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Jurnal Pendidikan Fisika Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 25992554     EISSN : 25992562     DOI : 10.23887
Core Subject : Science, Education, Engineering,
Education Electrical & Electronics Engineering Engineering Materials Science & Nanotechnology Physics Other
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching of physic education in Ganesha University of Education(GUE). The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at physic Education
Arjuna Subject : Fisika dan Astronomi - Fisika dan Astronomi (Lain-Lain)
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STRATEGI PEMBELAJARAN GURU FISIKA: RELEVANSINYA DALAM PENGEMBANGAN KECERDASAN EMOSIONAL DAN PRESTASI BELAJAR SISWA SMA ., Ni Putu Eriawati; ., Prof. Dr.I Wayan Suastra,M.Pd; ., Drs. Rai Sujanem,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.11279

Abstract

Penelitian ini bertujuan (1) mendeskripsikan strategi pembelajaran guru fisika, (2) mendeskripsikan kecerdasan emosional siswa, (3) mendeskripsikan prestasi belajar siswa, dan (4) mendeskripsikan relevansi strategi pembelajaran guru fisika dalam pengembangan kecerdasan emosional dan prestasi belajar siswa. Penelitian dilaksanakan di SMA Negeri 2 Singaraja. Penelitian meng- gunakan rancangan penelitian kualitatif. Sumber data ialah seorang guru fisika kelas X dan melibatkan siswa kelas X MIPA 1 yang berjumlah 35 orang serta siswa X MIPA 3 yang berjumlah 38 orang. Peneliti merupakan instrumen kunci dalam penelitian dan dibantu dengan instrumen berupa pedoman observasi strategi pembelajaran guru dan kecerdasan emosional siswa, pedoman wawancara strategi pembelajaran untuk guru dan siswa, serta dokumentasi nilai siswa. Pengumpulan data dilakukan melalui observasi partisipasi pasif, wawancara semi terstruktur, dan studi dokumen. Data dianalisis menggunakan model analisis interaktif Miles dan Huberman (dalam Sugiyono, 2016). Hasil penelitian menunjukkan, (1) guru menggunakan strategi pembelajaran ekspositori dengan menerapkan dimensi strategi pembelajaran, yaitu penyusunan rencana pembelajaran, pelaksanaan interaksi belajar mengajar, dan penilaian prestasi belajar siswa: (2) kecerdasan emosional siswa muncul pada kelima dimensi, yaitu: kesadaran diri, pengaturan diri, motivasi, empati, dan keterampilan sosial, namun tidak semua indikator pada dimensi tersebut muncul, (3) prestasi belajar siswa masih sangat rendah, siswa X MIPA 1 hanya 5,7% yang mencapai KKM dan siswa X MIPA 3 hanya 1,4% yang mencapai KKM, dan (4) strategi pembelajaran yang diterapkan ada relevansinya dalam pengembangan kecerdasan emosional, namun belum mampu mengakomodasi perkembangan prestasi belajar siswa.Kata Kunci : ekspositori, kecerdasan emosional, prestasi, relevansi This study aimed at (1) describing the learning strategy of physics teacher, (2) describing the students’ emotional intelligence, (3) describing the students’ learning achievement, and (4) describing the relevancy of learning strategy of physics teacher in developing emotional intelligence and students learning achievement. This study was conducted at SMA Negeri 2 Singaraja. The design of this study was qualitative. Data of this study was a physics teacher and 35 students of class X MIPA 1 and 38 students of class X MIPA 3. The researcher was a key instrument in this study and aided by a observation guidance for physics teacher in teaching learning strategy, observation guidance for students’ emotional intelligence, interview guidance of learning strategy for teacher and students, and the documentation of students’ daily learning achievement. The collection of data was done through a passive participation observation, semi structured interview, and document study. Data were analyzed using Miles and Huberman analysis model (in Sugiyono, 2016). The result of this study reveals that, (1) the teacher uses the expository learning strategy by applying the learning strategy dimention, namely: preparation of lesson plans,implementation of teaching learning interaction, and assessment of student achievement, (2) the students’ emotional intelligence reflects the five predetermined dimensions, namely: self-awareness, self-regulation, motivation, emphaty, and social skills, but not all indicators on that dimention can appears, (3) the students’ learning achievement is still low, students of class X MIPA 1 only get 5.7% from KKM and students of class X MIPA 3 only get 1.4% from KKM, (4) learning strategy applied by the teacher able to have relevancy in development of students’ emotional intelligence, but not able yet for learning achievement. keyword : expository, emotional intelligence, achievement, relevancy
ANALISIS KUALITATIF PEMBERDAYAAN KECERDASAN EMOSIONAL GURU DALAM PEMBELAJARAN FISIKA DAMPAKANYA DALAM PENGEMBANGAN INTERAKSI SOSIAL SISWA KELAS X MIPA 5 ., Lailatul Farida; ., Dr. A.A.Istri Agung Rai Sudiatmika,M.P; ., Dewi Oktofa Rachmawati,S.Si,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.11533

