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INDONESIA
JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 23031832     EISSN : 2503023X     DOI : 10.24042
Core Subject : Science, Education, Engineering,
Earth & Planetary Sciences Education Electrical & Electronics Engineering Physics
Jurnal Ilmiah Pendidikan Fisika Al-Biruni is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of research in the field of theoretical physics, applied physics, and physics learning include: development of instruments of evaluation physics, development of instructional media physics, the development of learning model of physics, and Quasi-Experiment. Jurnal Ilmiah Pendidikan Fisika Al-Biruni published comprehensive research articles and reviews by leading experts in the field. Selected articles, which has a high scientific achievement, provide important new knowledge, and high benefits to society of physics and physics education. The Journal was first published in 2012 and regularly published twice per year in April and October. Since 2014 this journal began in the online.
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Search results for , issue "Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni" : 12 Documents clear
Pembelajaran Kooperatif Tipe Group Investigation (GI) dengan Metode Know-Want-Learn (KWL): Dampak terhadap Hasil Belajar Fluida Dinamis Harahap, Ria Astri; Derlina, Derlina
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1369

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe GI dengan metode Know-Want-Learn terhadap hasil belajar siswa. Jenis penelitian ini adalah quasi experiment dengan populasi seluruh siswa kelas XI SMA Negeri 21 Medan T.P. 2016/2017. Pengambilan sampel dilakukan dengan cara cluster random sampling. Instrumen yang digunakan dalam bentuk pilihan berganda dengan 5 pilihan jawaban sebanyak 15 soal. Kemudian pada kedua kelas diberikan perlakuan yang berbeda, kelas eksperimen dengan model pembelajaran kooperatif tipe GI dengan metode Know-Want-Learn (KWL) dan kelas kontrol dengan pembelajaran konvensional. Setelah pembelajaran selesai diberikan, diperoleh postes dengan nilai rata-rata hasil belajar siswa pada kelas eksperimen 74,7dan kelas kontrol 63,53. Berdasarkan hasil analisa perhitungan uji t, ada pengaruh model pembelajaran kooperatif tipe GI dengan metode Know-Want-Learn (KWL) terhadap hasil belajar siswa pada materi pokok Fluida dinamis di kelas XI SMA Negeri 21 Medan T.P 2016/2017.Group Investigation (GI) Cooperative Learning Through The Know-Want-Learn (KWL) Method: The Impact on Dynamic Fluid Learning OutcomesThis research purposes to know the effect learning cooperative model type GI with Know-Want-Learn method toward the result of student learning. The type of research was quasi-experiment with the population in this research is all students in class XI SMA Negeri 21 Medan A.Y.2016/2017. Cluster random sampling technique took the sample. The instrument that used is multiple choice with five options answer as much as 15 items. Then two classes give different learning, experiment class with cooperative learning model type GI with Know-Want-Learn method and control class with conventional learning. After learning had been given, got post-test with average calculation value of student experiment class is 74,7 and control class is 63,53. Based on the results of calculation of t-test analysis, there is the effect learning model cooperative type GI with Know-Want-Learn method toward the result of student learning at the dynamic fluid topic in class XI SMA Negeri 21 Medan A.Y.2016/2017.
Analisis Pemahaman Konsep Vektor pada Siswa Sekolah Menengah Atas Sari, Witri Puspita; Suyanto, Eko; Suana, Wayan
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1743

Abstract

Penelitian ini bertujuan untuk mengungkap pemahaman konseptual tentang vector, siswa kelas XI SMA di Kabupaten Natar, Lampung Selatan. Populasi adalah seluruh siswa kelas XI SMA dari tujuh SMA dan jumlah sampel sebanyak 167 siswa. Data dikumpulkan dengan menggunakan 15 soal pilihan jamak dan alasan pertanyaan yang dibutuhkan. Hasil penelitian menunjukkan bahwa hanya 39,1% siswa yang mengerti tentang konsep vektor. Vektor satuan adalah subtopik yang paling mudah dipahami dimana 61,1% siswa memahami subtopik sedangkan arah vektor adalah subtopik yang paling sulit bagi siswa dimana hanya 23,3% yang mengerti subtopic.Vectors Concepts Understanding Analysis on Junior High School StudentsThis research aims to reveal the students’ conceptual understanding about the vector of XI grade senior high school students in Natar district, South Lampung. The population was all of the students of XI grade from seven high schools, and the number of samples was 167 students. The data collected by using 15 multiple choice and reasons required questions. The results showed that only 39.1% students understood about vector concept. Unit vector was the most understandable subtopic where 61.1% of students understand the subtopic whereas the direction of the vector was the most challenging subtopic for students where only 23.3% understand the subtopic.
Meta Analisis Pengaruh Penerapan Pembelajaran Berbasis Konstruktivisme pada Materi Fisika di Kalimantan Barat Boisandi, Boisandi; Darmawan, Handy
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1762

