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Jurnal Pendidikan Fisika
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 30259215     DOI : -
Core Subject : Science, Education,
Education Physics
Jurnal Pendidikan Fisika merupakan jurnal yang dikelola oleh Program Studi Pendidikan Fisika, Departemen Pendidikan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Yogyakarta. Jurnal ini menerbitkan karya ilmiah atau artikel dari hasil penelitian bidang pendidikan fisika. Prosedur penerbitan dalam jurnal ini melalui peer-review dan menerapkan etika penerbitan ilmiah sebagaimana ditetapkan oleh Committee on Publication Ethics (COPE). Ruang lingkup artikel dalam jurnal ini adalah pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 211 Documents
 12   13   14   15   16 
PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR ASPEK KOGNITIF DAN SIKAP ILMIAH Pratiwi, Dian; Suparwoto, Suparwoto
Jurnal Pendidikan Fisika Vol 10, No 2 (2023): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpf.v10i2.11236

Abstract

Abstrak Penelitian ini bertujuan untuk mendeskripsikan (1) kelayakan perangkat pembelajaran fisika model discovery learning untuk meningkatkan hasil belajar aspek kognitif dan sikap ilmiah, (2) peningkatan hasil belajar aspek kognitif peserta didik, dan (3) peningkatan sikap ilmiah peserta didik. Penelitian ini merupakan penelitian pengembangan (RD) dengan 4D Models (define, design, develop disseminate) yang mengacu pada Thiagarajan, Semmel-Semmel (1974). Perangkat pembelajaran yang dikembangkan berupa RPP, buku siswa dan buku guru. Perangkat yang telah valid dan reliabel kemudian diujicobakan dengan menggunakan setting penelitian tindakan kelas (PTK) dengan 2 siklus, dengan kolaborasi antara peneliti, guru, dosen pembimbing dan peserta didik. Analisis data penelitian dilakukan dengan mencari effect size yang diwakili oleh nilai Cohen’s d. Hasil penelitian ini menyimpulkan (1) telah diperoleh perangkat pembelajaran fisika model discovery learning untuk meningkatkan hasil belajar aspek kognitif dan sikap ilmiah, (2) peningkatan dalam kategori sedang (Cohen d’s 0,519) pada hasil belajar aspek kognitif peserta didik, (3) peningkatan dalam kategori sangat tinggi (Cohen d’s 1,21) pada sikap ilmiah peserta didik. Kata kunci: Discovery learning, hasil belajar aspek kognitif, sikap ilmiah Abstract This research is intended to describe (1) the worthiness of discovery learning model of physics instructional set to improve the cognitive aspect of learning outcome and scientific attitude, (2) the improvement of students’ cognitive aspect of learning outcome, and (3) the improvement of students’ scientific attitude. This research was categorized as Research and Development (RD) with 4-D Model (define, design, develop, disseminate) which refers to Thiagarajan, Semmel-Semmel (1974). The development of instructional set was in the form of a lesson plan, students' book, and teachers' book. The valid and reliable instructional set was then tested by using the Classroom Action Research settings with two cycles by the collaboration between the researcher, the teacher, the academic adviser and the students. The result of this research concluded that (1) the discovery learning model of physics instructional set to improve the cognitive aspect of learning outcome and scientific attitude has been obtained, (2) a medium improvement (Cohen d’s 0,519) of the cognitive aspect of the learning outcome, and (3) a very large improvement (Cohen d’s 1,21) of the scientific attitude. Keywords: Discovery learning, cognitive aspect of learning outcome, scientific attitude
PENGARUH PEMBELAJARAN MODEL LEARNING CYCLE 5E TERHADAP PENINGKATAN MINAT DAN HASIL BELAJAR PESERTA DIDIK KELAS XI SMK N 2 YOGYAKARTA THE EFFECT OF LEARNING CYCLE 5E MODEL BASED ON THE IMPROVEMENT OF INTEREST AND LEARNING OUTCOMES AT XI CLASS VOCATIONAL HIGH SCHOOL 2 YOGYAKARTA Puspa Indah Devitasari; supahar supahar
