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Muhammad Asy'ari
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Program Studi Pendidikan Fisika, FSTT Universitas Pendidikan Mandalika Jl. Pemuda No. 59A Mataram, 83125
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Lensa: Jurnal Kependidikan Fisika
Published by Universitas Pendidikan Mandalika
ISSN : 23384417     EISSN : 26860937     DOI : https://doi.org/10.33394/j-lkf
Core Subject : Science, Education, Social, Engineering,
Astronomy Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Physics
Lensa: Jurnal Kependidikan Fisika (J-LKF) published by the Physics Education Study Program UNDIKMA. J-LKF publishes every 6 months including the study of science and education in the field of physics specifically and natural and applied sciences in general.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "Vol 10, No 2: December 2022" : 3 Documents clear
Meningkatkan Hasil Belajar Fisika Melalui Model Konstruktivisme dengan Pendekatan Pemecahan Masalah Muhammad Asy'ari; Muhali Muhali
Lensa: Jurnal Kependidikan Fisika Vol 10, No 2: December 2022
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v10i2.6870

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan model pembelajaran konstruktivisme (MPK) dengan pendekatan pemecahan masalah (PM). Jenis penelitian ini adalah penelitian tindakan kelas (PTK) yang dilakukan dalam 2 (dua) siklus, setiap siklus terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian ini dilakukan pada siswa kelas XI IPA MAN 3 Lombok Tengah, sebanyak 30 orang. Instrumen penelitian terdiri dari lembar penilaian keterlaksanaan pembelajaran, lembar penilaian aktivitas belajar siswa, dan tes hasil belajar kognitif siswa pada materi getaran dan gelombang. Data dikumpulkan dengan teknik observasi dan teknik tes. Teknik observasi dilakukan untuk mendapatkan data keterlaksanaan pembelajaran dan aktivitas belajar siswa yang dibelajarkan dengan MPK-PM, sedangkan teknik tes digunakan untuk mendapatkan data hasil belajar kognitif siswa. Hasil penelitian menunjukkan pada siklus I, keterlaksanaan pembelajaran rata-rata 2,925 dengan kategori baik, aktivitas belajar siswa rata-rata 2,420 kategori cukup aktif, dan hasil belajar siswa rata-rata 72,650 dengan kategori baik, sedangkan pada siklus II, keterlaksanaan pembelajaran rata-rata 3,291 dengan kategori baik, aktivitas belajar siswa rata-rata 2,985 kategori aktif, dan hasil belajar siswa rata-rata 78,680 kategori sangat baik. Terjadi peningkatan hasil belajar dan aktivitas siswa dari siklus I ke siklus II (86.67 %). Dengan demikian, penerapan MPK-PM dapat meningkatkan hasil belajar siswa kelas XI IPA MAN 3 Lombok Tengah pada pembelajaran fisika materi getaran dan gelombang.Improving Physics Learning Outcomes through the Constructivism Model with a Problem Solving ApproachAbstractThis study aims to improve student learning outcomes through the application of the constructivism learning model (MPK) with a problem solving approach (PM). This type of research is classroom action research (PTK) which is conducted in 2 (two) cycles, each cycle consisting of planning, implementation, observation, and reflection stages. This research was conducted on students of class XI IPA MAN 3 Central Lombok, as many as 30 people. The research instrument consisted of learning implementation assessment sheets, student learning activity assessment sheets, and tests of students' cognitive learning outcomes on vibration and wave material. Data was collected by observation techniques and test techniques. Observation techniques are used to obtain data on the implementation of learning and student learning activities taught by MPK-PM, while test techniques are used to obtain data on students' cognitive learning outcomes. The results showed that in the first cycle, the average learning achievement was 2.925 in the good category, the average student learning activity was 2.420 in the fairly active category, and the average student learning outcomes were 72.650 in the good category, while in the second cycle, the average learning implementation 3,291 in the good category, the average student learning activity is 2,985 in the active category, and the average student learning outcomes are 78,680 in the very good category. There was an increase in student learning outcomes and activities from cycle I to cycle II. Thus, the application of MPK-PM can improve student learning outcomes of class XI IPA MAN 3 Central Lombok in learning physics subject to vibration and waves.
Validitas Perangkat Pembelajaran Berbasis Masalah Berbantuan Alat Peraga Suhu dan Kalor Untuk Meningkatkan Penguasaan Konsep Peserta Didik Baiti Syamsinar Zaidah; Susilawati Susilawati; Sutrio Sutrio
Lensa: Jurnal Kependidikan Fisika Vol 10, No 2: December 2022
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v10i2.6805