Abstract

Penelitian ini bertujuan untuk :1) mendeskripsikan pemberdayaan kecerdasan emsoional guru dalam pembelejaran fisika 2) mendeskripsikan interaksi sosial siswa dalam pembelajaran fisika, dan 3) mendeskripsikan pemberdayaan kecerdasan emosional guru dalam pembelajaran fisika dampaknya dalam pengembangan interaksi sosial siswa. Metode penelitian yang digunakan adalah kualitatif. Subjek penelitian adalah satu orang guru fisika dan siswa kelas X MIPA 5 di SMA N 4 Singaraja yang ditentukan dengan teknik purposive. Instrumen utama adalah peneliti sendiri dan instrumen pendukung berupa pedoman observasi, pedoman wawancara, koesioner pemberdayaan kecerdasan emosional guru, dan koesioner interaksi sosial siswa. Langkah-langkah Analisis data yang dilakukan yakni dengan reduksi data, penyajian data, verifikasi data, dan uji keabsahan data. Hasil penelitian menunjukkan bahwa 1) guru mampu memberdayakan kecerdasan emosional yang terlihat dari: kesadaran diri, pengaturan diri, motivasi diri, kemampuan mengenali emosi orang lain, dan keterampilan sosial. 2) Interaksi sosial siswa dapat diamati melalui kontak sosial dan komunikasi. 3) pemberdayaan kecerdasan emosional guru berdampak terhadap interaksi sosial siswa. hal tersebut terlihat dari dimensi pengaturan diri, empati dan keterampilan sosial berdampak pada dimensi kontak sosial dan komunikasi. Kata Kunci : kecerdasan emosional guru, interaksi sosial siswa, Pembelajaran Fisika This research aimed at: 1) describing the empowerment of teacher emotional intelligence in physics learning 2) describing students social interaction in physics learning, and 3) describing the empowerment of emotional intelligence in physics learning. The method used in this research was descriptif qualitative. The subject of this research was one physics teacher and tenth grade students of MIPA 5 in SMA N 4 Singaraja determined by using purposive technique. The main instrument was the researcher at self assisted by supporting instrument in the form of observation guidlines, interviews, questionnaires empowerment of teacher emotional intelligence, and questionnaires social interaction of student. The steps of data analysis was performed by data reduction, data presentation, data verification, and data validity test. The results showed that teacher is able to empower the emotional intelligence seen from the emotional intelligence dimension in the form: self-awareness, self-conditioning, self-motivation, the ability of others, and social skills. Students social interactions can be accessed through: social contact and communication. Empower of emotional intelligence has an impact toward social interaction. It showed by dimension of self-regulation, empathy and social skill which has an impact to the dimension of social contact and communication.keyword : teacher's emotional intelligence, student's social interaction, physics learning
STRATEGI PEMBELAJARAN GURU FISIKA: ANALISIS BERDASARKAN KOMPETENSI SISWA KELAS XI DI SMA NEGERI 8 DENPASAR ., Tude Nugraha Mahantara; ., Prof. Dr. I Wayan Santyasa,M.Si; ., Dra. Ni Ketut Rapi, M.Pd.
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.11366

