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<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe STAD dan Jigsaw Terhadap Penguasaan Konsep Fisika ]]>
<![CDATA[Nur Fadilah Aning Detri]]>;
<![CDATA[Ni Nyoman Sri Putu Verawati]]>;
<![CDATA[Satutik Rahayu]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 6, No 2: December 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v6i2.1146
<![CDATA[[Title: The Effect of STAD and Jigsaw Cooperative Learning Model on the Physics Concepts Mastery]. This research aims to determine the influence of cooperative learning model of STAD and Jigsaw type through physics concept mastery of XI grade students in SMAN 1 Kediri. This type of research is the quasi experimental with posttest only control group design. The population of this research is all students of XI grade in SMAN 1 Kediri of 2018/2019 year of lesson with cluster random sampling taking technique. There are two samples that is the class that given treatment by cooperative learning model STAD’s type (class experiment 1) and class that given treatment by Jigsaw’s type (class experiment 2). The result revealed that the mean score of the post-test for concept mastery for two class in row are 73.69 and 61.07. The two class was homogeny and normal disrtribution. The research hypothesis was tested using t-test polled variances. The result showed that the value of ttab was higher than tarith, (2.841>2.021) at 5% as significancy, that mean H0 rejected and Ha received. Based on result of data analysis and discussion, the conclusion are there was an effect between cooperative learning model STAD and Jigsaw type through physics concept mastery of XI grade students in SMAN 1 Kediri.]]>
<![CDATA[The Effect of the Type and Composition of the Adhesive on the Physical Properties and the Rate of Combustion Hyacinth Biobriquettes ]]>
<![CDATA[Lalu Muhamad Alfian Ramdani]]>;
<![CDATA[Sukainil Ahzan]]>;
<![CDATA[Dwi Sabda Budi Prasetya]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 8, No 2: December 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v8i2.2786
<![CDATA[This study aimed to identify the effects of variety and composition of the adhesive used to the physical properties and the rate of combustion hyacinth biobriquettes. The physical properties referred to are water content, density and heating value. This research is an experimental study with a literacy study conducted in 3 stages, preparing tools and materials, making biobriquettes, and testing biobriquettes. The main ingredients used in the manufacture of biobriquettes are water hyacinth which is obtained at the Batujai Dam, Central Lombok Regency and the adhesive materials used are wheat flour, tapioca flour and cement. The method used to test the water content and density of the biobriquette was oven, while the calorific value and the rate of combustion were by heating water from the biobriquette combustion. The results showed that the biobriquette water content ranged from 5.138% - 13.953%, density 0.412 g/cm3 - 0.513 g/cm3, calorific value 2984.520 cal - 4476.780 cal, and combustion rate 0.029543 g/s - 0.042431 g/s. Based on the test results, it is known that the addition of adhesive material causes the water content, density, and combustion rate of the biobriquette to increase but the calorific value tends to decrease.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN LANGSUNG (DIRECT INSTRUCTION) DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PEMAHAMAN KONSEP SISWA ]]>
<![CDATA[Nurkomaria Purnamasari]]>;
<![CDATA[Habibi Habibi]]>;
<![CDATA[Samsun Hidayat]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 4, No 2: December 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v4i2.85
<![CDATA[This research aimed to know the effect of direct instruction model with contextual approach toward students concept comprehension in class XI SMA PGRI Sape. The method of this research was quasy-experimental with research design was pretest-posttest control group design. Population of this research is taken from all students in grade XI IPA. The research sample used was a class XI IPA 3 as an experimental class and class XI IPA 1 as the control class. The sampling technique using Simple Random Sampling. The technique of data colletion used instrument test in the form of essays. Analysis of data using homogenity, normality test, hypothesis testing. Hypothesis test (t-test) students concept comprehension obtained t = 9.67 ≥ table = 2.002. It can be concluded that the direct instruction model with contextual approach significantly affect students concept comprehension.PENGARUH MODEL PEMBELAJARAN LANGSUNG (DIRECT INSTRUCTION) DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PEMAHAMAN KONSEP SISWA]]>
<![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[Pengaruh Model Pembelajaran Aktif Berbasis Inkuiri (ABI) Terhadap Kemampuan Berpikir Kritis Siswa ]]>
<![CDATA[Indah Dharmawati]]>;
<![CDATA[Saiful Prayogi]]>;
<![CDATA[Samsun Hidayat]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 6, No 1: June 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v6i1.930
