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<![CDATA[PENGARUH STRATEGI PEMBELAJARAN GENIUS LEARNING TERHADAP HASIL BELAJAR FISIKA SISWA ]]>
<![CDATA[Henok Siagian]]>;
<![CDATA[Irwan Susanto]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v1i2.3183
<![CDATA[Abstrak. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar Fisika siswa dengan menerapkan strategi pembelajaran Genius Learning. Subjek penelitian adalah siswa kelas X SMA Negeri 1 Pancur Batu, di mana dari kelas X-A sebagai kelas eksperimen (strategi pembelajaran Genius Learning) dan kelas X-B sebagai kela kontrol (pembelajaran konvensional) dengan masing-masing kelas berjumlah 40 siswa. Penelitian ini merupakan jenis penelitian quasi experiment dengan menggunakan metode groups pretest-posttest desaign dalam pengambilan data penelitian. Berdasarkan data yang diperoleh dari hasil penelitian menunjukkan, bahwa rata-rata hasil belajar fisika siswa dengan strategi pembelajaran Genius Learning mengalami peningkatan. Data penelitian berupa hasil belajar kognitif diperoleh dari test hasil belajar yang diperoleh untuk mengetahui peningkatan hasil belajar siswa. Hasil analisis data menunjukkan adanya peningkatan hasil belajar kognitif. Dari hasil analisis tersebut dapat disimpulkan bahwa penerapan stategi pembelajaran Genius Learning dapat meningkatkan hasil belajar fisika siswa.]]>
<![CDATA[DEVELOPING TEACHING MATERIAL FOCUS ON WAVE SUBJECT USING PISA (PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT) ON UNDERGRADUATE DEGREE PROGRAMS IN PHYSICS ]]>
<![CDATA[Sahyar Sahyar]]>;
<![CDATA[Wawan Bunawan]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v8i2.15087
<![CDATA[Indonesian students' competence in solving PISA literacy-based science questions is still relatively low compared to ASIA countries and even ASEAN countries. The research aims to develop wave material teaching materials based on PISA literacy for basic Physics courses in the Unimed Physics Study Program in the first semester of 2019/2020. This type of research is a research development using the stages of Analyze Design Develop Implement Evaluate (ADDIE). PISA-based competencies include competency in explaining science phenomena, competence in evaluating and designing science experiments and competence in interpreting the data from science experiments. In the analysis phase it was found that the available wave teaching materials did not fully support the demands of PISA competence. At the design stage, wave teaching materials are arranged by emphasizing the achievement of PISA competencies. At the development stage of the teaching material is validated by the material expert and revised according to expert input. At the implementation stage, teaching materials were tested on a small group of students and revisions were made to the material aspects of the competence of scientific inquiry and data interpretation in accordance with the difficulties found in the field. At the evaluation stage teaching materials are applied to undergraduate students in Physical Education. Results obtained: there was an increase in student responses and PISA-based competencies after using the developed wave teaching materials]]>
<![CDATA[PENGARUH PENGAJARAN MODEL OLIMPIADE FISIKA TERHADAP HASIL BELAJAR SISWA KELAS X SMA NEGERI 1 MEDAN ]]>
<![CDATA[Fatma Reni Pulungan]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 1, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v1i1.3383
<![CDATA[Penelitian bertujuan untuk mengetahui pengaruh pengajaran model olimpeade Fisika terhadap hasil belajar siswa kelas X SMA Negeri 1 Medan. Metode pengajaran yang diberikan metode diskusi, tanya jawab dan studi kasus. Berdasarkan data angket yang diperoleh diketahui bahwa pengetahuan siswa tentang olimpiade Fisika adalah cukup baik (68,69%), minat siswa terhadap olimpiade Fisika adalah baik (72,06%), tingkat kesukaran olimpiade Fisika 48,38% dan peran serta guru sekolah terhadap olimpiade Fisika 62,33%. Dari hasil penelitian diketahui bahwa harga thitung = 2,5 dan harga ttabel = 1,994 untuk taraf signifikan a = 0,05. Dapat dilihat bahwa harga thitung>ttabel sehingga Ha diterima dan Ho ditolak, artinya ada pengaruh yang berarti dari pengajaran model olimpiade Fisika terhadap hasil belajar siswa pada materi gerak di SMA Negeri Medan Kelas X Tahun Pelajaran 2005/2006.]]>
<![CDATA[ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL ]]>
<![CDATA[Dede Parsaoran Damanik]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 1 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i1.4333
<![CDATA[This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1) test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2) test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1) There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2) there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3) There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.]]>
<![CDATA[EFFECT OF COOPERATIVE LEARNING MODEL TYPE GROUP INVESTIGATION ASSISTED PHET AND TEAMWORK SKILL ON STUDENTS CONCEPTUAL KNOWLEDGE ]]>
<![CDATA[Rikcy Almeda]]>;
<![CDATA[Sahyar Sahyar]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 6, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v6i2.7657