Jurnal Pendidikan Fisika Vol 6, No 5 (2017): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui adanya pengaruh pembelajaran fisika model learning cycle 5Eterhadap minat belajar dan hasil belajar ranah kognitif serta mengetahui keefektifan model tersebut. Penelitian ini merupakan penelitian quasi eksperimen pada peserta didik di SMK N 2 Yogyakarta dengan populasi 576 peserta didik yang terdistribusi merata pada 18 kelas.Teknik pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling pada peserta didik kelas XI TGB 1, kelas XI TGB 2, dan kelas TGB 3.Kelas eksperimen diberi pembelajaran model learning cycle 5E dan kelas kontrol diberi pembelajaran model konvensional, seperti yang biasa dilaksanakan di sekolah berupa ceramah dan demonstrasi.Penelitian dilakukan di SMK N 2 Yogyakarta semester ganjil tahun ajaran 2016/2017.Instrumen penelitian yang digunakan berupa tes, angket, dan lembar observasi.Penelitian ini menggunakan analisis MANOVA, Post Hoc dan General Linear Model–mixed design untuk menguji hipotesis penelitian.Hasil penelitian menunjukkan bahwa: 1)terdapat pengaruh model pembelajaran learning cycle 5E terhadap peningkatan minat belajar dan hasil belajar ranah kognitif pembelajaran fisika peserta didik 2) model pembelajaran fisika learning cycle 5Etidak lebih efektif daripada model pembelajaran konvensional ditinjau dari peningkatan minat belajar. 3) Model pembelajaran fisika learning cycle 5Elebih efektif daripada model pembelajaran konvensional ditinjau dari peningkatan hasil belajar ranah kognitif.Kata-kata Kunci: learning cycle 5E, hasil belajar,minat belajar, pembelajaran fisika SMKAbstractThis research was aimed tofind out the effect and effectiveness of learning cycle 5E by the consideration of student’s learning results and the interested of students at physics. Experimental research design that used in this research was quasi experimental design with nonrandomized control group pre-test-post-test design- type. The populations are 576 students in 18 classes. This study was applied to students from three classes, there are XI TGB 1, XI TGB 2, and XI TGB 3 as a sample that chosen by purposive sampling as its sampling technique. The first and the second group was given through conventional physics learning, and the third group is the group that given experiment of learning cycle 5E. This effectiveness study was conducted at SMKN 2 Yogyakarta at XI Class of TGB. Instrument that used in this research is a test and questionnaire, that will be analyze by MANOVA and General Linear Model– mixed design to test the hypothesis. The results showed that: 1) there is effects of learning cycle 5E model to increase the interest and learning outcomes based on MANOVA test with sig. 0,000 (≤0,05). 2) learning cycle 5E model is not more effective than conventional learning model in terms of the increase of the interest based on GLM-mixed design test shown the value in the mean difference of the experimental class after the treatment has reached -0.323. 3) Learning cycle 5E model is more effective than conventional learning model in terms of improving learning outcomes based on GLM-mixed design test showing the mean difference in experimental class after treatment was reached 37,645.Keywords: learning cycle 5E, vocational high school, interest, learning results
PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA DENGAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KETERAMPILAN PROSES SAINS PESERTA DIDIK KELAS XI SMA N 3 BANTUL DEVELOPMENT OF PHYSICS LEARNING DEVICE WITH MODEL OF PROBLEM BASED LEARNING TO ENHANCE COGNITIVE LEARNING OUTCOME AND SCIENCE PROCESS SKILLS OF STUDENT OF CLASS XI SENIOR HIGH SCHOOL N 3 BANTUL pujiana pujiana; mundilarto mundilarto
Jurnal Pendidikan Fisika Vol 6, No 6 (2017): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

