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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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PEMBELAJARAN FISIKA MENGGUNAKAN BETTER TEACHING AND LEARNING BERKETERAMPILAN PROSES UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA SMP
UPEJ Unnes Physics Education Journal Vol 2 No 3 (2013)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v2i3.2932

Abstract

The aim of this research is to determine activities and achievement after was applied Better Teaching and Learning (BTL) process skilled model. Design of this research is Pre-Experiment with One-Group Pretest-Posttest. Sampling was done by purposive sampling. The methods of data collection in this research are documentation, test and observation. Assessment of psychomotor, affective and activities were done by direct observation with observation sheet. Students cognitive are measured by pretest and posttest results. Gain analysis showed that the average of students activities are increased in the high category. Psychomotor and affective are increased in the high category but students cognitive are increased in the medium category. Based on the results as mentioned above, it can be concluded that the application of  BTL process skilled model can increase activities and achievement.
PENERAPAN PEMBELAJARAN MELALUI KEGIATAN LABORATORIUM INKUIRI TERBIMBING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH, BERKOMUNIKASI, DAN BEKERJASAMA
UPEJ Unnes Physics Education Journal Vol 2 No 3 (2013)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v2i3.2933

Abstract

Abstrak ___________________________________________________________________ Kegiatan laboratorium inkuiri terbimbing merupakan salah satu strategi pembelajaran yang dapat melatih siswa untuk memiliki keterampilan memecahkan masalah, berkomunikasi, dan bekerjasama. Kegiatan laboratorium inkuiri terbimbing guru membagi tugas kepada siswa untuk meneliti suatu masalah di kelas. Guru bertindak sebagai pemberi masalah dan fasilitator. Tujuan penelitian ini adalah meningkatkan kemampuan pemecahan masalah, berkomunikasi, dan bekerjasama siswa SMA dengan penerapan pembelajaran melalui kegiatan laboratorium inkuiri terbimbing. Desain penelitian menggunakan Control GroupPre Test-Post Test. Sampel diambil dengan teknik random sampling. Hasil penelitian yaitu kegiatan laboratorium inkuiri terbimbing dapat meningkatkan kemampuan pemecahan masalah, berkomunikasi, dan bekerjasama. Hasil uji gain didapatkan kemampuan pemecahan masalah, berkomunikasi, bekerjasama kelas kontrol secara berturut-turut sebesar 0,3; 0,201; 0,31. Pada kelas eksperimen secara berturut-turut sebesar 0,65; 0,304; 0,48. Hasil uji sigifikansi didapatkan kemampuan pemecahan masalah, berkomunikasi, bekerjasama kelas eksperimen lebih baik dari pada kelas kontrol. Simpulan penelitian ini yaitu penerapan pembelajaran melalui kegiatan laboratorium inkuiri terbimbing dapat meningkatkan kemampuan pemecahan, berkomunikasi, dan bekerjasama.       Abstract ___________________________________________________________________ Guided-inquiry laboratory activity is one of learning strategies that can train students to have problem solving, communication, and cooperation skills. Guided inquiry laboratory activity teachers share responsibility for the student to investigate a problem in class. Teachers act as facilitators and providers problem.The purpose of this research is to improve and to know the increase of problem solving, communication, and collaboration skills of high school students with the application of learning through guided-inquiry laboratory activities. The research design isPretest-Posttest Control Group. The research results show that there is an increase in problem-solving, communication, and collaboration skills after applying learning through guided-inquiry laboratory activity.Theobtained gain test results show there is an increase of problemsolving, communication, and cooperation skillsof control class, respectively for 0.3, 0,201; 0.31. While the experimental class is respectively at 0.65, 0.304; 0.48. Test of significance shows that problem solving, communication, and cooperation skills of experiment class are better than the control class. Based on the analysis, it was found that the application of learning through guided-inquiry laboratory activitiescanimprove the problem solving, communication, and collaboration skills.
PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE UNTUK MENINGKATKAN KEMAMPUAN PENALARAN SISWA
UPEJ Unnes Physics Education Journal Vol 2 No 1 (2013)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v2i1.2934

