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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)
Articles 45 Documents
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Search results for , issue "Vol. 2 No. 1 (2015)" : 45 Documents clear
ANALISIS KOMPETENSI PEDAGOGIK GURU IPA DALAM IMPLEMENTASI KURIKULUM 2013 DI SMP NEGERI 1 BANJAR Kadek Hary Mahardika .; Drs. Ida Bagus Putu Mardana,M.Si .; Dewi Oktofa Rachmawati,S.Si,M.Si .
Jurnal Pendidikan Fisika Undiksha Vol. 2 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6360

Abstract

Tujuan penelitian ini adalah mendeskripsikan kompetensi pedagogik yang dimiliki guru IPA dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran menggunakan Kurikulum 2013. Penelitian ini dilaksanakan selama tiga bulan pada semester ganjil Tahun Pelajaran 2015/2016. Jenis penelitian ini penelitian kualitatif studi kasus. Subjek penelitian ini adalah dua orang guru IPA yang mengajar di kelas IX SMPN 1 Banjar, yang dipilih secara purposive sampling. Teknik pengumpulan data dalam penelitian ini adalah observasi partisipatif, wawancara semiterstruktur, dan studi dokumen. Analisis data dilakukan secara periodik selama dan setelah pengumpulan data melalui tiga tahapan, yaitu reduksi data, paparan data, serta penarikan simpulan dan verifikasi. Keabsahan data ditentukan melalui uji kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas. Hasil penelitian yang diperoleh sebagai berikut. (1) Pada perencanaan pembelajaran, guru menyiapkan RPP, LKS, dan media pembelajaran. Kompenen Rencana Pelaksanaan Pembelajaran yang dibuat mengikuti sistematika Rencana Pelaksanaan Pembelajaran Kurikulum 2013. (2) Pelaksanaan pembelajaran yang dilakukan guru sesuai dengan Kurikulum 2013, yaitu memuat kegiatan pendahuluan, kegiatan inti, dan kegiatan penutup. Karakteristik pendekatan saintifik yang terlihat pada kegiatan inti pembelajaran belum proporsional. Pendekatan saintifik yang dominan terlaksana adalah aspek mengamati, mengumpulkan informasi, dan mengasosiasi. (3) Evaluasi pembelajaran guru sesuai dengan Kurikulum 2013, yaitu penilaian hasil belajar aspek sikap, pengetahuan, dan keterampilan, program remedial, dan pengayaan. Namun demikian, sebagian besar penilaian tidak dapat dilakukan secara periodik. Permasalahan dan kendala yang dihadapi guru dalam implementasi Kurikulum 2013 disebabkan oleh ketidaksesuaian antara banyaknya tugas guru dengan alokasi waktu pembelajaran yang tersedia.Kata Kunci : kompetensi guru, kompetensi pedagogik, kurikulum 2013. This study aimed at describing the pedagogic competence which science teachers had in planning, conducting, and evaluating learning result using Curriculum 2013. The study was conducted for three months in first semester of academic year 2015/2016. The study was designed as qualitative case study. Subjects of the study were two science teachers who taught at grade nine in SMPN 1 Banjar chosen by using purposive sampling. Techniques used in collecting data were partisipative observation, semi-structured interview, and document study. Data were analyzed periodically during and after collecting the data through 3 steps; data reduction, data description, and drawing the conclusion and verification. Results of this study are as follows. (1) in planning the lesson, teachers prepare lesson plans, student’s worksheet, and learning media. The components of lesson plan are as what in Curriculum 2013. (2) the learning activities done by the teachers are based on Curriculum 2013 in which there are introduction activity, main activity, and closing activity. The characteristic of scientific approach seen in the core activities of learning is not proportional yet. The implemented dominant scientific approach is the aspect of observing, collecting information, and associating. (3) learning evaluation done by the teachers is almost as what stated in Curriculum 2013, there are evaluation in cognitive, affective, and psychomotor domains, remedy program, and enrichment. The evaluation, however, could not be done periodically. Problems and obstacles faced by the teachers are caused by the disharmony between teachers’ duties and the available time allocation. keyword : teacher competence, pedagogic competence, curriculum 2013
PENGARUH MOTIVASI BELAJAR DAN KREATIVITAS BELAJAR SISWA SMP TERHADAP HASIL BELAJAR IPA Ni Made Lioni Garbriana .; Dra. Ni Ketut Rapi, M.Pd. .; Dra. Ni Made Pujani,M.Si .
Jurnal Pendidikan Fisika Undiksha Vol. 2 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6364

