UPEJ Unnes Physics Education Journal最新文献

{"title":"PENERAPAN MODEL REFLECTIVE LEARNING BERBASIS KOOPERATIF PADA KONSEP KALOR SISWA SMA KELAS X","authors":"Novanto Eka Wahyu, Sarwi","doi":"10.15294/UPEJ.V3I3.4327","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I3.4327","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui apakah penerapan model Reflective Learning berbasis kooperatif efektif meningkatkan kemampuan penguasaan konsep fisika yaitu suhu dan kalor pada siswa SMA kelas X. Populasi dalam penelitian ini adalah semua siswa kelas X MIPA SMA Negeri 1 Ambarawa. Pengambilan sampel dilakukan secara acak menggunakan teknik simple random sampling yaitu kelas X MIPA 2 sebagai kelas eksperimen yang mendapat perlakuan dengan penerapan model Reflective Learning berbasis kooperatif. Metode pengumpulan data dalam penelitian ini adalah metode dokumentasi, tes, dan observasi. Hasil penelitian ini meliputi: a) uji pihak kanan, menunjukkan bahwa penerapan model pembelajaran Reflective Learning berbasis kooperatif lebih efektif meningkatkan kemampuan penguasaan konsep dan aktivitas belajar siswa pada kelas eksperimen dibandingkan model cooperative learning pada kelas kontrol, b) uji gain menunjukkan peningkatan hasil belajar pada kelas eksperimen lebih tinggi dibanding kelas kontrol, c) analisis observasi afektif menunjukkan hasil observasi afektif siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Peneliti menyimpulkan bahwa model pembelajaran Reflective Learning berbasis kooperatif lebih efektif meningkatkan kemampuan penguasaan konsep dengan peningkatan yang cukup tinggi. Persentase pencapaian aktivitas belajar siswa kelas eksperimen lebih baik dibandingkan kelas kontrol. This research aims to determine whether the application of the model-based cooperative Reflective Learning effectively improve the ability to master the concepts of physics, namely the temperature and heat on high school students class X. The population in this study were all students of class X Science, SMA Negeri 1 Ambarawa. Sampling was done randomly using simple random sampling technique ie class X Science 2 as an experimental class that gets treated with the application of the Reflective Learning model of cooperative-based. Methods of data collection in this research is a method of documentation, testing, and observation. The results of this research include: a) test the right side, indicating that the application of Reflective Learning model of cooperative-based learning more effectively improve the ability of mastery of concepts and learning activities of students in the experimental class model of cooperative learning compared to the control class, b) gain trials showed improvement in learning outcomes experimental class higher than the control class, c) show the results of the analysis of observations affective affective grader experimental observations higher than the control class. Researchers concluded that the model of Reflective Learning-based cooperative learning more effectively improve the ability to master concepts with increased high enough. Percentage achievement of student learning activities experimental class better than the control class.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74036713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER BERBASIS EKSPERIMEN UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA SMP","authors":"Dyah Rahmawati, S. E. Nugroho, Ngurah Made Dharma Putra","doi":"10.15294/UPEJ.V3I1.3109","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I1.3109","url":null,"abstract":"Perubahan kurikulum 1994 ke Kurikulum Tingkat Satuan Pendidikan  (KTSP) antara lain bertujuan untuk mengubah pola pendidikan dari orientasi terhadap hasil dan materi menuju pendidikan sebagai proses. Tujuan dari penelitian ini adalah untuk mengetahui penerapan model pembelajaran kooperatif tipe NHT berbasis eksperimen dapat meningkatkan keterampilan proses sains siswa SMP, serta untuk mengetahui keefektifan penerapan model pembelajaran kooperatif tipe NHT berbasis eksperimen. Penelitian ini dilaksanakan menggunakan desain pre-experimental. Hasil tes evaluasi hasil belajar untuk kelas kelompok atas dan kelas