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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 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
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
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 PEMBELAJARAN PERUBAHAN KONSEPTUAL: UPAYA PENGEMBANGAN PEMAHAMAN KONSEP FISIKA (STUDI PRA EKSPERIMEN DI KELAS X-4 SMAN 1 SUKASADA) Ni Ketut Mudiantari .; Prof. Dr. I Wayan Suastra, M.Pd. .; Drs. Putu Yasa, 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.v7i2.11831

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan hasil pre-test dan post-test pemahaman konsep fisika siswa setelah penerapan Strategi Pembelajaran Perubahan Konseptual (SPPK); (2) mendeskripsikan retensi pemahaman konsep fisika siswa; (3) mendeskripsikan tanggapan siswa terhadap penerapan SPPK. Peneltian ini dilaksanakan di SMA Negeri 1 Sukasada yang melibatkan 23 siswa kelas X-4 tahun ajaran 2016/2017 ditentukan dengan teknik purposive sampling. Jenis penelitian ini adalah pra-eksperimen dengan desain one group pretest-posttest. Data penelitian dikumpulkan dengan menggunakan pedoman observasi, tes pemahaman konsep, serta kuisioner tanggapan siswa. Hasil penelitian menunjukkan: (1) nilai rata-rata pre-test pemahaman konsep siswa adalah 33,57 pada pembelajaran I dan 41,45 pada pembelajaran II dengan kategori sangat kurang. Setelah penerapan SPPK, pemahaman konsep siswa mengalami peningkatan pada seluruh dimensi pemahaman konsep yang disertai penurunan miskonsepsi siswa sebesar 47,73% pada pembelajaran I dan 6,28% pada pembelajaran II; (2) retensi pemahaman konsep fisika siswa tergolong tinggi yaitu sebesar 95,73% pada pembelajaran I dan 88,27% pada pembelajaran II; (3) skor rata-rata tanggapan siswa terhadap penerapan SPPK sebesar 131,29 yang berada pada kategori positif.Kata Kunci : pemahaman konsep, SPPK, retensi This study aimed at: (1) describing the student’s physics conceptual understanding pre-test and post-test result; (2) defining the student’s retention of physics conceptual understanding; (3) reporting student’s perceptions on the application of CCLS.The research was carried out in SMAN 1 Sukasada involving 23 students of class X-4 in academic year 2016/2017. This subject was chosen by using purposive sampling technique. This research used a pre-experimental investigation with one group pretest-posttest design. Data were collected by means of observation manual, conceptual comprehension sheet and questionnaire. This study result shows that: (1) the average score of student’s physics conceptual understanding at very low category (33.57 at the first instructional phase and 41.45 at the second instructional phase). After applying CCLS, all of dimention student’s conceptual understanding increase significantly, and at the same time the student’s misconceptions reduce drastically (47.73% at the first instructional phase and 6.28% at the second instructional phase); (2) there is profound score in student’s retention, 95.73% at the first instructional phase and 88.27% at the second instructional phase; (3) the average score of student’s perception toward the CCLS is in a positif category (131.29).keyword : conceptual understanding, CCLS, student’s retention
Efektivitas Collaborative Learning Dalam Meningkatkan Kemampuan Berpikir Kreatif Siswa SMA I Putu Widiarta .; 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.v7i2.11834