AbstrakPenelitian ini bertujuan untuk: (1) mendeskripsikan kelayakan perangkat pembelajaran fisika berbasis Problem Based Learning, (2) mengungkapkan besar peningkatan hasil belajar kognitif peserta didik terhadap penggunaan perangkat pembelajaran fisika berbasis Problem Based Learning (PBL) pada materi fluida statis untuk peserta didik kelas XI SMA Negeri 3 Bantul, (3) mengungkapkan besar peningkatan keterampilan proses sains peserta didik terhadap penggunaan perangkat pembelajaran fisika berbasis Problem Based Learning (PBL) pada materi fluida statis untuk peserta didik kelas XI SMA Negeri 3 Bantul. Penelitian ini merupakan penelitian dan pengembangan (RD) dengan model 4-D. Instrumen pembelajaran berupa RPP dan LKPD sedangkan instrumen pengambilan data berupa tes dan lembar observasi. Aiken’s V digunakan untuk mengukur kelayakan instrumen, sedangkan General Linear Model (GLM-Mixed Model) digunakan untuk mengukur peningkatan hasil belajar kognitif dan keterampilan proses sains peserta didik. Hasil penelitian menunjukkan bahwa: (1)perangkat pembelajaran fisika berbasis Problem Based Learning dinyatakan layak digunakan. Instrumen RPP dan LKPD dinyatakan layak dengan kategori baik. Instrumen penilaian hasil belajar kognitif dinyatakan valid dan reliabel. Instrumen penilaian keterampilan proses sains dan instrumen tes memiliki kategori sangat baik, (2) keterampilan proses sains peserta didik mengalami peningkatan yang signifikan sebesar 67,4% hingga 97,5% pada sembilan indikator keterampilan proses sains yang diamati, (3) hasil belajar kognitif peserta didik mengalami peningkatan sebesar 54,7%.Kata-kata Kunci: hasil belajarkognitif, keterampilan proses sains, perangkat pembelajaran, Problem Based LearningAbstractThis research was aimed to:describe the eligibility of the physics learning device with Problem Based Learning, (2) express the increase of cognitive learning outcome of student after using the physics learning device with Problem Based Learning on static fluid material for students of Class XI SMA N3 Bantul, (3) express the increase of Science ProcessSkillsof student after using the physics learning device with Problem Based Learning on static fluid material for students of Class XI SMA N 3 Bantul. This research is a research and development (RD) with 4-D model. The learning instrument are RPP and LKPD while the instrument of taking data that used in this research is a test and observation sheet. Aiken’s V used to measure eligibility of instrument, while General Linear Model (GLM-Mixed Model) used to measure the increase of cognitive learning outcome and science processskillsof student. The result showed that: (1) the learning device of physics with the model of Problem Based Learning is reasonable to use. Instrumen of RPP and LKPD wasreasonable to use andget a good category. Learning outcomes assessment instrumen has valid and reliable. Science process skill assessment instrument and test instrumen has a very good category, (2) the science process skills of student was significant increase of 67.4% to 97.5% in nine of the science process skills indikators observed, (3) cognitive learning outcome of student was increase of 54.7%.Keywords:Cognitive Learning Outcome, learning device, Science Process Skills, Problem Based Learning
DEVELOPMENT OF AUDIO VISUAL MEDIA ON PROBLEM BASED LEARNING TO INCREASE COGNITIVE LEARNING OUTCOMES AT CLASS X SMA NEGERI 7 PURWOREJO Adjie Kurniawan , Jumadi
Jurnal Pendidikan Fisika Vol 7, No 2 (2018): Jurusan Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

