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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 613 Documents
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KEEFEKTIFAN PENGGUNAAN STRATEGI PREDICT, OBSERVE AND EXPLAIN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF SISWA
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.765

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana keefektifan penerapan strategi Predict-Observe-Explain untuk meningkatkan kemampuan berpikir kritis dan kreatif siswa. Penelitian ini menggunakan desain control group pre-test post-test, sebagai populasi adalah siswa kelas VIII SMP Negeri 1 Karangtengah Demak. Sampel dipilih secara purposive sampling. Metode pengumpulan data adalah dokumentasi, tes, dan lembar observasi. Indikator efektif dalam penelitian ini dilihat dari rata-rata nilai post-test dan peningkatan kemampuan berpikir kritis dan kreatif, serta ketuntasan belajar. Hasil analisis dapat disimpulkan bahwa strategi pembelajaran Predict-Observe-Explain lebih efektif untuk meningkatkan kemampuan berpikir kritis dan kreatif siswa kelas VIII pada pokok bahasan Tekanan daripada strategi pembelajaran eksperimen. This aims of research to determine how the effectiveness of the implementation of Predict-Observe-Explain strategies to improve students' critical and creative thinking. This research used control group pre-test post-test design. The population was student grade VIII of SMP Negeri 1 Karangtengah. The sample was selected using purposive sampling. Data collected by using the documentation, test, and observation sheets method. Effective indicator in this research viewed from the average value of post-test and increase the critical and creative thinking, as well as the thoroughness of learning. The results of data analysis showed that:. Based on this research can be concluded that learning strategies Predict-Observe-Explain more effective to improve students' critical and creative thinking on the students of class VIII on pressure concept than the experimental learning strategies.
PENERAPAN MODEL PEMBELAJARAN GUIDED DISCOVERY PADA MATERI PEMANTULAN CAHAYA UNTUK MENINGKATKAN BERPIKIR KRITIS
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.768

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran guided discovery pada materi pemantulan cahaya terhadap peningkatan kemampuan berpikir kritis siswa SMP. Penelitian ini dilakukan di SMP Negeri 13 Magelang, merupakan penelitian eksperimen dengan Design Control Group Pretest-Posttest. Populasi pada penelitianini siswa kelas VIIIA sampai VIIIF SMP Negeri 13 Magelang tahun ajaran 2010/2011. Pengambilan sampel penelitian ini menggunakan teknik simple random sampling dengan mengambil dua kelas secara acak dari populasi sebagai kelas kontrol dan kelas eksperimen. Pengumpulan data menggunakan metode tes dengan soal uraian. Analisis uji gain ternormalisasi memberikan hasil peningkatan 0.40 untuk siswa yang diajar menggunakan guided discovery dan 0,36 untuk siswa yang diajar menggunakan cooperatif learning. Disimpulkan bahwa penerapan model pembelajaran guided discovery dapat meningkatkan kemampuan berpikir kritis siswa. This research was aimed to determine the application of guided discovery learning applied in reflection of light material in increasing the ability of junior high school students’ critical thinking skills. The design of this research was experimental research with the Control Group Pretest-posttest Design. The populationsin this research were the students of VIIIA to VIIIF classes SMP 13 Magelang school year 2010/2011. Sampling technique of this research used simple random sampling technique by taking two classes at random from the populationas a control class and experimental class. Reasearcher collected data from test method. The data analysis using gain normalized test showed result 0.40 for class which was taught by guided discovery model, and 0.36 for class which was taught by cooperatif learning. The conclusion of this research is the application of guided discovery learning can enhance students' critical thinking skills.
PENGEMBANGAN EVALUASI PETA KONSEP DALAM PEMBELAJARAN INKUIRI PADA POKOK BAHASAN KALOR
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.770