Abstract

Masalah yang diungkap dalam penelitian ini adalah strategi pembelajaran guru fisika kaitanya dalam mengembangkan sikap spiritual, sikap sosial, dan prestasi belajar siswa. Tujuan penelitian ini adalah: 1) mendeskripsikan strategi pembelajaran guru fisika, 2) mendeskripsikan sikap spiritual siswa, 3) mendeskripsikan sikap sosial siswa, 4) mendeskripsikan prestasi belajar siswa dalam pembelajaran fisika, dan 5) mendeskripsikan strategi pembelajaran guru fisika dalam mengembangkan sikap spiritual, sikap sosial, dan prestasi belajar siswa kelas XI di SMA N 8 Denpasar. Metode penelitian yang digunakan adalah kualitatif. Instrumen utama dalam penelitian ini adalah peneliti sendiri yang dibantu dengan pedoman observasi, pedoman wawancara, dan dokumentasi guru. Penelitian bertempat di SMA N 8 Denpasar. Jumlah guru fisika yang menjadi sumber data adalah 1 orang dan jumlah siswa yang menjadi sumber data adalah 10 orang. Data dikumpulkan melalui teknik observasi, wawancara, dan dokumentasi. Analisis data dilakukan selama dan setelah pengumpulan data dengan cara reduksi, paparan, dan verifikasi data. Hasil penelitian menunjukkan sebagai berikut. 1) Strategi pembelajaran yang diterapkan oleh guru fisika adalah dengan menggunakan metode tanya jawab, diskusi kelompok, pemberian tugas, eksperimen, mengkaitkan dengan kehidupan sehari-hari, dan pembentukan kelompok. 2) Sikap spiritual yang dimiliki siswa adalah sikap saling pengertian, saling menjaga, saling menghargai satu sama lain, menyayangi lingkungan, menghargai keberagaman, dan memiliki jiwa kebersamaan dengan orang lain. 3) Sikap sosial yang dimiliki siswa adalah sikap jujur, disiplin, tanggung jawab, toleransi, gotong royong, santun, percaya diri, dan kreatif. 4) Prestasi belajar yang dimiliki siswa dalam pembelajaran fisika adalah siswa dapat menjawab pertanyaan yang diajukan oleh guru, menginterprestasikan, menyimpulkan, menerapkan, menemukan melalui projek dan praktikum yang dilakukan, dan seluruh siswa sudah mampu mendapatkan nilai diatas KKM (>75). 5) Strategi pembelajaran yang diterapkan guru dapat mengembangkan sikap gotong royong, tanggung jawab, toleransi, kebersamaan, kreatif, jujur, santun, percaya diri, dan mengembangkan kemampuan siswa dalam mengaplikasikan pengetahuan yang dimiliki. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa: 1) strategi pembelajaran yang diterapkan guru fisika adalah strategi pembelajaran kontekstual, 2) sikap spiritual yang dimiliki oleh siswa sudah berkategori baik, 3) sikap sosial yang dimiliki oleh siswa sudah berkategori baik, 4) prestasi belajar yang dimiliki oleh siswa sudah berkategori baik, dan 5) strategi pembelajaran yang diterapkan oleh guru mampu mengembangkan sikap spiritual, sikap sosial dan prestasi belajar siswa.Kata Kunci : strategi pembelajaran guru, sikap spiritual, sikap sosial, prestasi belajar siswa The problem revealed in this research is physics teacher learning strategy which relate to the develop spiritual attitude, social attitude, and student achievement. This research aimed at: 1) describing physics teacher's learning strategy, 2) describing students' spiritual attitudes, 3) describing students' social attitudes, 4) describing students' learning achievement in physics learning, and 5) describing physics teacher's learning strategy in developing spiritual attitude, social attitudes, and student achievement of grade XI in SMA N 8 Denpasar. The used research method was qualitative. The main instrument in this study was the researcher himself assisted by observation guides, interview guides, and teacher documentation. The research took place at SMA N 8 Denpasar. The number of physics teachers who become the source of data is 1 person and the number of students who become the source of data is 10 people. Data were collected through observation techniques, interviews, and documentation. Data analysis was performed during and after data collection by means of data reduction, exposure and verification. The results show that. 1) The learning strategy applied by the physics teacher is by using question and answer method, group discussion, assignment, experiment, to relate to daily life, and group formation. 2) The students' spiritual attitudes are mutual understanding, mutual care, mutual respect for each other, loving for the environment, respecting for diversity, and having the soul of being together with others. 3) Social attitudes that students have are honest, discipline, responsibility, tolerance, mutual assistance, courteous, confident, and creative. 4) Students' learning achievement in physics learning is that the students can answer questions asked by the teacher, interpret, conclude, apply, find something through project and practicum done, and get the value above KKM (> 75). 5) Teaching strategies applied by teachers can develop mutual cooperation, responsibility, tolerance, togetherness, creative, honest, courteous, confident, and develop students' ability to apply their knowledge. Based on the result of this research, it can be concluded that: 1) learning strategy applied by physics teacher is contextual learning strategy 2) spiritual attitude possessed by students have good category, 3) social attitude possessed by students already is categorized well, 4) learning achievement Owned by students is already categorized well, and 5) learning strategies applied by teachers is able to develop spiritual attitudes, social attitudes and student achievement.keyword : teacher learning strategy, spiritual attitude, social attitude, student achievement
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR FISIKA SISWA KELAS X MIPA SMA NEGERI TAHUN PELAJARAN 2018/2019 ., Putu Rika Crisna Dewi; ., Prof. Dr. I Wayan Suastra, M.Pd.; ., Drs. Iwan Suswandi, M.Si.
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.18722

