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Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
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Core Subject : Science, Education,
Education Physics
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Articles 8 Documents
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Search results for , issue "Vol 7, No 2 (2019): JUNI 2019" : 8 Documents clear
Effectiveness of Mobile Learning: moPhyDict to Improve High School Students’ Physics Conceptual Understanding Betti Ses Eka Polonia; Lia Yuliati
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6345

Abstract

In learning physics, the problem that arises is a lack of physics conceptual understanding in contextual learning. These problems are due to the absence of innovative and creative learning resources that can be used to learn by the students. One of the learning resources that can be used is a dictionary. moPhyDict (mobile physics dictionary) is a dictionary containing explanations of concepts and illustrations (images, videos, animations) in a language that is easily understood by students. This study specifically aims to test the effectiveness of Mobile Learning: moPhyDict to improve student’s physics conceptual understanding. The method employed in this study was a quasi-experiment design. The experimental design used a pretest-posttest control group design. The sample of the study was 60 students from senior High School, which divided into control group and experiment group. The instrument test in this study used conceptual multiple choice question. Based on the t-test on the control class and the experimental class, it can be inferred that there is a significance score of 0.031. These results are supported by data: (1) the average score of the ability to understand the concept of the control class who did not use moPhyDict increased from 37.4 to 55.46, and (2) the average score of the conceptual understanding of the experimental class who used moPhyDict increased from 40.87 to 74.33. It was concluded that moPhyDict is effective to improve physics conceptual understanding of High School Students.
Pengaruh LKS Kolaboratif Pada Model Pembelajaran Berbasis Masalah Terhadap Keterampilan Pemecahan Masalah Fisika Siswa SMA Risma Valentina Fitriyani; Supeno Supeno; Maryani Maryani
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6026

Abstract

Tujuan dari Penelitian ini adalah untuk menganalisis pengaruh Lembar Kerja Siswa (LKS) kolaboratif pada model pembelajaran berbasis masalah terhadap keterampilan pemecahan masalah fisika siswa SMA pada materi gerak parabola. Jenis penelitian ini adalah quasi eksperimen dengan desain berupa pretest and posttest control-group design. Populasi yang digunakan dalam penelitian adalah siswa kelas X SMAN 5 Jember. Setelah menentukan populasi, peneliti akan memilih 2 sampel menggunakan purposive sampling. Instrumen pengumpulan data menggunakan lembar penilaian pretest dan posttest yang berisi soal-soal essay. Perlakuan pada kelas eksperimen adalah berupa model pembelajaran berbasis masalah yang disertai LKS kolaboratif, sedangkan pada kelas kontrol menggunakan model pembelajaran berbasis masalah tanpa LKS kolaboratif. Teknik pengumpulan data yang digunakan untuk memperoleh data keterampilan pemecahan masalah adalah menggunakan data pretest dan posttest. Instrumen pengumpulan data menggunakan lembar penilaian pretest dan posttest. Rata-rata nilai keterampilan pemecahan masalah pada kelas eksperimen yaitu sebesar 72,22 dan kelas kontrol sebesar 45,46. Peneliti menggunakan uji t yaitu independent sample t-test dan diperoleh hasil Sig.(2-tailed) adalah sebesar 0,00. Jadi dapat disimpulkan bahwa LKS kolaboratif pada model pembelajaran berbasis masalah berpengaruh secara signifikan terhadap keterampilan pemecahan masalah fisika siswa SMA. Hasil penelitian ini membawa implikasi bahwa LKS kolaboratif dapat digunakan dalam implementasi pembelajaran berbasis masalah sebagai bentuk bantuan bagi siswa untuk membelajarkan keterampilan pemecahan masalah.The purpose of this study was to analyze the effect of collaborative student worksheets through problem-based learning model on physics problem-solving skills of high school students for parabolic motion. This study was conducted in quasi-experimental using a pretest and posttest control group design. The population in this research is class X SMAN 5 Jember. After determining the population, the researcher will choose two samples using purposive sampling. Data collection instrument using pretest and posttest response sheets containing essay problem-based. In the experimental class, the treatment was given in the form of a problem-based learning model accompanied by the collaborative student worksheet, while in the control class, it used a problem-based learning model without a collaborative student worksheet. Data collection techniques used to obtain data on problem-solving skills are using pretest and posttest data. The instrument of data collection uses the assessment sheet pretest and posttest. The average value of problem-solving skills in the experimental class is 72.22, and in the control class is 45.46. Researcher using the t-test, namely the independent sample t-test and the result of Sig. (2-tailed) is 0,00. So it can be concluded that collaborative student worksheets on the problem-based learning model significantly influence the physics problem-solving skills of high school students. The results of this study implicate that collaborative student worksheets can be used in the implementation of problem-based learning as a form of assistance for students to teach problem-solving skills. 
The Just In Time Teaching: The Effect on Student Learning Achievements Viewed from Learning Motivation Alvina Barikhlana; Sholikhan Sholikhan; Hena Dian Ayu; Akhmad Jufriadi
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6402

