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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 10 Documents
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Pengembangan Model Pembelajaran Berbasis Kecerdasan Majemuk untuk Meningkatkan Pemahaman Konsep Fisika Siswa Kadek Ari Widia Astuti .; Prof. Dr. I Wayan Santyasa,M.Si .; Putu Artawan, S.Pd. .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.6871

Abstract

Penelitian ini bertujuan menghasilkan model pembelajaran berbasis kecerdasan majemuk yang teruji kelayakan dan keefektifannya untuk meningkatkan pemahaman konsep fisika kelas XI IPA SMA Negeri 4 Singaraja. Penelitian ini berjenis Research and Development (R&D) dengan menggunakan desain pengembangan model Santyasa. Subjek penelitian adalah 1 ahli isi, 1 ahli desain, 2 guru, dan 37 siswa. Data penelitian diperoleh dalam bentuk hasil review ahli, guru, dan siswa, serta data pemahaman konsep siswa. Data dikumpulkan dengan menggunakan angket dan tes pemahaman konsep. Data dianalisis secara deskriptif dan uji-t. Hasil penelitian menunjukkan: 1) telah dihasilkan model pembelajaran berbasis kecerdasan majemuk untuk meningkatkan pemahaman konsep fisika siswa yang dinyatakan valid oleh ahli isi, ahli desain, guru, dan siswa, 2) hasil uji-t menunjukkan terdapat perbedaan pemahaman konsep siswa sebelum (M = 34,96, SD = 4,094) dan setelah (M = 77,24, SD = 7,093) menggunakan model pembelajaran berbasis kecerdasan majemuk, 3) penggunaan model pembelajaran berbasis kecerdasan majemuk di kelas dapat mencapai kriteria keberhasilan. Oleh karena itu, dapat disimpulkan bahwa produk layak dan efektif dalam meningkatkan pemahaman konsep fisika.Kata Kunci : model pembelajaran, pengembangan, kecerdasan majemuk, pemahaman konsep This study aimed at producing multiple intelligences based learning model which feasibility and effectiveness have been tested to increase the concept understanding of physics at class XI IPA of SMAN 4 Singaraja. The type of this study was Research and Development (R&D) with using development design of Santyasa model. The subjects were 1 content expert, 1 design expert, 2 teachers and 37 students. Data of this study were in form of review result of the expert, the teachers, and the students, and the data of students' concept understanding as well. Data were collected by using a questionnaire and test of concept understanding. Data were analyzed descriptively and using t-test. The results show that: 1) a complex intelligence based learning model has been produced to increase the student’s physics concept understanding which has been declared valid by the content expert, the design experts, the teachers, and the students, 2) the result of t-test shows that there is a difference of students' concept understanding before (M = 34,96, SD = 4,094) and after (M = 77,24, SD = 7,093) using the complex intelligences based learning model, 3) the use of complex intelligences based learning model in the classroom can achieve success criteria. Therefore, it can be concluded that this product is feasible and effective in increasing the physics concept understanding.keyword : learning model, development, complex intelligences, concept understanding
STRATEGI PEMBELAJARAN GURU FISIKA YANG MENGEMBANGKAN SELF-EFFICACY DAN INTERAKSI SOSIAL SISWA SMA NEGERI 1 SUKASADA TAHUN PELAJARAN 2015/2016 Gusti Ayu Rai Tirta .; Prof. Dr. Ketut Suma, MS .; Drs. Iwan Suswandi, M.Si. .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7024

