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<![CDATA[Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas XI ]]>
<![CDATA[Yuliana Yuliana]]>;
<![CDATA[Hikmawati Hikmawati]]>;
<![CDATA[Wahyudi Wahyudi]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.1990
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing berbantuan peta konsep terhadap kemampuan berpikir kritis peserta didik kelas XI. Jenis penelitian ini adalah Quasi Eksperimendengan desain Nonequivalent Control Group Design. Populasinya adalah semua peserta didik kelas XI MIPA SMAN 1 Praya Barat Daya. Penentuan sampel menggunakan teknik samplingjenuhyang terdiri dari peserta didik kelas XI MIPA 2 sebagai kelas eksperimen yang diberi perlakuan berupa pembelajaran dengan menggunakan model pembelajaran inkuiri terbimbing berbantuan peta konsep. Peserta didik kelas XI MIPA 1 sebagai kelas kontrol menggunakan pembelajaran konvensional. Data kemampuan berpikir kritis diukur dalam tes akhir berupa soal dalam bentuk uraian, dengan perolehan nilai 55,81 untuk kelas kontrol dan nilai 62,12 untuk kelas eksperimen. Hipotesis penelitian diuji dengan uji-t sampel berpasangan dengan taraf signifikan 5%. Berdasarkan hasil analisis tersebut diperoleh nilai lebih besar daripada yaitu 9,45 untuk nilai dan 2,12 untuk nilai yang bearti Ho ditolak, sehingga disimpulkan bahwa terdapat pengaruh model pembelajaran inkuiri terbimbing berbantuan peta konsep terhadap kemampuan berpikir kritis peserta didik kelas XI SMA Negeri 1 Praya Barat Daya.DOI : 10.29408/kpj.v4i1.1990]]>
<![CDATA[Komparasi Model Problem Based Learning Dan Discovery Learning Terhadap Hasil Belajar Ditinjau Dari Kemampuan Awal ]]>
<![CDATA[Silvia Shinta]]>;
<![CDATA[Sri Fatmawati]]>;
<![CDATA[Muhammad Nasir]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.1718
<![CDATA[ This study aims to determine: (1) Is there a difference in influence between the Problem based learning and Discovery learning models on student learning outcomes (2) Are there differences in influence between students with high initial ability and low initial ability towards learning outcomes (3) Are there interactions between the Problem based learning and Discovery learning learning models with initial abilities towards learning outcomes? This study aims to examine the comparative learning model of problem based learning and discovery learning towards learning outcomes in terms of ability early.This study used an experimental method with the only group posttest design and factorial design with population of the whole MIPA class XI and sampling using purposive sampling, the selected sample was XI-MIPA 1 and XI MIPA 4. The instrument used was an initial ability test and a learning achievement test. The results of this study indicate that: (1) There is a significant difference in influence between problem based learning and discovery learning models on learning outcomes with a value of sig * 0,000 which means <α where α = 0.05 (2) There is a significant difference in influence between high initial ability and low initial ability of learning outcomes with a value of sig * 0.023 which means <α where α = 0.05 (3) There is no interaction between the learning model of problem based learning and discovery learning with the initial ability to student learning outcomes with a value of sig * 0.368 which means> α where α = 0.05. DOI: 10.29408/kpj.v4i1.1718 ]]>
<![CDATA[Pengaruh Model Pembelajaran CCM CCA Terhadap Kemampuan Pemecahan Masalah Fluida Statis Peserta Didik ]]>
<![CDATA[Sirlaily Fitriana]]>;
<![CDATA[Muh. Makhrus]]>;
<![CDATA[I Wayan Gunada]]>;
<![CDATA[Syahrial Ayub]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.2089
<![CDATA[This research is a Pre-experimental research with One Group Pretest-Posttest Design. This study aims to describe the students 'problem solving abilities during the learning process and determine the effect of CCM CCA learning models on problem solving skills and mastery of students' static fluid concepts. The study population was all students of class XI MIPA SMAN 4 Praya with a sampling technique using purposive sampling. The research sample was students in the three classes that were used as experimental classes that were given treatment in the form of learning using the CCM CCA learning model. Problem solving skills are obtained during the learning process by using LKPD which is equipped with problem solving ability instruments. The instrument used for problem-solving abilities uses test instruments in the form of test descriptions. Problem solving ability is measured by problem description. The conclusions obtained, namely 1) the level of problem-solving ability when the learning process is included in the medium category, 2) the CCM CCA learning model influences the ability of problem solving and mastery of students' static fluid concepts.DOI: 10.29408/kpj.v4i1.2089]]>
<![CDATA[Pengembangan Media Pembelajaran Fisika Interaktif Berbasis Macromedia Flash 8 Materi Gerak Lurus ]]>
<![CDATA[Agus Hardianto]]>;
<![CDATA[Khaerus Syahidi]]>;
<![CDATA[Tsamarul Hizbi]]>;
<![CDATA[Fartina Fartina]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.2275
