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<![CDATA[EFEKTIFITAS MODEL PEMBELAJARAN PERUBAHAN KONSEPTUAL UNTUK MENGATASI MISKONSEPSI FISIKA PADA SISWA KELAS X SMAN 1 PRAYA BARAT TAHUN PELAJARAN 2012/2013 ]]>
<![CDATA[Dwi Pebrianti]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.296
<![CDATA[The aim of this research is to know the influence of problem based learning model assist with interactive simulation to concept comprehension and science generic skill of student. Data analysis used is t-test, by comparing the quarrel of mean from the result of pre-test and post-test. From t-test calculation in concept comprehension and science generic skill, the result is tcount > ttable, it means Ha accepted and Ho failed. In addition, concept comprehension and science generic skill score average in experimental class is higher. So, problem based learning model assist with interactive simulation is better to improve concept comprehension and science generic skill of student.]]>
<![CDATA[ANALISIS HASIL BELAJAR KOGNITIF MAHASISWA PADA PERKULIAHAN STRATEGI PEMBELAJARAN FISIKA BERPOLA LESSON STUDY ]]>
<![CDATA[Hikmawati Hikmawati]]>;
<![CDATA[Kesipuddin Kesipuddin]]>;
<![CDATA[Satutik Rahayu]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.308
<![CDATA[The purpose of this study was to analyze the students' cognitive learning outcomes in the lesson study of Physical Learning Strategy. The subjects of the study consisted of 62 students at the Physics Learning Physics Year 2013/2014 at FKIP UNRAM. The pattern of lesson study has been done for two cycles. Each cycle consists of three stages: plan, do, see. At the end of each cycle has been given a test to determine the level of mastery of student competence. The results showed that there was an increase in cognitive learning outcomes from cycle I to cycle II. In the first cycle evaluation (Cooperative learning model) obtained an average score of 71 (grade B) and on the second cycle (Problem-Based Learning Model) obtained an average score of 77 (grade B +). Therefore, the lesson study pattern needs to be developed as a way to improve the quality of education that never ends (continuous improvement).]]>
<![CDATA[PEMETAAN PENCEMARAN LINDI MENGGUNAKAN METODE GEOLISTRIK 3 DIMENSI ]]>
<![CDATA[Alfina Taurida Alaydrus]]>;
<![CDATA[Suhayat Minardi]]>;
<![CDATA[Teguh Ardianto]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.301
<![CDATA[One of the impacts of waste management is the presence of side-residual landfill waste that causes pollution potential of pollutants results in the form of decaying garbage leachate. This contamination occurs around the landfill Kebon Kongok impacting environmental degradation around the landfill area. To determine the extent to which and how the subsurface conditions around the landfill Kebon Kongok it will do the mapping and modeling using 3-dimensional (3D) geoelectrical method. The study was conducted on 3 pieces of lines are trending relative Southwest-Northeast. Each track has a length of 150m and retrieval of data using a dipole – dipole configuration-with spacing of 10m length. Resistivity measurements carried out with resistivitimeter GL-4100 GSound type and processed with software Res3Dinv. From the analysis it can be concluded that the entire study area has been contaminated by leachate polution, especially in the surface layer to a depth of 13.9 meters.]]>
<![CDATA[PENGEMBANGAN MODUL PENGANTAR STATISTIK DESKRIPTIF PADA MATA KULIAH STATISTIK DASAR UNTUK MAHASISWA PENDIDIKANFISIKA UNIVERSITAS MATARAM ]]>
<![CDATA[Satutik Rahayu]]>;
<![CDATA[Ahmad Harjono]]>;
<![CDATA[Sutrio Sutrio]]>;
<![CDATA[I Wayan Gunada]]>;
<![CDATA[Hikmawati Hikmawati]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.309
<![CDATA[This study aims to produce a module product 'introduction of descriptive statistics' on the basic statistics course for physics education students’ academic year 2013/2014. This research uses 4-D model which consists of four stages: 1. Define, 2. Design, 3. Develop, and 4. Disseminate. The subjects are students studying basic statistics courses in the third semester. Data analysis using descriptive analysis and percentage. The results showed that the student response to the module was 71.5% (strongly agree), and 28.5% (agree). Therefore, we conclude that the modules that have been developed are ready for dissemination]]>
<![CDATA[MEDIA KOMIK TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Amirulmukminin Amirulmukminin]]>;
<![CDATA[Syahrir Syahrir]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.303
<![CDATA[The purpose of this study is to determine the effect of comic media on student learning outcomes of class VII MTs School Year 2012/2013. The type of research used is experimental research. The random sampling technique is performed to determine the experimental and control classes. Therefore, VII-A as the experimental class and VII-B is the control class. The experimental class uses comic media as a teaching material for students. Comic media means to design triangle material in comic form. The results showed that U-test (118.5) > U-table (112). We conclude that there is no effect of the use of comic media on students' mathematics learning outcomes.]]>
<![CDATA[REVIU LITERATUR TENTANG KETERAMPILAN PROSES SAINS ]]>
<![CDATA[Ni Nyoman Sri Vutu Verawati]]>;
<![CDATA[Saiful Prayogi]]>;