Abstract

The purpose of this study is to determine the effect of Just In Time Teaching using schoology and learning motivation on students learning achievement. This research was conducted in Malang Middle School. The type of research is quantitative with quasi-experimental research design. The population of this study is VIII grade students; the sample of this study is class C and D each number bout 32 students. The sample was selected using a purposive sampling technique. Data collection techniques are collected by learning achievement tests and learning motivation observation sheets. Data analysis used by two-way ANOVA analysis. The results of the study indicate that; 1) There are differences in Physics learning achievement between students who learn in using the Schoology-based on Just In Time Teaching and students who learn in using conventional learning, 2) There are differences in Physics learning achievement between students who have high learning motivation and motivated students low learning, 3) There is no interaction effect using school-based on Just In Time Teaching with learning motivation towards learning achievement. It can be concluded that Just in Time Teaching can be one solution to increase student learning achievement. Students who learn with the Schoology-based on Just In Time Teaching and students who have high motivation can improve students learning achievement.
Efektivitas Buku Ajar Fisika Dasar 1 Berintegrasi Imtak dan Kearifan Lokal Melalui Model Pengajaran Langsung Lutfiyanti Fitriah
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.5909

Abstract

Tujuan penelitian ini ialah mendeskripsikan efektivitas serta validitas dan kepraktisan penggunaan buku ajar Fisika Dasar 1 berintegrasi imtak dan kearifan lokal Kalimantan Selatan melalui model pengajaran langsung. Penelitian ini merupakan penelitian dan pengembangan, dengan model pengembangan Dick and Carey. Subjek ujicoba penelitian ini ialah 17 orang mahasiswa semester 1 Program Studi Tadris Fisika, Fakultas Tarbiyah dan Keguruan (FTK) UIN Antasari. Data diperoleh melalui lembar validasi, tes hasil belajar, dan angket. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa efektivitas penggunaan buku ajar berkategori sedang dengan skor N-Gain sebesar 0,32; validitas buku ajar berupa isi, penyajian, dan bahasa berkategori sangat valid dengan kriteria validitas masing-masing aspek sebesar 93,75%; 92,36%; dan 95%.; dan kepraktisan buku ajar berkategori praktis dengan skor rata-rata 3,21. Simpulan penelitian ini menunjukkan bahwa buku ajar tersebut efektif digunakan dalam perkuliahan Fisika Dasar 1.The aim of this study is to describe the effectiveness and validity and practicality of the use of Basic Physics 1 textbooks with integrated faith and piety, and South Kalimantan local wisdom through the direct instruction model. This study is research and development, with the development model of Dick and Carey. The subjects of this study trial were 17 first-semester students in the Physics Tadris Study Program, Faculty of Tarbiyah and Teacher Training (FTK) of UIN Antasari. The data ware obtained through the validation sheet, the test of learning result, and questionnaire. The data are analyzed quantitatively and qualitatively. The result of the research shows the effectiveness of textbooks usage is medium category with the N-Gain score of 0.32, the textbooks validity of the content, the appearance, and the language have very valid category with the values are 93.75%; 92.36%; and 95%, and the practicability is practical with a mean score of 3.21. The conclusion of this research is the textbooks is effective to use in Basic Physics 1 lecture. 
Penerapan Project Based Learning berbasis Alat Peraga Sederhana untuk Meningkatkan HOTS Peserta Didik Febiyanti C.V Sambite; Mujasam Mujasam; Sri Wahyu Widyaningsih; Irfan Yusuf
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6310

