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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 413 Documents
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PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD YANG BERORIENTASI KURIKULUM 2013 TERHADAP HASIL BELAJAR SISWA PADA MATERI KONTINUITAS DAN AZAS BERNOULLI HANARIS, FITRIA
Inovasi Pendidikan Fisika Vol 5, No 3 (2016): Vol. 5 No. 3 Tahun 2016
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Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan penerapan pembelajaran kooperatif tipe STAD yang berorientasi kurikulum 2013, mengetahui respon siswa, dan mendeskripsikan peningkatan hasil belajar siswa terhadap model pembelajaran kooperatif tipe STAD (Student Teams Achievement Divisions) yang Berorientasi Kurikulum 2013. Penelitian ini menggunakan eksperimental desain pre-test dan post-test group. Subjek dalam penelitian ini adalah kelas XI MIPA-4. Metode analisis data adalah dengan menggunakan metode validasi, metode tes dan metode non tes. Subjek penelitian diberikan pre-test sebelum treatment dan diberikan post-test setelah treatment. Kelayakan ditinjau dari tingkat validitas berdasarkan hasil  validasi oleh ahli meliputi kelayakan silabus 98%, RPP 95%, LKS 90%, buku siswa 88% dan lembar soal 88%. Berdasarkan nilai pre-test dan post-test diperoleh nilai t pada kelas XI MIPA-4 menggunakan uji t-signifikan sebesar 16,85. Nilai t yang diperoleh lebih besar daripada ttabel. Dari hasil penelitian tersebut dapat disimpulkan bahwa hasil belajar siswa pada materi kontinuitas dan asas Bernoulli  dengan  model pembelajaran kooperatif tipe STAD yang berorientasi kurikulum 2013 dapat meningkat secara signifikan dan skor gain ternormalisasi sebesar 0,64 termasuk kategori sedang, keterlaksanaan model pembelajaran dengan menggunakan model kooperatif tipe STAD yang berorientasi kurikulum 2013 dapat meningkat secara signifikan dan nilai rata-rata sebesar 3,23 dengan kategori baik, respon siswa menunjukkan pembelajaran kooperatif tipe STAD yang dilaksanakan dengan persentase sebesar 86% termasuk kategori sangat baik. Kata Kunci :  Kooperatif Tipe STAD, Kurikulum 2013 Abstract This Research aimed to describe the learning process using the cooperative learning method type STAD (Student Teams Achievement Divisions) which oriented to the curriculum 2013, to know students responsibility, and to find know the enhancement of the students learning outcomes using the cooperative learning method type STAD (Student Teams Achievement Divisions) which oriented to the curriculum 2013. The designned by using one group pre-test and post-test design. The Subject of this research is class XI MIPA-4. The Analytical methode of this research use Validation Methode, Testical Methode, and Non-Testical Methode. The subject is given pre-test before the treatment and post-test after the treatment. Feasibility in terms of the validity based on the results of validation by the covering feasibility syllabus 98 % , lesson plans 95 % , lks 90 % , book students 88 % and a exercise 88 %. Based on value pre-test and post-test obtained value t on class XI MIPA-4 use of 16,85 t-signifikan test. Value t were greater than t-tabel .Of this research can be concluded that study results students on subjects of of continuity and the principle of bernoulli with the cooperative learning method type stad oriented curriculum 2013 can increase significantly and a score the gain ternormalisasi of 0,64 including medium category , the enhancement of the student’s outcomes using the cooperative learning method type stad oriented curriculum 2013 can increase significantly and total an average of 3,23 to a category good, response students show the cooperative learning method type stad conducted with the by 86 % category very good. Keyword:  Cooperative type STAD, curriculum 2013
MODEL PEMBELAJARAN PENEMUAN TERBIMBING BERBASIS KEGIATAN LABORATORIUM UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA DI MAN MOJOSARI MOJOKERTO OKY TRIFIANTO, FANDY
Inovasi Pendidikan Fisika Vol 5, No 3 (2016): Vol. 5 No. 3 Tahun 2016