Abstract

Kemampuan penalaran siswa sangat diperlukan siswa baik dalam pembelajaran fisika maupun dalam kehidupan sehari-hari, sehingga diperlukan suatu metode yang dapat meningkatkan kemampuan penalaran. Tujuan penelitian ini untuk mengetahui peningkatan kemampuan penalaran siswa dan perbedaan yang signifikan antara model Learning Cycle dan model konvensional. Metode penelitian yang digunakan adalah pretest posttest control group design. Berdasarkan hasil uji gain didapatkan hasil belajar kognitif pada kelas eksperimen sebesar 0.67 dan pada kelas kontrol sebesar 0.61 dengan kategori sedang serta hasil uji-t didapatkan thitung sebesar 2.65 Yang menunjukkan adanya perbedaan yang signifikan antara model Learning Cycle dengan model konvensional. Berdasarkan analisis tersebut, disimpulkan bahawa model Learning Cycle dapat meningkatkan kemampuan penalaran siswa dengan kategori sedang serta ada perbedaan yang signifikan antara model Learning Cycle dan model konvensional. Reasoning ability is required of students in physicslearning and everyday life so we need a method that can improve students’ reasoning abilities. The purpose of  this research to determine the improvement students’ reasoning abilities as well as significant differences between the Learning Cycle and conventional models. The research method used pretest-postest control group design. Based on the test result obtained cognitive learning gains 0.67 in experimental group and control group of 0.61 with medium category, as well as the t-test result of 2.65 which shows that there were significant differences between learning cycle models and conventional models. Based on the analysis, we can conclude that learning cycle models can improve students’ reasoning abilities with medium category and there are significant differences between the learning cycle models and conventional models.
KEEFEKTIFAN MODEL PEMBELAJARAN GUIDED DISCOVERY DENGAN MEDIA QUESTION CARDS BERVISI SETS DALAM MEMBELAJARKAN KEBENCANAAN ALAM TERINTEGRASI DALAM IPA
UPEJ Unnes Physics Education Journal Vol 3 No 1 (2014)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v3i1.3099

Abstract

Permasalahan dari penelitian ini adalah : (1) Apakah hasil belajar siswa dengan model pembelajaran guided discovery dengan media question cards bervisi SETS lebih baik daripada hasil belajar siswa yang menggunakan model pembelajaran demonstrasi dengan media question cards bervisi SETS. (2) Apakah peningkatan kemampuan berpikir kreatif siswa dengan model pembelajaran guided discovery dengan media question cards bervisi SETS lebih baik daripada kemampuan berpikir kreatif siswa  yang menggunakan model pembelajaran demonstrasi dengan media question cards bervisi SETS. Penelitian eksperimen ini menggunakan pretest-posttest control group desain. Pengumpulan data dilakukan dengan metode tes. Hasil  belajar kognitif siswa pada kelas eksperimen lebih tinggi daripada kelas kontrol. Hal ini dapat dilihat dari  uji t terhadap nilai posttest yang sebesar 4,26 (lebih besar dari ttabel = 2,00). Hasil analisis kemampuan berpikir kreatif menggunakan uji gain diperoleh peningkatan kelas ekperimen sebesar 0,64 (sedang), sedangkan kelas kontrol 0,44 (sedang). Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa model pembelajran guided discovery dengan media question cards bervisi SETS dapat meningkatkan kemampuan berpikir kreatif siswa. The research problems which are identified in this study are: (1) Is the students’ learning output using guided discovery model and SETS vision question cards better than that of using demonstration learning model with the same media? (2) Is the improvement of students’ creative thinking ability using dengan guided discovery learning model and SETS vision question cards media better than that of using demonstration learning model with the same media? This study is classified as the experimental research which applies pretest-posttest control group design. The method of collecting data is done by conducting some tests. The result of T- test in the experiment group was tcount = 4,26 > ttabel = 2,00. In the experiment group, the result of gain test on the students’ creative thinking ability showed the improvement as much as 0,64 (medium), while in the control group was 0,44 (medium). Based on the research result, it can be concluded that guided discovery learning model by using SETS vision question cards as the media can improve the students’ creative thinking ability.
PENGEMBANGAN KOMIK BERVISI SETS UNTUK MENINGKATKAN HASIL BELAJAR SISWA SD KELAS IV MATERI SUMBER DAYA ALAM DAN KEBENCANAAN ALAM TAHUN 2012/ 2013
UPEJ Unnes Physics Education Journal Vol 3 No 1 (2014)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v3i1.3100

