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<![CDATA[THE EFFECT OF INQUIRY TRAINING LEARNING MODEL USING MACROMEDIA FLASH AND CREATIVE THINKING ABILITY ON SCIENCE PROCESS SKILLS OF STUDENT ]]>
<![CDATA[Helena Evadonna Siagian]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3701
<![CDATA[The aims of this research were to analyze science process skills of students using Inquiry Training Learning Model use Macromedia Flash on science process skills of students compare using conventional learning, analyze science process skills ofstudents who have high category in creative thinking ability better than low category in creative thinking ability, and analyze the interaction between Inquiry Training learning model use Macromedia Flash and the level of creative thinking ability in improving the science process skills. The research type was quasi experiment andtwo group pretest-posttest designs were used in this study. The sample was choosen by using cluster random class technique. The instrument was consist of science process skills test and creative thinking ability test. Data in this research was analyzed by using twoway Anova. The results of this research showed that the inquiry training learning model use macromedia flash was better than conventional learning in improving the students science process skills, the science process skills of the students who had highcategory in creative thinking ability was better than low category, and there was interaction between inquiry training learning model use macromedia flash and the level of creative thinking ability in improving students science process skills.]]>
<![CDATA[EFFECT OF PROBLEM BASED LEARNING MODEL AND MOTIVATION LEARNING ON LEARNING OUTCOMES IN CLASS X SMA SINAR HUSNI ]]>
<![CDATA[Halimatus Sakdiah Pelawi]]>;
<![CDATA[Karya Sinulingga]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3704
<![CDATA[This study aims to determine the effect of problem based learning model towards student learning outcomes, determine the effect learning motivation toward student learning outcomes and determine the effect of interaction between learning model with motivation toward learning outcomes of students. This research is aquasi-experimental, conducted at SMA Swasta Sinar Husni the academic year 2014/2015. Population in the study were all students of class X IPA consisting of 2 classes. Sampling was done by purposive sampling, while the determination of a with drawal carried out by random sample class. This study uses Two group pretest-posttest design. Data analysis using ANOVA two ways. From the study concluded that the results of studying physics students apply problem based learning model is better than the conventional learning models, learning outcomes Physics students who have learning high motivation is better than students with low learning motivation, and there was an interaction between the model of learning by learning motivation on student learning outcomes. That is,the result of learning with problem based learning model is always better than the conventional learning. Likewise, learning outcomes of students who have high motivation to learn will always be better than the learning outcomes of students who have low learning motivation.]]>
<![CDATA[EFFECT OF INQUIRY LEARNING MODEL AND MOTIVATION ON PHYSICS OUTCOMES LEARNING STUDENTS ]]>
<![CDATA[Dahlia Megawati Pardede]]>;
<![CDATA[Sondang Rina Manurung]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3698
<![CDATA[The purposes of the research are: (a) to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b) to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c) to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a) there are differences in physical students learning outcomes are taught by Inquiry Training models and conventional models. (b) learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with conventional model. (c) there is a difference in student's learning outcomes that have high motivation and low motivation. (d) Student learning outcomes that have a high motivation better than student learning outcomes than have a low motivation. (e) there is interaction between learning and motivation to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the motivation, while learning outcomes of students who are taught with conventional models are not affected by motivation.]]>
<![CDATA[EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL ON STUDENT LEARNING OUTCOMES IN GEOMETRIC OPTICS SUBMATTER ]]>
<![CDATA[Rani Deliana Panggabean]]>;
<![CDATA[Pintor Simamora]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3705
<![CDATA[The study was aimed to determine the effect of Problem Based Learning (PBL) model towards student outcomes and learning activity in optica Geometric material. The type of this research was quasy experiment. The population of this research was all of the students class X SMA Negeri 5 Medan A.Y 2014/2015 which was consist of 5 classes. X MIA 5 was choosen as experimental group and X MIA 3 as Control group by using cluster random sampling. The Instrument used was learning outcomes and student’ activity observation sheet. Based on the hypothesis of the average value, pretest shows that both of the class had the same early abilities. After the treatment, found that the average value of post-test in experimental class by using problem-based learning was 76,34 and control class by using conventional learning was 72,56. The result of test showed that data normally distribution and homegeneous. Then, was made a hypothesis experiment that giving t count (1,83)> t table(1,67), so Ha was accepted. Later, from the observation data showed that the students learning activity in experimental group was belong to the active category. Finally, it could be concluded that there was an effect of Problem based learning model towards the learning outcames and learning activity in optical geometric material.]]>
<![CDATA[DEVELOPMENT SCIENTIFIC INQUIRY BASED TEACHING MATERIALS ON DYNAMIC FLUIDS TO IMPROVE STUDENTS ACHIEVEMENT ]]>
<![CDATA[Jeliana Veronika Sirait]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Makmur Sirait]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3699
<![CDATA[The study was conducted to investigate whether the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement. This study is development which based on Borg & Gall product development. Samples were selected randomly by raffling 4 classes into one class, applied teaching materials based scientific inquiry. The instruments which are used in this study consisted of three namely quetionnaires used for validation of teaching material by the expert of the material and the expert of design, the evaluation of physics teacher and students’ response toward teaching materials and observation sheet of students’ activity used in learning process and also test for students’ achievement in the form of multiple choice consisted of 10 quetions provided for end of the learning. The results of this study showed that the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement in every session.]]>