Abstract

Penelitian ini bertujuan (1) menganalisis pengaruh motivasi belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar, (2) menganalisis pengaruh kreativitas belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar, dan (3) menganalisis pengaruh motivasi belajar dan kreativitas belajar secara bersama-sama terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar. Jenis penelitian ini adalah ex-post facto korelasional. Populasi penelitian ini terdiri dari 1331 siswa kelas VII SMP Negeri Se-Kecamatan Banjar. Sampel penelitian diambil menggunakan teknik proporsional random sampling berjumlah 298 siswa. Data motivasi belajar dan data kreativitas belajar dikumpulkan dengan menggunakan kuesioner dengan masing-masing koefisien reliabilitas 0,82 dan 0,78. Data hasil belajar IPA diperoleh dengan menggunakan hasil tes yang mencakup materi “Besaran dan Satuan, serta Suhu dan Pengukurannya” dengan koefisien reliabilitas 0,84. Analisis data menggunakan teknik analisis deskriptif, teknik analisis regresi linier sederhana, dan regresi ganda dua prediktor. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh positif motivasi belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar (F = 8,928; p < 0,05) dan sumbangan efektif sebesar 1,43%; (2) terdapat pengaruh positif kreativitas belajar terhadap hasil belajar IPA siswa kelas VII SMP Negeri Se-Kecamatan Banjar (F = 9,962, p < 0,05) dan sumbangan efektif sebesar 2,07%, dan (3) terdapat pengaruh yang yang positif antara motivasi belajar dan kreativitas belajar secara bersama-sama terhadap hasil belajar IPA siswa di kelas VII SMP Negeri Se-Kecamatan Banjar (F = 5,373, p < 0,05) dan sumbangan efektif sebesar 3,5%. Kata Kunci : Motivasi Belajar, Kreativitas Belajar dan Hasil Belajar IPA. This study aimed at (1) analyzing the effect of learning motivation towards the science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District, (2) analyzing the effect of learning creativity towards the science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District, and (3) analyzing the effect of motivation and creativity in learning altogether toward the science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District. This study was designed as co-relational ex-post facto. 1331 students of seventh grade of all junior high schools in Banjar Sub-District were the population of this study, and the sample taken by using proportional random sampling were 298 students. Data of students’ motivation and creativity in learning were obtained by using questionnaires in which the coefficient reliability of each questionnaire were 0.82 and 0.78. Data of students’ science learning achievement were obtained through the test which covered the material of “Quantities & Units”, and also “Temperature and its measurement” as well with the coefficient of reliability 0.84. Techniques used to analyze data were descriptive technique, simple linear regression technique, and double regression with two predictor technique. The results of this study shows that (1) there is a positive effect of learning motivation towards science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District (F = 8.928; p < 0.05) and the effective contribution is 1.43%; (2) there is a positive effect of learning creativity in towards science learning achievement of seventh grade students of all junior high schools in Banjar Sub-District (F = 9.962, p < 0.05) and the effective contribution is 2.07%; (3) there is a positive effect between learning motivation and learning creativity altogether toward science learning achievement of seventh of all junior high schools in Banjar Sub-District (F = 5.373, p < 0.05) and the effective contribution was 3.5%. keyword : learning motivation, learning creativity, science learning achievement.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF STAD UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN HASIL BELAJAR IPA Putu Deviana Pertiwi .; Dra. Ni Ketut Rapi, M.Pd. .; Dra. Ni Made Pujani,M.Si .
Jurnal Pendidikan Fisika Undiksha Vol. 2 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6365