Abstract

Penelitian ini bertujuan untuk: (1) meningkatkan Kemampuan Berpikir Kritis (KBK) siswa, (2) meningkatkan hasil belajar fisika, dan (3) mendeskripsikan tanggapan siswa terhadap penerapan model pembelajaran Problem Based Learning (PBL) dalam pembelajaran fisika. Jenis penelitian ini adalah penelitian tindakan kelas. Subjek penelitian ini adalah seluruh siswa (36 orang) kelas X MIPA SMAN. Objek penelitian ini adalah model pembelajaran PBL, KBK, hasil belajar, dan tanggapan siswa terhadap penerapan model pembelajaran PBL dalam pembelajaran fisika. Data KBK siswa diperoleh melalui tes KBK tiap akhir siklus, sedangkan data hasil belajar siswa diperoleh melalui tes hasil belajar tiap akhir siklus. Data tanggapan siswa diperoleh melalui angket pada akhir siklus kedua. Seluruh data dianalisis secara deskriptif kualitatif dan analisis kuantitatif. Hasil penelitian ini menunjukkan: (1) skor rata-rata KBK siswa pada siklus I sebesar dengan ketuntasan klasikal 72,22%, dan pada siklus II sebesar dengan ketuntasan klasikal 86,11%, (2) nilai hasil belajar siswa pada siklus I sebesar dengan ketuntasan klasikal 72,22% dan siklus II sebesar dengan ketuntasan klasikal 94,44 %, (3) skor rata-rata tanggapan siswa terhadap penerapan model PBL dalam pembelajaran fisika sebesar dengan kategori positif. Penerapan model pembelajaran PBL dapat meningkatkan KBK dan hasil belajar siswa kelas X MIPA SMAN 1 tahun pelajaran 2018/2019. Kata Kunci : model problem based learning, kemampuan berpikir kritis, hasil belajar. This research aimed at: (1) increasing the students’ critical thinking ability (CTA), (2) improving the physics learning outcomes, and (3) describing the students' response towards the application of Problem Based Learning (PBL) model in learning physics. The type of this research wss classroom action research. The subjects were all students (36 people) of class X MIPA of SMAN. The object of this research was PBL learning model, CTA, learning outcomes, and students’ response to the application of PBL model in teaching physics. Data of students’ CBA were obtained through CBA tests each end of the cycle, while data of students’ learning outcomes were obtained through achievement test each end of the cycle. Data of students’ response were obtained through a questionnaire at the end of the second cycle. All data were analyzed by descriptive qualitative and quantitative analysis. The result of this research shows that : (1) the mean score of students’ CTA at cicle I is with classical completeness at amount of 72.22%, and at the second cycle is with classical completeness at amount of 86.11%, (2) the value of students’ learning outcomes at first cycle is with classical completeness at amount of 72.22% and at the second cycle is with classical completeness at amount of 94.44%, (3) the average score of students’ responses towards the application of PBL in teaching physics models is with positive category. The application of PBL learning model can improve the CTS and students’ learning outcome of class X MIPA of SMAN in academic year of 2018/2019.keyword : problem based learning model, critical thinking, learning outcomes.
PENGEMBANGAN BAHAN AJAR DAN PERANGKAT PEMBELAJARAN BERORIENTASI NoS UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA PADA PEMBELAJARAN FISIKA ., Ayu Candra Dewi Wesnawati; ., Prof. Dr. I Wayan Santyasa,M.Si; ., Dra. Ni Ketut Rapi, M.Pd.
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.11238

Abstract

Prestasi belajar siswa pada mata pelajaran fisika di SMA Negeri 3 Singaraja belum optimal. Tidak tersedianya sumber belajar yang mampu menumbuhkan minat siswa menjadi salah satu penyebabnya. Penelitian ini bertujuan menghasilkan produk bahan ajar dan perangkat pembelajaran berorientasi NoS untuk meningkatkan prestasi belajar fisika siswa Jenis penelitian ini adalah penelitian Research and Development (R&D). Subjek penelitian ini dipilih dengan teknik purposive sampling yang terdiri dari satu orang ahli isi, satu orang ahli media, satu orang ahli desain, kelas XI MIPA 3 yang berjumlah 34 orang, 9 orang siswa pada uji kelompok kecil, dan 3 siswa pada uji perorangan. Pada uji lapangan menggunakan one group pre-post test design. Data dikumpulkan menggunakan angket dan tes prestasi belajar fisika. Hasil penelitian menunjukkan: 1) telah dihasilkan bahan ajar dan perangkat pembelajaran berorientasi NoS untuk meningkatkan prestasi belajar fisika siswa yang dinyatakan valid dan layak diterapkan oleh ahli isi, ahli media, ahli desain, guru, dan siswa, 2) hasil uji t menunjukkan terdapat perbedaan prestasi belajar fisika siswa sebelum (M = 33,16 dan SD = 8,242) dan setelah (M = 79,00 dan SD = 5,021) menggunakan bahan ajar dan perangkat pembelajaran berorientasi NoS, 3) rerata posttest telah melebihi KKM (75) dan KK (85%) yang ditetapkan di sekolah. Berdasarkan hasil dan pembahasan dapat disimpulkan bahwa produk yang dikembangkan telah layak dan efektif dalam meningkatkan prestasi belajar fisika.Kata Kunci : bahan ajar, perangkat pembelajaran, NoS, prestasi belajar fisika Student achievement on physics subject in SMA Negeri 3 Singaraja was not optimal yet. The unavailability of learning resources that can foster student interest was one of the causes. This study aimed at producing NoS oriented teaching materials products and learning tools to improve student physics learning achievement. This research type was research and development (R & D). The subjects of this study were selected by purposive sampling technique consisting of one content expert, one media expert, one design expert, 34 students at class XI MIPA 3, 9 students at small group tests, and 3 students at individual test. In the field test, it used one group pre-post test design. Data were collected by using questionnaires and physics achievement tests. The result of the research shows that: 1) has been produced NoS oriented teaching materials and learning tools to improve student physics learning achievement which is valid and feasible to be applied by content expert, media expert, design expert, teacher and student 2) T-test results showed there is a difference achievement learn physics before (M = 33,16 and SD = 8,242) and after (M = 79.00 and SD = 5,021) using NoS oriented teaching materials and learning tools, 3) posttest average has exceeded KKM (75) and KK (85%) set at school. Thus it can be concluded that the product developed has been feasible and effective in improving physics learning achievement.keyword : teaching materials, learning tools, NoS, physics learning achievement
KONTRIBUSI MOTIVASI BELAJAR, KECERDASAN EMOSIONAL, DAN KECERDASAN INTELEKTUAL TERHADAP PRESTASI BELAJAR FISIKA ., I Wayan Jati Adnyana; ., Prof. Dr. Ketut Suma, MS.; ., Drs. Iwan Suswandi, M.Si.
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.16788

