : 25274015     DOI : -
Core Subject : Science, Education,
Education Physics
Jurnal Pendidikan Fisika merupakan jurnal yang memuat hasil-hasil penelitian pada bidang pendidikan fisika. Hasil Penelitian yang dimuat pada jurnal ini berasal dari tenaga pengajar, alumni pada Program Studi Pendidikan Fisika FKIP Universitas Muhammadiyah Makassar serta hasil penelitian dari guru-guru maupun dari peneliti-peneliti lainnya.
Arjuna Subject : -
Articles 470 Documents
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Effectiveness of Integrating Deep Learning into Problem-Based Learning with PhET Simulations to Enhance Students’ Problem-Solving Skills Sofa, Emila Luthfia; Saptanigrum, Ernawati; Khoiri, Nur; Kurniawan, Affandi Faisal; Ristanto, Sigit
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ttrea958

Abstract

Problem-solving skills are widely recognized as essential competencies in physics education and central to preparing students for the demands of twenty-first-century learning. However, students often struggle to connect abstract physics concepts with real-world applications when learning is dominated by conventional approaches that emphasize rote memorization rather than critical engagement. To address this gap, this study investigated the effectiveness of integrating a deep learning approach into the Problem-Based Learning (PBL) model supported by PhET interactive simulations in enhancing students’ problem-solving skills. The research employed a pre-experimental one-group pretest–posttest design involving 15 eleventh-grade students at SMA Sultan Agung 1 Semarang. Students completed validated problem-solving assessments covering five dimensions: reading, comprehension, transformation, process skills, and encoding. The results revealed a significant increase in mean scores from 57 on the pretest to 81 on the posttest, representing an improvement of 24 points (42.1%) and yielding a normalized gain (N-Gain) of 0.63, categorized as moderate. Dimension-level analysis showed consistent improvement across all aspects, with the largest gains observed in transformation and encoding, highlighting enhanced higher-order thinking, reflective reasoning, and metacognitive awareness. The novelty of this research lies in combining deep learning strategies, PBL, and PhET simulations in a unified instructional framework, which has rarely been explored in physics education. The findings demonstrate that this integrated approach not only strengthens students’ ability to analyze and solve problems but also fosters meaningful conceptual understanding by linking theory with observable phenomena. This study contributes to the field of physics education by providing empirical evidence and a practical model that aligns with constructivist principles, offering guidance for teachers and researchers in developing innovative instructional designs to comprehensively improve problem-solving skills.
The Effect of Guided Inquiry Learning Model on Students' Science Process Skills and Learning Outcomes in Physics Science Lessons Fitriyana, Suci; Ahmad Farhan; Susanna; Abdul Hamid; Elmi Mahzum
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/0m4ny850

Abstract

Science education in the 21st century emphasizes the development of scientific competencies that integrate knowledge acquisition with science process skills (SPS), such as observing, hypothesizing, experimenting, interpreting, and communicating, which are crucial for fostering deep conceptual understanding and improving learning outcomes. However, many students remain passive learners with limited independence, particularly in rural contexts. This results in underdeveloped skills in physics and lower achievement. This study addresses this urgency by examining the effectiveness of the guided inquiry learning model in simultaneously improving SPS and learning outcomes on the topic of waves. A quasi-experimental design was applied, using a non-equivalent control group posttest-only design for SPS and a pretest–posttest control group design for learning outcomes. The sample consisted of 35 eighth-grade students from SMP Negeri 2 Kuta Baro, divided into experimental and control groups. SPS were measured through validated observation sheets, and learning outcomes were assessed using multiple-choice tests. The findings revealed that the guided inquiry group achieved significantly higher in SPS (M = 75.95) than the inquiry group (M = 70.31), with a large effect size (Cohen’s d = 0.931). Learning outcomes also improved substantially, with an N-Gain of 75.97% (high category) compared to 68.59% (moderate category) in the control group, yielding a medium effect size (d = 0.609). In conclusion, guided inquiry learning, supported by teacher scaffolding, significantly improves students’ SPS and conceptual understanding of wave phenomena. The novelty of this study lies in the simultaneous analysis of SPS and learning outcomes within one instructional framework. This study contributes to physics education by validating guided inquiry as an effective approach to foster active engagement, higher-order thinking, and meaningful learning, especially among passive learners in diverse educational contexts.
Teachers’ Perspectives on Students’ Conceptual Difficulties in Magnetism: Challenges and Instructional Implications Basri, Nur Akhyar; Kusairi, Sentot; Sunaryono; Irawan, Ivan Danar Aditya; Sanusi, Dirga Kaso
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/w21dyv67

