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<![CDATA[MAKING PHYSICS LEARNING MEDIA BASED ON HOTS FOR SMP LEVELS ]]>
<![CDATA[Saut Dohot Siregar]]>;
<![CDATA[Nurul Khairina]]>;
<![CDATA[Robin Robin]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.18173
<![CDATA[Learning outcomes can be influenced by learning models, learning styles, and learning media. The accuracy of the learning media used can increase students' thinking power even to higher levels of thinking. High-level thinking students can be trained through learning in class. Learning media that is suitable for teaching material can help students in thinking at a high level or HOTS so learning media are needed in the teaching and learning process. This study aims to create learning media and try out these media. Learning media developed using the Borland Delphi application. The learning media developed were tested in junior high school grade 8 in Medan. The research sample was taken by cluster random sampling where each school had the same opportunity to become a research sample. Samples were divided into categories group A and group B. Group A and group B were subjected to the normality and homogeneity tests. This study uses research instruments in the form of multiple-choice questions as many as 15 questions and questionnaires on students' opinions on the learning media used. The results showed that the learning process by using instructional media produces better or higher learning outcomes than the learning process without the use of instructional media. The average posttest students in the class using media developed higher than the average posttest students in the class who do not use instructional media. The results of the student questionnaire argue that the media need to be designed to be more interesting so that students are happier to use it]]>
<![CDATA[THE INFLUENCE OF PROBLEM HOTS (HIGH ORDER THINKING SKILL) BASED ON DEDUCTIVE HYPOTHESIS ON BASIC PHYSICS 2 TOWARDS STUDENT LEARNING RESULTS ]]>
<![CDATA[Martin - Martin]]>;
<![CDATA[Tri Isti Hartini]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.14450
<![CDATA[Research has been conducted on the effect of Giving Hots (High Order Thinking Skill) Based on Deductive Hypothesis on Basic Physics Course 2 on Student Learning Outcomes. The research method uses a mixed method. Where the researchers first developed a product in the form of HOTS questions based on deductive hypotheses in the basic physics course 2, (Research and Development) after the questions were developed and validated, then implemented in learning and assessment (experiment). The validation technique is to ask the expert, in this case as a validator, to check the accuracy and provide an assessment of the appropriateness of the items with the indicators and the editor of the question writing. Based on the results of the validation by the evaluation experts obtained an average percentage assessment of all aspects was 83.33%, the results of the validation by the material experts obtained an average percentage of assessment of the overall aspects was 78.33%. Based on the results of field trials, the average percentage assessment of all aspects was 81.67%. From these results, it shows that the HOTS questions developed are appropriate to be used as an assessment tool in basic physics lectures 2. The influence of HOTS questions based on deductive hypotheses on student learning outcomes can be seen by using the Gain index. In this study, the Gain index value of 0.52, which shows that the effectiveness of giving HOTS questions based on a deductive hypothesis on student learning outcomes in the medium range]]>
<![CDATA[TWO-TIER ITEM TEST IS TO EXAMINE THE CONCEPTUAL OF MECHANIC MOTION FOR CLUES ABOUT CRITICAL THINKING SKILLS ]]>
<![CDATA[Wawan Bunawan]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.18488
<![CDATA[Critical thinking skills is one way to be able to understand the scientific concepts that exist in physics content as a whole in this case represented by motion content. The aim of the research is to find critical thinking skills behind success and failure in understanding the motion concepts of prospective science teachers. The concept of mechanical motion is expressed in verbal, formal, graphical, and numerical representations. The concept of motion is the subject of the problem in the first tier of the test item. The second tier of the test item measures one of the four critical thinking skills that are relevant to the subject matter. The critical thinking skills studied are reasoning effectively, using systems of thinking, making judgments and decisions, and solving problem. The results of the study show coherence between the ability to understand concepts and critical thinking skills expressed by the correlation index. The magnitude of the correlation index shows the level of coherence between understanding the concept and the underlying critical thinking skills. Empirical data shows a high correlation value between verbal representation and reasoning effectively, formal representation with using system thinking, graph representation with making judgments and decision, and numerical representation with the solving problem skills]]>
<![CDATA[THE EFFECT OF INQUIRY-BASED LEARNING METHOD ON SENIOR HIGH SCHOOL STUDENT’S CONCEPTUAL UNDERSTANDING OF HEAT AND SCIENTIFIC PROCESS SKILLS ]]>
<![CDATA[Solikin Solikin]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Derlina Derlina]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.18108