Abstract

Rendahnya prestasi belajar fisika siswa kelas X dan XI MIA di SMA Negeri 1 Bangli menjadi masalah utama yang dikaji pada penelitian ini. Tujuan penelitian untuk menganalisis (1) hubungan antara motivasi belajar dan prestasi belajar fisika, (2) hubungan antara kecerdasan emosional dan prestasi belajar fisika, (3) hubungan antara kecerdasan intelektual dengan prestasi belajar fisika, (4) hubungan antara motivasi belajar, kecerdasan emosional, dan kecerdasan intelektual dengan prestasi belajar fisika. Jenis penelitian ini adalah ex-post facto dengan metode kuantitatif korelasional. Populasi penelitian ini adalah seluruh siswa kelas X & XI MIA di SMA Negeri 1 Bangli yang berjumlah 336 siswa. Sampel diambil dengan teknik proportional random sampling yang berjumlah 180 siswa. Data dikumpulkan dengan kuesioner, tes uraian dan data kecerdasan intelektual siswa di sekolah. Uji asumsi yang dilakukan meliputi uji normalitas, linieritas dan keberartian arah regresi, multikolinieritas, autokorelasi, dan heterokedastisitas. Hasil penelitian menemukan bahwa prestasi belajar fisika siswa berada pada kategori rendah dengan nilai rata-rata 52,22. Kesimpulan penelitian ini menunjukkan terdapat (1) hubungan positif antara motivasi belajar dan prestasi belajar fisika dengan R = 0,409 dan sumbangan efektif sebesar 5,84%, (2) hubungan positif antara kecerdasan emosional dan prestasi belajar fisika dengan R = 0,265 dan sumbangan efektif sebesar 3,21%, (3) hubungan positif antara kecerdasan intelektual dengan prestasi belajar fisika dengan R = 0,382 dan sumbangan efektif sebesar 19,55%, dan (4) hubungan positif antara motivasi belajar, kecerdasan emosional, dan kecerdasa intelektual dengan prestasi belajar fisika dengan R = 0,535 dan sumbangan efektif sebesar 28,6%.Kata Kunci : motivasi belajar, kecerdasan emosional, kecerdasan intelektual, prestasi belajar fisika. The low of students’ physics learning achievement in 10th and 11th grades of science class of SMA Negeri 1 Bangli became the main problem of this research. This research aimed at analyzing (1) the relationship between learning motivation and physics learning achievement, (2) the relationship between emotional intelligence and physics learning achievement, (3) the relationship between intellectual intelligence and physics learning achievement, (4) the relationship between learning motivation, emotional intelligence, intellectual intelligence with physics learning achievement. The type of this research was ex-post facto with correlation quantitative method. The research population were all students in 10th and 11th grades of science class of SMA Negeri 1 Bangli which consisted of 336 students. The sample were taken by using proportional random sampling technique which consisted of 180 students. Data were collected by using questionnaires, essay test and data students’ intellectual intelligence at school. The performed assumptions test included normality, linearity and significance of regression direction, multicollinearity, autocorrelation, and heterocedasticity. From the result at this research, it was found that students’ physics learning achievement was in low category with the average value 52.22. The conclusion shows that there are (1) a positive relationship between learning motivation and physics learning achievement with R = 0.409 and its effective contribution is 5.84%, (2) the positive relationship between emotional intelligence and physics learning achievement with R = 0.265 and its effective contribution is 3.21%, (3) the positive relationship between intellectual intelligence and physics learning achievement with R = 0.382 and its effective contribution is 19.55%, and (4) the positive relationship between learning motivation, emotional intelligence, and intellectual intelligence with physics learning achievement with R = 0.535 and its effective contribution is 28.6%.keyword : learning motivation, emotional intelligence, intellectual intelligence, physics learning achievement
ANALISIS DESKRIPTIF STRATEGI PENGELOLAAN KELAS OLEH GURU RELEVANSINYA TERHADAP DISIPLIN BELAJAR DAN PRESTASI BELAJAR FISIKA ., Ni Nyoman Dita Tri Pramida; ., Dra. Ni Made Pujani,M.Si; ., Drs. Rai Sujanem,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.11628

