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<![CDATA[ANALISIS PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN MENGGUNAKAN MEDIA FLASH DAN SIKAP ILMIAH TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI FISIKA SISWA SMA ]]>
<![CDATA[Despaleri Peranginangin]]>;
<![CDATA[Sahyar .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i1.2566
<![CDATA[Penelitian ini bertujuan untuk menganalisis (1) perbedaankemampuan berpikir tingkat tinggi fisika siswa pada model pembelajaranberbasis masalah dengan menggunakan media flash dan pembelajarankonvensional, (2) perbedaan kemampuan berpikir tingkat tinggi siswa yangmemiliki sikap ilmiah di atas rata-rata dan di bawah rata-rata, serta (3)interaksi antara model pembelajaran dengan tingkat sikap ilmiah dalam mempengaruhi kemampuan berpikir tingkat tinggi siswa. Penelitian ini merupakan penelitian quasi eksperimen. Pemilihan sampel dilakukandengan teknik cluster random sampling sebanyak dua kelas, dimana kelaspertama diajarkan dengan model pembelajaran berbasis masalah denganmenggunakan media flash dan kelas kedua dengan pembelajarankonvensional. Instrumen yang digunakan terdiri dari tes kemampuan berpikir tingkat tinggi dan angket sikap ilmiah. Data dalam penelitian ini dianalisisdengan menggunakan anova dua jalur. Hasil penelitian menunjukkan bahwakemampuan berpikir tingkat tinggi fisika menggunakan model pembelajaranberbasis masalah dengan menggunakan media flash lebih baik dibandingkandengan pembelajaran konvensional, kemampuan berpikir tingkat tinggisiswa dengan sikap ilmiah di atas rata-rata lebih baik dibandingkan dengansiswa yang sikap ilmiah di bawah rata-rata, serta terdapat interaksi antaramodel pembelajaran berbasis masalah dengan menggunakan media flashdan sikap ilmiah dalam mempengaruhi kemampuan berpikir tingkat tinggi siswa. Kata kunci: model pembelajaran berbasis masalah, media flash, sikap ilmiah, kemampuan berpikir tingkat tinggi]]>
<![CDATA[DESIGN AND EVALUATION OF OPTICS CONCEPTUAL ASSESSMENT INSTRUMENTS AS A SOURCE OF INFORMATION ON PHYSICS LEARNING ]]>
<![CDATA[Eko Sujarwanto]]>;
<![CDATA[Suci Prihatiningtyas]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i2.10914
<![CDATA[Optical phenomena are found in the surrounding environment, both in biotic and abiotic components. Conceptual understanding of optics is needed to explain the occurrence of optical phenomena and be able to apply in technology. This research has been carried out to develop an optics conceptual assessment instrument. The instrument was developed based on the design of Standards for Psychological and Educational Testing. The material included in the instrument developed are reflection, refraction, interference and diffraction. Evaluation of instrument is done through expert validation, validity testing, and reliability testing. The evaluation results show that the instrument is suitable to be used to measure the conceptual understanding of optical topics. The instruments developed are expected to support physics learning]]>
<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN PROBLEM SOLVING BERBASIS VIDEO TERHADAP METAKOGNISI DAN PEMAHAMAN KONSEP FISIKA ]]>
<![CDATA[Mariati Purnama Simanjuntak]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v3i1.3270
<![CDATA[Dikembangkan model pembelajaran fisika berbasis masalah. Modelini dikembangkan dengan menggunakan metode research & development (R & D). Model pembelajaran problem solving yang berhasil dikembangkan dengan fase-fase pembelajaran, yaitu: mengorientasikan mahasiswa pada masalah; mengorganisasi mahasiswa untuk belajar; membimbing penyelidikan individu dan kelompok; mengembangkan dan menyajikan hasil penyelidikan; dan penguatan dan refleksi. Subyek penelitian adalah mahasiswa pendidikan fisika di salah satu perguruan tinggi di Medan pada tahun akademik 2010/2011 yang terdiri dari 25 mahasiswa. Metode yang digunakan dalam ujicoba terbatas adalah penelitian pra-eksperimen dengan desain one group pretest- posttest control group design. Data metakognisi dikumpulkan dengantes berbentuk uraian dan data pemahaman konsep dikumpulkan dengan tes pilihan ganda. Data dianalisis dengan menggunakan skor gain dinormalisasi, N-gain. Hasil penelitian ini menunjukkan bahwa model pembelajaran problem solving dapat meningkatkan metakognisi dan pemahaman konsep pada topik Kinematika dan Dinamika dalam kategori sedang.]]>