Abstract

Tujuan penelitian ini adalah: (1) meningkatkan motivasi belajar siswa, (2) meningkatkan hasil belajar IPA siswa, dan (3) mendeskripsikan tanggapan siswa terhadap penerapan pembelajaran kooperatif tipe STAD. Penelitian ini adalah penelitian tindakan kelas yang melibatkan 34 orang siswa kelas VIIID SMPN 1 Banjar pada semester ganjil tahun akademik 2015/2016. Tindakan dilakukan dalam dua siklus pembelajaran. Setiap siklus dibagi menjadi 4 tahap kegiatan, yaitu 1) perencanaan; 2) tindakan; 3) evaluasi; dan 4) refleksi. Data motivasi siswa dan tanggapan terhadap model pembelajaran kooperatif tipe STAD dikumpulkan dengan angket. Data hasil belajar IPA dikumpulkan dengan tes hasil belajar. Semua data dianalisis secara deskriptif. Penelitian berhasil jika, ketuntasan klasikal 76% dengan KKM 75, motivasi belajar siswa dalam kategori tinggi, dan tanggapan siswa berkategori positif. Hasil penelitian menunjukkan bahwa: 1) penerapan model pembelajaran kooperatif tipe STAD dapat meningkatkan motivasi belajar ( siklus I = 151,21 dengan kategori tinggi dan Standar Devisiasi = 10,43, siklus II = 156 dengan kategori tinggi dan Standar Devisiasi = 13), 2) penerapan model pembelajaran kooperatif tipe STAD dapat meningkatkan hasil belajar IPA siswa ( siklus I = 79,56 dan Standar Deviasi = 7,72 dengan ketuntasan klasikal 79,41%, siklus II = 85,69 dan Standar Deviasi = 6,99 dengan ketuntasan klasikal 94,11%); dan 3) tanggapan siswa terhadap penerapan model pembelajaran kooperatif tipe STAD berkategori positif. Kata Kunci : pembelajaran kooperatif tipe STAD, motivasi belajar, hasil belajar. This study aimed at (1) improving the students’ learning motivation, (2) improving the students’ learning outcomes, and (3) describing the students' responses toward the implementation of STAD type cooperative learning model. This research was a classroom action research which was conducted in two cycles of learning and involved 34 students of grade VIIID of SMPN 1 Banjar in odd semester of academic year 2015/2016. Actions were conducted in two cycles of learning and each cycle was divided into 4 stages of activities: 1) planning, 2) the action, 3) evaluation, and 4) reflection. Data of students' motivation and the responses toward the STAD type cooperative learning model were collected by questionnaire, while data of science learning result were collected by a multiple-choice test at the end of each cycle. Data were analyzed descriptively. Research succeed if, classical completeness 76% with KKM 75, student motivation is in the category “high”, and the student responses are categorized positive and in the category “high”. The results show that: 1) the implementation of STAD type cooperative learning model can increase learning motivation (cycle I = 151.21 with high category and standard deviation = 10.43, the second cycle = 156 with high category and standard deviation = 13), 2) the implementation of STAD type cooperative learning model can improve students’ science learning outcomes ( of cycle I = 79.56 and Standard Deviation = 7.72 with 79.41% classical completeness, of cycle 2 = 85.69 and standard deviation = 6.99 with 94.11% classical completeness); and 3) the students’ responses toward the implementation of STAD type cooperative learning model are in positive category.keyword : STAD type cooperative learning, learning motivation, learning outcomes.
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR FISIKA SISWA Pande Made Selamet Riyadi .; Dra. Ni Made Pujani,M.Si .; Drs. Iwan Suswandi, M.Si. .
Jurnal Pendidikan Fisika Undiksha Vol. 2 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6430

Abstract

Penelitian ini bertujuan untuk 1) meningkatkan hasil belajar fisika siswa, 2) meningkatkan keterampilan berpikir kritis siswa, dan 3) mendeskripsikan respon siswa kelas XI IPA 3 SMA Negeri 1 Penebel tahun pelajaran 2015/2016 terhadap penerapan model pembelajaran berbasis masalah. Penelitian ini adalah penelitian tindakan kelas yang melibatkan 23 orang siswa kelas XI IPA 3 SMA Negeri 1 Penebel pada semester ganjil tahun akademik 2015/2016. Tindakan dilakukan dalam dua siklus pembelajaran. Setiap siklus dibagi menjadi 4 tahap kegiatan, yaitu 1) perencanaan; 2) tindakan; 3) evaluasi; dan 4) refleksi. Data dianalisis secara deskriptif. Penelitian ini dikatakan berhasil jika Kriteria Ketuntasan Minimal (KKM) untuk mata pelajaran fisika ≥ 75 dengan ketuntasan klasikal ≥ 85%. Hasil analisis menunjukkan bahwa 1) penerapan model pembelajaran berbasis masalah dapat meningkatkan kemampuan berpikir kritis, ( XKB siklus I = 73,22 dengan kategori baik, XKB siklus II = 84,04 dengan kategori baik. 2) penerapan model pembelajaran berbasis masalah dapat meningkatkan hasil belajar, untuk aspek kognitif (XK) = 81,46, aspek psikomotor (XP) = 83,69 dan aspek afektif (XA) = 76,14 (siklus I), XHB siklus II yaitu aspek kognitif (XK) = 83,04, aspek psikomotor (XP) = 84,42 dan aspek afektif (XA) = 81,49 dan 3) tanggapan siswa terhadap penerapan model pembelajaran berbasis masalah berkategori positif. Hasil penelitian ini menunjukkan penerapan model pembelajaran problem based learning dapat meningkatkan kemampuan berpikir kritis dan hasil belajar fisika siswa.Kata Kunci : PBL, kemampuan berpikir kritis, hasil belajar, tanggapan siswa. This study aimed at 1) improving the students’ physics learning outcomes 2) improving students' critical thinking skills, and 3) describing the grade XI IPA 3 students’s response of SMAN 1 Penebel in the academic year 2015/2016 toward the application of problem-based learning model. This research was a classroom action research that involved 23 students of class XI IPA 3 of SMAN 1 Penebel at the odd semester of academic year 2015/2016. Actions were conducted in two cycles of learning. Each cycle was divided into 4 stages of activities: 1) planning, 2) the action, 3) evaluation, and 4) reflection. All data were analyzed descriptively. The study was called to be successful if the achievement of minimum completeness criteria (KKM) for the physics subjects was ≥ 75 with classical completeness ≥ 85%. The results show that 1) the application of problem-based learning model can improve students’ critical thinking skills, (XKB cycle 1 = 73.22 which is categorized to be “good” with 43.47% classical completeness, XKB in cycle 2 = 84.04 which is categorized to be “good” with classical completeness 100 %; 2) the application of problem-based learning model can improve learning outcomes, XHB in cycle 1, that is the XK = 81.46, XP = 83.69 and XA = 76.14, XHB in cycle 2, that is XK = 83.04, XP = 84.42, and XP = XA = 81.49; 3) student responses toward the application of problem-based learning model is in positive category.keyword : PBL, critical thinking skills, learning outcomes, student responses.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED- LEARNING UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR IPA SISWA SMP NEGERI 2 SAWAN Ni Putu Wahyu Wulandari .; Drs. I Made Wirta, M.Pd .; Dra. Ni Made Pujani,M.Si .
Jurnal Pendidikan Fisika Undiksha Vol. 2 No. 1 (2015)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v2i1.6431