Abstract

Penelitian ini bertujuan untuk mengetahui cara mengembangkan komik sains bervisi SETS, menentukan kelayakan, keterbacaan, kepraktisan dan  keefektifan komik sains bervisi SETS dalam meningkatkan hasil belajar siswa SD kelas IV materi Sumber Daya Alam dan Kebencanaan Alam. Penelitian pengembangan ini, uji coba produk menggunakan pretest-postest control group design yaitu membandingkan kelompok eksperimen yang pembelajarannya menggunakan komik sains bervisi SETS dengan kelompok kontrol yang pembelajarannya tanpa komik. Cara mengembangkan komik yaitu membuat story board yang dilanjutkan membuat sketsa dan desain, hingga tahap terakhir adalah construct dan pengemasan. Teknik analisis data menggunakan deskriptif persentase, uji normalitas, uji kesamaan dua varian, uji banding dan uji gain. Hasil uji ahli terhadap  kelayakan komik berada pada kategori “baik”. Uji skala terbatas menunjukkan bahwa tingkat keterbacaan komik pada kategori ”tinggi” dengan skor 84%. Kepraktisan komik berada pada kategori “baik” dengan skor 3,35. Untuk keefektifan pembelajaran komik sains bervisi SETS, hasil belajar ranah kognitif dan psikomotorik kelas eksperimen mengalami peningkatan 0,32, sedangkan ranah afektif mengalami peningkatan sebesar 0,31. Dari hasil analisis tersebut dapat disimpulkan bahwa pembelajaran dengan pengembangan komik sains bervisi SETS terbukti efektif untuk meningkatkan hasil belajar siswa SD kelas IV materi Sumber Daya Alam dan Kebencanaan Alam. This study aims to determine how to develop a science comic vision SETS , determine feasibility , readability , practicality and effectiveness SETS comic vision science in improving student learning outcomes grade IV material of Natural Resources and Natural Disaster . The development research , product testing using a pretest - posttest control group design that compared the experimental group learning using SETS comic vision science with the control group learning without the comic . How to develop a comic that made ​​a story board which continued to sketch and design , until the last stage is a construct and packaging . Analysis using descriptive percentages , normality test, the similarity of two variants , comparative tests and trials gain . The test results of the feasibility comics expert in the category " good " . Limited scale test showed that the level of legibility comics in the category of " high " with a score of 84 % . Practicality comics are in the category of " good " with a score of 3.35 . To study the effectiveness SETS comic vision science , cognitive learning outcomes and psychomotor experimental class increased 0.32 , while the affective domain, an increase of 0.31 . From the analysis it can be concluded that learning with the development of science comics visionary SETS proven effective for improving student learning outcomes grade IV material of Natural Resources and Natural Disaster.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS KONSTRUKTIVISME UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA KELAS VII
UPEJ Unnes Physics Education Journal Vol 3 No 1 (2014)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v3i1.3101