<![CDATA[THE EFFECTIVENESS OF THE SUSAN LOUCKS-HORSLEY (SLH) LEARNING MODEL VIEWED FROM THE SKILLS OF THE SCIENCE PROCESS ]]>
<![CDATA[Ade Ogi Prayoga]]>;
<![CDATA[Andi Thahir]]>;
<![CDATA[Irwandani Irwandani]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i2.14360
<![CDATA[Science process skills are the basis for the foundation of logical thinking. Therefore science process skills (KPS) need to be owned by students. The purpose of this study, is to see the effectiveness of using SLH (Susan Loucks-Horsley) learning models in terms of science process skills (KPS) for grade VIII students on the subject of light and optical devices. The subjects of this study were 61st grade students of SMP Negeri 1 Banyumas with 61 students. The research method used is a quasi-experimental design with a non equivalent control group. The research sample consisted of two classes, namely the experimental class and the control class. The research data were obtained by using descriptive questions and observation sheets for the science process skills. Based on the results of the hypothesis test, the research results can be concluded that the use of the SLH (Susan Loucks-horsley) learning model is effective in improving students' science process skills. The application of the SLH model can be used as a solution to improve science process skills, because the SLH model starts from a context that motivates students to use their initial knowledge, then learners learn in groups to learn the material independently.]]>
<![CDATA[UPAYA MOTIVASI DAN AKTIVITAS BELAJAR IPA PADA MATERI PENGUKURAN DENGAN MENGGUNAKAN MEDIA ANIMASI FLASH DI SMP NEGERI 3 PERCUT SEI TUAN ]]>
<![CDATA[Untung Narpati]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3475
<![CDATA[This research is aimed to find out the efforts to raise students’motivation and learning activity by utilizing flash animation media on the Science subject on the topic discussion of “Pengukuran” to the seventh gradestudents of SMP Negeri 3 Percut Sei Tuan. The subjects of the research werethirty students of seventh grade Academic Year 2012/2013 that consist of 15males and 15 females. The object of the research was how to raise thestudents’ motivation and learning activity by utilizing flash animation mediabased on the STAD theory. The result reveals that: (1) there is an averagerise of the students’ learning completeness which is indicated by (a) the test result in the first stage completes 63.33%, (b) the test-result in the secondstage completes 86.70% and the index gain is 0.32% which raises mediumcriteria. (2) Students learning activity is found rose which is indicated by theincreasing average percentage of 72.40 in the first stage becomes 88.48 inthe second stage. (3) There is an increasing number of students learningmotivation which is known that students’ motivation in the attentioncondition rises as much as 28.44% from 52.89% in the first stage becomes81.33% in the second stage, there is an increasing number in the relevancecondition as much as 23.67% from 64.75% in the first stage becomes88.42% in the second stage, there is an increasing number in the confidencecondition as much as 30.86% from 57.71% in the first stage become 88.57%in the second stage, on the satisfaction condition; there is also increasingnumber as much as 23.58% from 65.33% in the first stage becomes 88.92%in the second stage.]]>
<![CDATA[EFFECTS OF INQUIRY ON TRAINING AND CRITICAL THINKING PROCESS SKILL SCIENCE PHYSICS ]]>
<![CDATA[Tetty Ompusunggu]]>;
<![CDATA[Betty M Turnip]]>;
<![CDATA[Makmur Sirait]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i2.4406
<![CDATA[The aims of this research were to analyze the result of student’s Science Process Skills by using Inquiry Training Learning Model, to analyze the result of student’sScience Process Skills who had critical thinking ability above average better than critical thinking ability below average and to analyze the interaction between Inquiry training learning model and critical thinking ability of physics student’s Science Process Skills. This research was a quasi-experimental with two group pretest posttest design and anova design. The sample was conducted by cluster random sampling of two classes, the first class as experiment class with inquiry training Learning Model, and the second class as a control class with Conventional Learning. The research instrument consisted of science process skills test and critical thinking test. Data in this research was analyzed by using two ways Anova. The results of the research showed that student’s Science Process Skills using inquiry training learning model better than conventional learning, student’s Science Process Skills who had critical thinking above average better than critical thinking below average, and there was interaction between Inquiry training learning model and critical thinking to improve physics sudent’s Science Process Skills]]>
