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Inovasi Pendidikan Fisika
  • inovasi-pendidikan-fisika
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Published by Universitas Negeri Surabaya
ISSN : 23024496     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Jurnal Inovasi Fisika Indonesia(IFI) merupakan jurnal peer-reviewed, ISSN: 2302-4313, yang dikelola dan diterbitkan oleh Jurusan Fisika Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) Universitas Negeri Surabaya (UNESA). Jurnal ini tersedia gratis untuk seluruh pembaca dan mencakup perkembangan dan penelitian dalam bidang fisika. Jurnal ini diperuntukkan bagi mahasiswa Program Studi Fisika Jurusan Fisika FMIPA Universitas Negeri Surabaya.
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Articles 37 Documents
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Search results for , issue "Vol 9, No 2 (2020)" : 37 Documents clear
MEDIA INTERAKTIF AUGMENTED REALITY UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA SMA NADYA IQLIYA, JIEHAN; KUSTIJONO, RUDY
Inovasi Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Inovasi Pendidikan Fisika

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Abstract

Abstrak Tujuan penelitian adalah menghasilkan media interaktif augmented reality untuk melatihkan keterampilan proses sains siswa SMA yang layak secara konseptual. Jenis penelitian adalah pengembangan model ADDIE (Analyze, Design, Development, Implementation, Evaluation) dengan modifikasi. Teknik pengumpulan data menggunakan angket untuk 3 orang pakar pembelajaran fisika sebagai validator dan 34 orang teman sejawat (calon guru fisika). Pengukuran validasi dan pandangan teman sejawat menggunakan skala Likert (1=sangat kurang, 2=kurang, 3=baik, 4=sangat baik). Penggunaan media interaktif augmented reality dinyatakan layak secara konseptual jika persentase kelayakan dari validator dan teman sejawat ? 61%. Hasil penelitian menunjukkan bahwa para pakar menyatakan layak (persentase kelayakan aspek teknis 86%, aspek media 83%, aspek pembelajaran 86%), didukung teman sejawat yang memandang juga layak (persentase kelayakan aspek teknis 88%, aspek media 86%, aspek pembelajaran 86%). Hasil penelitian menyimpulkan bahwa penggunaan media interaktif augmented reality layak secara konseptual digunakan untuk melatihkan keterampilan proses sains siswa SMA dalam pembelajaran fisika.Kata Kunci: Augmented Reality, keterampilan proses sains, pembelajaran fisika
MEDIA INTERAKTIF AUGMENTED REALITY UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA SMA NADYA IQLIYA, JIEHAN; KUSTIJONO, RUDY
Inovasi Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Inovasi Pendidikan Fisika

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Abstract

Abstrak Tujuan penelitian adalah menghasilkan media interaktif augmented reality untuk melatihkan keterampilan proses sains siswa SMA yang layak secara konseptual. Jenis penelitian adalah pengembangan model ADDIE (Analyze, Design, Development, Implementation, Evaluation) dengan modifikasi. Teknik pengumpulan data menggunakan angket untuk 3 orang pakar pembelajaran fisika sebagai validator dan 34 orang teman sejawat (calon guru fisika). Pengukuran validasi dan pandangan teman sejawat menggunakan skala Likert (1=sangat kurang, 2=kurang, 3=baik, 4=sangat baik). Penggunaan media interaktif augmented reality dinyatakan layak secara konseptual jika persentase kelayakan dari validator dan teman sejawat ? 61%. Hasil penelitian menunjukkan bahwa para pakar menyatakan layak (persentase kelayakan aspek teknis 86%, aspek media 83%, aspek pembelajaran 86%), didukung teman sejawat yang memandang juga layak (persentase kelayakan aspek teknis 88%, aspek media 86%, aspek pembelajaran 86%). Hasil penelitian menyimpulkan bahwa penggunaan media interaktif augmented reality layak secara konseptual digunakan untuk melatihkan keterampilan proses sains siswa SMA dalam pembelajaran fisika.Kata Kunci: Augmented Reality, keterampilan proses sains, pembelajaran fisika
PENGGUNAAN PHYSICS EDUCATION GAME UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA AFIDAH, IZZATUL; KUSTIJONO, RUDY
Inovasi Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Inovasi Pendidikan Fisika