Abstrak Penelitian ini bertujuan untuk: (1) menghasilkan produk media audio visual fisika yang layak untuk digunakan dalam pembelajaran di kelas (2) mengetahui peningkatan hasil belajar peserta didik setelah diimplementasikan media audio visual dalam pembelajaran Problem Based Learning di kelas, dan (3) mengetahui perbedaan peningkatan hasil belajar kognitif peserta didik antara kelas yang menggunakan media audio visual dengan kelas konvensional. Kata Kunci: media audio visual, problem based learning, hasil belajar kognitif Abstract This study aimed: (1) to produce the properness of audio visual media based on the video in physics Problem Based Learning, (2) to know the increasing of cognitive learning outcomes whose taught using audio visual media on Problem Based Learning, (3) to know the difference of an increase of learning outcomes whose taught using audio visual media and comparing these results with the conventional learning media.
PERBANDINGAN KUALITAS BUKU SEKOLAH ELEKTRONIK (BSE) DAN NON-BSE PADA MATA PELAJARAN FISIKA : TELAAH SCIENCE TEXTBOOK RATING SYSTEM THE COMPARISON OF THE QUALITY BETWEEN ELECTRONIC SCHOOL BOOK (ESB) AND NON-ESB IN THE PHYSICS: A STUDY USING SCIENCE TEXTBOOK RATING SYSTEM Diani Tani Setia; Zuhdan Kun Prasetyo
Jurnal Pendidikan Fisika Vol 6, No 6 (2017): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui perbandingan kualitas antara BSE dan non-BSE Fisika SMA kelas X ditinjau dari aspek kriteria isi, ilustrasi serta indeks dan glosarium berdasarkan instrumen yang merujuk pada Science Textbook Rating System (STRS). Metode yang digunakan adalah penelitian deskriptif kuantitatif yang bersifat komparatif dengan subjek empat buku teks. Subjek buku dalam penelitian ini adalah satu BSE fisika dan tiga buku fisika non-BSE dari penerbit yang berbeda dengan kode subjek NB 1, NB 2, dan NB 3. Penelitian ini menganalisis buku pada aspek kriteria isi, ilustrasi, serta indeks dan glosarium. Data yang diperoleh dari penelitian ini adalah tingkat kualitas buku dari kriteria isi, ilustrasi, serta indeks dan glosarium. Hasil penelitian ini menunjukkan bahwa antara BSE dan buku non-BSE fisika ditinjau dari kriteria isi, ilustrasi, serta indeks dan glosarium memiliki kualitas yang tidak berbeda secara signifikan, namun setiap subjek memiliki karakteristik khusus. Secara umum, buku non-BSE lebih unggul daripada BSE, yaitu buku non-BSE fisika memuat materi yang lebih lengkap dan mendalam, ilustrasi non-BSE memiliki paduan warna yang tepat daripada BSE, serta indeks dan glosarium non-BSE lebih lengkap daripada BSE.Kata kunci: perbandingan, BSE, non-BSE, isi, ilustrasi, indeks dan glosarium, Science Textbook Rating System.ABSTRACTThis study aims to determine the comparison of quality between the ESB and non-ESB in the Physics subject viewed from the content, illustration, index, and glossary based on the instruments which refer to Science Textbook Rating System (STRS). The method used is a descriptive quantitative research that is comparative to four textbooks as the subjects. In this study, subjects are one Physics ESB book and three non Physics ESB books from different publishers with the subject code NB 1, NB 2, and NB 3. This study analyzes the books from its content, illustration, index, and glossary. Data obtained from the study are the level quality of the books based on the content, illustration, index, and glossary. The result of this study showed that there is no significant different quality between ESB books and non-ESB books in terms of the content, illustration, index, and glossary. However, each subject surely has special characteristics. In general, non-ESB books are better than ESB books, non-ESB Physics books cover more complete and profound materials than ESB books do, illustration in non-ESB books has also right colour combination, index and glossary of non-ESB books are more complete as well than BSE. Keywords: comparison, ESB, non-ESB, content, illustration, index and glossary, Science Textbook Rating System
PENGEMBANGAN HANDOUT BERBASIS GUIDED-DISCOVERY LEARNING PADA MATERI SUHU DAN KALOR HANDOUT BASED GUIDED-DISCOVERY LEARNING ON MATERIAL OF TEMPERATURE AND HEAT Arum Karima Permatasari Arum Karima Permatasari; Suyoso Suyoso
Jurnal Pendidikan Fisika Vol 5, No 6 (2016): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