<![CDATA[EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS ]]>
<![CDATA[Vika Andini]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v3i2.3175
<![CDATA[This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models and Inquiry Training as a second grade class learning model Conventional control applied. The instrument used in this study is the result of learning physics instruments in the form of 20 multiple-choice questions and motivation questionnaire by 25 statements has been declared valid and reliable. From the results of this study concluded that the learning outcomes of students who are taught by Training Inquiry learning model is better than conventional models of learning outcomes. Learning outcomes of students who have high motivation to learn is better than the learning outcomes of students who have a low learning motivation. Inquiry learning model training and motivation interact in affecting student learning outcomes.]]>
<![CDATA[DESIGN OF PHYSICAL PRACTICUM TOOLS ON ROTATIONAL DYNAMICS MATTER WITH SCIENTIFIC CONCEPT ]]>
<![CDATA[Fretty Doharni Ritonga]]>;
<![CDATA[Betty M Turnip]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i1.9541
<![CDATA[This study aims to produce sufficient practicum tools on the matter of dynamics of rotation with scientific concepts, to know the activities of students in learning when using the tool of the design result, to know the improvement of students' cognitive learning outcomes if in learning using the tool of the design result. This type of research belongs to Research and Development (R & D). The population of this research is the entire class XI semester 1 academic year 2017/2018 in SMA Negeri 2 Binjai. The sample specified in this study is one of the class XI of all classes in the research site that is class XI MIA 3. The procedure in the research is the stage of needs analysis, design phase, development and implementation stage. The research instrument uses a review questionnaire or response from a media expert, an assessment questionnaire or a response from a physics teacher, an assessment questionnaire or a student's response to the design of the practicum tool and the Observation. The conclusions obtained from the research are developed practicum tools get positive response from students, the activities undertaken by students during learning is quite active and experienced increase in each meeting, student learning outcomes increased significantly]]>
<![CDATA[MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA PADA PELAJARAN FISIKA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISIONS DI SMA NEGERI 1 STABAT ]]>
<![CDATA[Suherman .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 1, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v1i2.3194
<![CDATA[Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasilbelajar siswa XI IA-1 SMA Negeri 1 Stabat pada pelajaran Fisika melalui penerapan model pembelajaran kooperatif tipe Student Team Achievement Division. Subjek penelitian berjumlah 38 orang, terdiri dari 10 orang laki-laki dan 28 orang perempuan. Penelitian ini menerapkan metode penelitian tindakan kelas melalui dua siklus pembelajaran, setiap siklus terdiri dari tahapan perencanaan, pelaksanaan, observasi dan refleksi. Berdasarkan hasil analisis data diperoleh hasil belajar siswa dan ketuntasan belajar siswa menggunakan Model Pembelajaran Kooperatif tipe STAD dapat meningkat setiap siklusnya. Siklus I ketuntatasan belajar mencapai 55,26% tuntas dengan rata-rata nilai hasil belajar 72,95 dengan standar deviasi 5,84. Pada siklus II ketuntasan belajar mencapai 89,47% tuntas dengan rata-rata nilai hasil belajar 77,13 dengan standar deviasi 4,69. Penerapan model pembelajaran kooperatif tipe STAD dapat meningkatkan aktivitas dan hasil belajar siswa pada pelajaran Fisika di kelas XI IA-1 SMA Negeri 1 Stabat.]]>
<![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]]>