Abstract

Magnetism is a fundamental component of physics education that underpins both scientific literacy and technological innovation. Yet, research consistently shows that students struggle to achieve a deep conceptual understanding of this topic. Persistent misconceptions, particularly in visualizing three-dimensional vector relationships and applying the right-hand rule, hinder students’ ability to transfer knowledge to novel contexts. Addressing these difficulties requires not only innovative instructional media but also insights from teachers who directly observe and manage such challenges in classroom practice. This study aimed to explore high school physics teachers’ perspectives on the difficulties of teaching magnetism and their interpretations of students’ learning barriers. Using a qualitative descriptive design, data were collected through semi-structured interviews with three teachers from different regions of Indonesia, each with four to seven years of teaching experience. Thematic analysis of the interview transcripts revealed two major findings: teachers reported significant limitations in instructional resources, which restricted their ability to dynamically depict vector orientations and forces; and students were observed to rely on rote memorization, struggle with spatial visualization, and confuse the applications of the right-hand rule in different contexts. These results highlight the intersection of pedagogical and cognitive barriers, showing how inadequate media directly contributes to persistent student misconceptions. The novelty of this study lies in foregrounding teachers’ experiences, thereby filling a gap in the literature that has predominantly focused on student-centered analyses. The conclusions emphasize the need for interactive, spatially explicit media, supported by structured pedagogical guidance, to strengthen magnetism learning. This study contributes to physics education by integrating teachers’ perspectives into efforts to design feasible and effective instructional interventions.
Phys’AR as a Learning Innovation: Strengthening Critical Thinking and Argumentation Skills in Applied Physics Pertiwi, Faninda Novika; Udomsak Kitthawee; Nurul Huda Ramadhan; Izza Aliyatul Muna
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/h80x0b78

Abstract

Critical thinking and argumentation are essential twenty-first-century skills in physics education. Yet, conventional teaching methods often fail to provide students with sufficient opportunities to practice and develop these abilities. To address this challenge, this study introduced Phys’AR, an Augmented Reality (AR)–based learning medium designed not only to visualize abstract physics concepts but also to embed structured activities for constructing and evaluating arguments. The study employed an explanatory sequential mixed methods design involving 42 undergraduate students of physics education, divided into a 2023 control group and a 2024 experimental group. Quantitative data on critical thinking and argumentation skills were collected through standardized tests and analyzed using normality tests, homogeneity tests, and independent samples t-tests, while qualitative insights were gathered from classroom observations and student interviews. The findings showed that students in the experimental group significantly outperformed those in the control group in critical thinking, with higher post-test averages and more consistent score improvements. Analysis of argumentation revealed that students supported their claims with stronger data when learning with Phys’AR. However, most remained at a medium level in warrants and backings, and rebuttals were generally weak across both groups. These results indicate that Phys’AR is effective in strengthening evidence-based reasoning but requires complementary teaching strategies to promote deeper theoretical justification and counter-argumentation. The novelty of this study lies in extending the role of AR in physics education from a visualization tool to a platform for argumentation and critical reasoning. By highlighting which components of argumentation benefit most from AR and which require additional scaffolding, this research contributes both theoretical and practical insights for advancing critical thinking and argumentation in physics education.
The Impact of Augmented Reality Media on High School Students’ Critical Thinking Skills in Physics Hasan, Muh Iqbal; Kaharuddin Arafah; Mutahharah Hasyim
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/zsft6997