AbstrakPenelitian ini bertujuan : (1) menghasilkan handout berbasis guided-discovery learning yang layak (2) mendeskripsikan peningkatan hasil belajar dan motivasi belajar peserta didik setelah menggunakan handout berbasis guided-discovery learning. Penelitian ini merupakan penelitian pengembangan (RD) dengan model 4-D menurut Thiagarajan. Hasil penelitian menunjukkan: (1) Handout yang dikembangkan layak digunakan dengan kategori sangat baik dilihat dari skor rata-rata validasi bernilai 4,47, hasil respon peserta didik 4,00 dengan kategori baik, dan nilai Cronbach’s Alpha sebesar 0,83 dengan kategori good (2) peningkatan hasil belajar peserta didik pada kelas X MIA 4 dan kelas X MIA 1 berturut-turut memiliki nilai normalized gain sebesar 0,73 dengan kategori tinggi dan 0,58 dengan kategori sedang, sedangkan peningkatan motivasi belajar peserta didik pada kelas X MIA 4 dan kelas X MIA 1 berturut-turut memiliki nilai normalized gain sebesar 0,64 dengan kategori sedang dan 0,71 dengan kategori tinggi.Kata Kunci: Handout berbasis guided-discovery learning, hasil belajar, motivasi belajarAbstractThis research aimed to : (1) produce a proper handout based the guided-discovery learning on (2) describe the learning outcome and the motivation of students after using the handout based the guided-discovery learning on the material of temperature and heat.This research was a research and development (RD) using the 4D model by Thiagarajan. The result showed that: (1) the developed handout is proper done with excellent category which is seen from the average score of validator valuation is 4.47, the response result of students is 4.00 in good category, and the Cronbach’s Alpha value is 0.83 with good category. (2) the improvement of learning outcome of students in class X MIA 4 and class X MIA 1 has the normalized gain value of 0.73 and 0.58 with high category and middle category, whereas the motivation enhancement of students in class X MIA 4 and class X MIA 1 has the normalized gain value of 0.64 with middle category and 0.71 with high category.Keywords: handout based guided-discovery learning, physic learning result, physic learning motivation
LEARNING MEDIA DEVELOPMENT BASED ON MIND MAP THROUGH MINDJET MINDMANAGER TO ICREASE PHYSICS OF LEARNING PHYSICS MATERIALS MOMENTUM, IMPULSE, AND COLLICIONS Melati Sukma Siwi , Yusman Wiyatmo
Jurnal Pendidikan Fisika Vol 7, No 2 (2018): Jurusan Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

Abstrak Penelitian ini bertujuan untuk: (1) menghasilkan produk media pembelajaran mind map melalui Mindjet MindManager untuk materi momentum, impuls, dan tumbukan yang layak untuk meningkatkan hasil belajar fisika, (2) mengetahui peningkatan hasil belajar fisika setelah menggunakan media mind map melalui Mindjet MindManager, (3) mengetahui respon peserta didik terhadap penggunaan media pembelajaran mind map melalui Mindjet MindManager untuk materi momentum, impuls, dan tumbukan. Penelitian ini merupakan penelitian pengembangan dengan desain penelitian 4-D Models yang dilaksanakan dalam 4 tahap, meliputi: pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Hasil penelitian ini adalah: 1) mind map melalui Mindjet MindManager “Momentum, Impuls, dan Tumbukan” yang layak untuk pembelajaran Momentum, Impuls, dan Tumbukan berdasarkan penilaian ahli dengan kategori sangat baik, 2) media mind map ini dapat meningkatkan prestasi hasil belajar peserta didik dengan standar gain sebesar 0,58 dalam kategori sedang. Kata Kunci: mind map, Mindjet MindManager, dan hasil belajar. Abstract This research aimed to (1) to produce mind mapping learning media product through Mindjet MindManager for material momentum, impulse, and collision to improve physics learning result; (2) to know improvement of physics learning result after using mind mapping media through Mindjet MindManager, (3) to know the response of learners to the use of mind-mapping learning media through Mindjet MindManager for momentum, impulse, and collision materials. This research was conducted by 4-D models of research and development design through four steps such as define, develop, design, and disseminate. The research result showing that 1) mind map media product through Mindjet MindManager "Momentum, Impulse, and Collision" which is suitable for learning Momentum, Impulse and Collision on expert lecture which has very good category , 2)this mind map media are able to increase students learning outcome in cognitive domain which has the standard gain value is 0,58 with middle category. Keywords: mind map, Mindjet MindManager, and learning outcomes.
DEVELOPMENT OF PHYSICS SELF LEARNING MEDIA USING LECTORA INSPIRE IN THE STATIC FLUID LESSON FOR HIGH SCHOOL STUDENTS X GRADE SCIENCE CLASS NURJANAH ALFIATI; Suharyanto Suharyanto
Jurnal Pendidikan Fisika Vol 5, No 1 (2016): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