Abstract

Abstrak: Penelitian ini bertujuan untuk meningkatkan High Order Thinking Skill (HOTS) peserta didik melalui penerapan Project Based Learning (PjBL) berbasis alat peraga. Penelitian ini termasuk penelitian tindakan kelas mengacu pada model Kemmis dan Taggart dengan 2 siklus  yang terdiri dari tahap perencanaan, tindakan, pengamatan dan refleksi. Subjek penelitian adalah 14 peserta didik kelas X IPA salah satu SMA  di Manokwari Papua Barat. Instrumen yang digunakan adalah lembar observasi keterlaksanaan Rencana Pelaksanaan Pembelajaran (RPP) dan tes hasil belajar yang berisi soal HOTS. Hasil penelitian menunjukkan bahwa 1) keterlaksanaan RPP mengalami peningkatan, yaitu pada siklus I sebesar 50 dipertemuan I dan 60 dipertemuan kedua, menjadi  pada siklus II sebesar 61 dipertemuan I dan 66 dipertemuan kedua, dan 2) rerata nilai HOTS peserta didik mengalami peningkatan, yaitu pada siklus I sebesar 61,96 menjadi 71,49 pada siklus II. Ketuntasan klasikal mengalami peningkatan, yaitu pada siklus I 42,86% menjadi 71,43% pada siklus II.  Dengan demikian, penerapan PjBL mampu meningkatkan HOTS peserta didik Abstract: This study aims to improve the High Order Thinking Skill (HOTS) of students through the implementation of Project Based Learning (PjBL) based on props. This study included classroom action research referring to the Kemmis and Taggart models with 2 cycles consisting of the stages of planning, action, observation and reflection. The research subjects were 14 students of class X science in one of the high schools in Manokwari West Papua. The instruments used were observation sheets for the implementation of lesson plan and learning outcomes tests that contained HOTS questions. The results showed that 1) the implementation of the lesson plan increased, in the first cycle of 50 in the first and 60 in the second meeting, in the second cycle of 61 in the first meeting and 66 in the second meeting, and 2) the average value of the HOTS of students increased, at cycle I was 61.96 to 71.49 in cycle II. Classical completeness has increased, namely in the first cycle of 42.86% to 71.43% in the second cycle. Thus, the application of PjBL is able to increase HOTS of students
Pengaruh Model Guided Discovery Learning Berbantuan Media Simulasi PhET Terhadap Pemahaman Konsep Fisika Siswa Rian Hidayat; Lukman Hakim; Linda Lia
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.5900