<![CDATA[This study aims to analyze the differences: (1) the conceptual understanding of students taught with inquiry-based learning method and conventional learning, (2) the scientific process skills of students taught with inquiry-based learning method and conventional one. This research employed a quasi experimental method. The population of study was XI grade student of SMA Al Fityan Medan. The sample was chosen randomly. The instrument used in this research were multiple choice questions and observation sheet. multiple choice questions were used to analyzed student’s conceptual understanding, while observation sheet were used to investigate student’s scientific process skills. The data of this research were analyzed using independent sample t-test. the results of this study showed a significant difference, that can be conclude as bellow: (1) the conceptual understanding of students taught with inquiry-based learning method are better than the students taught with conventional learning, (2) the scientific process skills of students taught with inquiry-based learning method are better than the students taught with conventional learning]]>
<![CDATA[DEVELOPMENT OF ENVIRONMENTAL PHYSICS TEACHING MATERIALS BASED ON GENERIC SCIENCE SKILLS IN THE FORM OF MODULES IN THE FORM OF A POCKET BOOK VIEWED FROM STUDENT LEARNING INTEREST ]]>
<![CDATA[Nuraini Fatmi]]>;
<![CDATA[Izkar Hadiya]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.15129
<![CDATA[The study aims to determine the quality of the Environmental Physics pocket book based on generic science skills developed in terms of students' interest in learning before and after learning with a pocket book. The pocket book was developed through research and development (R & D.) abbreviated R&D. The research subjects were A2 class students of the Physics Education Study Program class of 2016. The research design to look at the effect of learning with a pocket book on learning interest was by one group pretest posttest. In addition to seeing the effect of learning with a pocket book on student learning interest, the developed pocket book also reviews students' responses to the pocket book during the development process. The research data in the form of students' interest scores were calculated by their N gain values, tested for normality and homogeneity and statistically tested by the t-sample statistical test. Student response data is calculated by the average percentage of positive responses and negative responses. The development of a pocket book has gone through a review process by two media experts and one material expert that has produced the result that a pocket book is suitable for use. The influence of pocket books on students' interest in learning that is pocket books can increase student interest in learning with an average N-Gain of 55% while the statistical t test conducted shows that the developed pocket books are able to significantly increase student learning interest.]]>
<![CDATA[DEVELOPMENT OF INTERACTIVE MULTIMEDIA MODULES IN PROBLEM-BASED LEARNING MODELS TO ENHANCE CRITICAL THINKING ABILITIES OF HIGH SCHOOL STUDENTS ]]>
<![CDATA[Shabrina Amalia]]>;
<![CDATA[Djusmaini Djamas]]>;
<![CDATA[Yulkifli Yulkifli]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.14195
<![CDATA[Objective: to produce interactive multimedia modules in the Problem Based Learning (PBL) model to increase critical thinking skills that are valid, practical and effective. This type of research is R & D with a 4D models development model consisting of define, design, develop, and disseminate phases. At the define stage, a preliminary analysis, students, assignments, concepts, and formulation of learning objectives are carried out . The design phase is done by designing interactive multimedia modules in PBL models. The develop phase, validation by experts on interactive multimedia modules, and then carried out limited trials to see the practicality and effectiveness. Practical data is obtained from teacher and student questionnaires, then the effectiveness data is obtained from the achievement of knowledge, attitudes and skills competencies. The result of define phase is obtained information about the need to develop interactive multimedia modules in PBL models to increase critical thinking skills. The results of the design phase obtained the design of interactive multimedia modules referring to the needs analysis define phase. The results of module development meet valid criteria (0.88). Practical results according to teachers (96.4) and students (92.1). Thus it can be concluded that interactive multimedia modules are in a very practical category. Furthermore the effectiveness of the module on attitudinal competence (84.2), knowledge (81) and skills (71.9). The conclusion of this study is that interactive multimedia modules in the PBL model meet valid, practical and effective criteria]]>
<![CDATA[NEED ACCESSMENT OF CONTEXTUAL-BASED PHYSICS LEARNING VIDEO SUBJECT MATTER TEMPERATURE AND CALOR FOR 21ST CENTURY LEARNING ]]>
<![CDATA[Sadra Hamida]]>;
<![CDATA[Desnita Desnita]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.17356