<![CDATA[EFFECT OF INQUIRY TRAINING LEARNING MODEL DAN CREATIVITY ON SCIENCE PROCESS SKILLS ]]>
<![CDATA[Purnama Silitonga]]>;
<![CDATA[Mara Bangun Harahap]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3706
<![CDATA[This study aims: 1) to determine differences in science process skills of students with learning model inquiry training and conventional learning models, 2) to determine the difference science process skills of students who have high creativity and creativity is low, 3) to determine the interaction model of learning inquiry trainingwith creativity of the science process skills. The sampling technique conducted cluster random sampling two classes, where first class as a class experiment with the number of students 32 people applied learning model inquiry training (X-1) and the second class as a class control the number of students 32 people who applied conventional learning model ( X-2). Instruments in this study is the science process skills test and a test of creativity in the form of a description. From these results it can be concluded that: 1) science process skills of students that learned with a learning model inquiry training is better than the students that learned with conventional learning models, 2)science process skills of students with high creativity better than students with creativity is low, 3) there is interaction between inquirylearning model training and creativity in influencing the science process skills of students.]]>
<![CDATA[EFFECT OF GUIDED DISCOVERY LEARNING MODEL BASED COLLABORATION WITH FLASH MEDIA ON SCIENCE PROCESS SKILLS ]]>
<![CDATA[Erna Pardede]]>;
<![CDATA[Motlan .]]>;
<![CDATA[Retno Dwi Suyanti]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3700
<![CDATA[This research aimed to determine is there any significant differences between Students’ Science Process Skill taught by using Collaboration Based Guided Discovery Technique using Flash Media with conventional learning. The sample of the research was taken by using cluster random sampling from around 2 classes consisting of 82 students. Experimental class was taught by using Based Guided Discovery Technique using Flash Media. Meanwhile control class was taught by using conventional teaching technique. The data analysis technique used independent T-test and correlation test with SPSS 17 at the significance level α = 0.05. The result of the research showed that there were significant differences between students’ science process skill taught by using Collaboration Based Guided Discovery Technique using Flash Media with conventional learning.]]>
<![CDATA[THE EFFECT OF KOOPERATIF LEARNING MODEL TYPE GROUP INVESTIGATION AND FIRST CONCEPT UNDERSTANDING TO SCIENCE PROCESS SKILL OF SENIOR HIGH SCHOOL STUDENT ]]>
<![CDATA[Hiba Dertyana Siregar]]>;
<![CDATA[Motlan .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3707
<![CDATA[This study aims to: know the difference science process skills of students using cooperative learning model group investigation with direct instruction teaching model. This study is quasi exsperiment. The sample in this research was done by using cluster random sampling two classes. Instruments used in this research is understanding the concept of the initial test in the form of multiple-choice comprised of 10 questions and test science process skills in the form of 15 questions of multiple choice. From the results of this study concluded that: 1) there are differences in students' science process skills are taught using cooperative learning model group investigation, 2) there is a difference science process skills of students who have an understanding of the concept of high and low initial, 3) there is an interaction between the model of cooperative learning group investigation and understanding of the initial concept of the science process skills that students have a better learning model applied to students who have an understanding of the high initial concept.]]>
<![CDATA[EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL AND LEARNING MOTIVATION ON LEARNING OUTCOMES OF CLASS XI SEMESTER II SUBJECT MATTER OF FLUID DYNAMICS IN SMA ]]>
<![CDATA[Yosico Indagiarmi]]>;
<![CDATA[Abdul Hakim Siregar]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3702
<![CDATA[This research aims to determine the effect of Problem Based Learning model on the student’s learning outcomes in the subject matter dynamic fluid. This research is a quasi-experimental study with two group design Pre-test and post-test, this study population was all students of class XI SMA Private Panca Budi Medan TP 2014 / 2015. The samples were taken by cluster random sampling technique, which consists of two classes, PBL applied in experiment class and conventional learning applied in control class, Data was obtained by using 12 essay instruments, observation ofactivities, attitudes and skills of students. From the analysis of the data for the experiment class gained an average of 30.5 Pre-test and the average value of Post-test 74.2. Control classes gained an average of 33.2 Pre-test and average Post-test 65.8. Both classes are normally distributed and have a homogen variation. t count was 2,016 at the real level of 0.05 where t count was 2,407 and t count > t table. So that there is significant effect of Problem Based Learning (PBL) to student’s learning result in the subject matter dynamic fluid of class XI SMA Private Panca Budi Medan TP 2014/2015.]]>
<![CDATA[DEVELOPMENT OF SCIENCE PROCESS SKILLS STUDENTS WITH PROJECT BASED LEARNING MODEL- BASED TRAINING IN LEARNING PHYSICS ]]>
<![CDATA[Ratna Malawati]]>;
<![CDATA[Sahyar .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3708
<![CDATA[This study aims to improve the physics Science Process Skills Students on cognitive and psychomotor aspects by using model based Project Based Learning training.The object of this study is the Project Based Learning model used in the learning process of Computationa Physics.The method used is classroom action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. In the first cycle of treatment with their emphasis given training in the first phase up to third in the model Project Based Learning, while the second cycle is given additional treatment with emphasis discussion is collaboration in achieving the best results for each group of products. The results of data analysis showed increased ability to think Students on cognitive and Science Process Skills in the psychomotor.]]>