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Penelitian dengan judul “Model pembelajaran penemuan terbimbing berbasis kegiatan laboratorium untuk meningkatkan keterampilan berpikir kritis siswa di MAN Mojosari Mojokerto” bertujuan untuk mendeskripsikan peningkatan keterampilan berpikir kritis siswa pada materi kalor berbasis kegiatan laboratorium dengan model pembelajaran penemuan terbimbing. Penelitian ini menggunakan quasi eksperimental design dengan desain penelitian one group pre-test post-test design. Subjek penelitian ini adalah kelas X MIA 2, X MIA 3, dan X MIA 4 yang ditentukan dengan teknik purposive sampling sebagai satu kelas eksperimen dan dua kelas replikasi. Data yang diperoleh adalah hasil pre-test dan post-test yang digunakan untuk menganalisis uji normalitas, uji homogenitas, uji-t peningkatan (gain), dan uji gain ternomalisasi. Hasil pre-test digunakan untuk uji normalitas dan homogenitas. Berdasarkan uji normalitas dan homogenitas, ketiga sampel yang dipilih terdistribusi normal dan homogen. Selanjutnya uji-t peningkatan (gain), diketahui bahwa hipotesis yang diajukan, H0 yaitu peningkatan keterampilan berpikir kritis siswa tidak signifikan dan H1 yaitu peningkatan keterampilan berpikir kritis siswa signifikan. Diperoleh hasil bahwa thitung  ttabel maka H0 ditolak dan H1 diterima dengan taraf kesalahan 5%. Hasil ini menunjukkan bahwa peningkatan keterampilan berpikir kritis siswa signifikan pada ketiga kelas. Selanjutnya uji gain ternomalisasi untuk mengetahui besarnya peningkatan keterampilan berpikir kritis siswa. Diperoleh hasil bahwa peningkatan tertinggi pada kelas X MIA 4 dengan nilai sebesar 0.704 termasuk dalam kategori peningkatan yang tinggi, kemudian disusul kelas X MIA 2 dengan nilai sebesar 0.701 termasuk dalam kategori tinggi, dan terendah kelas X MIA 3 dengan nilai sebesar 0.630 termasuk dalam kategori sedang. Keterlaksanaan pembelajaran model penemuan terbimbing berbasis kegiatan laboratorium memperoleh nilai rata-rata dengan kategori sangat baik. Respon siswa dari ketiga kelas sangat baik terhadap pembelajaran penemuan terbimbing berbasis kegiatan laboratorium. Kata Kunci: Model penemuan terbimbing, laboratorium, keterampilan berpikir kritis dan kalor.   Abstract The research has done with title “Guided Discovery Learning Model Based Laboratory Activity to Improve of students Critical Thinking Skills in MAN Mojosari Mojokerto” which the aims to describe an improvement of students critical thinking skills on subject material of heat based laboratory activity with guided discovery learning model. This research use a quasi experimental design with the design of the research is one group pre-test post-test design. The subject of this research is class X MIA 2, X MIA 3, and X MIA 4 determined by purposive sampling as an experimental class and two classes of replication. The data obtained is the result of pre-test and post-test that used to analyze the normality test, homogeneity test, t-test analysis of the increase (gain), and n-gain score test. The result of pre-test was used to test of normality and homogeneity. Based on test of normality and homogeneity, the three selected samples were normally distributed and homogeneous. Furthermore, t-test analysis of the increase (gain), it is know that the proposed hypothesis, H0 is an improvement of students critical thinking skills that is not significant, and H1 is an improvement of students critical thinking skills significantly. The result indicates that tcount ≥ ttable then H0 is rejected and H1 is accepted with a 5% error level. This  result indicates that the improvement of students critical thinking skills are significantly in the third grade. And than n-gain score test to determined the magnitude of improvement students critical thinking skills. The result shows that the greatest improvement in class X MIA 4 with a value of 0.704 is included in a high category improvement, followed by a class X MIA 2 with a value of 0.701 in the high category, and the lowest class is X MIA 3 with a value of 0.630 in medium category. The learning-oriented of guided discovery model based laboratory activity obtained an average value with a very good category. The response of the three classes is very good to guided discovery learning model based laboratory activity. Keywords: Guided discovery model, laboratory, critical thinking skills, and heat.
