cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Suharto Linuwih
Contact Email
suhartolinuwih@gmail.com
Phone
-
Journal Mail Official
suhartolinuwih@gmail.com
Editorial Address
-
Location
Kota semarang,
Jawa tengah
INDONESIA
UPEJ Unnes Physics Education Journal
Published by Universitas Negeri Semarang
ISSN : 22526935     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Unnes Physics Education Journal aims to publish results of empirical studies, theoretical studies, and conceptual analysis in the fields of education phylosophy and theory, physics education, development of physics learning instruments, physics learning media, experiments activity development in the physics learning, and physics learning evaluation.
Arjuna Subject : -
Articles 24 Documents
 1   2   3 
Search results for , issue "Vol 7 No 2 (2018)" : 24 Documents clear
Perbandingan Model Problem Based Learning Berbantuan Edmodo terhadap Kemandirian Belajar dan Pemahaman Konsep Fluida Dinamis
UPEJ Unnes Physics Education Journal Vol 7 No 2 (2018)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v7i2.27470

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model problem basedlearning berbantuan edmodo terhadap kemandirian belajar dan pemahaman konsep fluidadinamis. Penerapan model problem based learning dilakukan untuk menjadikan siswa lebih aktifdalam kegiatan pembelajarannya. Pelaksanaan model problem based learning dibantu denganmedia edmodo untuk menunjang kegiatan pembelajaran. Desain penelitian yang digunakanadalah quasi experimental jenis nonequivalent control group design. Pengambilan sampel penelitanmenggunakan purposive sampling. Hasil penelitian menunjukkan penigkatan kemandirian belajarsiswa dan pemahaman konsep fluida dinamis sebesar 0,32 dan 0,61 dengan kriteria cukup.Respon siswa terhadap penggunaan media edmodo dalam pembelajaran diperoleh denganpresentase 68,53% dengan kategori tinggi. Keterlaksanaan pembelajaran menggunkan modelproblem based learning berbantuan edmodo menunjukkan prosentase sebesar 94,11% dengankategori tinggi. This study aims to determine the effect of the implementation of problem-based learning model useedmodo to self-regulated and conceptual understanding of fluid dynamics. Application of problem basedlearning model is done to make students more active in learning activities. Implementation of problem basedlearning model assisted with edmodo media is to support learning activities. The research design used was quasiexperimental type nonequivalent control group design. Sampling research using purposive sampling. Samplingresearch used purposive sampling. The results showed improvement of students' self-regulated learning andconceptual understanding of dynamic fluid is 0.32 and 0.61 with sufficient criteria. Students' responses to theuse of edmodo media in learning were obtained with a percentage of 68.53% with “high” category. Theimplementation of learning using edmodo-based problem-based learning model shows a percentage of 94.11%with “high” category
Analisis Kemampuan Representasi Diagram Bebas Benda pada Materi Hukum Newton
UPEJ Unnes Physics Education Journal Vol 7 No 2 (2018)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v7i2.27471

Abstract

Penelitian ini bertujuan untuk mengetahui : (1) Kemampuan representasi diagram bebas benda siswa pada materi Hukum Newton (2) Kesulitan-kesulitan siswa dalam merepresentasikan diagram bebas benda pada materi Hukum Newton. Jenis penelitian yang dilakukan adalah penelitian mix method. Penelitian dilakukan melalui kegiatan tes tertulis dan wawancara. Kegiatan tes digunakan untuk memperoleh data kemampuan reresentasi diagram bebas benda yaitu berupa gambar diagram bebas benda. Kegiatan wawancara digunakan untuk memperoleh data kesulitan siswa dalam menggambarkan diagram bebas benda yaitu berupa uraian hasil wawancara. Subyek penelitian adalah siswa kelas X MIPA SMA Negeri 1 Kudus. Hasil penelitian menunjukkan bahwa kemampuan representasi diagram bebas benda siswa termasuk dalam kategori Needs Improvement (butuh peningkatan). Kesulitan yang paling banyak dialami siswa dalam membuat diagram bebas benda adalah menentukan panjang vektor gaya yang bekerja pada benda. This study aims to determine: (1) the students’s representation ability of free-body diagrams on Newton's Law material (2) the difficulties of students in representing the free-body diagrams on Newton's Law. The type of research conducted is mix method research. The research is done by test and interview. The test activity is used to obtain the data of representation ability of free-body diagrams in the form of free-body diagrams image. The interview activity is used to obtain the data of student difficulty in representing the free-body diagrams in the form of description of interview result. The subject of this research is the students of class X MIPA SMA Negeri 1 Kudus. The results showed that the students’s representation ability of free-body diagrams included in the category of Needs Improvement. The most difficulty experienced by students in making the free-body diagrams is to determine the length of the force vector that works on the object
Pembelajaran Fisika Menggunakan Pendekatan CTL Berbantuan Media Video untuk Meningkatkan Hasil Belajar Siswa
UPEJ Unnes Physics Education Journal Vol 7 No 2 (2018)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v7i2.27473

