cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota banjarmasin,
Kalimantan selatan
INDONESIA
Berkala Ilmiah Pendidikan Fisika
Published by Universitas Lambung Mangkurat
ISSN : -     EISSN : -     DOI : -
Core Subject : Science, Education,
Education Physics
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 7, No 3 (2019): OKTOBER 2019" : 7 Documents clear
Identifikasi Keterampilan Proses Sains dan Tanggungjawab Mahasiswa Melalui Pembelajaran Pemecahan Masalah Berbasis Blended Learning Agus Rohman
Berkala Ilmiah Pendidikan Fisika Vol 7, No 3 (2019): OKTOBER 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i3.6991

Abstract

Tujuan penelitian ini adalah mengidentifikasi keterampilan proses sains dan tanggungjawab mahasiswa melalui pembelajaran pemecahan masalah berbasis blended learning. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subyek penelitian adalah mahasiswa Pendidikan fisika STKIP Al Hikmah yang mengambil matakuliah fisika dasar tahun akademik 2018/2019. Pengumpulan data menggunakan tes keterampilan proses, angket, dan pengamatan. Teknik analisis data secara deskriptif kuantitatif dan kualitatif. Hasil tes keterampilan proses sains dengan indikator merumuskan hipotesis, menggunakan grafik untuk menyajikan informasi (komunikasi), merencanakan percobaan, analisis data, dan menarik kesimpulan rata-rata sebesar 60,8% dengan kriteria baik. Sedangkan hasil angket sikap tanggungjawab dengan indicator partisipasi, kerjasama, dan menyampaikan pendapat rata-rata sebesar 64% dengan kriteria baik. Keterampilan proses sains dan tanggunjawab mahasiswa berkategori baik dengan menggunakan pembelajaran pemecahan masalah berbasis blended learning.
The Effectiveness of Problem-Based Learning in Improving Students Scientific Literacy Skills and Scientific Attitudes Miranti Diah Prastika; Mustika Wati; Suyidno Suyidno
Berkala Ilmiah Pendidikan Fisika Vol 7, No 3 (2019): OKTOBER 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i3.7027

Abstract

Scientific literacy skill is a key factor for overcoming real-life problems, but scientific literacy learning in schools has not been well trained. Therefore, the purpose of this study is to analyze the effectiveness of Problem Based Learning (PBL) in improving students scientific literacy skills and scientific attitudes. This research was part of research and development, with the Dick & Carey model. The research trial used one group pre-test and post-test design on 29 students of  XI IPA 1 class in SMAN 5 Banjarmasin. The instruments of data collection were a scientific literacy test and scientific attitude questionnaires. Data were analyzed by the n-gain equation. The results showed that the n-gain score of students scientific literacy and scientific attitudes were 0.55 and 0.57; it means the increase was in moderate criteria. Therefore, PBL is effective to improve students scientific literacy skills and scientific attitudes.
The Practicality of OR-IPA Learning Model to Improve Critical Thinking Skill of Prospective Physics Teachers Binar Kurnia Prahani; Budi Jatmiko; Zainal Arifin Imam Supardi; Munasir M; Utama Alan Deta; Rosyid Althaf; Saiyidah Mahtari
Berkala Ilmiah Pendidikan Fisika Vol 7, No 3 (2019): OKTOBER 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i3.6923

Abstract

The Indonesian National Qualification Framework in higher education requires universities to develop a curriculum that makes students have superior competence with a variety of skills that are in line with the demands of the 21st century, including Critical thinking skills. The main objective of this research is to analyze the practicality of the OR-IPA learning model, which has been developed by design to improve the critical thinking skill of prospective physics teachers on the fundamentals of physics courses. The subject of practical observations was a physics lecturer who used the OR-IPA learning model. The observation sheet of the OR-IPA learning model practicality has been declared valid and reliable by the validators. The data analysis technique uses descriptive qualitative. The results showed that the OR-IPA learning model to improve the critical thinking skill of prospective physics teachers was considered practical (3.69). Lecturers and students can use the OR-IPA learning model without significant obstacles. This research implies that the OR-IPA learning model can be an alternative to improve the critical thinking skill of prospective physics teachers in the fundamentals of physics courses.
Guided Inquiry Learning Model, Simple Practicum Tool, Creative Thinking Skills Muhammad Zaky
Berkala Ilmiah Pendidikan Fisika Vol 7, No 3 (2019): OKTOBER 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i3.6625