PENERAPAN MODEL PEMBELAJARAN INKUIRI BERBASIS LABORATORIUM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI SUHU DAN KALOR KELAS X DI SMA MUHAMMADIYAH 1 GRESIK WORO MANIAR, BENZHANA
Inovasi Pendidikan Fisika Vol 5, No 3 (2016): Vol. 5 No. 3 Tahun 2016
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Penelitian ini dilakukan dengan tujuan untuk mendeskripsikan keterlaksanaa model pembelajaran inkuiri berbasis laboratorium dan mendeskripsikan peningkatan kemampuan berpikir kritis siswa sesudah diterapkan model pembelajaran inkuiri berbasis laboratorium pada materi suhu dan kalor. Desain yang digunakan yaitu pre-experimental design dengan bentuk one group pretest-posttest design. Subjek penelitian adalah kelas X MIA 2 dan X MIA 3 yang ditentukan dengan teknik purposive sampling sebagai satu kelas ekxperimen dan satu kelas replikasi. Data yang diperoleh adalah hasil pre-test dan post-test yang digunakan untuk menganalisis uji normalitas, uji homogenitas, dan uji gain ternormalisasi. Hasil pre-test digunakan untuk uji normalitas dan homogenitas. Berdasarkan uji normalitas dan homogenitas, kedua sampel yang dipilih terdistribusi normal dan homogen. Uji gain ternomalisasi digunakan untuk mengetahui besarnya peningkatan kemampuan berpikir kritis siswa. Keterlaksanaan model pembelajaran inkuiri berbasis kegiatan laboratorium memperoleh nilai rata-rata dengan kategori sangat baik. Uji gain diperoleh bahwa peningkatan tertinggi terjadi pada kelas X MIA 3 dengan nilai <g> sebesar 0,753 termasuk dalam kategori peningkatan tinggi, kemudian kelas X MIA 2 dengan nilai <g> sebesar 0,731 termasuk dalam kategori tinggi. Kata kunci : Model pembelajaran inkuiri, kegiatan laboratorium, kemampuan berpikir kritis.   Abstract This research is for describe implementation of model inquiry learning based on laboratory and describe thinking ability increased of student in focus subject temperature and calor at Muhammadiyah High School Gresik. This research used pre-experimental design with one group pre-test post-test design. Subject in this research is X MIA 2 and X MIA 3 used purposived sampling as one experiment class and one replication class. Pre-test and post-test data result used to anality normality test, homogenity test, and ternormality test. Pre-test result used to anality normality test and homogenity test. Based on normality and homogenity examination, 2 sample who choose are distributed by normality and homogenity. Then gain ternormality examination used to know how much thinking ability student increased. Implementation of inquiry learning model getting value by very good increased category. The result of highest increase has occur at X MIA 3 by <g> value 0,753 and include high increased category, and then X MIA 2 by <g> value 0,731 include high increased category. Keywords : Inquiry Learning Model, Activity of Laboratory, Thinking Ability of Student
IMPLEMENTATION OF  GUIDED DISCOVERY  MODEL USING LABORATORY ACTIVITIES IN ELASTICITY MATERIAL AT SECOND GRADE OF SMAN 1 KANDANGAN SEPTIDA, VINTANIA
Inovasi Pendidikan Fisika Vol 7, No 1 (2018): Vol. 7 No. 1 Tahun 2018
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Guided discovery models with laboratory activities is one of the learning that facilitates students to conduct a guided discovery. The results of interviews at SMAN 1 Kandangan found that 60% of the students gets score below the minimum passing score in the elasticity material which one of the factors is caused by the activity of the students during the learning process. Based on the above, the research implemented guided discovery model with laboratory activities for improve the activity of the students. The aims of research are describing the implementation of learning, improving learning outcomes, and student responses to elasticity materials. This research used quantitative research type with pre-experimental research design using one group pretesst-posttest design, with one experiment class and two replication classes. The data method used are observation, test, and questionnaire. The data obtained from pretest and posttest result were analyzed by normality test, homogeneity test, t test and normalized gain test. The result of research are: a) the implementation of the learning process in the three calsses that were observed from the teachers activity in two meetings is very well done; b) based on gain test analysis, the learning outcomes for all the three classes were increased with high category; c) the learning has received positive response from students with very good category. Based on the above explanation, the learning processes that are implemented using guided discovery model with laboratory activities can improve student learning outcomes. Keywords: guided discovery models, laboratory activities , learning result, elasticity.