Abstract

Penelitian ini menggunakan metode pre-experimental satu kelas eksperimen sebagai objek yang diberi perlakuan, dengan mengadopsi desain one group pretest-posttest. Pengambilan sampel pada penelitian ini dilakukan dengan menggunakan teknik Purposive Sampling, yaitu dipilih atas pertimbangan atau tujuan tertentu. Pengambilan data dilakukan dengan cara observasi untuk mengukur afektif, tes untuk pretest dan posttest, dokumentasi untuk bukti kegiatan pembelajaran selama penelitian, dan angket untuk mengetahui respon siswa mengenai model pembelajaran CTL berbantuan media video. Berdasarkan hasil uji peningkatan hasil belajar untuk aspek kognitif diperoleh gain sebesar 0,66 dengan kriteria sedang dan aspek afektifnya diperoleh gain sebesar 0,14 dengan kriteria rendah, sedangkan nilai rata-rata posttest kelas eksperimen untuk aspek kognitif sebesar 77,70 dan aspek afektif sebesar 86,72. Respon siswa terhadap pembelajaran menggunakan pendekatan CTL berbantuan video diperoleh melalui pemberian angket. Secara keseluruhan respon siswa dalam kategori baik dengan angka persentase rata-rata 76,81. Kesimpulan pada penelitian ini yaitu karakteristik media video dalam pembelajaran fisika menggunakan pendekatan CTL berupa kegiatan percobaan untuk pembuktian Hukum Charles. Pembelajaran fisika dengan pendekatan CTL berbantuan video ini dapat meningkatkan hasil belajar siswa. Ketercapaian hasil belajar untuk aspek kognitifnya belum mampu mencapai nilai rata-rata KKM minimal sebesar 76,00. This study used a pre-experimental method on one experimental class as a treated object, by adopting the design of one group pretest-posttest. Sampling in this study was conducted by using Purposive Sampling techniques, which are selected for certain considerations or goals. Data retrieval is done by observation to measure affective, tests for pretest and posttest, documentation for evidence of learning activities during the study, and questionnaires to determine student responses to the CTL learning model assisted by video media. Based on the results of an increase in learning outcomes for cognitive aspects obtained a gain of 0.66 with moderate criteria and affective aspects obtained gain of 0.14 with low criteria, while the average value of the experimental class posttest for cognitive aspects is 77.70 and affective aspects of 86.72. Student responses to learning using the CTL approach assisted by video were obtained through the provision of questionnaires. Overall the students responses were in a good category with an average percentage number of 76.81. The conclusion of this study is the characteristics of video media in physics learning using the CTL approach in the form of experimental activities to prove Charles's Law. Learning physics with the CTL approach assisted by this video can improve student learning outcomes. Achievement of learning outcomes for cognitive aspects has not been able to achieve an average Minimum Completeness Criteria value of at least 76.00.
Pengaruh Model Pembelajaran Problem Based Learning Berbantuan Modul terhadap Kemampuan Metakognitif Siswa
UPEJ Unnes Physics Education Journal Vol 7 No 2 (2018)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v7i2.27474