Abstract

Alat evaluasi peta konsep dapat digunakan untuk mengetahui struktur kognitif siswa karena dapat menggambarkan pemahaman konsep siswa setelah pembelajaran. Tujuan penelitian ini adalah untuk mendapatkan perangkat evaluasi peta konsep dalam pembelajaran inkuiri, mengetahui validitas dan reliabilitas peta konsep, mengetahui efektivitas alat evaluasi peta konsep, dan mengetahui alat evaluasi peta konsep yang dikembangkan dapat mengukur struktur kognitif siswa. Metode penelitian yang digunakan adalah Research and Development (R & D). Evaluasi peta konsep terdiri atas dua jenis yaitu peta konsep tanpa daftar konsep, dan peta konsep dengan daftar konsep. Implementasi alat evaluasi peta konsep dilakukan pada siswa yang telah mengikuti pembelajaran kalor dengan metode inkuiri terbimbing. Hasil penelitian menunjukkan bahwa kedua peta konsep valid dan reliabel. Alat evaluasi peta konsep tanpa daftar konsep dengan soal belum efektif untuk menggambarkan pemahaman siswa tentang kalor. Peta konsep dengan daftar konsep dengan soal uraian efektif digunakan dalam pembelajaran inkuiri.Concept map, as evaluation tools, could be used to know kognitive structure because it could ilustrate the student’s understanding conceptual after learning. This research aims to develop the evaluation tools of concept map in inquiry learning, determine its validity and reliability, know the affectivity of concept map, and know that the evaluation tools of concept map could be used to measure student’s cognitive structure. The methode of this research is Research and Development. Concept map evaluation consists of two types, those are the no concept provided and the selected in the key concept list. The implementation of the concept map as evaluation tools is given to the student who got learning about heat with guided inquiry methode. The results of the research showed that the both of concept map are valid and reliable. The evaluation tools of concept map with no concept provided have no same varians with esay test, so that this concept map do not have enough affectivity to ilustrate the student’s understanding concept about heat. On the other hand, concept map with selected in the key concept list have the same varians with esay test, as the result this concept map have affectivity to be used in inquiry learning. 
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) UNTUK MENUMBUHKAN SIKAP ILMIAH
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.771

Abstract

Penelitian ini bertujuan untuk mengetahui tumbuhnya sikap ilmiah dan peningkatan hasil belajar siswa. Penelitian Tindakan Kelas (PTK) ini dilaksanakan dalam tiga siklus. Data diperoleh melalui metode observasi, angket dan tes. Analisis uji-t diperoleh sikap ilmiah siswa mengalami peningkatan pada setiap siklus, ditunjukkan adanya peningkatan jumlah siswa yang termasuk dalam kategori sikap ilmiah baik. Ketuntasan hasil belajar afektif siswa siklus I sebesar 70%, kemudian meningkat menjadi 80% pada siklus II dan 92% pada siklus III. Ketuntasan hasil belajar psikomotorik siswa siklus I sebesar 57,5%, pada siklus II 80% dan 92,5% pada siklus III. Ketuntasan klasikal hasil belajar kognitif siswa siklus I sebesar 60%, kemudian menurun menjadi 55% pada siklus II dan meningkat menjadi 87,5% pada siklus III. Dari hasil analisis tersebut dapat disimpulkan bahwa model pembelajaran Kooperatif Tipe Student Teams Achievement Divisions (STAD) dapat menumbuhkan sikap ilmiah dan meningkatkan hasil belajar siswa. This study aims to determine the developing of scientific attitudes and improved student learning outcomes. This study is a Class Action Research (PTK) and implemented in three cycles. Data collection was done using observation method, questionnaires and tests. Analytical results using the T-test are obtained: a scientific attitude of students has increased in each cycles, it is indicated that by increasing the number of students whom included in the category of good scientific attitude. The completeness of affective learning outcomes is 70% at the first cycle the increased to 80% in the second cycle and 92% in the third cycle. The completeness of psychomotor learning outcomes at first cycle is 57.5%, in the second cycle is 80% and 92.5% in third cycle. The classical completeness of cognitive learning outcome of students at first cycle is 60%, then decreased to 55% in the second cycle and increased to 87.5% in third cycle. From the analysis, it can be concluded that Cooperative Learning Model Student Study Teams Achievement Divisions (STAD) can encourage a scientific attitude and improve student learning outcomes.
PENERAPAN PETA KONSEP PADA POKOK BAHASAN TEKANAN UNTUK MENDESKRIPSIKAN PENGUASAAN KONSEP SISWA
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.772