kelompok bawah mengalami peningkatan gain masing-masing sebesar 0,44 dan 0,38 yang masuk dalam kriteria sedang. Hasil uji gain keterampilan proses sains siswa pada lembar observasi, skor yang diperoleh menunjukkan peningkatan di kelas kelompok atas sebesar 0,66 dengan kriteria sedang sedangkan kelas kelompok bawah diperoleh peningkatan sebesar 0,45 dengan kriteria sedang. Pemahaman konsep di kelas kelompok atas lebih baik dari kelas kelompok bawah, sehingga proses pembelajaran di kelas kelompok atas lebih efektif dibandingkan di kelas kelompok bawah. Dari penelitian yang dilakukan dapat disimpulkan bahwa,  model pembelajaran kooperatif tipe NHT berbasis eksperimen efektif digunakan di kelas kelompok dan di kelas kelompok bawah. One of aims of changing curriculum from 1994’s curriculum to KTSP curriculum is to change education style from education is as the product and content orientation to education as processing orientation. The aims of this research are to investigate the applying of cooperative learning type: NHT based on experimental can increase science processing skill of junior high school students and to determine the effectiveness of this cooperatuve learning model. This research was done by using pre-experimental design. Learning result of evaluated test for upper group class and lower group class in gain increasing are 0.44 and 0.38 and it is medium criteria. The result of gain test for science processing skills in observation sheet, from the score shows increasing in upper class 0.66, lower class 0.45 it includes medium criteria. Understanding concept in upper group class was better than lower group class. So that learning process in upper group class was more effective than lower group class. From this result, it is concluded that coperative learning model NHT based on experimental is effectively used in upper group class and ower group class.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89578817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION BERBANTUAN MEDIA AUDIO-VISUAL DALAM MENINGKATKAN KEMAMPUAN MENGANALISIS DAN MEMECAHKAN MASALAH FISIKA","authors":"Khanifah, H. Susanto","doi":"10.15294/UPEJ.V3I2.3601","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I2.3601","url":null,"abstract":"Salah satu tujuan pembelajaran fisika adalah penguasaan konsep dan keterkaitannya dengan kehidupan sehari-hari. Pembelajaran fisika harus didasarkan pada pemberian pengalaman langsung yang dapat membantu siswa dalam mengkontruksi pengetahuan. Oleh sebab itu, dalam pembelajaran fisika, guru diharapkan dapat mendorong siswa untuk menjadi pembelajar yang aktif dan berpikir kritis dalam menganalisis serta mengaplikasikan konsep untuk memecahkan masalah. Untuk mencapai tujuan pembelajaran fisika tersebut, maka diperlukan model pembelajaran yang efektif dalam meningkatkan kemampuan menganalisis dan memecahkan masalah. Model pembelajaran yang dipilih dalam penelitian ini adalah model Problem Based Instruction dan model kooperatif. Dalam hal ini penggunaan media pembelajaran akan membantu guru dalam berkomunikasi dengan siswa. Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran Problem based Instruction berbantuan media audio-visual lebih efektif daripada model kooperatif dalam meningkatkan kemampuan menganalisis dan memecahkan masalah. Rancangan penelitian ini adalah pretest-posttest control group design. Data dianalisis dengan menggunakan nilai gain yang ternormalisasi dan uji t. Berdasarkan hasil analisis, secara umum hipotesis dari penelitian ini diterima yaitu model pembelajaran Problem Based Instruction berbantuan media audio-visual lebih efektif daripada model kooperatif dalam meningkatkan kemampuan menganalisis dan memecahkan masalah. One goal of physics study is mastery of learning physics concepts and their relation to daily life. Learning physics must be based on the provision of direct experience that can help students construct their knowledge. Therefore, in physics learning, the teacher is expected to encourage students to be active learners and think critically in analyzing and applying the concepts to solve problems. To achieve the goal of learning physics, an effective learning model is