Abstract

Penelitian ini bertujuan mendeskripsikan perbedaan kemampuan berpikir kreatif siswa setelah diterapkan colaborative learning dalam pengembangannya. Penelitian dilaksanakan di SMA Negeri 3 Singaraja dengan subjek penelitian adalah siswa kelas X MIPA 3 tahun ajaran 2016/2017 sebanyak 26 orang. Subjek penelitian ditentukan dengan cara porposive sampling. Desain penelitian ini adalah pra eksperimen dengan tipe one group pretest-posttest. Instrumen penelitian yang digunakan berupa tes berpikir kreatif (tes torrance), pedoman observasi, dan pedoman wawancara. Hasil penelitian menunjukkan (1) profil kemampuan berpikir kreatif siswa sebelum diterapkan model pembelajaran kolaboratif masih rendah; (2) pembelajaran kolaboratif dapat meningkatkan kemampuan berpikir kreatif siswa; (3) retensi siswa pada konsep usaha dan energi tergolong tinggi karena diperoleh persentase retensi sebesar 85,24%; (4) kendala yang dialami dalam mengembangkan kemampuan berpikir kreatif yaitu waktu belajar yang singkat di sekolah, keterbatasan alat praktikum, dan minimnya referensi belajar siswaKata Kunci : berpikir kreatif, pembelajaran kolaboratif, retensi This research aimed at describing the changes of students' creative thinking abilities after colaborative learning applied in its development.. The experiment was conducted in SMA Negeri 3 Singaraja with the research subjects were 26 students of class X MIPA3 in academic year 2016/2017. The research subject was determined by purposive sampling. The design of this study was a pre-experiment with the type of one group pretest-posttest. The research instruments used were in form of creative thinking tests (tests torrance), observation, and interview guides. The results show that (1) the profile of student’s creative thinking abilities before the implementation of collaborative learning model is still low. (2) Collaborative learning can to enhance the student’s ability to think creatively. (3) Retention of the students on the concept of operations and the energy is high with the retention percentage 85.24%. (4) The obstacles faced in developing the creative thinking ability are the short learning time in school, the limitations of practical tools, and the lack of students’ learning references.keyword : creative thinking, collaborative learning, retention
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
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 ̅ = 75,36, SD = 5,50 dengan 9 orang siswa memperoleh nilai di atas KKM. Nilai rata-rata siswa kelas XI IPA2 sebesar X ̅ = 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 ̅ = 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 ̅ = 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
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.
PENERAPAN MODEL DISCOVERY LEARNING BERBANTUAN KUIS INTERAKTIF UNTUK MENINGKATKAN PRESTASI BELAJAR FISIKA SISWA KELAS X BKP 1 SMK NEGERI AMANDA NURUL FAUDILA .; 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.v7i2.19818

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya prestasi belajar fisika siswa kelas X jurusan Bisnis Konstruksi dan Properti (BKP) 1. Penelitian ini bertujuan untuk meningkatkan prestasi belajar fisika siswa dan mendeskripsikan tanggapan siswa terhadap model Discovery Learning berbantuan kuis interaktif dalam pembelajaran fisika. Jenis penelitian ini merupakan penelitian tindakan kelas yang dilakukan dalam dua siklus. Setiap siklus terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan tindakan, observasi/evaluasi, dan refleksi. Subjek penelitian ini adalah siswa kelas X BKP 1 sebanyak 33 siswa yang terdiri dari 28 orang laki-laki dan 5 orang perempuan. Data prestasi dikumpulkan dengan tes dan tanggapan siswa dikumpulkan menggunakan angket. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan model Discovery Learning berbantuan kuis interaktif dapat meningkatkan prestasi belajar fisika kelas X BKP 1 SMK Negeri 3 Singaraja. Pada siklus I diperoleh skor rata-rata tes adalah 60,15 dengan ketuntasan klasikal 59% dan meningkat pada siklus II dengan skor rata-rata tes adalah 70.11 dengan ketuntasan klasikal 88%. Hasil penerapan pada siklus kedua sangat baik dan siswa memberi tanggapan positif terhadap model Discovery Learning berbantuan kuis interaktif.Kata Kunci : Discovery Learning, kuis interaktif, prestasi This research is motivated by the low physics learning achievement of class X Construction and Property Business Department (BKP) 1 students. This study aimed at improving the student’s physics learning achievement and describing the students' responses to the Interactive Quizzes Assisted Discovery Learning model in physics learning. This type of this research was classroom action research conducted in two cycles. Each cycle consisted of 4 stages, namely planning, action, observation/evaluation, and reflection. The subjects of this study were 33 students of class X BKP 1 consisting of 28 males and 5 females. Performance data were collected by tests, and students’ responses were collected by using a questionnaire. Data were analyzed descriptively. The results show that the application of Interactive Quizzes Assisted Discovery Learning model can improve student’s physics learning achievement in class X BKP 1 of SMKN 3 Singaraja. In the first cycle, the average score of the test is 60.15 with 59% its classical completeness is 59%, and increase in the second cycle with its average test score is 70.11 with classical completeness is 88%. The results of the implementation in the second cycle are very good and the students give positive responses to the Interactive Quiz assisted Discovery Learning model.keyword : Discovery Learning, Interactive Quiz, Achievement
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN HASIL BELAJAR FISIKA SISWA KELAS XI MIPA 2 SMA NEGERI 2 SINGARAJA SEMESTER GENAP TAHUN PELAJARAN 2018/2019 Ni Kadek Rahayu .; Dr. 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.v7i2.19819