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Abstract

Abstrak Tujuan penelitian adalah mendeskripsikan kelayakan penggunaan physics education game untuk melatihkan keterampilan berpikir kirtis siswa SMA dalam pembelajaran fisika. Jenis penelitian adalah deskriptif kuantitatif dengan teknik pengumpulan data menggunakan angket untuk 3 orang pakar pembelajaran fisika sebagai validator dan 15 orang teman sejawat. Pengukuran validasi dan penilaian teman sejawat menggunakan skala Likert. Penggunaan game dinyatakan layak secara konseptual jika persentase kelayakan dari validator dan teman sejawat ? 61%. Hasil penelitian menunjukkan bahwa para pakar menyatakan layak dengan persentese kelayakan teknis 91.87 %, media 96.25%, dan pembelajaran 88.43 %yang didukung oleh teman sejawat yang memandang layak persentase kelayakan teknis 88% media 89 % dan pembelajaran 89 %. Hasil penelitian menyimpulkan bahwa penggunaan physics education game layak secara konseptual digunakan untuk melatihkan keterampilan berpikir kritis siswa SMA dalam pembelajaran fisika. Kata Kunci: physics education game keterampilan berpikir kritis dan pembelajaran fisika
TREND TO APPLY TOULMIN ARGUMENT PATTERN (TAP) TO LEARNING PHYSICS IN THE ABILITY TO PRACTICE THE ARGUMENT AND UNDERSTANDING CONCEPTS NIKI BAGUS WAHYUNE S, MUCHAMMAD; ADMOKO, SETYO
Inovasi Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Inovasi Pendidikan Fisika

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Abstract

This study was conducted in order to investigate how the argument was positioned in the publication of academic journals in Indonesia and abroad from 2013-2020. The method for the content analysis of this journal is explained using quantitative and qualitative techniques to illustrate the trend of the application of Toulmin Argument Pattern (TAP) on physical learning in training the ability of arguments and understanding of concepts. The type of research implemented is systematic literature review (SLR). The subject of this research is research data in several journals that have been published nationally and internationally. The data analysis techniques in this study are based on the stages of similarity, inequality, giving views, comparing, and summarizing. Based on data derived from published journal results indicating that the use of TAP implementation in physics learning can improve the ability of concepts and comprehension with different outcomes, one of the contributions of this analysis is the illustration that the researchers implementing TAP in physics learning have a positive impact on learners regarding their increasingly better argument ability. It needs to be done for a long time so that the learners are accustomed to making arguments as supporting for scientific investigation activities in emphasizing evidence-based justification for making claims. From the research results can be concluded that TAP can be applied further to learning physics on the material as well as other subjects because it is in accordance with the curriculum developed in Indonesia.
TREND TO APPLY TOULMIN ARGUMENT PATTERN (TAP) TO LEARNING PHYSICS IN THE ABILITY TO PRACTICE THE ARGUMENT AND UNDERSTANDING CONCEPTS NIKI BAGUS WAHYUNE S, MUCHAMMAD; ADMOKO, SETYO
Inovasi Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Inovasi Pendidikan Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was conducted in order to investigate how the argument was positioned in the publication of academic journals in Indonesia and abroad from 2013-2020. The method for the content analysis of this journal is explained using quantitative and qualitative techniques to illustrate the trend of the application of Toulmin Argument Pattern (TAP) on physical learning in training the ability of arguments and understanding of concepts. The type of research implemented is systematic literature review (SLR). The subject of this research is research data in several journals that have been published nationally and internationally. The data analysis techniques in this study are based on the stages of similarity, inequality, giving views, comparing, and summarizing. Based on data derived from published journal results indicating that the use of TAP implementation in physics learning can improve the ability of concepts and comprehension with different outcomes, one of the contributions of this analysis is the illustration that the researchers implementing TAP in physics learning have a positive impact on learners regarding their increasingly better argument ability. It needs to be done for a long time so that the learners are accustomed to making arguments as supporting for scientific investigation activities in emphasizing evidence-based justification for making claims. From the research results can be concluded that TAP can be applied further to learning physics on the material as well as other subjects because it is in accordance with the curriculum developed in Indonesia.
ANALYSIS OF THE EFFECTIVENESS OF ARGUMENTATION LEARNING MODELS FOR INCREASING STUDENTS ARGUMENTATION SKILLS BASED ON SCORING MATRIX LEVELS OF TOULMINS ARGUMENTATION PATTERN (TAP) IN PHYSICS LEARNING RIZKI RAHMAN, NIZAR; ADMOKO, SETYO
Inovasi Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Inovasi Pendidikan Fisika