Abstract

Penelitian ini bertujuan (1) mendeskripsikan strategi pembelajaran yang diterapkan oleh guru fisika yang mengembangkan self-efficacy dan interaksi sosial siswa SMA Negeri 1 Sukasada tahun pelajaran 2015/2016 dan (2) mendeskripsikan faktor-faktor yang menghambat dalam mengembangkan self-efficacy dan interaksi sosial siswa SMA Negeri 1 Sukasada tahun pelajaran 2015/2016. Desain penelitian ini adalah kualitatif. Data dikumpulkan dengan menggunakan metode observasi, wawancara, dokumentasi, dan triangulasi data. Sumber data didapat dari 2 orang guru fisika yang mengajar di kelas X dan kelas XI serta 15 orang siswa kelas X dan 15 orang siswa kelas XI yang diperoleh secara purposive sampling. Data yang diperoleh berupa catatan lapangan, transkip hasil observasi strategi pembelajaran guru fisika dan wawancara mengenai self-efficacy dan interaksi sosial siswa, dan data tersebut ditriangulasi dengan pemberian kuesioner mengenai self-efficacy dan interaksi sosial siswa. Hasil penelitian menunjukkan temuan sebagai berikut. (1) Strategi pembelajaran kooperatif yang diterapkan guru fisika merupakan strategi yang efektif diterapkan untuk mengembangkan self-efficacy dan interaksi sosial siswa. (2) Strategi pembelajaran guru fisika sudah mampu mengembangkan self-efficacy siswa SMA Negeri 1 Sukasada Tahun Pelajaran 2015/2016 yang ditandai dengan munculnya indikator self-efficacy pada dimensi magnitude, strength, dan generality. (3) Strategi pembelajaran guru fisika sudah mampu mengembangkan interaksi sosial siswa SMA Negeri 1 Sukasada Tahun Pelajaran 2015/2016 yang ditandai dengan munculnya indikator interaksi sosial pada kriteria kontak sosial dan komunikasi. (4) Faktor-faktor yang menghambat dalam mengembangkan self-efficacy siswa adalah pengetahuan siswa mengenai materi fisika yang masih kurang, adanya perasaan takut yang dimiliki siswa, siswa berada dalam lingkungan sosial, siswa hanya terfokus pada hasil, dan motivasi belajar fisika masih kurang. Faktor-faktor yang menghambat dalam mengembangkan interaksi sosial siswa adalah adanya perbedaan jenis kelamin, kegiatan diskusi kelompok yang monotun, kurangnya interaksi siswa dengan siswa, kesan guru dalam mengajar fisika, dan ketidakseriusan siswa dalam mengikuti pembelajaran fisika. Kata Kunci : interaksi sosial, self-efficacy, strategi pembelajaran This study aimed at (1) describing the learning strategy applied by physics teachers who developed self-efficacy and social interaction of the students of SMA Negeri 1 Sukasada at the academic year 2015/2016 and (2) describing the inhibiting factors that hampered in developing self-efficacy and social interaction of the students of SMA Negeri 1 Sukasada. This research was a qualitative research. Data were compiled by using the following methods: observation, interview, documentation, and data triangulation. The sources of data were 2 physics teachers who teached at first and second year (class X and XI) and 15 first year and 15 second year students which were selected by using purposive sampling method. Data obtained in this research was in the form of the field notes, observation result transcript of the physics teachers learning strategy and interview about self-efficacy and students’ social interaction, and all data were triangulated by giving the questionnaires about self-efficacy and students social interaction. The results of this research shows that (1) cooperative learning strategy applied by the physics teachers is effective in developing self-efficacy and social interaction of the students; (2) learning strategy of the physics teachers has been able to develop students self-efficacy of SMA Negeri 1 Sukasada at the academic year 2015/2016 designated with the emergence of the indicators of self-efficacy in the dimension of magnitude, strength, and generality; (3) learning strategy of the physics teachers has been able to develop the students’ social interaction of SMA Negeri 1 Sukasada at the academic year 2015/2016 designated with the emergence of the social indicators in criteria of social contact and communication, (4) The factors which hamper developing self-efficacy of the students are the students knowledge of the physics of matter that is still lacking, their fear of the students, the students are in a social environment, students only focused on results, and motivation to learn physics is still lacking. Factors which hamper in developing social interaction of the students are the students difference sex’s, group discussion activities that monotun, lack of student interaction with students, teachers impression in teaching physics, and lack of seriousness of the students in following the learning process of physics subject.keyword : social interaction, self-efficacy, learning strategy
Pengembangan Perangkat Pembelajaran Kooperatif Tipe Group Investigation (GI) untuk Meningkatkan Literasi Sains Siswa Kelas X Ni Ketut Erna Muliastrini .; Prof. Dr.I Wayan Suastra,M.Pd .; Dewi Oktofa Rachmawati,S.Si,M.Si .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7025