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan: strategi pengelolaan kelas guru fisika, disiplin belajar siswa, prestasi belajar siswa, relevansi strategi pengelolaan kelas oleh guru fisika terhadap disiplin belajar siswa, dan relevansi strategi pengelolaan kelas oleh guru fisika terhadap prestasi belajar siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah satu guru fisika yang mengajar di kelas XI MIPA 3 SMA Negeri 1 Negara dengan jumlah siswa sebanyak 9 orang. Subjek penelitian dipilih secara purposive sampling. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, kuesioner, dan tes. Analisis data dilakukan dengan beberapa langkah, yaitu: reduksi data, penyajian data, verifikasi data, dan uji keabsahan data. Hasil penelitian ini menemukan: (1) strategi pengelolaan kelas yang dilakukan guru sudah memunculkan berbagai aspek, yaitu: pengaturan dan penataan lingkungan fisik kelas, menciptakan kondisi sosio-emosional, menciptakan kondisi belajar yang optimal, dan pengembalian kondisi belajar yang optimal; (2) disiplin belajar siswa dalam pembelajaran fisika di kelas XI MIPA 3 cukup baik, dengan dimensi sikap mental siswa terhadap pelajaran yang diajarkan guru, cara-cara belajar yang digunakan oleh siswa demi meraih prestasi belajar yang baik, dan sikap mandiri siswa dalam belajar; (3) prestasi belajar siswa kelas XI MIPA 3 berkualifikasi cukup; (4) terdapat relevansi antara strategi pengelolaan kelas guru dengan disiplin belajar siswa; (5) terdapat relevansi antara strategi pengelolaan kelas guru dengan prestasi belajar siswa.Kata Kunci : strategi pengelolaan kelas, disiplin belajar, dan prestasi belajar. TThis research aimed at describing: the physics teacher classroom management strategy, the student's learning discipline, the student's learning achievement, the relevance of classroom management strategy by physics teacher towards the student learning discipline, and relevance of classroom management strategies by physics teachers towards the student’s achievement. The type of this research was qualitative descriptive research. The subjects of this research was one physics teacher who taught in grade XI MIPA 3 SMA Negeri 1 Negara with 9 students. The subjects were chosen by purposive sampling. Data collection techniques used in this research were observation, interviews, questionnaires, and achievement tests. Data analysis was done with several steps, namely: data reduction, data presentation, data verification, and data validity test. The results of this research find that: (1) the classroom management strategy done by the teacher has brought up various aspects aspects namely of arranging and structuring the classroom physical environment, creating socio-emotional conditions, creating optimal learning conditions, and returning the optimum learning conditions; (2) student’s learning discipline in physics learning at class XI MIPA 3 is good enough, with the dimension of students mental attitude towards the lesson taught by the teacher, the ways of learning used by the students in order to achieve good learning achievement, and the students' independent attitude in learning; (3) student’s achievement of class XI MIPA 3 is qualified fair; (4) there is a relevance between teacher classroom management strategy and the student’s learning discipline; (5) there is a relevance between the teacher’s classroom management strategy and the student’s learning achievement.keyword : classroom management strategy, learning discipline, and learning achievement.
STRATEGI PENGELOLAAN KELAS BAGI GURU DALAM PEMBELAJARAN FISIKA: RELEVANSINYA TERHADAP UPAYA PENGEMBANGAN MOTIVASI BELAJAR DAN PRESTASI BELAJAR SISWA DI SMA ., Ni Kadek Aridani Basunari; ., Drs. Ida Bagus Putu Mardana,M.Si; ., Drs. I Nyoman Putu Suwindra, M.Kom.
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.11532