<![CDATA[[Title: The Effect of Inquiry-Based Active Learning (ABI) on Students' Critical Thinking Ability]. The critical thinking ability is the ability to learn and analyze information through skills: interpretation, analysis, evaluation, inference, explanation and self-regulation. Inquiry-based active learning model (ABI) is a learning model that accumulates active and inquiry learning which aims to develop students critical thinking ability through phases: 1) introduction and establishing sets; 2) presenting cognitive conflicts; 3) submitting the hypothesis; 4) collecting data (experiment) for hypothesis testing; 5) formulate explanations and/or conclusions; 6) reflection. This research aims to determine the effect of inquiry-based active learning model (ABI) on students’ critical thinking ability. This research is quantitative research (quasi-experiments), this experimental research uses pretest-posttest control group design. This research is used cluster random sampling. The sample in this research amounted to 37 students as experimental class and 34 students as control class. The inferential analysis is used to test the influence of inquiry-based active learning model (ABI) in a review of improvement of students’ critical thinking ability. Hypothesis test results also show t-test value lower than t-table value, so it can be stated that the Inquiry-Based Aktive Learning Model (ABI) has a positive effect on critical thinking ability of X-GEO at SMKN 3 Mataram school year 2017/2018.]]>
<![CDATA[Learning Tools with Inquiry Models Integrated of Character Education ]]>
<![CDATA[Irham Azmi]]>;
<![CDATA[A. Wahab Jufri]]>;
<![CDATA[Muh. Makhrus]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 8, No 1: June 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v8i1.2750
<![CDATA[This study aimed to describe the characteristics and validity of learning tools with inquiry models integrated of character education that is used in learning at junior high school level. The intended learning tools include syllabus, lesson plans, teaching materials, student worksheets, and scientific creativity test instruments. This research is an evaluative descriptive study that describes the characteristics and evaluates the quality of the validity of learning tools. The learning tools validation process involves three validators who validate the learning tools on aspects of content validity and construct validity. The validation results show that the validator's assessment of the learning framework developed in the aspects of content validity and construct validity are categorized as very valid with an average range of scores of ˃85%, with a percentage of agreement ˃75%. The results of this study can be used as a foundation that the learning tools with inquiry models integrated of character education can be implemented in the field.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN 5E UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Saiful Prayogi]]>;
<![CDATA[Samsun Hidayat]]>;
<![CDATA[Armansyah Armansyah]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 1, No 1: June 2013 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v1i1.71
<![CDATA[This study aims to improve learning outcomes and critical thinking skills of students SMPN 18 Mataram Academic Year 2012/2013 through the implementation of 5E learning model. The type of research used is classroom action research (PTK). This research is conducted in a cycle consisting of planning, implementation, observation, and reflection. Data on cognitive learning outcomes were obtained from multiple choice tests and critical thinking skills using critical thinking skills tests. The subjects of the research are students of class VIII-A which is 19 people. The results showed that there was an increase in learning outcomes and critical thinking skills due to the 5E learning model. In the first cycle of classical completeness cognitive learning outcomes is 94% and the average value of 82 is categorized completely. Furthermore, critical thinking ability in the first cycle is worth an average of 76 that is completely categorized. It can be concluded that the 5E learning model has been able to improve learning outcomes and students' creative thinking ability.]]>
<![CDATA[Karakterisasi Komposit Aluminium Berpenguat Al2O3 Nanokristalin Hasil Kopresipitasi ]]>
<![CDATA[Noer Af'idah]]>;
<![CDATA[Oktaffi Arinna Manasikana]]>;
<![CDATA[Elly Indahwati]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 10, No 1: June 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v10i1.5361