Abstract

Penelitian pengembangan ini bertujuan untuk menghasilkan perangkat pembelajaran Fisika berupa rencana pelaksanaan pembelajaran (RPP) dan buku siswa kelas X SMK dengan model pembelajaran Group Investigation yang valid, praktis dan efektif meningkatkan literasi sains siswa. Semua data dianalisis secara deskriptif. Berdasarkan hasil penelitian diperoleh: (1) validitas perangkat dikategorikan valid dengan nilai validitas buku siswa 3,17 dan RPP 3,52, (2) kepraktisan perangkat dikategorikan sangat praktis, dengan nilai keterlaksanaan perangkat pembelajaran sebesar 3,43, rata-rata respon guru 3,71 dan respon siswa 3,54 , (3) perangkat pembelajaran berada pada kategori efektif, dengan rata-rata nilai tes literasi sains 79,54 dan ketuntasan 88,24%. Kata Kunci : Group Investigation, Literasi Sains, Perangkat Pembelajaran Fisika This development research aimed at producing a physics learning device in the form of lesson plan (RPP) and class X student book of SMK with valid, practical, and effective Group Investigation learning model to improve the students’ scientific literacy. All data were analyzed descriptively. Based on the study result, it is obtained that: (1) the validity of the device is considered valid with the validity values are 3.17 for student book and 3.52 for RPP, (2) the practicality of the device is categorized very practical, with the value of fulfilled learning device is 3.43, the average response of teachers is 3.71, and the student response is 3.54, (3) the effective learning is in the effective category, with the average value of scientific literacy test 79.54 and the completeness 88.24%.keyword : group investigation, scientific literacy, physics learning tool
Miskonsepsi Konsep Kalor dan Upaya Penanggulangannya pada Siswa Kelas X 1 SMA Negeri 1 Sukasada Anak Agung Putri Pradnyawati .; Prof. Dr.I Wayan Suastra,M.Pd .; Drs. Iwan Suswandi, M.Si. .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7026

Abstract

Penelitian ini bertujuan (1) mendeskripsikan profil miskonsepsi siswa, (2) mendeskripsikan penyebab miskonsepsi siswa, (3) mendeskripsikan penanggulangan miskonsepsi siswa, dan (4) menganalisis retensi miskonsepsi siswa. Penelitian dilaksanakan di SMA Negeri 1 Sukasada dengan subjek penelitian seluruh siswa kelas X tahun pelajaran 2015/2016. Desain penelitian ini adalah pra eksperimen dengan tipe one shot case study. Instrumen penelitian yang digunakan berupa tes, pedoman observasi, dan pedoman wawancara. Hasil penelitian menunjukkan (1) miskonsepsi yang dialami siswa bervariasi yaitu 75% miskonsepsi, (2) penyebab timbulnya miskonsepsi adalah siswa, guru, buku teks, dan cara mengajar, (3) penanggulangan miskonsepsi siswa dilakukan dengan menerangkan model pembelajaran perubahan konseptual, perubahan miskonsepsi pre-test (60,54%) dan post-test (28,36%) mengalami penurunan. Berdasarkan hasil uji t diperoleh t hitung 6,539 sehingga kesimpulannya terdapat perubahan miskonsepsi siswa sebelum dan sesudah diberikan penanggulangan, dan (4) retensi miskonsepsi siswa mengindikasikan pemahaman konsep siswa pada post-test sebesar 92,73%.Kata Kunci : kalor, miskonsepsi, model pembelajaran, penyebab, retensi This study aimed (1) at describing the student’s misconception profile, (2) describing the factors cause the student’s misconception, (3) describing the ways to overcome the student’s misconception, and (4) analyzing the student’s misconception retention. The study was conducted in SMA Negeri 1 Sukasada while the subjects were all class X students in academic year 2015/2016. Design of this study was pre experimental with one shot case study type. The instruments were the tests, observation guidances, and interviews guidances. The result shows that (1) the student’s misconception varies with 75% misconceptions, (2) the causes of student’s misconception are from students, teachers, books, and teaching strategies, (3) the way to overcome student’s misconception is by giving a conceptual changing learning model, changing of students misconception from pre-test (60,54%) and post-test (28.36%) decrease. Based t-test, it is obtained t measure 6.539. From the data analysis, it’s concluded there are changing of student’s misconception before and after the treatment, and (4) the student’s misconception retention indicates that the concept understanding from post-test is 92.73%.keyword : causes, heat, learning model, misconception, retention
STRATEGI PEMBELAJARAN GURU FISIKA: ANALISIS BERDASARKAN MOTIVASI DAN PRESTASI BELAJAR SISWA Dewa Ayu Putu Diah Oktaviani Lestari .; Prof. Dr. I Wayan Santyasa,M.Si .; Putu Artawan, S.Pd. .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7063