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan strategi pengelolaan kelas guru fisika, (2) mendeskripsikan motivasi belajar siswa dalam pembelajaran fisika, (3) mendeskripsikan prestasi siswa dalam pembelajaran fisika, dan (4) mendeskripsikan dampak kualitatif strategi pengelolaan kelas guru fisika dalam pengembangan motivasi belajar dan prestasi belajar siswa. Penelitian ini menggunakan metode kualitatif, dengan sumber data, 1 orang guru dengan 9 siswa XI IPA 5 di SMA Negeri 8 Denpasar yang dipilih dengan menggunakan teknik purposive sampling. Data penelitian adalah fakta dan hubungan antara fenomena terkait keterampilan pengelolaan kelas, motivasi belajar, dan prestasi belajar siswa. Data strategi pengelolaan kelas diperoleh dengan metode telaah dokumen, observasi, dan wawancara, data motivasi belajar siswa dengan metode wawancara dan ditriangulasi dengan kuesioner, sedangkan data prestasi belajar dengan telaah dokumen nilai hasil ulangan harian. Instrumen utama adalah peneliti sendiri, pedoman observasi, pedoman wawancara, dan angket motivasi belajar. Data penelitian dianalisis melalui tahapan reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa (1) strategi pengelolaan kelas guru fisika yang diterapkan berdasarkan tugas pokok seorang guru (2) siswa memiliki motivasi belajar yang berkategori sedang yang bervariasi dalam setiap aspek, (3) prestasi siswa mampu memenuhi nilai KKM karena didasari oleh motivasi belajar yang baik, serta (4) terdapat hubungan yang bersinergi antara strategi pengelolaan kelas dengan motivasi belajar dalam meningkatkan prestasi belajar siswa.Kata Kunci : Kata kunci: strategi pengelolaan kelas, motivasi belajar, prestasi belajar This research aimed at (1) describing the classroom management strategy of physics teacher, (2) describing the students’ motivation on physics learning, (3) describing the students’ achievement on physics learning, and (4) describing the qualitative impact of a physics teacher’s classroom management strategy in fostering the learning motivation and students’ achievement. This research was a qualitative research. The sources of data was one physics teacher and nine students at grade XI IPA 5 in SMA Negeri 8 Denpasar who were respectively selected by purposive sampling technique. Data of this study were the facts and relationship between the phenomena which related to the classroom management strategy, learning motivation, and students’ achievement. The classroom management strategy was compiled by using research of learning documents, observations, and interviews, the data of students’ learning motivation were compiled by using interviews, and questionnaires as triangulation methods, while the data of students’ achievement were compiled by analysis of midtest results. Data ware analyzed through data reduction, data display, and data verification. The result of the study shows that (1) the classroom management strategy of physics teacher is applied by a teacher’s main tasks, (2) the students tend to have medium category of motivation which vary at every aspect, (3) students’ achievements are able to gain the value of KKM because of good learning motivation, and (4) there is a synergyc relationship between teacher’s classroom management strategy and learning motivation in improving student achievement.keyword : Keywords: classroom management strategy, leaning motivation, learning achievement
STRATEGI PEMBELAJARAN GURU FISIKA: RELEVANSINYA DALAM PENGEMBANGAN MOTIVASI DAN PRESTASI BELAJAR FISIKA SISWA KELAS XI SMA ., I MADE DEDY KRISNAYANA; ., Prof. Dr. Ketut Suma, MS.; ., Drs. Iwan Suswandi, M.Si.
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.18604