Abstract

Problem Based Learning berbasis konstruktivisme sebagai alternatif pembelajaran yang dapat memberikan ilmu dan pengalaman siswa untuk bekerja secara mandiri dalam mengkonstruksi pengetahuan mereka sendiri. Tujuan penelitian ini adalah untuk mengetahui peningkatan pemahaman konsep siswa setelah diterapkan model Problem Based Learning berbasis konstruktivisme dan mengetahui penerapan model Problem Based Learning berbasis konstruktivisme lebih efektif dari model kooperatif regular pada pokok bahasan kalor. Desain penelitian menggunakan pretest-posttest group. Metode penelitian ini adalah penelitian eksperimen yang terdiri dari dua kelas yaitu kelas VII B sebagai eksperimen dan kelas VII D sebagai kontrol. Kelas eksperimen diberi model pembelajaran Problem Based Learning berbasis konstruktivisme, sedangkan kelas kontrol diberi metode kooperatif regular dengan diskusi. Data hasil pemahaman konsep diperoleh dari lembar evaluasi dan  hasil aktivitas siswa diperoleh dari lembar pengamatan. Hasil penelitian menunjukkan bahwa perbandingan nilai rata-rata siswa kelas eksperimen lebih besar daripada kelas kontrol dengan peningkatan rata-rata pemahaman konsep siswa kelas eksperimen dalam kriteria sedang. Berdasarkan uji t dan uji gain dapat disimpulkan bahwa penerapan model Problem Based Learning berbasis konstruktivisme dapat meningkatkan pemahaman konsep siswa kelas VII. Problem Based Learning based constructivism is an alternative learning that can provide knowledge and experience of students to work independently in constructing their own knowledge. The purpose of this study was to determine the increase in students understanding of concepts as applied to Problem Based Learning models based on constructivism and determine the application of the model Problem Based Learning based constructivism is more effective than regular cooperative models on the subject of heat. Research design using a pretest-posttest group. This research method is experimental study consisted of two group, namely group B as an experiment and group D as a control. Experimental group use learning model Problem Based Learning based constructivism, while the control group use regular cooperative method with discussion. Understanding of the concept of outcome data obtained from the evaluation sheet and the results obtained from the student activity sheet observations. The results showed that the ratio of the average value of the experimental class students is greater than the control class with an average increase students understanding of the concept of an experimental class in the criteria being. Based on the t test and the gain can be concluded that the application of the model Problem Based Learning based constructivism can increase students understanding of the concept of class VII.
KEFEKTIFAN PEMBELAJARAN PRAKTIKUM IPA BERBANTU LKS DISCOVERY UNTUK MENGEMBANGKAN KETERAMPILAN PROSES SAINS
UPEJ Unnes Physics Education Journal Vol 3 No 1 (2014)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v3i1.3104

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan pembelajaran praktikum IPA berbantu LKS discovery untuk mengembangkan keterampilan proses sains. Populasi dalam penelitian ini adalah kelas VII salah satu SMP Negeri di Jepara. Pengambilan sampel dilakukan dengan teknik cluster random sampling, diperoleh dua kelas sebagai kelompok eksperimen satu, dan dua kelas lain sebagai kelompok eksperimen dua.Kelompok eksperimen satu mendapatkan pembelajaran praktikum IPA berbantu LKS discovery dan kelompok eksperimen dua berbantu LKS ekspositori. Uji kesamaan dua varians menunjukkan varians data rata-rata keterampilan proses sains akhir kedua kelompok eksperimen sama. Rata-rata keterampilan proses sains akhir kelompok eksperimen satu sebesar 82,18, kelompok eksperimen dua sebesar 75,88. Hasil uji t menunjukkan thitung 6,54 lebih besar dari ttabel 1,97. Berdasarkan analisis disimpulkan bahwa rata-rata keterampilan proses sains akhir kelompok eksperimen satu lebih baik daripada kelompok eksperimen dua. Prosentase keterampilan proses sains akhir kelompok eksperimen satu sebesar 82,18%, kelompok eksperimen dua sebesar 75,88%. Hasil uji gain ternormalisasi diperoleh 0,34 dengan kriteria sedang untuk kelompok eksperimen satu dan 0,20 dengan kriteria rendah untuk kelompok eksperimen dua. Hasil penelitian menunjukkan pembelajaran praktikum IPA berbantu LKS discovery efektif untuk mengembangkan keterampilan proses sains siswa. The aim of this research to investigate the effectiveness of science practicum helped by discovery worksheet to develop science processes skills. The population this research is students of VII SMP N 1 Jepara. Sampling was taken with cluster random sampling technique, obtained VII D and VII E as experimental group one, VII B and VII F as experimental group two, after analyzing the initial data population with the result normal distribution and homogeneity of data was same. Experimental group one got science practicum helped by discovery worksheet and experimental group two got science practicum helped by expository worksheet. The equality of two variances test indicate the data variance at both the experimental group was same. Average of final science processes skills experimental group one was 82.18 and experimental two was 75.88. The test result showen t 6.58 more than ttable 1.97. Based on the analysis concluded that final science processes skills of experimental group one better than experimental group two. The normalized gain test result showed 0.34 for experimental group one and 0.20 for experimental group two. The result showen science practicum helped by discovery worksheet effective to develop students science processes skills.
PEMBELAJARAN FISIKA MENGGUNAKAN SEA BERBANTUAN GAMES UNTUK MENGEMBANGKAN KARAKTER SISWA SMP
UPEJ Unnes Physics Education Journal Vol 3 No 1 (2014)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v3i1.3105