Abstract

Tujuan penelitian ini adalah mendeskripsikan strategi mengajar guru berdasarkan analisis motivasi dan prestasi siswa. Rancangan penelitian ini adalah kualitatif. Instrument utama dalam penelitian ini adalah peneliti sendiri. Data diambil melalui proses observasi, wawancara, dan dokumentasi. Hasil penelitian sebagai berikut. 1) Guru menerapkan strategi pembelajaran ekspositori. Pembelajaran secara langsung dengan metode ceramah, tanya jawab, demonstrasi dan pemberian tugas kepada siswa. 2) Motivasi belajar yang dimiliki siswa sudah baik dalam menerima pembelajaran fisika. Hal ini dilihat ketekunan dalam belajar, ulet dalam menghadapi kesulitan, minat dan ketajaman perhatian, berprestasi dalam belajar, dan mandiri dalam belajar. 3) Prestasi belajar siswa dalam pembelajaran fisika sudah baik. Sebagian besar siswa sudah mampu mendaptkan hasil ulangan harian di atas KKM. 4) Berdasarkan temuan yang didapatkan strategi pembelajaran guru yang diterapkan sudah mampu menarik motivasi belajar siswa sehingga dapat mencapai prestasi belajar dengan kualitas baik.Kata Kunci : strategi mengajar guru, motivasi, prestasi belajar The purpose of this study was to describe the teacher's teaching strategy based on the analysis of students’ motivation and achievement. The study was a qualitative research and its main instrument is the researcher itself. Data were taken through the process of observation, interviews, and documentation. The results of the study are: 1) The teacher applys an expository strategy, and directly learning is conducted by using lecturing method, question and answer, demonstration and giving assignments to the students. 2) The learning motivation of the students is already well on receiving learning physics. It is seen from the perseverance in learning, resilient in the face of adversity, interest and sharf in attention, excel in learning, and independent in learning. 3) The learning achievement of students in physics is already good. Most of the students have been able to get the daily test results at above of the KKM. 4) The strategy is less relevant with the motivation and student achievement. The good motivation seems to come solely from Instrisic student motivation.keyword : teachers teaching strategies , motivation , academic achievement
KADAR PEMBERDAYAAN POTENSI INTERAKSI SOSIAL BAGI GURU DALAM PEMBELAJARAN FISIKA: DAMPAKNYA TERHADAP BERPIKIR KRITIS SISWA Luh Gede Ika Dewi Kusumayanthi .; Prof. Dr. I Wayan Santyasa,M.Si .; Putu Artawan, S.Pd. .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7242

Abstract

Tujuan penelitian ini adalah mendeskripsikan kadar pemberdayaan potensi interaksi sosial guru dalam pembelajaran fisika serta dampaknya terhadap berpikir kritis siswa. Metode yang digunakan dalam penelitian ini adalah kualitatif. Data penelitian ini adalah fakta dan hubungan antara fenomena terkait kadar pemberdayaan potensi interaksi sosial dan berpikir kritis siswa. Instrumen utama adalah peneliti sendiri dan instrumen pendukung berupa tes berpikir kritis siswa. Analisis data yang dilakukan dengan langkah kerja yaitu reduksi data, penyajian data, verifikasi data, dan uji keabsahan data. Hasil penelitian menunjukkan bahwa pemberdayaaan potensi interaksi sosial yang dilakukan oleh guru memenuhi keenam indikator interaksi sosial, yaitu kontak fisik, solidaritas, keakraban, kerjasama, komunikasi dan sikap. Namun pada indikator kontak fisik, yang lebih sering terjadi adalah antara siswa dengan siswa lain. Hasil penelitian ini juga menunjukan bahwa pemberdayaan potensi interaksi sosial yang dilakukan oleh guru fisika mampu memberikan dampak positif terhadap berpikir kritis siswaKata Kunci : Interaksi Sosial, Berpikir Kritis, Pembelajaran Fisika. This study aimed at describing the level of teachers’ social interaction potential empowerment in teaching physics and its impact on students' critical thinking. The method used in this study was qualitative. Data of this study is the relationship between the facts and phenomena related to the empowerment level of social interaction potency and the students’ critical thinking.The main instrument was the researcher its self and students' critical thinking test as the supporting instrument. Data analysis was done by the work steps of data reduction, data presentation, data verification, and test of data validity.The results of this study indicate that the empowerment of social interaction potency undertaken by teachers fulfill six social interaction indicators, they are physical contact, solidarity, familiarity, cooperation, communication, and attitude. But on the indicators of physical contact, is more frequently among the students with the others. The results also show that the empowerment of social interaction potency done by the physics teacher is able to give a positive impact on students' critical thinking.keyword : Social Interaction, Critical Thinking, Learning Physics.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD SEBAGAI UPAYA MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR FISIKA SISWA Sri Lestari .; Prof. Dr.I Wayan Suastra,M.Pd .; Dewi Oktofa Rachmawati,S.Si,M.Si .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7244