PENERAPAN MODEL PENGAJARAN LANGSUNG (DIRECT INSTRUCTION) PADA PEMBELAJARAN FISIKA DENGAN STRATEGI MIND MAPPING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA MATERI MOMENTUM DAN IMPULS KELAS X SMA NEGERI 19 SURABAYA KARINA SUPRIYANTO, DHITA
Inovasi Pendidikan Fisika Vol 6, No 3 (2017): Vol. 6 No. 3 Tahun 2017
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Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep peserta didik, mendeskripsikan keterlaksanaan pembelajaran, dan mengetahui respon pserta didik dari kegiatan pembelajaran dengan model pengajaran langsung (direct instruction) dengan strategi mind mapping. Penelitian ini menggunakan true eksperimental design dengan desain penelitian pre-test post-test two treatment design. Subjek penelitian ini adalah kelas X MIA 3 sebagai kelas eksperimen 1 dan X MIA 4 sebagai kelas eksperimen 2. Kelas eksperimen 1 diberikan perlakuan berupa pembelajaran model pengajaran langsung (direct instruction) dengan strategi mind mapping sedangkan kelas eksperimen 2 diberikan perlakuan berupa pembelajaran model pengajaran langsung (direct instruction). Data yang diperoleh adalah hasil pre-test dan post-test yang digunakan untuk menganalisis uji normalitas, uji homogenitas, uji-t satu pihak dan analisis gain ternomalisasi. Hasil pre-test dan post-test digunakan untuk uji normalitas dan homogenitas. Berdasarkan uji normalitas dan homogenitas, kedua sampel yang dipilih terdistribusi normal dan homogen. Hasil penelitian  menunjukkan bahwa pemahaman konsep kelas model pembelajaran pengajaran langsung dengan strategi mind mapping lebih baik dari pemahaman konsep kelas model pengajaran langsung dan peningkatan pemahaman konsep dari kedua kelas termasuk dalam kategori sedang. Keterlaksanaan pembelajaran model pengajaran langsung (direct instruction) dengan strategi mind mapping termasuk dalam kategori sangat baik. Respon peserta didik dari kedua kelas sangat baik terhadap pembelajaran yang diterapkan. Kata kunci : Model pengajaran langsung, mind mapping, pemahaman konsep. Abstract This study aimed to describe the understanding of the concept of learners, describe the implementation of learning, and know the response of students from learning activities with direct instruction model with mind mapping strategy. This research uses true experimental design with pre-test research design post-test two treatment design. The subjects of this study were class X MIA 3 and X MIA 4 determined by purposive sampling technique as experimental class 1 and experiment 2. Experimental class 1 was given treatment in the form of direct instruction learning with mind mapping strategy while experimental class 2 was given Treatment in the form of direct instruction model learning (direct instruction). The data obtained are pre-test and post-test which are used to analyze normality test, homogeneity test, one-party t test and the analysis of unrealized gain. Pre-test and post-test results are used for normality and homogeneity tests. Based on the normality and homogeneity test, the two selected samples were normally distributed and homogeneous. The results showed that the understanding of the concept of experimental class 1 was better than the understanding of the concept of experiment class 2 and the improvement of the concept understanding of the two classes included in the medium category. Implementation of direct instruction learning model (direct instruction) with mind mapping strategy included in very good category. Student response from both classes is very good for the applied learning. Keywords: Direct teaching model, mind mapping, concept comprehension
APPLICATION OF GUIDED DISCOVERY LEARNING MODEL WITH A SAINTIFIC APPROACH TO INCREASE STUDENT CREATIVE THINKING ABOUT GLOBAL WARMING MATERIAL AT SENIOR HIGH SCHOOL KIRANA PAMELA PUTRI, FEBRIN
Inovasi Pendidikan Fisika Vol 7, No 1 (2018): Vol. 7 No. 1 Tahun 2018
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Creative thinking is the ability to think that involves the ability to develop original ideas and connect the previous concept in a rational way. This research aims to describe the implemetion of learning, increase creative thinking, and the response of students in guided discovery learning model with a scientific approach to the global warming phenomenon material. This research method is done with experimentation method with pre-experimental form and type of design one group pre-test post-test with use one experiment class and two classes of replication. Next, analysis the implementation of the learning is done by observation. Implementation on the three classes are observed from the teacher activity for two meetings was stated well done. Based on the analysis of n-gain creative thinking skills in the experiments classes and replication classes grade increase with high category. Learning which is done get students response very good category. Aspects of creative thinking include originality, fluency, flexibility and elaboration. Creative thinking abilities which get the lowest increase is flexibility. Overall learning by applying the model of guided discovery can increase students ability to think creative.. Keywords: guided discovery, the scientific approach, creative thinking skills, symptoms of                      global warming.