Abstract

The rapid development of digital technologies has created new opportunities to enhance learning processes in science education, particularly in physics, which is often perceived as abstract and conceptually difficult. Students frequently struggle to interpret invisible phenomena such as electric charges and fields, leading to misconceptions that hinder higher-order thinking skills. In response to this challenge, augmented reality (AR) has emerged as a promising instructional tool capable of visualizing abstract concepts and fostering active engagement. This study aimed to investigate the effect of AR-based learning media on students’ critical thinking skills in high school physics. A quasi-experimental design with a posttest-only nonequivalent control group was employed, involving two intact Grade XII classes: the experimental group (n = 32) received instruction using PyLo-AR, while the control group (n = 33) was taught through conventional methods. Data were collected using a validated essay test that measured four critical thinking indicators: interpretation, analysis, evaluation, and inference. The results of descriptive analysis showed that the experimental group achieved a higher mean score (M = 14.56, SD = 2.03) compared to the control group (M = 12.94, SD = 1.95). Inferential analysis using the independent samples t-test indicated a statistically significant difference between the groups (p = 0.002), confirming the effectiveness of AR-based instruction. The novelty of this research lies in its focus on critical thinking outcomes rather than solely on conceptual understanding or motivation. In conclusion, AR-based media not only improve students’ mastery of abstract physics concepts but also strengthen their critical thinking skills, offering meaningful contributions to the advancement of physics education in the twenty-first century.
The Impact of Laboratory Management Module on Students' 4C Competencies in Physics Education Laili, Ummiy Fauziyah; Yulianti Yusal; Munifah; Slez Nazy; Dalila Haji Daud
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/p7wvw568

Abstract

In today’s rapidly changing world, higher education is expected to equip students with the essential skills to thrive in global competition. Among these, the four core (4C) competencies—critical thinking, creativity, communication, and collaboration — are considered fundamental for success. Science laboratories hold great potential to cultivate these skills by providing students with direct, hands-on learning experiences. Yet, the benefits are often limited when laboratory activities are not supported by effective management. To respond to this challenge, this study explored how a laboratory management module influences students’ 4C skills. Using a quantitative survey design, data were collected from 142 undergraduates drawn from a total population of 208, with the sample size determined through the Isaac and Michael table. Two Likert-scale questionnaires measured students’ perceptions of the module and their mastery of the 4C skills. Data analysis employed Structural Equation Modeling with Partial Least Squares (SEM-PLS), enabling rigorous tests of validity, reliability, and causal relationships. The results indicate that the laboratory management module had a significant and positive impact on critical thinking and creativity, but no notable effect on communication and collaboration. This finding highlights the novelty of distinguishing between cognitive and interpersonal outcomes within laboratory management. The study concludes that structured laboratory management can serve as a powerful tool to enhance higher-order thinking, while additional strategies are needed to strengthen communication and teamwork. This study contributes to physics education by providing empirical evidence that structured laboratory management can effectively foster students’ critical and creative thinking skills. It also highlights the need to integrate collaborative and communication-focused strategies into laboratory practices.
PENGARUH PENGGUNAAN LEMBAR KEGIATAN SISWA TERSTRUKTUR TERHADAP HASIL BELAJAR FISIKA SISWA KELAS XI IPA SMA NEGERI 1 POL-UT KABUPATEN TAKALAR Kundi, Sri
Jurnal Pendidikan Fisika Vol. 1 No. 3 (2013): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v1i3.207