AbstractThis research is a development research to build a learning media using lectora inspire. The product is used as self learning media which can also be used as additional learning resource. The aim of this research are : (1) to develop learning media using lectora inspire for physics lesson of X grade high school students; and (2) to know the qualification the media as self learning resource. Model used in this research is research and development (RD). Development of learning media is processed based on ten development phases by Walter R. Borg and Merdith Damien Gall. This research is limiting the phases in to six phases, they are : research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, and main field testing. Instruments used in this research are expert evaluation, high school teacher evaluation, and student respons questionnaire. Data analysis to know the qualification of media product and student respons questionnaire are by using conversion into 5 scale value. The result of this research shows that based on evaluation process, this media product of lectora inspire software is qualified to be used and categorized as very good and students also give very good respons to the media as self learning media.Keywords: learning media, lectora inspire, physics learning, students respons
DEVELOPINGASSESSMENT INSTRUMENTBASED QUIZSTARIN THEORY OF KINETIC GAS TO MEASURE COGNITIVE ABILITIES SENIOR HIGH SCHOOL STUDENTS Hendra oktavianta; Edi Istiyono
Jurnal Pendidikan Fisika Vol 5, No 7 (2016): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

This research aims to determine 1) the feasibility assessment instrument based Quizstar for measuring cognitive abilities of high school students, 2) mastery of the kinetic theory of gases learners. This research was the development of the model 4-D (Four D Models) in the opinion of Thiagarajan consisting of stages define, design, develop, and disseminate.The results of this study are: (1) assessment instrument based Quizstar feasible for measuring cognitive ability of learners to have met the content validity by expert judgment and has gained empirical evidence fit the Rasch models. The itemsdifficulty indexes were between -1.65 and 1.78, which means the items were good. Assessment instruments based Quizstar have had reliability coefficient of 0.73 that included reliable category. Based on the information function, assessment instruments very appropriately used to measure cognitive abilities of learners capable of -2.3 to 1.1. Assessment instruments based Quizstar get CVI value of 1.00 which included a very good category with the reliability of 0.868 which includes a very reliable category. The result analysis of learners questionnaire responses showed in enough, good, and very good categories respectively – were 11%, 52%, and 36%. (2) The ability of learners get less, enough, good, and very good category respectively – were 21%, 44%, 25% 9%.
PENGEMBANGAN HANDOUT BERBASIS GUIDED NOTE TAKING UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR FISIKA KELAS X SMA NEGERI 1 JETIS DEVELOPING OF HANDOUT BASED GUIDED NOTE TAKING TO INCREASE INTEREST AND PHYSICS LEARNING OUTCOME FOR TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL 1 JETIS Siti Roziqiyah; Yusman Wiyatmo
Jurnal Pendidikan Fisika Vol 6, No 4 (2017): Jurnal Pendidikan Fisika
Publisher : Universitas negeri Yogyakarta

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Abstract

ABSTRAK                                                                 Penelitian ini bertujuan untuk 1) menghasilkan handout berbasis guided note taking, 2) mengetahui peningkatan minat belajar, dan 3) mengetahui peningkatan hasil belajar ranah kognitif setelah diimplementasikannya handout berbasis guided note takingkelas X SMA N 1 Jetis. Penelitian ini merupakan penelitian pengembangan dengan desain penelitian  4-D Models yang dilaksanakan dalam 4 tahap, meliputi: pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Hasil penelitian ini adalah: 1) handoutberbasis guided note taking yang layak digunakan untuk meningkatkan minat dan hasil belajar peserta didik kelas X SMA berdasarkan penilaian ahli dengan kategori sangat baik, 2) handout berbasis guided note taking mampu meningkatkan minat belajar fisika peserta didik dengan nilai standard gain sebesar 0,42 dalam kategori sedang, dan 3) handout berbasis guided note taking mampu meningkatkan hasil belajar ranah kognitif dengan nilai standard gain sebesar 0,52 dalam kategori sedang. Kata Kunci: handout, guided note taking, minat belajar, hasil belajar ranah kognitif.   ABSTRACT This research aimed to 1) produce handout base guided note taking, 2) understand the increasing of learning interest,and 3) understand the increasing of learning outcome in physics after using handout based guided note taking. This research was conducted by 4-D models of research and development design through four steps such as define, develop, design, and disseminate. The research result showing that 1) handout based guided note taking is appropriate to increase learning interest and physics learning outcome for tenth grade students of senior high schoolbased on expert lecture which has very good category, 2) handout based guided note taking are able to increase students learning interest in physics whichhas the standard gain value is 0,42 with middle category, and  3) handout based guided note taking are able to increasestudents learning outcome in cognitive domain which has the standard gain value is 0,52 with middle category. Keyword: handout, guided note taking, learning interest, cognitive learning outcomes.

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