<![CDATA[Pada saat ini kebutuhan terhadap komponen yang memiliki kemampuan struktural yang baik tetapi ringan telah mendorong perkembangan rekayasa material komposit bermatrik logam, salah satunya adalah komposit bermatrik aluminium. Penelitian ini dilakukan dengan tujuan untuk mengetahui pengaruh penguat Al2O3 nanokristalin hasil kopresipitasi terhadap sifat mekanik dan densitas dari komposit bermatrik aluminium. Berdasarkan hasil XRD (X-Ray Difractometer) menunjukkan bahwa serbuk Al2O3 (alumina) yang disintesis dengan menggunakan metode kopresipitasi mempunyai ukuran kristal di bawah 100 nm. Selanjutnya serbuk alumina hasil kopresipitasi ini digunakan sebagai penguat (filler) dalam fabrikasi komposit bermatrik aluminium. Komposit difabrikasi dengan menggunakan metode metalurgi serbuk dan metode pencampuran basah (wet mixing) dengan media pencampur etanol. Campuran serbuk komposit dimasukkan dalam cetakan dengan diberi gaya tekan sebesar 15 KN selama 15 menit. Tahap pemanasan dilakukan dua kali yaitu pre-sintering pada suhu 2000C dan 4000C masing-masing 20 menit serta tahap sintering pada suhu 5000C selama 1 jam. Komposit aluminium dengan penguat alumina mikrokristalin juga dibuat sebagai pembanding. Hasil pengukuran densitas nanokomposit menunjukkan adanya peningkatan sebesar 1,74% dari mikrokomposit, sedangkan dari hasil uji kekerasan menggunakan microhardness tester menunjukkan peningkatan sebesar 37,98% dari mikrokomposit sebagai sampel pembanding.Characterization of Coprecipitation Nanocrystalline Al2O3 Reinforced Aluminum CompositeAbstractAt this time, the need for components with good structural capabilities but are light in weight has encouraged the development of metal matrix composite material engineering, one of which is aluminum matrix composites. The purpose of this research was to determine the effect of coprecipitation nanocrystalline Al2O3 reinforcement on the mechanical properties and density of aluminum matrix composites. Based on the results of XRD (X-Ray Diffractometer) showed that Al2O3 (alumina) powder synthesized using the coprecipitation method had a crystal size below 100 nm. Furthermore, the coprecipitation alumina powder is used as a filler to fabricate aluminum matrix composites. This aluminum matrix composite was fabricated using the powder metallurgy method and wet mixing method with ethanol mixing media. The composite powder mixture was put into the mold with a compressive force of 15 KN for 15 minutes. The heating stage was carried out twice, namely pre-sintering at a temperature of 2000C and 4000C each for 20 minutes and the sintering stage at 5000C for 1 hour. An aluminum composite with microcrystalline alumina reinforcement was also made for comparison. The results of the measurement of the density of the nanocomposite showed an increase of 1.74% from the micro composite, while the hardness test using the microhardness tester showed an increase of 37.98% from the micro composite as a comparison sample.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS LABORATORIUM DAN PENGARUHNYA TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK SMA NEGERI 8 MATARAM ]]>
<![CDATA[Nevi Ernita]]>;
<![CDATA[Ahmad Harjono]]>;
<![CDATA[Nyoman Sridana]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 1, No 2: December 2013 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v1i2.205
<![CDATA[This study aims to determine: (1) The effect of guided inquiry learning model based on real laboratory and virtual laboratory on students' cognitive learning outcomes; (2) Effects of guided inquiry learning model based on real laboratory and virtual laboratory on students' psychomotor learning outcomes. The study sample consisted of the first experimental class of 34 students and the second class of 33 students. This research used randomized post-test control group design. Data were analyzed using independent sample t-test statistic technique with SPSS 19 for windows. The result of statistical analysis at 5% significant level shows: (1) the t-test value for the cognitive domain of -2.407 at sig.0.019; (2) the t-test value for the psychomotor domain is -5.595 on the sig. 0.00. However it can be concluded: (1) There is a significant difference in the cognitive learning outcomes of physics learners using guided inquiry based inquiry model based on real laboratory and virtual lab; (2) there is a significant difference in psychomotor learning result of physics learners using guided inquiry model based on real laboratory and virtual lab.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GI (GROUP INVESTIGATION) TERHADAP KETERAMPILAN GENERIK SAINS SISWA ]]>
<![CDATA[Sari’ah Sari’ah]]>;
<![CDATA[Saiful Prayogi]]>;
<![CDATA[Sukainil Ahzan]]>
<![CDATA[ Lensa: Jurnal Kependidikan Fisika Vol 3, No 2: December 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/j-lkf.v3i2.385
<![CDATA[The purpose of this study was to determine the effect of cooperative learning model of group investigation type against scince generic skills of students. This research was a quasi-experimental. The population in the study was a grade VIII MTS Nurul Falah NW Lajut with 36 students. Sampling was derived by random sampling where the 16 students of VIII A as on experimental class and VIII B as a control class with 20 students.Based on pretest data analysis, obtained an average value of 31,25 experimental class and control class was 42,2.Posttest analysis showed an average grade of 65,75 experimental and control class was 61,6. The data analysis technique was t-test. It show t- test= 5,80 and t-table = 1,67. Because of t-count is greater than the t- table, it can be concluded that there were the effect of cooperative learning model of group investigation generic against science skills of student.]]>