Abstract

This study aims to produce products in the form of problem based learning devices assisted by temperature and heat visual aids that are valid to improve students' mastery of concepts. This research is a type of research and development (R&D) using the 4D model which consists of the define stage, design stage, develop stage, and disseminate stage. This device was developed for temperature and heat matter. In this article, it is only done up to the Develop stage. The research instrument used is a validation sheet. The data collection technique used a validation sheet which was filled out by 3 expert validators and 3 practitioner validators using a Likert scale. Improved mastery of concepts is measured based on indicators, remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5) and creating (C6). Based on the analysis of validation results by expert validators and practitioner validators, it was obtained an average validity percentage of 83.5% in the very good category and mastery of the concept increased by 72% in the high category. Thus, it can be concluded that problem-based learning devices assisted by visual aids are very valid to use in learning.The Validity of Problem-Based Learning Devices Assisted by Temperature and Heat Teaching Aids to Improve Students' Mastery of ConceptsAbstractPenelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran berbasis masalah berbantuan alat peraga suhu dan kalor yang valid untuk meningkatkan penguasaan konsep pesertadidik. Penelitian ini merupakan jenis penelitian pengembangan atau Research and Development (R&D) dengan menggunakan model 4D yang terdiri dari tahap pendefinisian (Define), tahan perancangan (Design), tahap pengembangan (Develop), dan tahap penyebaran (Dessiminate) . Perangkat ini dikembangkan untuk materi suhu dan kalor. Pada artikel ini hanya dilakukan sampai pada tahap Develop saja. Instrumen penelitian yang digunakan adalah lembar validasi. Teknik pengumpulan data menggunakan lembar validasi yang diisi oleh 3 validator ahli dan 3 validator praktisi menggunakan skala Likert. Peningkatan penguasaan konsep diukur berdasarkan indikator, mengingat (C1), memahami (C2), mengaplikasikan (C3), menganalisis (C4), mengevaluasi (C5) dan mencipta (C6). Berdasarkan analisis hasil validasi oleh validator ahli dan validator praktisi diperoleh nilai rata-rata persentase kevalidan sebesar 83,5% dengan kategori sangat baik dan penguasaan konsep mengalami peningkatan sebesar 72% dengan kategori tinggi. Dengan demikian, dapat disimpulkan bahwa perangkat pembelajaran berbasis masalah berbantuan alat peraga sangat valid digunakan dalam pembelajaran.
Meta-Analisis Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Fisika Pada Siswa Rodearna Siregar; Marissa Sirait; Natasya Audina
Lensa: Jurnal Kependidikan Fisika Vol 10, No 2: December 2022
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v10i2.6305

Abstract

Pengaruh perkembangan abad ke-21 memberikan perubahan terhadap berbagai aspek salah satunya pada pendidikan. Keterampilan abad 21 yaitu kemampuan memecahkan masalah meliputi identifikasi masalah, memilih, mengevalauasi, mengorganisir, dan mempertimbangkan berbagai alternatif pemecahan masalah. Kemampuan pemecahan masalah Fisika pada siswa masih tergolong kategori rendah. Kemampuan memecahkan masalah tersebut dapat dibangun serta ditingkatkan melalui penggunaan model pembelajaran Problem Based-Learning (PBL). Penelitian ini dilakukan untuk menganalisis pengaruh penggunaan model Problem Based Learning terhadap kemampuan pemecahan masalah Fisika pada siswa. Metode yang digunakan pada penelitian ini adalah meta analisis. Meta analisis dilakukan dengan cara merangkum data penelitian yang sudah ada sebelumnya. Pengumpulan data dilakukan dengan mengkaji dan menelusuri sepuluh artikel online yang mengkaji pengaruh Model Problem Based Learning terhadap kemampuan pememecahan masalah fisika pada materi Fluida. Hasil meta analisis yang dilakukan menunjukkan bahwa terdapat pengaruh pembelajaran dengan model Problem Based Learning terhadap peningkatan kemampuan pemecahan masalah Fisika pada siswa.Meta-Analysis of the Effect of Problem Based Learning Models on Students' Physics Problem Solving AbilityAbstractThe influence of the development of the 21st century has made changes to various aspects, one of which is education. 21st century skills, namely the ability to solve problems including identifying problems, selecting, evaluating, organizing, and considering various alternative solutions to problems. The ability to solve physics problems in students is still in the low category. The ability to solve these problems can be built and enhanced through the use of Problem Based-Learning (PBL) learning models. This research was conducted to analyze the effect of using the Problem Based Learning model on students' Physics problem solving abilities. The method used in this research is meta-analysis. Meta-analysis is carried out by summarizing pre-existing research data. Data collection was carried out by reviewing and tracing ten online articles that examined the effect of the Problem Based Learning Model on the ability to solve physics problems in Fluids material. The results of the meta-analysis carried out showed that there was an effect of learning with the Problem Based Learning model on increasing students' Physics problem-solving abilities.

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