<![CDATA[This study aims to produce interactive physics learning media based on macromedia flash 8 straight motion material for Class VII Students of SMP / MTs. This type of research uses the Research and Depelopment (R&D) approach by adopting the ADDIE (Analyze, Design, Depelopment, Implementation, and Evaluation) development model. Design the learning media trial using the Post-Test Only Control Group Design. Data collection instruments in the form of material expert evaluation questionnaire, media expert evaluation questionnaire, science subject teacher evaluation questionnaire, student response questionnaire, multiple choice tests and student learning activity questionnaire, data collection techniques namely test techniques and observation techniques. Data analysis techniques are media feasibility test, normality test, variance homogeneity test and hypothesis test. The results of the study of the feasibility aspects of instructional media, media experts declared worthy of an actual score of 75, material experts declared worthy of an actual score of 73, the subjects of Natural Sciences stated worthy of an actual score of 66, and the average score of actual responses of 4 students was 58.25 . While the results of research on the aspect of learning media testing showed that interactive physics learning media based on macromedia flash 8 was effective on student learning outcomes with an average experimental class score of 70.38 and classical learning completeness of 71.42%. The percentage of active students in the good category with a percentage of 69.09%. When compared with the control class with an average value of 50.37 and classical learning completeness 22.22%. The percentage of active students in the category is sufficient with a percentage of 41.82%.DOI : 10.29408/kpj.v4i1.2275]]>
<![CDATA[Pembelajaran Kreatif Berbasis Student Centered Learning Pada Elektronika Dasar I Melalui Model Problem Based Learning ]]>
<![CDATA[Muh Makhrus]]>;
<![CDATA[Wahyudi Wahyudi]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.1912
<![CDATA[This study aims to measure the ability of soft skills and hard skills of students after attending Elementary Electronics learning through creative learning based on student-cantered learning with problem-based learning models. Research subjects in this study were 25 students of the physics education program University of Mataram. This type of research is a qualitative descriptive and assessment of the ability of soft skills and hard skills carried out by 2 observers based on the assessment of soft skills and hard skills assessment instruments when learning Elementary Electronics is ongoing. Based on the results of the study, learning Basic Electronics I based on student centered learning with problem based learning models combined with the use of livewire 1.1 Pro including learning that can increase student activity. This learning can increase student soft skills and hard skills up to 85% which is included in the very high categoryDOI: 10.29408/kpj.v4i1.1912]]>
<![CDATA[Pengaruh Software Tracker pada Pembelajaran Koefisien Restitusi Berbasis Inkuiri Terbimbing Terhadap Kemampuan Multiple Representations Siswa ]]>
<![CDATA[Yeni Oktaviani]]>;
<![CDATA[Ismu Wahyudi]]>;
<![CDATA[Abdurrahman Abdurrahman]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.1992
<![CDATA[The effect of software tracker on learning coefficient restitution based inquiry guided on ability of multiple representations. Software tracker in learning the restitution coefficient can help to track the motion of objects at a more precise and accurate time, helping students get the track of objects that based on these tracks students can be guided to find concepts or equations of object motion. This study aims to describe how the influence of usingatrackeronguided inquiry based restitution coefficient learning on the ability of multiple representations ( MR ). The population of this research is all grade X students of Muhammadiyah 1 Purbolinggo Senior High School. The sample of thisresearch is students of gradeX MIPA 2 Muhammadiyah 1Purbolinggo Senior High School. The research design used is the One Group Pretest-Post testDesign.Learningis done by practicing guided inquiry of restitutioncoefficien practicum activities,then processing the experimental data byanalyzing the experimental video using a software of tracker. Ability MR of students is obtained from the learning process in the formofpretestand posttest. Analisis data is done using Paired Sample T-Test. Based on the results of the study obtained an average score of ability MR has increasedby 58,64 % with an average N-Gain in the medium category (0,68 ). These results indicate that learning by using a tracker can improve ability MR with good with a significance value of 0.00.DOI: 10.29408/kpj.v4i1.1992]]>
<![CDATA[Pengolahan Sampah Plastik Menjadi Bahan Bakar Minyak (BBM) Dengan Metode Pirolisis Sebagai Energi Alternatif ]]>
<![CDATA[Badrul Wajdi]]>;
<![CDATA[Sapiruddin Sapiruddin]]>;
<![CDATA[Baiq Aryani Novianti]]>;
<![CDATA[Laxmi Zahara]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.2156