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) Rerata pengaruh pembelajaran berbasis konstruktivisme ditinjau dari jenjang pendidikan subjek penelitian (SMP dan SMA Sederajat). (2) Rerata pengaruh pembelajaran berbasis konstruktivisme ditinjau dari pemberian tindakan. (3) Rerata pengaruh pembelajaran berbasis konstruktivisme terhadap variabel terikat subjek penelitian. Metode penelitian ini adalah metode  deskriptif kuantitatif. Sesuai dengan tujuan penelitian yang dikemukakan, maka subjek dalam penelitian ini diperoleh dari review laporan hasil penelitian sebanyak 5 (Lima) buah. Teknik pengumpulan data dalam meta analisis ini adalah observasi terhadap komponen-komponen yang diteliti pada beberapa laporan hasil penelitian dengan mengelompokkan berdasarkan kelompok-kelompok unit analisis. Hasil penelitian diperoleh Rerata pembelajaran berbasis konstruktivisme ditinjau dari jenjang pendidikan subjek penelitian, Rerata hasil belajar dan respon siswa dari pembelajaran berbasis konstruktivisme ditinjau dari pemberian tindakan, dan Rerata pengaruh pembelajaran berbasis konstruktivisme terhadap variabel terikat subjek penelitian berkategori baik.Meta-Analysis of The Influence of Constructivism based Learning on Physics Material In West KalimantanThis study aims to determine: (1) average level of influence education to the subject of research (SMP and SMA equal) based constructivism. (2) average influence on giving action based constructivism. (3) Average influence on the learning toward dependent variable of subject research-based constructivism. The research method is quantitative descriptive. In accord with the purpose of the research, the subject in this study obtained from the review of 5 (Five) research results.The data collecting technique in this meta-analysis is an observation of the components examined in several reports of research results by a grouping of units-analysis. The research result obtained from the education level based constructivism, the average of learning outcomes and the students' responses based constructivism regarding giving the action, and the effect of learning based constructivism on the dependent variable is medium categorized.
Peningkatan Pemahaman Materi Kuantisasi Besaran Fisis pada Calon Guru Fisika menggunakan Metode Diskusi Kelas dan Scaffolding Deta, Utama Alan
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1801