LEARNING BASED ON SCIENTIFIC APPROACH ASSISTED BY TEXTBOOK OF “AKU DAN FISIKA” IN DYNAMIC ROTATION AND BALANCED MATERIAL TO IMPROVE LEARNING OUTCOMES WINARSIH, DEFI
Inovasi Pendidikan Fisika Vol 7, No 1 (2018): Vol. 7 No. 1 Tahun 2018
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This study is aimed to describe the average learning outcomes of using scientific approach assisted by Aku dan Fisika textbook is better than learning by lecture method. The learning outcomes of XI MIA students of SMA Muhammadiyah 2 Surabaya can be increased after applying scientific approach learning assisted by textbook Aku dan Fisika. True experimental design isused in this study. One experimental class is XI MIA 2 and one control class is XI MIA 3. The results show that the learning using scientific approach assisted by Aku dan Fisika textbook is better than the learning of lecture method. The knowledge of students in experimental class increases and it is considered as high category. While in the control class increases and it is considered as medium category. Value of students’ skills in experimental classes is 3,23 with category B+. The highest attitudes gained in both classes are the gratitude and meticulous attitude with the excellent category while the differentiating attitude between the two classes is the active attitude of asking. So it can be concluded that the average learning outcomes of using scientific approach assisted by Aku dan Fisika textbook is better than the learning of lecture method and the learning outcomes of XI MIA students of SMA Muhammadiyah 2 Surabaya can be increased after applying scientific approach learning assisted by Aku dan Fisika in center mass material. Keywords: scientific approach, dynamic rotation, balanced.
PENGEMBANGAN INSTRUMEN PENILAIAN LITERASI SAINS FISIKA PESERTA DIDIK PADA BAHASAN GELOMBANG BUNYI DI SMA NEGERI 1 GEDANGAN SIDOARJO DWI INDRAWATI, MEI
Inovasi Pendidikan Fisika Vol 7, No 1 (2018): Vol. 7 No. 1 Tahun 2018
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Penelitian ini bertujuan untuk mendeskripsikan kelayakan instrumen penilaian literasi sains Fisika peserta didik pada bahasan gelombang bunyi yang telah dikembangkan. Penelitian ini menggunakan model Research and Development. Objek penelitian ini adalah instrumen penilaian literasi sains Fisika yang diuji kelayakan teoritis melalui validasi dan kelayakan empiris melalui ujicoba pada 50 peserta didik. Instrumen penilaian yang dikembangkan merupakan soal uraian yang mengacu pada kompetensi literasi sains OECD yakni menjelaskan fenomena secara ilmiah, mengevaluasi dan mendesain penemuan ilmiah, serta menginterpretasi data dan bukti secara ilmiah. Instrumen penilaian literasi sains fisika yang dikembangkan dinyatakan layak secara teoritis dengan persentase rata-rata kriteria kelayakan materi, konstruksi dan bahasa masing-masing sebesar 90,94%; 88,58%; dan 94,42%. Selanjutnya dilakukan ujicoba untuk kelayakan empiris, diperoleh koefisien reliabilitas sebesar , yang menyatakan instrumen penilaian yang dikembangkan adalah reliabel. Validitas item menunjukkan 31 item soal pada kategori cukup hingga sangat valid. Taraf kesukaran item soal yang layak yakni kategori sedang sebanyak 30 item soal. Sedangkan daya pembeda item soal diperoleh sebanyak 29 item soal  pada kategori cukup hingga sangat baik. Keempat kriteria memberikan kesimpulan sebanyak 29 dari 40 item soal (72,5%) yang dikembangkan layak digunakan. Profil kemampuan literasi sains peserta didik yang diujicoba berada pada kriteria kurang. Persentase peserta didik yang kurang pada kompetensi menjelaskan fenomena secara ilmiah, mengevaluasi dan mendesain penemuan ilmiah, serta menginterpretasi data dan bukti secara ilmiah masing-masing sebesar 66%, 60%, dan 68% peserta didik. Rentang nilai peserta didik pada kriteria kurang tersebut berada pada rentang kriteria sedang pada taraf kesukaran soal.   