<![CDATA[Muhammad Asy’ari]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.310
<![CDATA[This article describes scientific learning that focuses on the implementation of learning on scientific principles to build students' thinking skills in accordance with the 2013 curriculum. The essence of science education becomes the main foundation of the importance of teaching science process skills in learning. Scientific skills that are important to train learners in conducting scientific activities. These skills include, 1) observing; 2) interpret; 3) predict; 4) using tools and materials; 5) apply the concept; 6) planning research; 7) communicate.]]>
<![CDATA[PERBEDAAN HASIL BELAJAR MATA KULIAH GELOMBANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF BERBASIS INQUIRI MAHASISWA PENDIDIKAN FISIKA. ]]>
<![CDATA[Syifa’ul Gummah]]>;
<![CDATA[Sukainil Ahzan]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.293
<![CDATA[This study aims to determine the difference in learning outcomes of 'Wave courses' between groups of students using cooperative learning models based on inquiry and conventional methods. The sample of this research is Student of Physics Education Department in FPMIPA IKIP Mataram class A and B determined by random sampling technique. Data retrieval was performed with tests for cognitive learning outcomes. Research data were taken through pre-test and post-test scores. The research hypothesis was tested by using t test statistic. The results showed that there were differences in students' cognitive learning outcomes between groups of cooperative learning models based on inquiry with conventional learning model expressed by t-test (2.36)> t-table (1.96) at 5% significance level.]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTION BERBANTUAN MEDIA ANIMASI TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMP NEGERI 1 BATU LAYAR ]]>
<![CDATA[Imam Maksum Al Maliki]]>;
<![CDATA[Aris Doyan]]>;
<![CDATA[Jannatin ‘Ardhuha]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.306
<![CDATA[This study is a quasi experimental study that aims to determine the effect of using direct instruction model with animation media to the academic achievement of physiscs in student class VIII SMP Negeri 1 Batu Layar. The population in this study were all students of class VIII SMP Negeri 1 Batu Layar that were 87 students. Whereas the students of class VIIIA which are 22 students as the experimental group and 22 students of class VIIIC as a control group. Sampling methode was random cluster sampling. The Research design using pre-test - post-test control group design. Based on Pre-test result, the average mark of class VIIIA and class VIIIC were 24.70 and 28.95, respectively. Post-test result gave the information that the average mark of class VIIIA and class VIIIC were 79.29 and 71.62 respectively. Research hypotesis was analyzed using polled varians t-test. It can be concluded that there was a different in physics academic achievement between experimental group and control group, where the experimental group using direct instruction model with animation media as the treatment and the control group using direct instruction only. The academic achievement of experimental group were better than control group, it can be a reason to say that the treatment by using direct instruction model with animation media gave the positive effect to the academic achievement of physiscs in student class VIII SMP Negeri 1 Batu Layar.]]>
<![CDATA[PERBEDAAN HASIL BELAJAR ANTARA GAYA BERPIKIR DIVERGEN DAN KONVERGEN MATA KULIAH GELOMBANG MAHASISWA PENDIDIKAN FISIKA ]]>
<![CDATA[Sukainil Ahzan]]>;
<![CDATA[Syifa’ul Gummah]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.294
<![CDATA[This study aims to determine differences in student learning outcomes between divergent and convergent thinking styles. The sample of research is the fourth semester students in the Department of Physics Education IKIP Mataram. The experimental design uses a pre-test-post-test one-group design. The data analyzed is the result of cognitive learning and questionnaire of students' thinking character. The research hypothesis was tested by using t test statistic. The result of data analysis can be concluded that there is no difference between learning achievement with convergent and divergent thinking style.]]>
<![CDATA[IDENTIFIKASI TINGKAT KESULITAN BELAJAR FISIKA POKOK BAHASAN GERAK PADA SISWA KELAS VII SMP NEGERI 13 MATARAM ]]>
<![CDATA[Muhaemin Muhaemin]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v2i1.307
<![CDATA[The study aims to describe the types of learning difficulties and their presentations on the subject of "motion". The sample in this research is the second grade students at secondary high school as much as 2 (two) classes. The data that has been analyzed is the percentage of student error. The results indicated that the types of learning difficulties experienced are: difficulty to understand concepts, reading and understanding graphs, analyzing problems, using formulas, and calculations. The level of learning difficulties on the subject of "motion" from sub-subjects difficult to the easiest are: Straight-Changed Motion (50.64%), velocity and speed (44.01%), Regular Straight Motion (43.87%) and Position and Displacement (35.08%). The average of students' learning difficulty is (43.40%). We conclude that many students have difficulty learning on the subject of Motion.]]>