Abstract

Sejauh ini pengetahuan tentang kemampuan metakognitif maupun implikasinya terhadap hasil belajar masih menjadi hal yang asing dalam proses pembelajaran. Model pembelajaran PBL dalam berbagai penelitian membuktikan mampu memberikan kesempatan siswa untuk mengkonstruksi pengetahuan dan mengatur aspek-aspek kognitif melalui sintaknya. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning berbantuan modul terhadap kemampuan metakognitif dan hasil belajar kognitif siswa. Populasi diambil dari siswa kelas XI SMA N 13 Semarang, dengan sampel yang terpilih adalah kelas XI MIPA 2 sebagai kelas eksperimen dan XI IPA 4 sebagai kelas kontrol. Desain dalam penelitian ini adalah Pretest-Posttest Control Group Design. Data diperoleh dari instrumen angket Metakognitive Assessment Inventory dan soal tes kognitif yang kemudian dianalisis dengan uji-t dan uji gain. Hasil penelitian ini menunjukkan ketidakidealan hasil penerapan PBL terhadap kemampuan metakognitif karena tidak adanya perbedaan yang signifikan antara kelas eksperimen dan kontrol. Namun, PBL memberikan implikasi yang positif terhadap hasil belajar kognitif siswa. Koefisien korelasi yang dihasilkan antara kemampuan metakognitif dengan hasil belajar kognitif dalam penelitian ini berada pada taraf yang signifikan yaitu 0,668. So far the knowledge of metacognitive ability and its implications for learning outcomes is still a strange thing in the learning process. The PBL learning model in various studies proves able to give students chance to construct knowledge and manage cognitive aspects through their syntax. This study aims to determine the effect of learning model of Problem Based Learning module based on the ability of metacognitive and students' cognitive learning outcomes. The population is taken from the students of grade XI SMA N 13 Semarang, with the selected sample is class XI IPA 2 as the experimental class and XI IPA 4 as the control class. The design in this research is Pretest-Posttest Control Group Design. The data were obtained from the Metacognitive Assessment Inventory questionnaire instrument and the question of cognitive tests which were then analyzed by t-test and gain test. The results of this study indicate the unpredictability of PBL application to metacognitive ability because there is no significant difference between experiment and control class. However, PBLs have positive implications for students' cognitive learning outcomes. The correlation coefficient generated between metacognitive ability and cognitive learning outcomes in this study is at a significant level of 0.668.

Page 3 of 3 | Total Record : 24

 1   2   3 

Filter by Year

2018 2018


Reset
Filter By Issues
All Issue Vol 12 No 1 (2023): Vol 12 No 1 (2023) Vol 12 No 2 (2023): Agustus 2023 Vol 12 No 3 (2023): Vol 12 No 3 Vol 11 No 3 (2022): Desember 2022 Vol 11 No 2 (2022): Agustus 2022 Vol 11 No 1 (2022): April 2022 Vol 10 No 3 (2021) Vol 10 No 2 (2021) Vol 10 No 1 (2021) Vol 9 No 3 (2020) Vol 9 No 2 (2020) Vol 9 No 1 (2020) Vol 8 No 3 (2019) Vol 8 No 2 (2019) Vol 8 No 1 (2019) Vol 8 No 1 (2019) Vol 7 No 3 (2018) Vol 7 No 3 (2018) Vol 7 No 2 (2018) Vol 7 No 2 (2018) Vol 7 No 1 (2018) Vol 7 No 1 (2018) Vol 6 No 3 (2017) Vol 6 No 3 (2017) Vol 6 No 2 (2017) Vol 6 No 2 (2017) Vol 6 No 1 (2017) Vol 6 No 1 (2017) Vol 5 No 3 (2016) Vol 5 No 3 (2016) Vol 5 No 2 (2016) Vol 5 No 2 (2016) Vol 5 No 1 (2016) Vol 5 No 1 (2016) Vol 4 No 3 (2015) Vol 4 No 3 (2015) Vol 4 No 2 (2015) Vol 4 No 1 (2015) Vol 3 No 3 (2014) Vol 3 No 2 (2014) Vol 3 No 1 (2014) Vol 2 No 3 (2013) Vol 2 No 2 (2013) Vol 2 No 1 (2013) Vol 1 No 2 (2012) Vol 1 No 1 (2012) More Issue