Abstract

Proses pembelajaran IPA khususnya fisika yang masih didominasi pada pemberian konsep dan hafalan rumus serta munculnya fenomena sosial seperti kenakalan remaja berakibat terhadap rendahnya hasil belajar dan karakter siswa. Berdasarkan observasi, hasil belajar dan karakter siswa kelas VIII lebih rendah dibandingkan kelas VII dan IX. Penelitian bertujuan untuk menganalisis peningkatan hasil belajar dan mengembangkan karakter siswa melalui pembelajaran SEA berbantuan Games. Karakter yang dikembangkan yaitu disiplin, rasa ingin tahu, dan komunikatif. Penelitian eksperimen ini menggunakan rancangan control group pretest posttest. Pengambilan sampel dilakukan dengan teknik purposive sampling. Pengumpulan data meliputi dokumentasi, tes, dan observasi. Data yang diperoleh dianalisis dengan uji gain dan uji t. Uji gain digunakan untuk mengetahui peningkatan hasil belajar. Uji t digunakan untuk mengetahui signifikansi pembelajaran terhadap perkembangan karakter. Hasil belajar kognitif kelas eksperimen berada pada kategori sedang sedangkan kelas kontrol rendah. Hasil belajar psikomotorik kelas eksperimen dan kontrol berada pada kategori sedang. Hasil uji signifikansi menunjukkan perkembangan karakter kelas eksperimen lebih besar daripada kelas kontrol. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa pembelajaran SEA berbantuan Games dapat meningkatkan hasil belajar dan mengembangkan karakter siswa. The physics learning process is still dominated by transfering concept, memorizing formulas, and social fenomena such as juvenile delinquency that resulted to lower in student learning achievement. Based on the observation, the student learning achievement and character in 8th grade lower than 7th dan 9th grade. This research aims to analyze the increased student learning achievement and developed student character by applied SEA assisted Games. Character that was developed in this research were discipline, curiosity, and communicative. This experiment research used control group pretest posttest design. Sample was taken by purposive sampling. Collecting data methodes in this research were documentation, test, and observation. The data was analyzed by gain and t test. Gain test is used to determine the increase in learning achievement. T test is used to determine the significance of learning to the development of character. The result of data analyzed, student learning achievement in cognitive domains, experiment class on the medium criteria and control class on the low criteria. The student learning achievement in psychomotoric domains, experiment and control class on the medium criteria. The result of t test, developing character in experiment class higher than control class. The conclusion are SEA assisted Games can increase learning achievement and develope student character.
IMPLEMENTASI MODEL PEMBELAJARAN PHYSICS-EDUTAINMENT DENGAN BANTUAN MEDIA CROCODILE PHYSICS PADA MATA PELAJARAN FISIKA
UPEJ Unnes Physics Education Journal Vol 3 No 1 (2014)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v3i1.3106