needed toward the improvement of analysis and problem solving skills. Learning model which is chosen in this study is a Problem Based Instruction model and cooperative model. In this case the use of instructional media will help teacher communicate with students. This study aims to determine whether Problem Based Instruction model-assisted audio-visual media is more effective toward the students’ improvement in analyzing and solving problems than cooperative model. The design of this research used pretest-posttest control group design. The data were analyzed by the use normalized gain and t-test. Based on the analysis result, in general the accepted hypothesis of this research is Problem Based Instruction model-assisted audio-visual media is more effective than the cooperative model in improving the analysis and problem solving skills.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85978703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DENGAN UMPAN BALIK KUIS UNTUK MENINGKATKAN HASIL BELAJAR FISIKA SISWA KELAS VIII SMP NEGERI 11 SEMARANG","authors":"Imam Ghozali, A. Sopyan, Sunarno","doi":"10.15294/UPEJ.V3I1.3113","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I1.3113","url":null,"abstract":"Penelitian ini bertujuan meningkatkan  hasil belajar dan keaktifan siswa kelas VIII E SMP N 11 Semarang melalui pemberian umpan balik kuis dengan model pembelajaran kooperatif tipe STAD. Penelitian didesain sebagai penelitian tindakan kelas dilaksanakan dalam 3 siklus. Tiap siklus meliputi 4 tahap, yaitu: 1) Perencanaan, 2) Pelaksanaan, 3) Observasi, dan 4) Refleksi. Data hasil belajar diambil menggunakan hasil tes formatif siswa dan sebagai data pendukung menggunakan lembar observasi keaktifan siswa dan kinerja peneliti, angket tanggapan siswa dan guru mengenai penerapan STAD. Berdasarkan analisis, diperoleh nilai rata-rata siswa secara klasikal pada siklus I sebesar 65,00 kemudian siklus II meningkat menjadi 72,86 dan meningkat lagi pada siklus III menjadi 78,57. Ketuntasan belajar siswa juga mengalami peningkatan, pada siklus I adalah 57,14%, kemudian pada siklus II sebesar 78% dan meningkat lagi pada siklus III menjadi 92%. Peningkatan hasil belajar siswa ini diikuti dengan peningkatan keaktifan siswa. Siswa semakin aktif bekerjasama dalam kelompok dan merasa senang selama proses pembelajaran. Simpulan yang dapat diambil adalah pemberian umpan balik kuis dalam model pembelajaran STAD dapat meningkatkan hasil belajar fisika siswa kelas VIII semester 2 SMP Negeri 11 Semarang, sehingga mencapai standar ketuntasan belajar secara klasikal. Saran yang dapat diberikan oleh peneliti antara lain: Guru hendaknya menggunakan beberapa metode pembelajaran yang lebih bervariasi sehingga siswa tidak mengalami kebosanan misalkan dengan permainan atau karya wisata dan pemberikan umpan balik, guru sebaiknya lebih detail dalam menuliskan komentar/saran dan jawaban pada lembar jawab agar siswa lebih memahami kekurangan dari jawabannya. This research is aimed to improve the learning outcomes and to makes the students of VIII E class SMP N 11 Semarang be more active through providing the feedback quizzes with STAD cooperative learning model. The research designed as an action research carried out in 3 cycles . Each cycle includes four stages , they are : 1) Planning , 2) Implementation , 3) Observation , and 4) Reflection. The data were taken using the score of the students learning result, and the formative test results as supporting data using the students observation sheet activity and performance research, questionnaire responses of students and teachers on the implementation of STAD.Based on the analysis , the students  score average in the first cycle is 65.00. Then the second cycle score increase to 72.86 and raise again in the third cycle become 78.57. The students ability in physics are also increased. In the first cycle is 57.14% , then in the second cycle it rises 78% and increases again in the third cycle to 92% . The improvement of the students learning ability is followed by the increasing of the students active participation. Students become more active with a work groups learning and they feel more happy during the