Abstract

Penelitian ini merupakan penelitian True-Eksperimenyang melibatkan dua kelas, desain yang digunakan dalam penelitian ini adalah Post Test Only Control Group design, yang dilaksanakan di SMA Negeri 1 Pol-ut Kab. Takalar bertujuan untuk mengetahui hasil belajar fisika peserta didik. Sampel dalam penelitian ini yaitu peserta didik kelas XIIPA 1  dan XI  IPA 2 SMA Negeri 1 Pol-ut (Polombangkeng Utara) Kabupaten. Takalar tahun ajaran 2012/2013 dengan jumlah 32 peserta didik ditentukan secara acak dengan pertimbangan kelas XI homogen. Hasil analisis deskriptif menunjukkan skor rata-rata hasil belajar fisika peserta didik kelas XI IPA  1 SMA Negeri 1 Pol-ut Kab. Takalar yang diajar dengan menggunakan lembar kegiatan siswa terstruktur sebesar 11,87 dengan standar deviasi sebesar 2,25 dan skor rata-rata hasil belajar fisika kelas XI IPA 2 SMA Negeri 1 Pol-ut Kab. Takalar yang diajar tanpa menggunakan lembar kegiatan siswa terstruktur  10,00 dengan standar deviasi sebesar 3,53. Dapat disimpulkan bahwa terdapat pengaruh terhadap  hasil belajar fisika peserta didik yang diajar denganmenggunakan lembar kegiatan siswa tertruktur berada pada kategori “tinggi”.Kata kunci : Penelitian True Eksperimen, Pengaruh Penggunaan  Lembar Kegiatan Siswa Terstruktur, hasil belajar.This study is a True-Eksperimenyang involves two classes, the design used in this research was Post Test Only Control Group design, which was conducted in SMA Negeri 1 Pol-ut Kab. Takalar aims to determine the physics learning outcomes of students. The sample in this research is the students of class XI IPA 1 and XI IPA 2 SMA Negeri 1 Pol-ut (Polombangkeng North) District. Takalar 2012/2013 academic year with the number of 32 students randomly determined by considerations of class XI homogeneous. Descriptive analysis showed an average score of physics learning outcomes of students of class XI IPA 1 SMA Negeri 1 Pol-ut Kab. Takalar taught using student activity sheet structured at 11.87 with a standard deviation of 2.25 and an average score of learning outcomes physics class XI IPA 2 SMA Negeri 1 Pol-ut Kab. Takalar taught without using student activity sheet structured 10.00 with a standard deviation of 3.53. It can be concluded that there is an influence on learning outcomes of students who are taught physics USING tertruktur student activity sheets that are in the category of "high".Keywords: True Experimental Research, Influence of Structured Student Activity Sheet, learning outcomes.
PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN MOTIVASI, PARTISIPASI DAN HASIL BELAJAR FISIKA SISWA KELAS X SMA NEGERI 1 PANGKAJENE Maruf, Maruf; Rahim, Andi Lenny
Jurnal Pendidikan Fisika Vol. 1 No. 3 (2013): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v1i3.211