Abstract

Pengetahuan yang diperoleh siswa dari kegiatan pembelajaran fisika pada dasarnya berupa konsep-konsep. Untuk mengetahui hasil belajar siswa, yaitu seberapa besar siswa memahami konsep fisika diperlukan suatu kegiatan evaluasi. Salah satu alat evaluasi yang dapat digunakan untuk mendeskripsikan konsep-konsep siswa adalah peta konsep. Penelitian ini menggunakan jenis penelitian deskriptif kuantitatif dengan desain One Shot Case Study. Data dikumpulkan melalui tes, observasi dan lembar angket tanggapan siswa. Melalui uji efektivitas dengan one sample t test diperoleh hasil bahwa instrumen evaluasi peta konsep dikatakan efektif dalam mencapai KKM. Melalui uji regresi linier sederhana diperoleh hasil bahwa aktivitas berpengaruh terhadap penguasaan konsep siswa. Hasil penelitian dapat disimpulkan penerapan instrumen evaluasi peta konsep pada pokok bahasan tekanan dapat mendeskripsikan penguasaan konsep siswa SMP kelas VIII. Students’ knowledge which is understood from the learning physics is basically in the form of concepts. To find out the result of student learning that is how much the student understanding of physics concept which has taught required an evaluation. One of the assessment that can be used to describe the students’ conceptions is a concept maps. This research used descriptive quantitative method with One Shot Case Study design. The data were collected by test, observation, and questionnaire responses. Based on the one sample t test  was obtained that concept maps as an assessment effective finished KKM. Based on the simple regression analysis obtained that activity influence of students’ mastery of  concept. It can be concluded that application of concept maps as an assessment on pressure concept to describe the concept mastery for student grade VIII.
PENERAPAN MODEL PROJECT BASED LEARNING DAN KOOPERATIF UNTUK MEMBANGUN EMPAT PILAR PEMBELAJARAN SISWASMP
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.773

Abstract

Penelitian ini bertujuan mengetahui penerapan model Project Based Learning dan kooperatif untuk membangun empat pilar pembelajaran, mengetahui perbedaan hasil belajar menggunakan model Project Based Learning dan model pembelajaran kooperatif dalam membangun empat pilar pembelajaran. Populasi dalam penelitian ini adalah semua siswa kelas VIII reguler SMP N 1 Tambakromo tahun pelajaran 2011/2012. Penelitian eksperimen ini pengambilan sampel melalui teknik cluster random sampling. Hasil penelitian menunjukkan bahwa model Project Based Learning dan kooperatif dapat diterapkan untuk membangun empat pilar pembelajaran, hasil belajar siswa model Project Based Learning lebih tinggi dari pada model pembelajaran kooperatif dalam membangun empat pilar pembelajaran.This study aims to know the implementation of Project Based Learning and cooperative learning for developing four pillars of learning and to get the information about the differences learning outcomes using Project Based Learning and cooperative learning for developing four pillars of learning. The populations in this study were all regular students grade VIII SMPN 1 Tambakromo academic year 2011/2012. The sampling technique in this research was used cluster random sampling.The independent variable is the implementation of Project Based Learning model and the dependent variable is the development four pillars of learning. The results showed that Project Based Learning and cooperative learning can be applied for developing four pillars of learning and the students learning outcomes were higher to Project Based Learning class than cooperative learning class in developing four pillars of learning.
PENERAPAN MODEL KOOPERATIF GROUP INVESTIGATION BERBASIS EKSPERIMEN INKUIRI TERBIMBING UNTUK MENINGKATKAN AKTIVITAS BELAJAR
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.774

Abstract

Penelitian ini bertujuan untuk menguji efektivitas model Group Investigation berbasis eksperimen inkuiri terbimbing dalam meningkatkan aktivitas dan hasil belajar kognitif siswa pada materi pemantulan cahaya dibandingkan dengan metode eksperimen sederhana. Desain penelitian yang digunakan adalah Pretest-Posttest Control Group Design. Instrumen yang digunakan adalah tes untuk mengukur hasil belajar kognitif siswa dan lembar observasi untuk mengukur aktivitas siswa. Berdasarkan analisis data dengan uji gain ternormalisasi, diperoleh peningkatan hasil belajar pada kelas eksperimen dan kelas kontrol yaitu sebesar 0,62 dan 0,52. Rata-rata aktivitas psikomotorik dan afektif kelas eksperimen mencapai 71,74 dan 72,28, sedangkan untuk kelas kontrol hanya 65,97 dan 68,65. Dari hasil penelitian tersebut, dapat disimpulkan bahwa penggunaan model Group Investigation berbasis eksperimen inkuiri terbimbing efektif dalam meningkatkan aktivitas dan hasil belajar kognitif siswa pada materi pemantulan cahaya dibandingkan dengan metode eksperimen sederhana. The objective of this research is to test the effectiveness of Group Investigation based on the guided inquiry experiment model for increase the activity and cognitive achievement on reflection concept compared with using the simple experiment method. The design research is Pretest-Posttest Control Group Design. Instrument used is test to measure scores of cognitive achievement and observation sheet to measure scores of activity. The result of gain normalized <g> analysis showed that the cognitive achievement of the experimental and control classes are 0,62 and 0,52. The average score of the psychomotor and affective activity for experimental class is 71,74 and 72,28. Otherwise, for control class is only 65,97 and 68,65. Based on the result of this research, it can be concluded that application of Group Investigation based on the guided inquiry experiment effective to increase the activity and cognitive achievement on reflection concept compared with using the simple experiment method.
PENERAPAN MODEL DISCOVERY TERBIMBING PADA PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF
UPEJ Unnes Physics Education Journal Vol 1 No 1 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i1.775