learning process . The conclusion","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76034001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENGEMBANGAN KOMIK BERVISI SETS UNTUK MENINGKATKAN HASIL BELAJAR SISWA SD KELAS IV MATERI SUMBER DAYA ALAM DAN KEBENCANAAN ALAM TAHUN 2012/ 2013","authors":"Riris Syafitri Widyaningtyas, A. Rusilowati, Mosik","doi":"10.15294/UPEJ.V3I1.3100","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I1.3100","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui cara mengembangkan komik sains bervisi SETS, menentukan kelayakan, keterbacaan, kepraktisan dan  keefektifan komik sains bervisi SETS dalam meningkatkan hasil belajar siswa SD kelas IV materi Sumber Daya Alam dan Kebencanaan Alam. Penelitian pengembangan ini, uji coba produk menggunakan pretest-postest control group design yaitu membandingkan kelompok eksperimen yang pembelajarannya menggunakan komik sains bervisi SETS dengan kelompok kontrol yang pembelajarannya tanpa komik. Cara mengembangkan komik yaitu membuat story board yang dilanjutkan membuat sketsa dan desain, hingga tahap terakhir adalah construct dan pengemasan. Teknik analisis data menggunakan deskriptif persentase, uji normalitas, uji kesamaan dua varian, uji banding dan uji gain. Hasil uji ahli terhadap  kelayakan komik berada pada kategori “baik”. Uji skala terbatas menunjukkan bahwa tingkat keterbacaan komik pada kategori ”tinggi” dengan skor 84%. Kepraktisan komik berada pada kategori “baik” dengan skor 3,35. Untuk keefektifan pembelajaran komik sains bervisi SETS, hasil belajar ranah kognitif dan psikomotorik kelas eksperimen mengalami peningkatan 0,32, sedangkan ranah afektif mengalami peningkatan sebesar 0,31. Dari hasil analisis tersebut dapat disimpulkan bahwa pembelajaran dengan pengembangan komik sains bervisi SETS terbukti efektif untuk meningkatkan hasil belajar siswa SD kelas IV materi Sumber Daya Alam dan Kebencanaan Alam. This study aims to determine how to develop a science comic vision SETS , determine feasibility , readability , practicality and effectiveness SETS comic vision science in improving student learning outcomes grade IV material of Natural Resources and Natural Disaster . The development research , product testing using a pretest - posttest control group design that compared the experimental group learning using SETS comic vision science with the control group learning without the comic . How to develop a comic that made ​​ a story board which continued to sketch and design , until the last stage is a construct and packaging . Analysis using descriptive percentages , normality test, the similarity of two variants , comparative tests and trials gain . The test results of the feasibility comics expert in the category \" good \" . Limited scale test showed that the level of legibility comics in the category of \" high \" with a score of 84 % . Practicality comics are in the category of \" good \" with a score of 3.35 . To study the effectiveness SETS comic vision science , cognitive learning outcomes and psychomotor experimental class increased 0.32 , while the affective domain, an increase of 0.31 . From the analysis it can be concluded that learning with the development of science comics visionary SETS proven effective for improving student learning outcomes grade IV material of Natural Resources and Natural Disaster.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77738074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALISIS KONSEPSI DAN PERUBAHAN KONSEPTUAL SUHU DAN KALOR PADA SISWA SMA KELAS UNGGULAN","authors":"Puput Lestari, S. Linuwih","doi":"10.15294/UPEJ.V3I2.3599","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I2.3599","url":null,"abstract":"Untuk mengetahui konsepsi dan perubahan konseptual siswa pada materi suhu dan kalor, dilakukan penelitian kualitatif pada siswa SMA N 4 Magelang tahun pelajaran 2013/2014. Penelitian dimulai dengan pengumpulan data dan observasi terhadap siswa. Tahap selanjutnya yaitu melakukan uji coba soal tes tulis pada kelas regular. Hasil dari uji coba soal kemudian dijadikan bahan untuk melakukan tes tulis pada kelas X dan XII IPA unggulan. Soal tes tulis merupakan soal