Kata Kunci: instrumen penilaian, literasi sains, gelombang bunyi Abstract This study aims to describe the feasibility of physics science literacy assessment instrument for student on the subject of sound waves that have been developed. This research using Research and Development model. The object of this study is physics science literacy assessment instrument which is tested theoretical feasibility through validation and empirical feasibility through a trial on 50 students. The assessment instrument developed is a matter of description that refers to the competence of scientific literacy from OECD, there are explaining the phenomenon scientifically, evaluating and design scientific inquiry, as well as interpreting data and evidence scientifically. The assessment instrument developed are feasible theoretically with the average percentage of material, construction and language feasibility criteria was 90.94%; 88.58%; and 94.42% respectively. After testing for empirical feasibility, the reliability coefficient of 0.665, which states the assessment instrument developed has been reliable. The validity of the item shows 31 items on the category enough until quite valid. Difficulty index for feasible item is medium category as much as 30 items. While the power of differentiation obtained as much as 29 items on the category enough to be very good. The four criteria give conclusions as much as 29 out of 40 items (72.5%) developed feasible to use. The scientific literacy ability profile of the tested students is on the less criteria. The percentage of students lacking in competence explains the phenomenon scientifically, evaluates and designs scientific findings, and interprets data and scientific evidence was 66%, 60%, and 68% of learners respectively. The learners value range on the less criterion lies within the medium range of criteria being on the difficulty index.   Keywords: assessment instruments, science literacy, sound waves
IMPLEMENTATION OF PROBLEM BASED LEARNING IN DYNAMIC FLUID LESSON TO INCREASE PROBLEM SOLVING SKILL STUDENT’S CLAS XI ON SMAN 1 JEMBER ANINDITO KARTIKA PUTRI, ELFANDARI
Inovasi Pendidikan Fisika Vol 7, No 1 (2018): Vol. 7 No. 1 Tahun 2018
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This research aimed to describe the students problem solving skills on dynamic fluid topic after applied problem based learning model. The pre experimental research adopted one group pre-test post-test design applied to 106 student at 11th grade in SMAN 1 Jember. This research use three class (XI MIA 1, XI MIA 2, and XI MIA 3) totaling 106 students. Before applying the problem based learning model, student were given a pre-test to measure the initial condition of the students, Pre-test given in the form of problem-solving problems. Then apply the problem learning model on the dynamic fluid material. After applying the learning model, the student was given a post-test in the form of problem solving problem. The data obtained were analyzed using paired t-test, n-gain, and ANAVA. The results showed that learning was done with good category. Problem solving skills in all three classes experienced consistent and significant improvement at α = 5% and n-gain for each category indicator. Positive response is shown by all students in all three classes to the learning model based on the problem that has been implemented.   Keywords: Problem Based learning, students Problem solving skill, Fluid Dynamic, Senior High school students
IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL USING TRACKER VIDEO ANALYZER SOFTWARE TO IMPROVE STUDENTS’ SCIENTIFIC PROCESS SKILL IN PARABOLIC MOTION TOPIC DWI KURNIAWAN, MAHENDRA
Inovasi Pendidikan Fisika Vol 7, No 1 (2018): Vol. 7 No. 1 Tahun 2018
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This research is aimed to describe student?s scientific process skill after the student experienced a guided inquiry learning using Tracker video analyzer. The pre-experimental research adopted one group pre-test post-test design and applied to 76 number of student at 10th grade in SMA N 3 Surabaya. How the learning process was implemented, together with how the students conduct the experiment and their performance during experiment are all accessed by using evaluation sheets. Proceeding these evaluations, pre-test on the student?s scientific skill was completed. The results were subsequently compared with the post-test result that was running after the afore mentioned evaluations. The student?s response were also gathered to enrich the data. Subsequently the pre- and post- test data were analyzed using T-test and N- gain normalized test. It was obtained that the examined inquiry learning model in the topic of Parabolic Motion has increased the student?s scientific process skill significantly under the accusation coefficient (?) of 5%, while the n-gain was in a medium range. Keywords: Guided inquiry learning model, tracker video analyzer, student?s scientific process skill, Parabolic Motion

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