Abstract

Tujuan penelitian ini adalah: (1) meningkatkan motivasi belajar, (2) meningkatkan prestasi belajar, dan (3) mendeskripsikan tanggapan siswa terhadap penerapan model STAD. Penelitian ini adalah penelitian tindakan kelas yang melibatkan 35 siswa kelas X 3 SMA Negeri 1 Srono pada semester genap tahun pelajaran 2015/2016. Data motivasi dan tanggapan terhadap model pembelajaran kooperatif tipe STAD dikumpulkan dengan kuisioner. Data prestasi belajar siswa dikumpulkan dengan tes. Penelitian berhasil jika, ketuntasan klasikal 85% , KKM 75, motivasi belajar dalam kategori tinggi, dan tanggapan siswa berkategori positif. Hasil penelitian menunjukkan bahwa: 1) penerapan model STAD dapat meningkatkan motivasi belajar (x ̅ siklus I = 74,03 dengan kategori tinggi, x ̅ siklus II = 76,60 dengan kategori tinggi), 2) penerapan model STAD dapat meningkatkan prestasi belajar (x ̅ siklus I = 79,29 dengan ketuntasan klasikal 77,14%, x ̅ siklus II = 82,28 dengan ketuntasan klasikal 91,43%); dan 3) tanggapan siswa terhadap penerapan model STAD berkategori positif (x ̅ = 77,2).Kata Kunci : motivasi belajar, pembelajaran kooperatif tipe STAD, prestasi belajar. This study aimed at (1) improving learning motivation, (2) improving learning achievement, and (3) describing the students' responses toward the implementation of STAD model. This research was a classroom action research which was conducted in two cycles of learning and involved 35 students of grade X 3 of SMAN 1 Srono in even semester of academic year 2015/2016. Data of motivation and the responses toward the STAD model were collected by questionnaire, while data of students’ learning achievement were collected by a multiple-choice test. Research was called to be success if classical completeness was 85% with KKM 75, learning motivation was in the category “high”, and the student responses were categorized positive. The results show that: 1) the implementation of STAD model can increase learning motivation (cycle I = 74,03 with high category, the second cycle = 76,60 with high category), 2) the implementation of STAD model can improve learning achievement (x ̅ of cycle I = 79,29 with 77,14% classical completeness, x ̅ of cycle 2 = 82,28 with 91,43% classical completeness); and 3) the students’ responses toward the implementation of STAD model are in positive category.keyword : learning achievement, learning motivation, STAD type cooperative learning.
Pengembangan Alat Penelitian Berpikir Tingkat Tinggi pada Materi Elastisitas dan Fluida Statis di SMA Ni Kd Mega Saridewi .; Prof. Dr.I Wayan Suastra,M.Pd .; Dewi Oktofa Rachmawati,S.Si,M.Si .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7337