Abstract

Penelitian ini bertujuan untuk  : (1)  memperoleh profil perangkat penilaian autentik yang valid, efektif dan reliabel (2)  mengetahui peningkatan motivasi belajar siswa dengan mengunakan perangkat penilaian autentik (3)  mengetahui peningkatan partisipasi siswa dengan mengunakan perangkat penilaian autentik (4) mengetahui peningkatan hasil belajar siswa. Penelitian ini adalah penelitian pengembangan (Research and Development) sedangkan rancangan pengembangannya mengunakan model 4-D yang dimodifikasi. Siswa yang menjadi subyek penelitian adalah siswa kelas X.2 sebanyak 30 siswa di SMA Negeri 1 Pangkajene. Pengumpulan data penelitian dilakukan melalui lembar angket motivasi, lembar observasi partisipasi dan tes hasil belajar kemudian data dianalisis dengan mengunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa perangkat penilaian autentik yang  dikembangkan meliputi tes kinerja, jurnal siswa dan LKS setelah dilakukan validasi ahli dan uji coba terbatas, maka perangkat penilaian autentik ini dinyatakan   valid, praktis dan reliabel, sehingga layak untuk digunakan dalam pembelajaran fisika khususnya pada materi Suhu dan Kalor. Dengan kesimpulan a) profil perangkat penialain autentik yang valid, praktis dan reliabel, b) perangkat penilaian autentik  meningkatkan motivasi belajar siswa , c) perangkat penilaian autentik  meningkatkan partisipasi siswa, d) perangkat penilaian autentik meningkatkan hasil belajar siswa. Hasil deskriptif penelitian menunjukkan bahwa keterlaksanaan perangkat penilaian autentik baik dan berada pada kategori terlaksana seluruhnya dengan  peningkatan motivasi belajar siswa 18,95%, partisipasi siswa meningkat sebesar 26,67% dan hasil belajar siswa 16,56%. Oleh karena itu disarankan ada  penelitian yang relevan dengan penelitian ini dengan menambah penilaia diri (self- asessesment) dan mengunakan penilaian autentik sebagai penilaian alternatif bagi guru yang profesional.Kata kunci: Penilaian    Autentik, Pembelajaran   Fisika, Motivasi, Partisipasi, Hasil Belajar FisikaThis study aims to: (1) obtain device profiles authentic assessment is valid, effective and reliable (2) to increase student motivation by using the authentic assessment (3) determine the increase of student participation by using the authentic assessment (4) determine the increase results student learning. This research is a development (Research and Development), while the design development using 4-D model of a modified. Students who become the subject of research is class student X.2 as many as 30 students at SMA Negeri 1 Pangkajene. Research data collection is done through a questionnaire sheet motivation, observation sheets participation and achievement test and then the data were analyzed by using descriptive analysis. The results showed that the device is an authentic assessment developed included performance tests, journals students and LKS after expert validation and limited testing, the device authentic assessment is declared valid, practical and reliable, making it feasible to use in teaching physics, especially on material temperature and Heat. With the conclusion of a) a device profile Penialain valid authentic, practical and reliable, b) the authentic assessment increases student motivation, c) the authentic assessment increases student participation, d) authentic assessment tools improve student learning outcomes. The results of descriptive study showed that the enforceability of the authentic assessment is good and is in the category entirely accomplished with increased 18.95% student motivation, student participation increased by 26.67% and 16.56% of student learning outcomes. It is therefore recommended no studies that are relevant to this study by adding penilaia self (self-asessesment) and using authentic assessment as an alternative assessment for professional teachers.Keywords: Authentic Assessment, Physical Education, Motivation, Participation, Learning Outcomes Physics
Peningkatan Kreativitas Dan Hasil Belajar Fisika Melalui Pembelajaran Kontekstual (PTK Pada Peserta Didik SMP Negeri 3 Sungguminasa) Fiskawarni, Tri Hastiti
Jurnal Pendidikan Fisika Vol. 4 No. 1 (2016): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v4i1.297

Abstract

Penelitian ini adalah penelitian tindakan kelas (Clasroom Action Research), yang meliputi perencanaan, tindakan, observasi dan refleksi. Tindakan dilakukan untuk meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika melalui pembelajaran kontekstual yang dilaksanakan dalam dua siklus.Penelitian dilaksanakan di SMP Negeri 3 Sungguminasa kelas VIIIc. Analisis data yang digunakan adalah analisis deskriptif dengan menghitung rata-rata kelas, ketuntasan belajar individu dan ketuntasan belajar klasikal. Hasil analisis deskriptif dikelompokkan ke dalam kategori sangat rendah, rendah, sedang, tinggi, dan sangat tinggi, dengan mengacu pada tabel distribusi frekuensi.Pengambilan data penelitian dilakukan dengan menggunakan lembar pengamatan aktivitas peserta didik, kuesioner kreativitas dan tes hasil belajar fisika. Dari hasil penelitian ini diperoleh data bahwa, aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik meningkat. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa dengan penerapan pembelajaran kontekstual dalam proses pembelajaran dapat meningkatkan aktivitas belajar, kreativitas dan hasil belajar fisika peserta didik kelas VIII. c SMP Negeri 3 Sungguminasa.  Kata kunci: Kreativitas, Hasil Belajar, KontekstualOutcomes through Contextual Learning (supervised by Muhammad Sidin Ali and Aisyah Azis)This study was a classroom action research which covered the planning, action, observation, and reflection. Action was conducted to improve learnin activity, creativity, and Physics learning outcome thorugh contextual learning whicho was conducted in two cycles. The study was conducted in grade VIIIc at SMPN 3 Sungguminasa. Data analysis employed in this study was descriptive analysis by finding the mean score of the class, individual learning mastery, and classical learning mastery. The result of descriptive analysis was grouped in the categories of extremely low, low, fair, hihg, and extremely high which referred to frequency distribution table. Data was collected by employing observation sheet of students’ activity, questionnaire of creativity, and test of Physics learning outcomes. The result revealed that learning activity, creativity, and Physics learning outcomes were improved. The conclusion based on the result was the application of contextual learning in the learning process could improve learning activity, creativity, and Physics learning outcome of grade VIIIc students at SMPN3 Sungguminasa. Key words: Creativity, Learning Outcomes, Contextual
Peningkatan Hasil Belajar IPA Melalui Model Pembelajaran Kooperatif Tipe Think Pair And Share Pada Peserta Didik Kelas VIII SMP Negeri 5 Makassar Mardiyah, Syarifa
Jurnal Pendidikan Fisika Vol. 5 No. 1 (2017): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v5i1.338