<![CDATA[Tujuan penelitian ini untuk mengolah sampah plastik menjadi BBM dengan metode pirolisis sebagai energi alternatif dan mengolah kembali gas hasil pirolisis sebagai sumber energi. Metode penelitian yang digunakan adalah eksperimen. Data hasil penelitian dianalisis dengan cara mengamati secara langsung hasil eksperimen, kemudian menyimpulkan dan menentukan hasil penelitian yang telah dilakukan dengan menggunakan teknik analisis regresi berganda. Parameter yang diamati dalam penelitian ini adalah suhu reaktor, waktu pirolisis, dan densitas minyak plastik. Pirolisis sampah plastik ini menggunakan sampah jenis PolyPropylene dan sampah plastik jenis High Density PolyEthylene. Proses pirolisis dijalankan dalam reaktor yang berisi 0,5 kg plastik dengan variasi suhu 1000 C, 1500 C, 2000 C, 2500 C, dan 3000 C. Untuk menghemat bahan bakar dalam menamaskan reaktor maka digunakan gas sisa pirolisis yang tidak dapat terkondensasi pada tabung kondensor. Hasil penelitian menunjukkan minyak hasil pirolisis terbanyak dari sampah plastik PolyPropylene dan High Density PolyEthylene diperoleh pada suhu operasi 3000 C sebanyak 110 ml dan 145 ml. Waktu tercepat proses pirolisis plastik PolyPropylene adalah 60 menit dengan nilai densitas minyak sebesar 818,181 kg/m3dan plastik High Density PolyEthylene adalah 30 menit dengan nilai densitas minyak sebesar 714,285 kg/m3 serta 551,728 kg/m3. Densitas minyak hasil pirolisis pada plastik PolyPropylene mendekati densitas bahan bakar etanol dan solar masing-masing 777,777 kg/m3 dan 818,181 kg/m3. Sedangkan pada plastik High Density PolyEthylene nilai densitas mendekati bahan bakar bensin sebesar 714,285 kg/m3. Data analisis regresi berganda pada plastik PolyPropylene dan High Density PolyEthylene menunjukkan bahwa suhu, waktu pirolisis dan densitas memiliki hubungan yang sangat kuat dan saling mempengaruhi satu sama lain. DOI : 10.29408/kpj.v4i1.2156]]>
<![CDATA[Validitas Lembar Kerja Mahasiswa Untuk Meningkatkan Literasi Sains Pada Mata Kuliah Fisika Biologi ]]>
<![CDATA[Dewi Dewantara]]>;
<![CDATA[Saiyidah Mahtari]]>;
<![CDATA[Surya Haryandi]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.1722
<![CDATA[The use of student's worksheets in biology physics lectures will contribute to optimizing the achievement of learning objectives in conveying material from lecturers to students and the achievement of scientific literacy skills to students. This article aims to describe the validation of student worksheets in Biology Physics courses to improve student scientific literacy. Development research was carried out in the Lambung Mangkurat University Physics Education Study Program 2019/2020. Validation is one of the processes at the part of the development stage. The validity of student's worksheets is measured using a validation sheet and then determined based on validation by experts which are stated as Valid or invalid. If valid, it will be categorized again as very good, good, enough, less, and not very good. The conclusion of this article is the Student Worksheet for increasing scientific literacy in Physics Biology courses is valid in both categories. Thus this Worksheet can be implemented for further testing at the dissemination stage.DOI: 10.29408/kpj.v4i1.1722]]>
<![CDATA[Analisis Kesulitan Belajar Fisika Materi Elastisitas Dan Hukum Hooke Dalam Penyelesaian Soal - Soal Fisika ]]>
<![CDATA[Alpiana Hidayatulloh]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.1636
<![CDATA[This research aim to analyzw the difficulties faced by XI grade students of MA Yadaro when working on physics problems. Research subject totaled 13 studen. To see the difficulties faced by studens an evaluation testwas conducted in the form of a written test with 5 essay question. Then teh results of the evaluation when analyzed by means of qualitative description analysis. Based on the results of data analysis, the difficulty of students in stage I reached 83.93%, for stage II it reached 86.67%, stage III reached 99.98% while for stage IV it reached 5.0%. The cause of the difficulties experienced by students is that students do not know the use of the formula used, do not understand mathematical operations in solving mathematical problems.DOI: 10.29408/kpj.v4i1.1636]]>
<![CDATA[Pengembangan Alat Peraga Kotak Mitigasi Bencana sebagai Penunjang Pembelajaran Kebencanaan di Sekolah Dasar ]]>
<![CDATA[Syahrial Ayub]]>;
<![CDATA[NNSP Verawati]]>;
<![CDATA[Jannatin Ardhuha]]>;
<![CDATA[Muhammad Zuhdi]]>
<![CDATA[ Kappa Journal Vol 4 No 1 (2020): Juni ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v4i1.1998
<![CDATA[The purpose of this research is to develop a tool for disaster mitigation box as a support for learning disaster in elementary schools. This research uses the R&D approach according to Borg & Gall, which includes the step of development, pilot testing, and the final testing. In The development stage, resulted in seven aspects of the mitigation box namely a disaster poster, disaster impact poster, evacuation map, symbols for evacuation, newspaper clippings, disaster stories and songs about disasters. The seven aspects are declared very feasible to use in disaster learning. The trial phase is a limited trial. Limited trials were carried out 2 times to 32 students in grade III of SD Negeri 6 Mataram. In this limited trial it was stated that this disaster mitigation box was very suitable for learning. Disaster mitigation box testing phase is the stage to determine the effect of the use of disaster mitigation boxes to increase disaster awareness. Increased disaster awareness is determined based on the gain score. The results of the study concluded that the gain score for implementing the disaster mitigation box was 0.50 (medium). The development of the disaster mitigation box teaching aid received a good response from students by 80.80% and according to observers the learning went very well. The results of the research and validation test of learning development experts using disaster mitigation box props are worthy to be used as references in disaster learning.DOI: 10.29408/kpj.v4i1.1998]]>