Abstract

Penelitian ini bertujuan mendeskripsikan (1) strategi pembelajaran guru, (2) motivasi belajar, (3) prestasi belajar, dan (4) strategi pembelajaran guru relevansinya dalam upaya pengembangan motivasi dan prestasi belajar siswa kelas XI SMA Negeri 1 Sawan. Jenis penelitian ini adalah deskriptif kualitatif. Peneliti merupakan instrumen kunci dalam penelitian. Subjek penelitian adalah satu orang guru, lima orang siswa dari kelas XI IPA1 dan lima orang siswa dari kelas XI IPA2 SMA Negeri 1 Sawan. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Data penelitian dikumpulkan dengan menggunakan observasi, wawancara dan kuesioner yang selanjutnya dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa: (1) guru menerapkan strategi pembelajaran ekspositori dan strategi pembelajaran kooperatif, (2) pelaksanaan pembelajaran guru di kedua kelas sudah mengupayakan untuk menumbuhkan motivasi dan partisipasi aktif dalam proses pembelajaran, (3) motivasi belajar siswa di kelas XI IPA1 dan XI IPA2 berada pada kategori tinggi yang ditandai dengan munculnya lima dimensi motivasi belajar, dan nilai rata-rata prestasi belajar XI IPA1 berkualitas baik dengan X Ì… = 75,36, SD = 5,50 dengan 9 orang siswa memperoleh nilai di atas KKM. Nilai rata-rata siswa kelas XI IPA2 sebesar X Ì… = 65,34, SD = 13,02 dengan 5 orang siswa yang memperoleh nilai di atas KKM. Adapun kategori prestasi belajar siswa kelas XI IPA1 tergolong tinggi, sedangkan prestasi belajar kelas XI IPA2 tergolong cukup berdasarkan lima kategori prestasi belajar, (4) aspek strategi pembelajaran guru yang mampu mengembangkan motivasi belajar dan prestasi belajar siswa adalah pendekatan belajar mengajar yang menggunakan pendekatan student centered. Dimensi-dimensi strategi pembelajaran guru sudah dapat memfasilitasi siswa dalam proses pembelajaran fisika.Kata Kunci : strategi pembelajaran guru, motivasi belajar, prestasi belajar This study aimed at describing: (1) teacher learning strategies, (2) learning motivation, (3) learning achievement, and (4) teacher learning strategies: its relevance in an effort to develop motivation and learning achievement of class XI students of SMAN 1 Sawan. The type of this research was qualitative descriptive. The researcher was the key instrument of the study. The subject of this research was one teacher, five students from class XI IPA1 and five students from class XI IPA2 of SMAN 1 Sawan. The technique of the sampling used was purposive sampling. The research data were collected by using observations, interviews, and questionnaires which were then analyzed descriptively qualitatively. The results show that: (1) the teacher applies the expository learning strategies and cooperative learning strategies, (2) the implementation of learning teachers in both classes have sought to foster motivation and active participation in the learning process, (3) learning motivation of students in class XI IPA1 and XI IPA2 is in the high category which is signed by the emergence of five dimensions of learning motivation. The average value of learning achievement XI IPA1 is in good quality with the average value is X Ì… = 75.36, standard deviation is SD = 5.50, with 9 students get the scores above the KKM, while the average value of students in class XI IPA2 is X Ì… = 65.34, standard deviation is SD = 13.02 with 5 students get the score above the KKM. The learning achievement category of class XI IPA1 students is high, while the learning achievement of class XI IPA2 is fair based on five categories of learning achievement, (4) aspects of teacher learning strategies which is able to develop learning motivation and student learning achievement is a teaching and learning approach that uses the student centered approach. The dimensions of teacher learning strategies can facilitate students in the process of physics learning.keyword : teacher learning strategies, learning motivation, learning achievement
PENGARUH MODEL PEMBELAJARAN PERUBAHAN KONSEPTUAL BERBANTUAN SIMULASI PhET UNTUK MENINGKATKAN PEMAHAMAN KONSEP FISIKA SISWA ., Ni Wayan Juniartini; ., Dr. A.A.Istri Agung Rai Sudiatmika,M.P; ., Drs. Rai Sujanem,M.Si
Jurnal Pendidikan Fisika Undiksha Vol 7, No 2 (2017):
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v7i2.11352

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan pemahaman konsep fisika antara siswa yang belajar menggunakan model pembelajaran perubahan konseptual berbantuan simulasi PhET (MPPKSPP) dengan model pembelajaran konvensional (MPK). Jenis penelitian ini adalah penelitian eksperimen semu (quasi experiment) dengan desain penelitian pretest-posttest non-equivalent control group design. Populasi penelitian adalah siswa kelas X SMA Negeri 1 Sawan tahun ajaran 2016/2017 yang terdiri dari 8 kelas. Pengambilan sampel menggunakan metode simple random sampling, sehingga sampel untuk kelas eksperimen adalah kelas X1 dengan 25 orang siswa dan kelas kontrol adalah kelas X5 dengan 25 orang siswa. Data yang dikumpulkan dalam penelitian ini adalah data pemahaman konsep fisika yang digali dengan tes pilihan ganda diperluas dan dianalisis menggunakan statistik deskriptif dan uji-t independent sample dengan taraf signifikansi p < α atau p < 0,05. Hasil analisis data menunjukkan bahwa terdapat perbedaan pemahaman konsep fisika antara kelompok siswa yang belajar menggunakan MPPKSP dan kelompok siswa yang belajar menggunakan MPK (p = 0,001 < 0,05). MPPKSP lebih baik daripada MPK dalam meningkatkan pemahaman konsep fisika siswa dengan hasil gain skor ternormalisasi MPPKSP = 75,88 pada kategori baik dan MPK = 50.98 pada kategori cukup.Kata Kunci : model perubahan konseptual, PhET, dan pemahaman konsep fisika. This study aimed at analyzing the differences of physics concepts understanding between the students who learned by using PhET simulation aided conceptual change models (MPPKSPP) with the students who learned by using conventional learning model (MPK). This research was quasi experimental research with pretest-posttest non-equivalent control group design. The population of this study were students of class X of SMA Negeri 1 Sawan in the academic year of 2016/2017 consisted of 8 classes. Samples were taken by using simple random sampling method. So the sample for experimental class was 25 students of class X1 and for the control class was 25 students of class X5. Data were data of physics concepts understanding explored by using extended multiple-choice test and data were analysed by using descriptive statistic and independent sample t-test with significance level of p

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