Abstract

Kuantisasi besaran fisis merupakan materi penting dalam Fisika kuantum. Topiknya merupakan jembatan dan titik awal revolusi pemikiran Fisis dikenalnya Fisika Kuantum. Penelitian ini bertujuan untuk mengetahui penerapan metode diskusi untuk meningkatkan hasil belajar mahasiswa pendidikan fisika pada materi kuantisasi besaran fisis. Penelitian ini dilakukan di Jurusan Fisika Universitas Negeri Surabaya pada matakuliah Fisika Kuantum khususnya materi Kuantisasi Besaran Fisis. Penelitian ini merupakan Penelitian Tindakan Kelas dengan obyek penelitian mahasiswa Pendidikan Fisika B 2012 dan/atau mahasiswa yang memprogam matakuliah Fisika Kuantum pada tahun ajaran 2014/2015. Penelitian dilakukan dengan 2 siklus. Pada siklus pertama, hasil belajar mahasiswa sebesar 63,6%. Siklus dilanjutkan hingga hasil belajar mahasiswa lebih dari 75% yakni pada siklus kedua sebesar 79,4%. Perbedaan utama dari siklus 1 dan siklus 2 adalah adanya scaffolding oleh dosen di siklus kedua. Scaffolding yang diberikan berupa pertanyaan-pertanyaan bantuan agar mahasiswa mampu menjelaskan konsep materi yang diajarkan dan proses diskusi dapat berjalan dengan lebih baik.The Improvement of Quantification of Physical Size Understanding of The Pre-Service Physics Teachers using Class Discussion Methods and ScaffoldingPhysical quantities quantization is an essential subject in Quantum Physics. The topic used as a bridge and a starting point of the revolution of physical thinking into the real Quantum Physics. This study aims to determine the application of discussion methods to enhance the learning outcomes of physics education students on the topic of quantization of physical quantities. This research conducted at the Physics Department, Universitas Negeri Surabaya on the subject of Quantum Physics. This research is a Classroom Action Research with research object is students of Physics Education B 2012 and students who programmed Quantum Physics course in academic year 2014/2015. The study conducted with two cycles. In the first cycle, the learning outcomes are 63.6%. The cycle is continued until the learning outcomes more than 75%, that is, in the second cycle is 79.4%. The main difference between cycle 1 and cycle 2 is the presence of scaffolding by lecturers in the second cycle. Scaffolding was given in the form of helping questions so that the students can explain the concept of the material being taught and the discussion process can run better.
Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI): Dampak Terhadap Hasil Belajar Fisika Siswa Ariani, Tri
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1802

Abstract

The research aims to know the influence of students studying physics by using cooperative learning model Team Assisted Individualization (TAI) type in learning physics on class X SMAN 8 Lubuklinggau the Academic Year 2016/2017. This type of research is experimental research, the research design used in the form of pre-test and post-test control group design. Data collection techniques in this research are essay test in the form of as much as seven items. The essay is to determine students’ learning outcomes in the cognitive domain. The samples were taken from class X.1  and class X.2. The average value of the experimental class in initial tests was at 40.64 and 83.41 for the final test. While the average value of the initial test in control class was at 32.16 and for the final test at 75.73. With t = 2.604 df = 48 and α = 0.05, ttable value is 1.684. So tcount> ttable, then accept and reject H0 Ha. Based on this analysis we can conclude the results of the experimental class which is learning using cooperative learning model Assisted Individualization Team (TAI) type is higher than the average value of the control class that using conventional cooperative learning.Penelitian ini bertujuan untuk mengetahui pengaruh hasil belajar fisika siswa pada ranah kognitif dengan menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) siswa kelas X SMA Negeri 8 Lubuklinggau Tahun Pelajaran 2016/2017. Jenis penelitian ini adalah penelitian eksperimen, dengan desain penelitian berbentuk pre-test dan post-test kontrol group design. Teknik pengumpulan data dalam penelitian ini adalah tes berbentuk soal essay sebanyak 7 butir soal. Kelas sampel diambil kelas X.1 dan kelas X.2. Nilai rata-rata kelas eksperimen pada tes awal sebesar 40,64 dan tes akhir sebesar 83,41. Sedangkan nilai rata-rata kelas kontrol pada tes awal sebesar 32,16 dan pada tes akhir sebesar 75,73. Dengan thitung = 2,604 dk = 48 dan α   = 0,05, maka nilai ttabel adalah 1,684. Jadi thitung> ttabel, maka terima Ha dan tolak H0. Berdasarkan analisis tersebut dapat disimpulkan ada pengaruh model pembelajaran kooperatif tipe Team Asissted Individualization (TAI) terhadap hasil belajar fisika siswa.
Pengembangan Program Pembelajaran Fisika SMA Berbasis E-Learning dengan Schoology Wahyudi, Ismu
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1850