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran discovery terbimbing pada materi kalor terhadap peningkatan kemampuan berpikir kreatif siswa MTs Matholi’ul Huda Troso. Penelitian eksperimen ini menggunakan Design Control Group Pre-test – Post-test. Populasi pada penelitian ini adalah siswa kelas VII MTs Matholi’iul Huda Troso tahun ajaran 2010/2011. Pengambilan sampel melalui teknik simple random sampling dengan mengambil dua kelas secara acak dari populasi sebagai kelas kontrol dan kelas eksperimen. Analisis uji gain ternormalisasi memberikan hasil peningkatan rendah untuk siswa yang diajar menggunakan model discovery terbimbing dan kecil untuk siswa yang diajar menggunakan metode diskusi. Hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran discovery terbimbing dapat meningkatkan kemampuan berpikir kreatif siswa. This research was aimed to determine the application of guided discovery learning applied in heat topic in increasing the ability of Matholi’ul Huda Islamic Secondary School students’ creative thinking skills. The design of this research was experimental research with the Control Group Pre-test Post-test Design. The population of this research were the students grade of VII Matholi’ul Huda Islamic Secondary School year 2010/2011. Sampling technique of this research were used simple random sampling technique by taking two classes from the population as a control class and an experimental class. The data analysis using gain normalized test showed that the result is medium category for class which was taught by guided discovery model, and low category for class which was taught by discussion method. The conclusion of this research is that the application of guided discovery learning can increase the students’ creative thinking skills.
IDENTIFIKASI KESULITAN BELAJAR FISIKA PADA SISWA RSBI : STUDI KASUS DI RSMABI SE KOTA SEMARANG
UPEJ Unnes Physics Education Journal Vol 1 No 2 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i2.1354

Abstract

This study aims to map the physical learning difficulties and the factors that caused the student RSMABI se Semarang. The research use qualitative methods were implemented in SMAN 2 Semarang and Semarang SMAN 4. Data on students physics learning difficulties derived from a description of student test results sheet. Data factors that cause learning difficulties derived from physics student sheet questionnaire completed by the students. Learning difficulty level data obtained from the analysis of the percentage of descriptive analytical test results of students were consulted with learning difficulty level classification table. Data learning difficulties factors derived from the descriptive analysis of the percentage of the completed questionnaires were consulted with learning difficulties factor classification table. Results showed difficulties in learning physics concepts mastery indicators. The factors that cause learning difficulties physics include interest, aptitude, motivation, intelligence, school facilities, teachers, facilities or infrastructure and support, and activities have the same level that is sufficient cause learning difficulties in students RSMABI physics se Semarang.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF BERBASIS CTL DENGAN METODE MAKE A MATCH UNTUK MENINGKATKAN PEMAHAMAN KONSEP FISIKA KELAS VIII
UPEJ Unnes Physics Education Journal Vol 1 No 2 (2012)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v1i2.1358

Abstract

This research is used to determine whether there are differences in increasedunderstanding of physics concepts after CTL-based model of cooperativelearning to make a match method was applied to class VIII. The method usedwas nonequivalent control group design. Based on gain test found thatincreasing the concepts of physics in the experimental group is higher thanthe control group. It can also be known in the different average test. Thesignificant different is all shown true with ttest with tcount = 2.597 in ttable =1.994. These results are also suported by the observation that the test resultsfor the experimental group reached a value of 63.19 with is in quite wellcategory but the control group only reached a value of 54.86 with is in unfavorable category. This study was not able to reach minimum terms ofclassical completeness. The experimental group achieved 63.89% while thecontrol group achieved 33.33%. This is because the strategy may only besuitable for some students and the discussion can not be predicted. However,overall it can be concluded that the CTL-based cooperative learning model tomake a match method can improve the understanding of the physics conceptof class VIII.

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