Abstract

The main objective of this research is to produce junior high school Physics teaching materials oriented to a simple practical tool that can be used to foster junior high school students 'creative thinking skills, with the specific aim of knowing the indicators of junior high school students' creative thinking skills that can be grown through the use of a guided inquiry learning model assisted by a simple practicum tool. This type of research is a quasi-experimental research with the design of Equivalent Pretest-Posttest Design (Design of Prates-Pascates Equivalent). This research was conducted at the Labschool Junior High School of Tadulako University where  the class VIII students being the research subjects. The research instrument used was an essay test and observation sheet. The data analysis technique used was quantitative data analyzed by inferential statistics, calculating the significance of the differences in the average of both groups of samples and qualitative data analyzed by using the stages of data reduction, data presentation and conclusion. The results showed that a guided inquiry learning model assisted by a simple practicum tool could foster the creative thinking skills of the students of Labschool UNTAD Junior High School in the indicators of flexible thinking, fluent thinking and originality.
The Effect of POGIL Model Toward Science Process Skills and Physics Acquisition of Student Elfrida Toyo; Sudi Dul Aji; Chandra Sundaygara
Berkala Ilmiah Pendidikan Fisika Vol 7, No 3 (2019): OKTOBER 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i3.6309

Abstract

This research aims to determine the differences in the Process Oriented Guided Inquiry Learning (POGIL) model toward science process skills and physics acquisition of students. The method used in this study was a quasi-experimental research design with posttest-only involving 64 students as samples. The research sample was chosen based on a purposive sampling technique. Instruments for measuring science process skills in the way of process skills assessment sheets and physics concept acquisition in the form of multiple-choice tests. Data analysis used is two-way ANOVA. The results showed that there were differences in science process skills between students who learned using the POGIL model and students who learned using the direct instruction model with a value of F=10.207 (p>0.05). There were differences in the mastery of concepts between students learning using the POGIL model and students who learned using a direct instruction model with F=17.771 (p>0.05) There is an interaction between the POGIL model and science process skills towards mastery of concepts with a value of F= 5.660 (p>0.05).
Kepraktisan Perangkat Pembelajaran Berbasis Model Generative Learning dengan Pendekatan Open-ended Problem Chichi Rahayu; Eliyarti Eliyarti; Festiyed Festiyed
Berkala Ilmiah Pendidikan Fisika Vol 7, No 3 (2019): OKTOBER 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i3.6139

Abstract

Abstrak: Tujuan penelitian ini mendeskripsikan tingkat kepraktisan perangkat pembelajaran Fisika berbasis generative learning dengan pendekatan open-ended problem untuk menstimulus keterampilan berpikir kritis peserta didik. Penelitian dan pengembangan menggunakan model 4D terdiri dari tahap pendefinisian (define), perancangan (design), pengembangan (development), dan penyebaran (disseminate). Uji kepraktisan dilakukan setelah tahap pendefenisian dan tahap perancangan selesai. Instrumen penelitian ini lembar observasi keterlaksanaan RPP, angket respon guru, angket respon peserta didik, dan yang menjadi responden ialah guru dan peserta didik kelas X MIA disalah satu SMAN di Kota Padang. Metode yang digunakan adalah statistik deskriptif untuk mendapatkan nilai rata-rata dan persentase. Perangkat pembelajaran dikatakan praktis jika penilaian para praktisi menyatakan perangkat pembelajaran dapat diterapkan. Berdasarkan respon guru diperoleh persentase rata-rata 87,86% memenuhi kategori sangat praktis dan respon peserta didik 76, 91% memenuhi kategori praktis. Secara keseluruhan rata-rata persentase kepraktisan perangkat pembelajaran ini adalah 83,46% dengan kategori sangat praktis. Hal ini menunjukan perangkat pembelajaran ini mudah digunakan serta bermanfaat bagi guru dan peserta didik.Abstract: Learning material in this study is based on generative learning models with open-ended problem approaches to stimulate students' critical thinking skills. The purpose of this study is to know and measure the practical level of generative learning-based physics learning material with an open-ended problem approach to stimulate students' critical thinking skills. Practicality is the level of use of the use of learning material produced as development products. This type of research is 4D consisting of the stages of defining, designing, developing, and disseminating. Practical tests are carried out after the defining stage, and the design stage is complete. The instrument of this study was the observation plan of RPP implementation, the teacher response questionnaire and response questionnaire of students, and the respondents were teachers and students of class X MIA in one of the SMAN in the city of Padang.  The method used is descriptive statistics to get the average value and percentage. Learning material is said to be practical if practitioners' assessments state that learning tools can be applied. Based on the teacher's response, the average percentage of 87.86% meets the very practical category, and the percentage of the average response of students is 76.91% fulfilling the practical category. Overall the average percentage of the practicalities of this learning device is 83.46% with a very practical category. This shows that this learning device is easy to use and useful for teachers and students.
The Implementation of Problem Based Learning Model to Improve Student’s Motivation and Critical Thinking Hestiningtyas Yuli Pratiwi; Nurul Ain; Helena Jelita Igut
Berkala Ilmiah Pendidikan Fisika Vol 7, No 3 (2019): OKTOBER 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v7i3.6519