Abstract

Rumusan masalah dalam penelitian ini adalah Bagaimanakah peningkatan hasil belajar IPA melalui model pembelajaran kooperatif tipe Think Pair Share pada peserta didik kelas VIII SMP Negeri 5 Makassar. Penelitian ini bertujuan untuk meningkatkan hasil belajar IPA melalui penerapan model pembelajaran kooperatif tipe TPS pada peserta didik kelas VIII SMP Negeri 5 Makassar. Pendekatan yang digunakan adalah pendekatan kualitatif dan jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan sebanyak dua siklus dan setiap siklus disajikan dua kali pertemuan. Setiap siklus melalui 4 tahap yaitu tahap perencanaan, tahap pelaksanaan, tahap observasi dan tahap refleksi. Fokus penelitian ini adalah penerapan model pembelajaran kooperatif tipe Think Pair and Share dan hasil belajar peserta didik. Dalam kegiatan pelaksanaan ini, peneliti bertindak sebagai  guru yang mengajar mata pelajaran IPA di kelas VIII dan  bertindak sebagai fasilitator serta memberikan petunjuk kepada peserta didik yang mengalami kesulitan dalam pembelajaran. Teknik pengumpulan data dengan menggunakan teknik observasi, tes dan dokumentasi. Teknik analisis data yang digunakan adalah kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa pada setiap siklusnya dimana dalam setiap siklus hasil belajar IPA melalui model pembelajaran kooperatif tipe Think Pair and Share  mengalami peningkatan yaitu siklus I berada pada kategori Cukup (C) dan pada siklus hasil belajar peserta didik berada pada kategori sangat baik (SB). Kesimpulan dalam penelitian ini adalah bahwa penerapan model pembelajaran kooperatif tipe Think Pair and Share  dapat meningkatkan hasil belajar peserta didik pada mata pelajaran IPA peserta didik kelas VIII SMP Negeri 5 Makassar. Kata kunci: Hasil Belajar, Think Pair and Share, Peserta DidikThe problem of this research is How the learning outcome IPA through cooperative learning model Think Pair Share learner class VIII SMP Negeri 5 Makassar. This study aims to improve science learning outcomes through the implementation of cooperative learning model TPS in class VIII students of SMP Negeri 5 Makassar. The approach used is qualitative approach and the type of research is a class act that is carried out by two cycles and each cycle presented two meetings. Each cycle through the four phases: planning, implementation phase, observation and reflection stages. The focus of this research is the application of cooperative learning model Think Pair and Share and learning outcomes of students. In this implementation activities, researchers act as teachers of science subjects in class VIII and act as a facilitator and provide guidance to learners who have difficulties in learning. Data collection techniques using observation, testing and documentation. Data analysis techniques used are qualitative and quantitative. The results showed that in each cycle where in each cycle results learn science through cooperative learning model Think Pair and Share have increased that the first cycle in the category Fair (C) and the cycle of learning outcomes of students that are in the very good category (SB) , The conclusion of this study is that the implementation of cooperative learning model Think Pair and Share can improve learning outcomes of students in science subjects students class VIII SMP Negeri 5 Makassar.Key words: Learning Outcomes, Think Pair and Share, Students

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