Abstract

Penelitian ini bertujuan mendeskipsikan prosedur pengembangan alat penilaian berpikir tingkat tinggi, pandangan ahli, pandangan praktisi, dan kualitas empirik dari alat penilaian berpikir tingkat tinggi. Prosedur pengembangan yang digunakan adalah model Borg & Gall yang dimodifikasi oleh Sukmadinata. Paket tes yang dikembangkan terdiri atas 16 butir tes pilihan ganda dan 5 butir tes uraian.Hasil penelitian menunjukkan bahwa, (1) prosedur pengembangan alat penilaian diformulasikan dalam 2 tahapan pengembangan, (2) hasil analisis pandangan ahli menyatakan paket tes memiliki kualifikasi sangat valid, (3) hasil analisis kepraktisan pada tanggapan guru menyatakan paket tes memiliki kualifikasi sangat praktis, dan (4) analisis uji empirik menyatakan, (a) semua butir soal dinyatakan valid, (b) reliabilitas tes pilihan ganda dan uraian dengan interpretasi tinggi, (c) tingkat kesukaran tes pilihan ganda dan uraian dengan katagori sedang, (d) indeks daya beda tes pilihan ganda berada pada kriteria cukup dan tes uraian berada pada kriteria baik, dan (e) efektifitas pengecoh dengan persentase 65,25% pengecoh berfungsi dengan baik dan 43,75% pengecoh tidak berfungsi dengan baik.Kata Kunci : alat penilaian, berpikir tingkat tinggi, uji empirik This study aimed at describing the procedures of development of high order thinking assessment tool, the experts’ views, practitioners’ views, and empirical quality of high order thinking assessment tool. The used procedure of development was Borg & Gall Model which had been modified by Sukmadinata. The developed test packages consisted of 16 questions of multiple-choice and 5 questions of analysis tests. The result of the study shows that, (1) the development procedure of assessment tools are formulated in 2 stages of development, (2) the analysis result of the expert views states that the test package has a very high validity, (3) the result of the practicality analysis of the teacher responses states that the test package has a very practical qualification, and (4) the analysis of empirical test states that (a) all items of the questions are categorized valid, (b) the reliability of multiple-choice and analysis questions are in high interpretation, (c) the difficulty level of the multiple-choice and analysis questions are at the medium category, (d) the differences index of the multiple-choice tests are at sufficient criteria and the analysis questions are in good criteria, and (e) the efectifity of distractor with the distractor percentage 65.25% runs well and 43.75% of distracters does not run wellkeyword : assessment tool, higher order thinking, empirical analysis
RELEVANSI SUASANA KELAS YANG DICIPTAKAN GURU FISIKA DALAM PENGEMBANGAN KECERDASAN SOSIAL DAN EMOSIONAL SISWA Ni Kadek Vingki Aryanti .; Prof. Dr. I Wayan Santyasa,M.Si .; Putu Artawan, S.Pd. .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7431

Abstract

Penelitian ini bertujuan untuk mendeskripsikan suasana kelas yang diciptakan guru fisika, kecerdasan sosial dan emosional siswa, serta relevansi suasana kelas yang diciptakan dalam mengembangkan kecerdasan sosial dan emosional. Peneliti menggunakan pendekatan kualitatif dimana 12 siswa dan satu guru fisika dipilih sebagai informan. Data dikumpulkan dengan teknik observasi, wawancara, triangulasi dan dokumentasi. Lalu dianalisis dengan beberapa tahapan yaitu reduksi data, penyajian data dan verifikasi. Setelah analisis data, peneliti menemukan hasil sebagai berikut. 1) Suasana kelas yang diciptakan guru cenderung kurang edukatif, terkontrol dan otoriter. 2) Aspek kecerdasan sosial siswa yang muncul belum optimal dimana empati siswa masih tahap kognitif, sehingga aspek kecakapan sosialnya masih berada pada tahap dasar. 3) Aspek kecerdasan emosional yang dominan muncul adalah kesadaran diri dan pengelolaan emosi yang negatif, sedangkan aspek yang tidak dominan muncul adalah integritas dan adaptabilitas diri. 4) Suasana kelas yang kiranya mendukung pengembangan kecerdasan sosial dan emosional adalah suasana yang safe and care tetapi tetap menantang melalui kegiatan yang melibatkan siswa secara aktif ditambah pemberian nasihat, motivasi, humor dan reward.Kata Kunci : kecerdasan emosional, kecerdasan sosial, safe and care, suasana kelas. This study aimed at describing the classroom atmosphere, social intelligence, emotional intelligence, and the relevance of classroom atmosphere in developing the students’ social and emotional intelligences. The researcher used qualitative approach. 12 students and one physics teacher were selected as informant. Data were collected by means of observation, interviews, triangulation, and documentation, and then were analyzed with these following steps: data reduction, presentation, and verification. After analyzing the data, the researcher finds the results as follows. 1) The classroom atmosphere created by teachers tends to be less educative, less controlled and authoritative. 2) The aspects of social intelligence that appeared are not optimized. Students’ empathies are still at cognitive stage, so the intelligence aspect of the students is still at basic stage. 3) The emotional intelligence of students tends to be good in recognizing This study aimed at describing the classroom atmosphere, social intelligence, emotional intelligence, and the relevance of classroom atmosphere in developing the students’ social and emotional intelligences. The researcher used qualitative approach. 12 students and one physics teacher were selected as informant. Data were collected by means of observation, interviews, triangulation, and documentation, and then were analyzed with these following steps: data reduction, data display, and verification. After analyzing the data, the researcher finds the results as follows. 1) The classroom atmosphere created by teachers tends to be less educative, less controlled and authoritative. 2) The aspects of social intelligence that appeared are not optimized. Students’ empathies are still at cognitive stage, so the intelligence aspect of the students is still at basic stage. 3) The aspect of emotional intelligence that often appeared are self-awareness and managing negative emotions, while the aspect that not appeared are integrity and self-adaptability. 4) The classroom atmosphere which support the development of social and emotional intelligence is the atmosphere which is safe and care but challenge through the activities which involve the students actively, and give advice, motivation, joke, and reward to the students.keyword : emotional intelligence, social intelligence, safe and care, the classroom atmosphere
Pembelajaran Kolaboratif Bermedia ICT: Potensi Meningkatkan Self-Efficacy dan Prestasi Belajar Siswa Pada Pembelajaran Fisika Ni Made Sastri Dwisarini .; Prof. Dr. I Wayan Santyasa,M.Si .; Putu Artawan, S.Pd. .
Jurnal Pendidikan Fisika Undiksha Vol. 3 No. 1 (2016)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v3i1.7432