Abstract

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran Physics-Edutainment dengan bantuan media  Crocodile Physics dapat meningkatkan hasil belajar siswa. Populasi dalam penelitian ini yaitu siswa kelas X-1 sampai dengan kelas X-4. Pengambilan sampel dilakukan secara acak menggunakan teknik random sampling. Pada pelaksanaan pembelajaran, kelas eksperimen mendapat perlakuan dengan menerapkan pembelajaran dengan model Physics-Edutainment dipandu dengan media Crocodile Physics dimana dalam penyampaian materi dan kegiatan sebelum praktikum, guru menampilkan media simulasi dan siswa memperhatikan. Kelas kontrol mendapat perlakuan dengan menerapkan pembelajaran dengan model Physics-Edutainment dengan ceramah. Desain penelitian yang digunakan berupa pretest – posttest control group design. Metode pengumpulan data menggunakan metode dokumentasi, tes, dan observasi. Berdasarkan hasil uji gain diperoleh data kelas eksperimen mendapatkan peningkatan sebesar <g> = 0,67 dan kelas kontrol mendapatkan <g> = 0,56 yang kedua kelas tersebut tergolong dalam kriteria peningkatan sedang. Uji ketuntasan belajar diperoleh persentase ketuntasan belajar klasikal untuk kelompok eksperimen sebesar 85 % dan kelompok kontrol sebesar 68 %. Hasil belajar psikomotorik dinilai pada pelaksanaan praktikum. Hasil belajar psikomotorik rata-rata kelas eksperiman sebesar 79,49, sedangkan rata-rata kelas kontrol sebesar 71,67. Hasil belajar afektif dilihat dari penilaian observer  dimana  rata-rata hasil aspek afektif kelas eksperimen sebesar 81,39 dan kelas kontrol sebesar 78,06. Simpulan yang diperoleh menunjukan bahwa pembelajaran Physics-Edutainment dengan media simulasi Crocodile Physics dapat meningkatkan hasil belajar siswa dan mendapatkan hasil yang lebih baik daripada pembelajaran Physics-Edutainment dengan ceramah. This study aims to determine whether the learning model with the aid of Physics-Edutainment media Crocodile Physics can improve student learning outcomes. Population in this research is class X-1 to X-4 class. Sampling was done randomly using random sampling techniques. On the implementation of learning, classroom experiments treated by applying the model of learning Physics-Edutainment with media guided by Crocodile Physics where the delivery of content and activities before the practicum, teacher show simulations media and student attention. Class controls treated by applying learning with Physics -Edutainment model with lectures. The study design used a pretest - posttest control group design. Methods of data collection using the documentation, testing, and observation. Based on the test results obtained from the data gain experimental class get an increase of <g> = 0.67 and gain control class <g> = 0.56 is classified as a second class in the criteria being improved. Test mastery learning mastery learning classical percentages obtained for the experimental group by 85% and the control group was 68%. Psychomotor learning outcomes assessed in practical implementation. Psychomotor learning outcomes experimental class average of 79,49, while the average control class is 71,67. Affective learning outcomes assessment visits of observers which averages the affective aspects of experimental class and control class at 81,39 for 78,06. The conclusions obtained show that learning with Physics-Edutainment media Crocodile Physics simulation can improve student learning outcomes and get better results than learning of Physics-Edutainment with lectures.
EFEKTIVITAS PEMBELAJARAN FISIKA MELALUI MEDIA ANIMASI DAN LKS MANDIRI PADA SISWA SMA
UPEJ Unnes Physics Education Journal Vol 3 No 1 (2014)
Publisher : UPEJ Unnes Physics Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/upej.v3i1.3107

Abstract

Penelitian ini bertujuan mengetahui bahwa pembelajaran dengan menggunakan media animasi dan LKS mandiri dapat meningkatkan pemahaman siswa pada materi Fisika dan ketuntasan belajar. Pengambilan data diperoleh dari aspek kognitif yaitu nilai hasil pretest dan posttest. Pengolahan data dengan menggunakan analisis uji gain dan uji ketuntasan. Hasil penelitian menunjukkan bahwa peningkatan pemahaman kelas eksperimen lebih tinggi dibandingkan kelas kontrol (0,58 > 0,29).  Hasil presentase ketuntasan belajar kelas eksperimen mencapai 94% dan dikatakan tuntas secara klasikal. Jadi dapat disimpulkan bahwa pembelajaran fisika dengan media animasi dan LKS mandiri efektif digunakan pada siswa SMA kelas XI IPA This research was conducted to know that learning by using animation and LKS independent could enhance students' comprehension of the physics of matter and mastery learning. Retrieval of data obtained from the cognitive aspects of the score of the pretest and posttest. Data processing using gain test and mastery test. The results showed that the improved comprehension of the experimental class higher than the class of controls (0.58> 0.29). Percentage of mastery learning outcomes experimental class is 94% complete and is said to be classical. So it can be concluded that learning physics with animations and LKS independent media effectively used in high school science class XI.

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