Abstract

Tujuan penelitian ini ialah untuk menganalisis pengaruh model guided discovery learning berbantuan media simulasi PhET terhadap pemahaman konsep fisika siswa. Metode penelitian yang digunakan ialah kuasi eksperimen dengan desain the matching only post-test control group design. Populasi dalam penelitian ini yaitu seluruh siswa kelas XI IPA SMA Negeri 22 Palembang yang terdiri dari 6 kelas. Pengambilan sampel dilakukan dengan teknik purposive sampling, dan mengambil 2 kelas sebagai kelas eksperimen dan kelas kontrol. Pengumpulan data menggunakan instrumen tes pemahaman konsep Hasil penelitian menunjukkan bahwa rerata pemahaman konsep kelas eksperimen = 85,00 dan kelas kontrol sebesar   = 71,92. Hasil uji-t berpasangan diperoleh    >  yaitu 8,17 > 1,67; yang berarti ada pengaruh secara signifikan penerapan model guided discovery learning terhadap pemahaman konsep fisika siswa. Diperoleh simpulan bahwa model guided discovery learning berbantuan media simulasi PhET secara signifikan berpengaruh terhadap pemahaman konsep fisika siswa dibandingkan dengan pembelajaran konvensional.       The purpose of this study was to analyze the effect of guided discovery learning models assisted by media PhET simulation of the understanding of students' physics concepts. The research method used was quasi-experimental with the matching only post-test control group design. The population in this study was all students of class XI IPA SMA Negeri 22 Palembang consisting of 6 classes. Sampling was done by purposive sampling technique and took two classes as the experimental class and the control class. Data collection using concept understanding test instruments. The results showed that the mean understanding of the experimental class concept = 85.00 and the control class = 71.92. The results of the t-test are obtained t_count> t_table that is 8,17> 1,67; which means that there is a significant effect of the application of the guided discovery learning model to the understanding of students' physics concepts. It was concluded that the guided discovery learning model assisted by PhET simulation media significantly influenced the understanding of students' physics concepts compared to conventional learning. 
Feasibility of Learner Autonomy Oriented Physics Learning Material to Train Student’s Science Process Skills Elsa Zakiati; Mastuang Mastuang; Suyidno Suyidno
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6405

Abstract

Low level of student’s science process skills is due to the lack of use of experiments in learning. The study was conducted to produce learning materials which oriented to valid, practical, and effective learner autonomy; so that it is feasible to train student’ science process skills. The research uses the ADDIE development model design including Analyze, Design, Develop, Implement, and Evaluate. The research subjects were 30 students of class X B TKJ in one of vocational high school at Banjarmasin. The research instrument used a validation sheet, observation sheet from the lesson plan, observation sheet of science process skills, and test the learning outcomes of students. Further data were analyzed descriptively qualitatively and quantitatively. The results showed: 1) learning materials which oriented to learner autonomy were valid because the lessons plan, teaching material, student worksheet, and learning outcomes test were in the valid category, 2) learning materials which oriented to learner autonomy including practical because the component of lessons plans with direct instruction, guide inquiry and cooperative learning type group investigation in very practical categories, 3) learning materials which oriented to learner autonomy is effective because the cognitive N-gain tests are 0.51 in the medium category; 4) observations of science process skills in good categories and the result of N-gain science process skills tests are 0.76 in the high category. It can be concluded that the learning materials which oriented to learner autonomy were feasible to practice science process skills vocational high school’s students.
Increasing Students’ Activity and Learning Outcome Used Guided Discovery Model Assisted by PhET Siti Raihanah; Eko Susilowati; Abdul Salam
Berkala Ilmiah Pendidikan Fisika Vol 7, No 2 (2019): JUNI 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i2.6406

Abstract

The purpose of this study is to increase student's activity and learning outcome using guided discovery assisted by PhET (Physics Education Technology). The specific purpose of this study is to describe: 1) the implementation of the lesson plan, 2) activity, and 3) learning outcomes. The type of study that used is a classroom action research by Kemmis and Mc Taggart model that consists of two cycles. The subject of this study is the 24 students of class XII one of the vocational schools in the Banjarmasin city. The data is obtained through observation and test. The results of study in cycles I and II show: 1) the average score of implementation of the lesson plan increased from good category to very good category, 2) the student’s activity has increased 3) the learning outcomes increased from 0% to 87.5% and has been declared complete in cycle II. It can be concluded that the used implementation of guided discovery with PhET can increase activity and learning outcomes.

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