<![CDATA[This research aim is to know whether conceptual knowledge of students taught by Cooperative Learning Model type Group Investigation assisted PhET is better than conventional learning; to know whether conceptual knowledge of students in above average is better than the student in below average; to know whether there is an interaction between Cooperative Learning Model type Group Investigation assisted PhET and teamwork skill in improving conceptual knowledge of students. This research is quasi experimental research. The population in this research is all the students in class X Semester 2 Nurul Hakim Islamic Boarding School in Academic Year 2016/2017. The sample taken by cluster random sampling technique as much as 2 classes, where the experiment class taught by Cooperative Learning Model type Group Investigation assisted PhET and control class taught by conventional learning. Instrument used in this research consist of conceptual knowledge test and questionnaire of teamwork skill that has been validated and reliable. Data in this research analyzed by two ways ANAVA. The result of this research shows that conceptual knowledge of students taught by Cooperative Learning Model type Group Investigation assisted PhET with value 75,33 is better than conventional learning with value 69,00; conceptual knowledge of students in above average of teamwork skill with value 75,15 is better than the student in below average of teamwork skill with value 69,53; there is an interaction between Cooperative Learning Model type Group Investigation assisted PhET and teamwork skill in improving conceptual knowledge of students with value 0,037. This interaction shows the conceptual knowledge of students is dominan in Cooperative Learning Model type Group Investigation assisted PhET in group of students who have above average of teamwork skill.]]>
<![CDATA[EFFECT SCIENTIFIC INQUIRY TEACHING MODELS AND SCIENTIFIC ATTITUDE TO PHYSICS STUDENT OUTCOMES ]]>
<![CDATA[Dian Clara Natalia Sihotang]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v3i2.3170
<![CDATA[The objectives of this study were to determine whether: (1) the student’s achievement taught by using Scientific Inquiry Teaching Models is better than that of taught by using Direct Instruction; (2) the student’s achievement who have a high scientific attitude is better than student who have low scientific attitude; and (3) there is interaction between Scientific Inquiry Teaching Models and scientific attitude for the student’s achievement. The results of research are: (1) the student’s achievement given learning through Scientific Inquiry Teaching Models better than Direct Instruction; (2) the student’s achievement who have a high scientific attitude better than student who have low scientific attitude; and (3) there was interaction between Scientific Inquiry Teaching Models and scientific attitude for student’s achievement which this models is better to apply for student who have a high scientific attitude.]]>
<![CDATA[THE EFFECT OF INQUIRY TRAINING LEARNING MODEL TO STUDENT LEARNING OUTCOMES ON ELASTICITY AND HOOKE’S LAW MATERIAL ]]>
<![CDATA[Yeni Megalina]]>;
<![CDATA[Emil Sandi]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v8i1.11134
<![CDATA[This research aims to determine the effect of inquiry training learning model to student learning outcomes on elasticity and Hooke’s law subject matter. This research is quasi-experimental design with two control group pretest-posttest. With random cluster sampling technique by taking two classes of fourth grade is class X MIA-4 as the experimental class and class X MIA-3 as the control class with each numbered 30 people. The research instruments used in the form of test results in cognitive learning form description consists of 7 questions that have been validated and observation sheet to assess the activities. The result showed an average value 29,00 pretest experimental class and control class pretest 28,05. After the treatment si given experimental class with inquiry training learning model and control class with conventional learning the data obtained with the posttest average yield experimental class and control class was 73,95 and 59,62. Development activity of experimental class gained an average categorized as active. Based on the results of hypothesis testing using different test (t -test) obtained the influence of inquiry training learning model on student learning outcomes in a elasticity and Hooke’s law material of class XI in the SMA Swasta Dharma Pancasila Medan]]>
<![CDATA[THE EFFECT OF LEARNING PHYSICS WITH PROBLEM BASED INSTRUCTION (PBI) MODELS IN PHYSICS AT THE CLASSROOM ]]>
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Satria Mihardi]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 1, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v1i1.3374
<![CDATA[Abstract. Physics learning at school aim to know difference about using PBI model on learning outcomes on dynamic electrical in SMA Istiqlal Delitua A.Y. 2009/2010. This research is a quasy experiment and sampling was done with simple random sampling. From the data analysis and hypothesis testing is concluded, learning outcomes with conventional model to dynamic electrical is 69.13 (enough criteria). Learning outcomes with a PBI model to dynamic electrical is 80.65 (good criteria). It was based on calculation results by t test tcount = 6.82 and ttabel = 1.99, with tcount > ttabel (6.82 > 1.99), then Ha accepted and H0 rejected thus stated that there are significant differences using PBI models on result student learning on a dynamic electrical in grade 10th SMA Istiqlal Delitua A.Y. 2009/2010.]]>
<![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 MODEL SCIENTIFIC INQUIRY USING MEDIA PhET TOWARD SKILLS PROCESS OF SCIENCE VIEWED FROM CRITICAL THINKING SKILLS ]]>
<![CDATA[Nanda Safarati]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v6i1.6342
<![CDATA[The purpose of research to analyse: the science process skills that are taught in a model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who has the critical thinking skills using a model of scientific inquiry than average -rata better than students who have critical thinking skills using a direct model of instruction above average, the interaction of scientific inquiry learning model using PhET media with critical thinking skills of students in improving students' science process skills. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills. The results of this study concluded that: the science process skills of students who are taught by the model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who have the critical thinking skills using a model of scientific inquiry over average better than students who have critical thinking skills using a direct model of instruction above average, there is interaction scientific inquiry model using the media PhET with critical thinking skills of students in improving students' science process skills.]]>