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Abstract

This study aims to determine the effectiveness of learning models in improving students argumentation skills. This effectiveness is in the form of increasing the level of argumentation of students from before applying the learning model until after the learning model is applied. The type of research used is library research, that is research in which data or research objects are obtained through various library information such as journals, books, encyclopedias, and similar literature. The data source used by this research is secondary data. This research data analysis method is a descriptive analysis method, which is the decomposition of data obtained regularly and then given an understanding and explanation so that the reader can understand the contents of the data obtained properly. Based on the results of the study, it was found that the average argumentation skill of students using the scoring matrix Toulmins Argumentation Pattern before applying the learning model was at level 1-2. After applying learning and re-measuring the skill of argumentation shows level 3-4 although in one learning model still shows level 2. Two learning models are best to be applied to improving students argumentation skills. First the inquiry model with the Argument Based Science Inquiry (ABSI) learning model with an increase of 2 levels after learning is applied with a high n-gain value category. Second, Argument-Driven Inquiry (ADI) with an increase of 2 levels after applying learning with a moderate n-gain value category. Both of these models can improve students argumentation skill to level 4 where after learning the students can formulate arguments accompanied by a conditional rebuttal and the rebuttal begins to be seen.
KELAYAKAN INSTRUMEN TES DIAGNOSTIK MISKONSEPSI BERFORMAT FOUR TIER UNTUK MENGUNGKAP MISKONSEPSI SISWA PADA MATERI HUKUM NEWTON , JULINASARI; , SUPARDIYONO
Inovasi Pendidikan Fisika Vol 9, No 2 (2020)
Publisher : Inovasi Pendidikan Fisika

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Abstract

Penelitian ini bertujuan untuk menganalisis kelayakan instrumen tes diagnostik miskonsepsi berformat four-tier yang ditinjau dari aspek validitas dan reliabilitas serta mengungkap miskonsepsi siswa pada materi Hukum Newton. Instrumen tersebut dikembangkan dengan menggunakan metode Research and Development (R&D) kemudian dilakukan validasi teoritis dan empiris. Validasi teoritis dilakukan oleh 3 dosen ahli sementara validitas empiris melalui uji coba 1. Hasil validasi teoritis menunjukkan bahwa instrumen tergolong sangat valid. Selain itu, instrumen juga diuji cobakan sebanyak dua kali, yaitu uji coba 1 dan uji coba 2. Uji coba 1 dilakukan untuk menganalisis validitas empiris dan reliabilitas instrumen dengan sampel 50 siswa kelas XI-MIPA. Validitas empiris meliputi aspek materi dan konstruk. Validitas empiris materi diperoleh berdasarkan persentase false negatives dan false positives sedangkan validitas empiris konstruk diperoleh dari nilai korelasi product moment (rxy) sebesar 0,478. Berdasarkan hasil yang diperoleh maka instrumen dinyatakan valid. Indeks reliabilitas instrumen dengan menggunakan persamaan koefisien reliabilitas Alfa Cronbach bernilai 0,847 dan dinyatakan reliabel. Uji coba 2 dilakukan untuk mengungkap profil miskonsepsi siswa kepada 32 siswa kelas X-MIPA. Hasil uji coba 2 menunjukkan bahwa persentase miskonsepsi terbesar yang dialami oleh siswa terdapat pada konsep Hukum II Newton dan Gaya Berat.

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