<![CDATA[Primary analysis is a very important stage in a research development. Because the information obtained from this activity is the reason for the development of a research product. A preliminary study has been conducted in 7 high schools in West Sumatra, which aims to obtain information about the character of students, media and learning resources used by high school physics teachers to teach temperature and heat. This study was carried out in order to see the compatibility between the media and learning resources used by physics teachers with learning needs in the 21st Century. This activity applies a survey method, using questionnaire. Based on the analysis of student characteristics that have been obtained, students' interest in learning physics is 74.28, attitude is 76.29, student motivation is 79.36 and student learning style is 78.16. Initial analysis of teaching materials and media used by teachers obtained 100% of teachers stated that using textbooks in the learning process, 12.5% of teachers use modules and encyclopedias, 62.5% of teachers use LKS in the learning process. Learning media used by teachers in schools 37.5% teachers use videos, 37.5% teachers use power points. These results indicate that students' interest and motivation to learn are good, but the media used still needs to be adjusted. One of them is the addition of learning videos]]>
<![CDATA[ETHNOPHYSICAL INTEGRATION IN COOPERATIVE LEARNING BASED ON JAVANESE CULTURE TO IMPROVE GENERIC SCIENCE SKILLS AND STUDENT SELF-EFFICACY ]]>
<![CDATA[Putri Srijayanti]]>;
<![CDATA[Derlina Derlina]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.14058
<![CDATA[Research this aiming to improve generic science skills and student self-efficacy through a Javanese culture-based cooperative learning model with the Culturally Responsive Teaching approach. Research this do in MAS UIN Laboratory Medan SU TP 2018/2019. This type of research is a quasi-experimental exercise using two groups of pretest-posttest design. The research sample is class X MIA 1 as the experimental class and class X MIA 2 as the control class. The instrument used was a generic science skill test instrument and student self-efficacy questionnaire. The data in this study were analyzed using the t-test and gain test. The results of the study showed that the generic science skills and self-efficacy of students who were taught by cooperative learning models based on Javanese culture were better than students who were taught with conventional models. Results research to show learning physics through approach Culturally Responsive Teaching is integrated ethnophysics could develop KGS on direct observation skills, logic inference, and abstraction while student self-efficacy increases aspects of achievement and self-motivation, as well as self-discipline]]>
<![CDATA[INTERACTIVE MOBILE LEARNING MEDIA TO IMPROVE STUDENTS' HOTS ABILITY SUPPORTED WITH PROBLEM-BASED LEARNING MODEL ]]>
<![CDATA[Yeni Rima Liana]]>;
<![CDATA[Suharto Linuwih]]>;
<![CDATA[Sulhadi Sulhadi]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.18128
<![CDATA[Education in the 21st century has entered the era of smartphone technology. The purpose of this research was to test the feasibility and the effectiveness of interactive mobile learning media supported with problem-based learning model to improve students’ HOTS ability. The research and development (R & D) with a 4D model (Define, Design, Develop, Disseminate). The field testing was a quasi-experiment with a pretest and posttest control group design. The research subjects consisted of four lecturers as expert validators, two teachers and two groups of 72 students in a senior high school 2 Batang Regency, Central Java. Data collection techniques through questionnaires, observation, interviews, and written test. Product feasibility test by material experts get a score of 3.65, media experts with a score of 3.68 and student responses with a score 3.46 all in very good category. The results of the Normalized-gain test were 70.60 for the experiment group and 35.69 for the control group. This shows that there were differences in the increase of students' HOTS ability between the experiment group and the control group. Based on the results of the Multivariate Test on GLM with partial eta squared, it was found that this media made an effective contribution of 88.5% to improving students' HOTS abilities]]>
<![CDATA[STUDENTS TEACHING SKILL ON MICROTEACHING AT PHYSICS EDUCATION DEPARTEMENT ]]>
<![CDATA[Ino Angga Putra]]>;
<![CDATA[Novia Ayu Sekar Pertiwi]]>;
<![CDATA[Kartika Wulandari]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.13271
<![CDATA[This study aims to determine the basic skills of teaching prospective teacher students in microteaching courses. This type of research is a qualitative descriptive study. The research design is survey research. The research population used was students of the Physics Education Study Program UNWAHA. The assessment instrument in the study is the instrument / rubric for assessing the basic skills of teaching prospective teacher students. Research data collection by observing the implementation of student learning by observers of 3 lecturers with 3 observations. The assessment instrument uses a Likert scale with a scale of 1-4. The research data obtained were in the form of an average rating of basic teaching skills (quantitative data) and the results of comments from observers (qualitative data). The results showed that prospective teacher students in the category were good enough on the average assessment of basic teaching skills with a value of 2.80. It is expected that prospective teacher students improve their questioning skills, variety skills, guiding discussion skills and class management skills in Microteaching activities]]>