Abstract

The research aims to analyze the quality of the learning process using the Problem-Based Learning (PBL) model to find out the improvement of student’s motivation and critical thinking skills. It is a classroom action research conducted in two cycles, cycle I consist of 4 meetings, and cycles II consists of 3 meetings, with the topics of Temperature, Expansion, and Heat. The subjects of the research were 34 students on grade VII in one of the junior high schools in Malang. Instruments used to measure the implementation of learning PBL model using the form of implementation sheet following the lesson plan, tools to measure motivation using a poll and to measure the critical thinking skill, and researchers use essay questions. The implementation of the PBL model in the cycle, I was 72.9% and was classified as a good qualification; while in cycle II, it was 91.2% and was classified as a very good qualification. The analysis of student’s learning motivation in pre-cycle was 56%, was classified as a quite good qualification, cycle I was 67.2%. I was classified as a quite good qualification, while in Cycle II, it was 87.2% and was classified as good qualification. The analysis of student’s average critical thinking skills in pre-cycle was 44.12% and was classified lack of good qualification, cycle I was 76.4% and was classified as a quite good qualification; while in cycle II it was 88.4% and was classified as good qualification. The results showed that the PBL model successfully improved motivation and critical thinking skills of students beginning the pre-cycle, cycle I, and cycle II.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2019 2019


Reset
Filter By Issues
All Issue Vol 13, No 3 (2025): OCTOBER 2025 Vol 13, No 1 (2025) Vol 12, No 3 (2024) Vol 12, No 2 (2024) Vol 12, No 1 (2024) Vol 11, No 3 (2023) Vol 11, No 2 (2023) Vol 11, No 1 (2023) Vol 10, No 3 (2022): OCTOBER 2022 Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 3 (2020): October 2020 Vol 8, No 2 (2020): JUNI 2020 Vol 8, No 1 (2020): FEBRUARI 2020 Vol 7, No 3 (2019): OKTOBER 2019 Vol 7, No 2 (2019): JUNI 2019 Vol 7, No 1 (2019): FEBRUARI 2019 Vol 6, No 3 (2018): OKTOBER 2018 Vol 6, No 2 (2018): JUNI 2018 Vol 6, No 2 (2018): JUNI 2018 Vol 6, No 1 (2018): FEBRUARI 2018 Vol 6, No 1 (2018): FEBRUARI 2018 Vol 5, No 3 (2017): OKTOBER 2017 Vol 5, No 3 (2017): OKTOBER 2017 Vol 5, No 2 (2017): JUNI 2017 Vol 5, No 2 (2017): JUNI 2017 Vol 5, No 1 (2017): FEBRUARI 2017 Vol 5, No 1 (2017): FEBRUARI 2017 Vol 4, No 3 (2016): OKTOBER 2016 Vol 4, No 3 (2016): OKTOBER 2016 Vol 4, No 2 (2016): JUNI 2016 Vol 4, No 2 (2016): JUNI 2016 Vol 4, No 1 (2016): Februari 2016 Vol 4, No 1 (2016): Februari 2016 Vol 3, No 3 (2015): Oktober 2015 Vol 3, No 3 (2015): Oktober 2015 Vol 3, No 2 (2015): Juni 2015 Vol 3, No 2 (2015): Juni 2015 Vol 3, No 1 (2015): Februari 2015 Vol 3, No 1 (2015): Februari 2015 Vol 2, No 3 (2014): Oktober 2014 Vol 2, No 3 (2014): Oktober 2014 Vol 2, No 2 (2014): JUNI 2014 Vol 2, No 2 (2014): JUNI 2014 Vol 2, No 1 (2014): Februari 2014 Vol 2, No 1 (2014): Februari 2014 Vol 1, No 3 (2013): Oktober 2013 Vol 1, No 3 (2013): Oktober 2013 Vol 1, No 2 (2013): Juni 2013 Vol 1, No 2 (2013): Juni 2013 Vol 1, No 1 (2013): Februari 2013 Vol 1, No 1 (2013): Februari 2013 More Issue