Abstract

E-Learning memberikan solusi alternatif bagi permasalahan pendidikan, dengan fungsi yang dapat disesuaikan dengan kebutuhan, baik sebagai suplemen, komplemen, serta substitusi kegiatan pembelajaran. Proses pembelajaran secara online menggunakan E-Learning dapat melatih peserta didik untuk belajar secara mandiri, sehingga pembelajaran dapat beralih kepada pembelajaran yang berpusat pada siswa. Penelitian ini dilakukan untuk  mengembangkan program pembelajaran fisika SMA berbasis e-learning dengan schoology di Lampung. Desain penelitian  menggunakan model penelitian dan pengembangan, yang dimulai dengan melakukan analisis kebutuhan, identifikasi sumber daya, identifikasi spesifikasi produk, pengembangan produk, uji internal untuk melihat kelayakan produk, uji eksternal untuk melihat kebermanfaatan produk, dan tahap terakhir produksi. Hasil dari uji produk menunjukkan bahwa produk tervalidasi ahli, layak digunakan dan menarik (3,25); mudah digunakan (3,24); dan bermanfaat (3,31). Produk teruji efektif digunakan dalam pembelajaran dengan persentase mencapai 88,82%.The Development of Physics Learning Program Based on E-Learning with SchoologyE-learning gives alternative solution for some educational problems, with the function which can adjust as necessary, as a supplement, complement, and substitution teaching-learning.  The learning process by online used e-learning can make the students learn will independently so that teaching-learning can change the students centered learning. This research was conducted to develop teaching-learning in physics senior high school, based e-learning on technology in Lampung. The research design used to research and development model started with doing need assessment, identification of resources, identification product specification, product development, internally tested to see validation of product, external tested to see the use of the product, and the last stage production. The result of the tested the product showed that had validated by an expert, proper to used and interested (3,25); easy to use (3,24); and useful (3,31). The product was effectively tested to use in teaching learning with percentage 88,82%.
Modul Digital Interaktif Berbasis Articulate Studio’13: Pengembangan pada Materi Gerak Melingkar Kelas X Irwandani, Irwandani; Latifah, Sri; Asyhari, Ardian; Muzannur, Muzannur; Widayanti, Widayanti
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1862

Abstract

Tujuan penelitian ini adalah untuk menghasilkan produk modul digital interaktif berbasis Articulate Studio’13 pada mata pelajaran fisika materi gerak melingkar yang berkualitas dan menarik. Penelitian ini merupakan jenis penelitian dan pengembangan (R&D) dengan memodifikasi 10 tahapan yang ada menjadi 7 tahapan yaitu; potensi dan masalah, pengumpulan informasi, desain produk, validasi desain, revisi desain, uji coba produk, dan revisi produk. Pembatasan tahapan ini dilakukan berdasarkan kebutuhan dan tujuan penelitian itu sendiri. Berdasarkan hasil validasi produk, diperoleh kesimpulan bahwa modul digital interaktif berbasis articulate studio’13 pada mata pelajaran fisika materi gerak melingkar diakategorikan sangat layak untuk digunakan. Persentase yang diperoleh dari ahli materi fisika sebesar 84,67%, dari ahli media pembelajaran sebesar 85,56%, dan dari praktisi pendidikan sebesar 84,1 %. Produk tersebut kemudian diujicobakan dalam skala kecil dan diperoleh persentase kemenarikan sebesar 84.4%. Selanjutnya, dalam uji coba skala besar diperoleh persentase kemenarikan sebesar 85,0%. Berdasarkan hasil tersebut, diperoleh kesimpulan bahwa modul digital interaktif berbasis Articulate Studio’13 pada mata pelajaran fisika materi gerak melingkar dapat digunakan sebagai modul pembelajaran.Articulate Studio’ 13-Based Interactive Digital Module: The Development of Circular Motion Material for The Tenth Grade StudentsThe aims of this research is to produce interactive digital modul based on Articulate Studio '13 on quality and interesting circle motion subject of physics learning. This is Research and Development (R&D) research by modifying 10 stages that exists into 7 stages, they are: potential and problem, information gather, product design, design validation, design revision, product testing, and product revision. The limitation of stages is done based on the need and the purpose of the research itself. Based on the result validation product, concludes that digital interactive modul of Articulate Studio'13 on circle motion subject is categorized very eligible to used. The gain percentages are from physics experts are 84,67%, from learning media experts are 85,56%, and from education experts are 84,1%. Then, the product is tested on small scale and gained interesting percentage at 84,4%. Later, on large scale gained interesting percentage at 85,0%. Based on those result, it can be conclude that interactive digital modul based on Articulate Studio'13 on circle motion subject of physics learning can be used as learning modul.
Pembelajaran Inkuiri untuk Meningkatkan Keterampilan Proses Sains Calon Guru Fisika Nurussaniah, Nurussaniah; Trisianawati, Eka; Sari, Ira Nofita
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1891