Abstract

Penelitian ini bertujuan untuk (1) meningkatkan minat belajar IPA siswa, (2) meningkatkan hasil belajar IPA siswa, (3) mendeskripsikan tanggapan siswa terhadap implementasi model pembelajaran problem based learning. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus pembelajaran. Subjek penelitian adalah siswa kelas IXD SMP Negeri 2 Sawan yang berjumlah 30 orang. Objek penelitian meliputi model problem based learning, minat belajar, hasil belajar, dan tanggapan siswa. Data diperoleh dari hasil tes akhir siklus dan angket. Data dianalisis secara deskriptif. Berdasarkan hasil analisis menunjukkan (1) penerapan model problem based learning mampu meningkatkan minat belajar IPA siswa. Hal ini terlihat dari peningkatan hasil minat siswa pada siklus I dengan siklus II. Pada siklus I rata-rata minat belajar ( = 90,57), sedangkan pada siklus II rata-rata minat belajar ( = 97,40) dengan kategori minat belajar tinggi, (2) terjadi peningkatan hasil belajar dalam aspek kognitif siswa, dari 71,50 pada siklus I menjadi 82,83 pada siklus II, dengan KK 46,67% pada siklus I dan 93,33% pada siklus II, (3) siswa memberikan tanggapan yang sangat positif terhadap penerapan model pembelajaran problem based learning. Hal tersebut terlihat dari nilai rata-rata skor tanggapan siswa adalah 82,63. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa melalui penerapan model pembelajaran problem based learning mampu meningkatkan minat dan hasil belajar siswa.Kata Kunci : model pembelajaran problem based learning, minat belajar, hasil belajar IPA The study aimed at: (1) enhancing the students' interest in learning science, (2) improving the students’ science learning outcomes, (3) describing the student’s responses towards the implementation of problem based learning model. The type of this research was Classroom Action Research (PTK) conducted in two learning cycles. The subjects of this research were 30 grade IX D students of SMP Negeri 2 Sawan. The object of this research included the problem based learning, the study result, and the students’ responses. Data were obtained from the final cycle test and questionnaire and analyzed descriptively. Based on the data analysis, it indicates that (1) the application of problem based learning model can increase the students' interest in learning science, this case showed, from the result of increasing students’ interest in learning in cycle I and cycle II. In the cycle I, the average of study interest is ( = 90,57), while in cycle II, the average of study interest is ( = 97,40) which is in good category, (2) there is an increasing of the learning result in the cognitive aspects of students from 71.50 in cycle I and 82.83 in cycle II, with 46.67% Classical Completeness in the cycle I and 93.33% in the cycle II, 3) The students give the positive responses towards the implementation of the problem based learning model, it can be seen from the students’ responses average score is 82.63. Based on those results, it can be concluded that the application of problem based learning model can increase the students’ interest and the students’ learning results. keyword : problem based learning model, interest in learning, science learning outcomes

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