Abstract

Penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus penelitian terdiri dari empat tahapan, yaitu: (1) perencanaan, (2) tindakan, (3) evaluasi, dan (4) refleksi. Tujuan Penelitian ini adalah : (1) meningkatkan motivasi belajar, (2) meningkatkan hasil belajar, dan (3) mendeskripsikan tanggapan siswa terhadap penerapan model pembelajaran kooperatif tipe Group Investigation dalam pembelajaran fisika. Subjek penelitian ini adalah siswa kelas XI MIPA 2 SMA Negeri 2 Singaraja. Subjek penelitian berjumlah 34 orang siswa yang terdiri dari 13 orang laki-laki dan 21 orang perempuan. Instrumen penelitian ini adalah: (1) angket motivasi belajar, (2) tes hasil belajar, dan (3) angket tanggapan siswa. Data penelitian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukan bahwa: (1) skor rata-rata motivasi belajar sebesar X ̅ = 3,76 (SD=7,30) dengan kategori tinggi pada siklus I meningkat menjadi X ̅ =3,87 (SD=6,71) dengan kategori tinggi pada siklus II, (2) skor rata-rata nilai hasil belajar sebesar X ̅ = 71 (SD=7,57) dengan ketuntasan klasikal 82,35% pada siklus I meningkat menjadi X ̅ = 76 (SD=6,34) dengan ketuntasan klasikal 94,11% pada siklus II, (3) skor rata-rata tanggapan siswa terhadap penerapan model pembelajaran kooperatif tipe GI dalam pembelajaran fisika sebesar X ̅ = 3,89 (SD=4,76) dengan kategori positif. Simpulan penelitian ini adalah penerapan model pembelajaran kooperatif tipe GI dapat meningkatkan motivasi belajar dan hasil belajar fisika siswa kelas XI MIPA 2 SMA Negeri 2 Sigaraja semester genap tahun pelajaran 2018/2019.Kata Kunci : model pembelajaran kooperatif tipe GI, motivasi belajar, hasil belajar This research is classroom action research carried out in two cycles. Each research cycle consists of four stages, namely: (1) planning, (2) action, (3) evaluation, and (4) reflection. The objectives of this study were: (1) to increase learning motivation, (2) to improve learning outcomes, and (3) to describe student responses to the application of the Group Investigation type cooperative learning model in physics learning. The subjects of this study were students of class XI MIPA 2 in SMA Negeri 2 Singaraja. The research subjects were 34 students consisting of 13 men and 21 women. The instruments of this study were: (1) learning motivation questionnaire, (2) learning outcome test, and (3) student response questionnaire. The research data were analyzed descriptively and quantitatively. The results show that: (1) the average score of learning motivation is X ̅ = 3,76 (SD = 7.30) with a high category in cycle I to become X ̅ = 3,87 (SD = 6.71) with high category in the second cycle, (2) the average score of learning outcomes is X ̅ = 71 (SD = 7.57) with classical completeness 82.35% in cycle I to become X ̅ = 76 (SD = 6.34 ) with classical completeness of 94.11% in the second cycle, (3) the average score of student responses to the application of the GI type of cooperative learning model in physics learning is X ̅ = 3,89 (SD = 4.76) with a positive category. The conclusion of this study is the application of the GI type cooperative learning model can increase learning motivation and physics learning outcomes of students of class XI MIPA 2 in SMA Negeri 2 Singaraja in even semester academic year 2018/2019keyword : cooperative learning model type GI, learning motivation, learning outcomes

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