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan peningkatan keterampilan proses sains calon guru fisika setelah diterapkan pembelajaran inkuiri dan konvensional. Penelitian ini menggunakan metode eksperimen dengan bentuk quasi eksperimen dan rancangan non-equivalent control group design. Hasil penelitian menunjukkan bahwa peningkatan keterampilan proses sains pada kelas yang diterapkan pembelajaran inkuiri adalah 38,09 sedangkan pada kelas yang diterapkan pembelajaran konvensional adalah 17,86. Hasil uji t independent sampel menunjukkan angka signifikansi yaitu 0,004 lebih kecil dari 0,05. Hal ini menandakan bahwa H0 ditolak dan Ha diterima sehingga terdapat perbedaan peningkatan keterampilan proses sains calon guru fisika di kelas yang diterapkan pembelajaran inkuiri dan konvensional. N-Gain (g) pada kelas eksperimen adalah 0,65 dengan interpretasi sedang dan pada kelas kontrol adalah 0,27 dengan interpretasi rendah. Perbedaan tersebut menunjukkan bahwa pembelajaran inkuiri mampu meningkatkan keterampilan proses sains guru fisika.Inquiry Learning to Improve The Science Process Skills of The Pre-Service Physics TeachersThis study aims to determine the difference in the improvement of science process skills of physics teacher candidates after applied inquiry and conventional learning. This research uses the experimental method with quasi-experimental design and non-equivalent control group design. The results showed science process skills’ gain in the classroom applied inquiry learning is 38.09 while in the classroom applied conventional learning is 17.86. The result of the independent sample t-test shows that the significance is 0.004 less than 0.05. This indicates that H0 rejected and Ha accepted, so there is a difference in the improvement of science process skills of physics teachers in the classroom which is applied inquiry and conventional learning. N-Gain (g) in the experimental class is 0.65 with moderate interpretation and in the control class is 0.27 with low interpretation. The existence of such differences indicates that inquiry learning can improve the science physics teacher process skills.
The Application of STAD- Cooperative Learning in Developing Integrated Science on Students Worksheet Rahayu, Titik; Syafril, Syafrimen; Wati, Widya; Yuberti, Yuberti
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.1933

Abstract

The application of Integrated teaching materials in teaching and learning science is very important, to support students acquire comprehensive knowledge and skills and make the learning process more memorable. Teachers must be good at choosing methods and packaging the teaching materials well to attract students' learning interests. This study aims to examine the analysis of the development of integrated Science on Student Worksheet using the steps of cooperative methods of Student Teams Achievement Divisions type. The study was conducted using a qualitative approach (Multi-case single-site case study design). The data were collected through analytical documents and analyzed thematically with NVIVO 10 software. The results showed that the steps to develop integrated science on Student Worksheet using cooperative method of Student Teams Achievement Divisions are: (1) In Student Worksheet there must be motivation and apperception; (2) team building; (3) presentations from teachers; (4) learning activities in teams must be heterogeneous; (5) implementation of individual quizzes; (6) awarding. The results of this study are discussed with various results of previous research.
Profile of Senior High School Metacognitive Ability in Solving Problems of Abstraction on Physics Material Yanti, Helda; Distrik, I Wayan; Khasyyatillah, Isra
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 6 No 2 (2017): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v6i2.2061

Abstract

This study aims to determine the ability of students’ metacognition in solving abstract problems in physical material. The study involved students who took through the test. Metacognition ability data obtained through written test consisting of questions metacognitive knowledge and metacognition skills. Data analysis is done descriptively. The result of the research shows that declarative knowledge dominates students metacognition knowledge, that is students can recognize the difficult problem and able to interpret in other forms but less able to recognize method used and how to finish, while students' metacognition skills are more dominant in planning and monitoring fields. Prediction and evaluation skills are still relatively low. Overall, metacognition ability of students included in the low category.

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