Abstract

Penelitian ini bertujuan menghasilkan produk berupa model pembelajaran kolaboratif bermedia ICT untuk pembelajaran siswa kelas XI MIPA di SMA Negeri 3 Singaraja yang teruji kelayakan dan keunggulannya untuk meningkatkan self-efficacy dan prestasi belajar siswa dalam pembelajaran fisika. Jenis penelitian ini adalah penelitian pengembangan. Model pembelajaran ini dikembangkan dengan menggunakan desain pengembangan Santyasa (AM3PU3). Hasil penelitian menunjukkan temuan-temuan berikut. (1) Proses rancang bangun model pembelajaran kolaboratif bermedia ICT sesuai dengan desain pengembangan Santyasa (AM3PU3). (2) Ahli isi pembelajaran menyatakan bahwa model pembelajaran kolaboratif bermedia ICT yang dikembangkan sudah sesuai. (3) Ahli desain pembelajaran memberikan tanggapan baik. (4) Para guru dalam uji coba perorangan memberikan tanggapan sangat baik. (5) Siswa dalam uji coba lapangan memberikan tanggapan baik. (6) Hasil uji-t menunjukkan terdapat perbedaan nilai rata-rata self-efficacy dan prestasi belajar siswa kelas XI MIPA 1 antara sebelum dan sesudah diterapkannya model pembelajaran kolaboratif bermedia ICT. (7) Nilai rata-rata posttest siswa mencapai kriteria keberhasilan.Kata Kunci : AM3PU3, fisika, media ICT, model pembelajaran kolaboratif, prestasi belajar, self-efficacy This research aimed at yielding a product of an ICT mediated collaborative learning model for students’ learning activity in class XI MIPA of SMA Negeri 3 Singaraja which its feasibility and eminency had been tested to improve students’ self-efficacy and student’s learning achievement in physics. The kind of research was a development research. This learning model of this research used Santyasa development design model (AM3PU3). The results of the study shows that (1) the construction design process of ICT mediated collaborative learning model has been in accordance with the Santyasa development design (AM3PU3); (2) the expert of learning content states that the developed ICT mediated collaborative learning model has been appropriate; (3) the design experts give good responses; (4) the teachers, in individual test, give good responses; (5) the students, in field test, give good responses; (6) the results of the t-test show that there are differences in the mean value of students’ self-efficacy and learning achievement between before and after applying the ICT mediated collaborative learning model. The mean value of students’ achievement after learning in class XI MIPA 1 is about 85.50 which is higher than the minimum standard of completeness (KKM) 78.00. keyword : AM3PU3, collaborative learning model, ICT media, physics, self-efficacy, students’ achievement

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