essay berupa soal konseptual. Setelah itu, dilaksanakan tes wawancara dengan sampel siswa yang jawabannya memiliki banyak peluang/kemungkinan. Konsepsi siswa berbentuk konsepsi ilmiah, alternatif, dan paralel. Konsepsi paralel siswa merupakan perpaduan antara konsepsi ilmiah dan alternatif serta perpaduan dua konsepsi alternatif. Faktor yang melatarbelakangi munculnya konsepsi pada siswa meliputi pemahaman kurang mendalam, apresiasi konseptual, intuisi kehidupan sehari-hari, dan pengetahuan sebagai struktur teoritis. Bentuk perubahan konseptual siswa signifikan pada perubahan menuju konsepsi ilmiah sedangkan perubahan konsepsi alternatif dan paralel terjadi meski dengan jumlah yang sedikit. In purpose to know the students’ conception and also their conceptual changes in learning materials of temperature and heat, a qualitative research was conducted in SMAN 4 Magelang in academic year 2013/2014. The reseach was started by collecting data dealing with the research and observing the students. The next step was the trial of written test to regular class. The result of the trial was used as the test given to the superior class of ten and twelfth graders. The given written test is conceptual in the form of essay. After conducting the written test, interview test was conducted. The samples are the students who had many possibilities in answering the written test. Based on the research result, the students’ concepts are scientific concept, alternative concept, and parallel concept. The parallel concept is the combination between scientific concept and alternative concept and also the combination between two alternative concepts. Factors influencing and triggering the students’ conception are shallow understanding, conceptual appreciation, daily intuition, and knowledge as the theoretical structures. The conceptual changes significantly approach the scientific conception while the changes of alternative conception and parallel took place although in small precentage.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82300720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL PEMBELAJARAN PBL (PROBLEM BASED LEARNING) UNTUK MENUMBUHKAN KETERAMPILAN PROSES SAINS PADA SISWA SMA","authors":"Asna Lutfa, Sugianto, Sulhadi","doi":"10.15294/UPEJ.V3I2.3592","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I2.3592","url":null,"abstract":"Penelitian ini mengkaji penerapan model pembelajaran PBL ( Problem  Based   Learning )   untuk  menumbuhkan   keterampilan proses sains pada siswa SMA . Penelitian didesain dalam bentuk true-experimental dengan   jenis  pretest-posttest   control   group design. Data diperoleh melalui metode dokumentasi, tes dan observasi, kemudian dianalisis dengan uji-t untuk mengetahui kesamaan rata-rata hasil posttest dan rata-rata keterampilan proses sains  siswa,  serta  uji gain untuk  mengetahui  peningkatan  hasil belajar siswa. Hasil penelitian menunjukkan bahwa model pembelajaran PBL dapat menumbuhkan keterampilan proses sains. Peningkatan  hasil belajar kognitif  kelas eksperimen  berada  pada kategori sedang dengan gain 0,53, sedangkan kelas kontrol berada pada kategori sedang dengan gain 0,46. Keterampilan proses sains dan hasil belajar  siswa  yang diajar dengan menggunakan model pembelajaran PBL lebih baik daripada yang diajar secara konvensional. Students’ capability in science can be improved through scientific research. This  research  discusses  the  implementation  Problem Based Learning model to develop science process skill on students of senior high school. The type of research is true-experimental research with pretest-posttest control group design. The data are obtained through documentation, test and observation method, then analyzed  by  t-test  to  find  mean  similarity  of  students’  posttest results and science process skill values, and gain test to find improvement  of  students’  cognitive  ability. This research  shows that Problem Based Learning model can be implemented to develop science process skill. The improvement level of cognitive ability of experimental class is medium with gain score is 0,53, while the improvement level of cognitive ability of control class is medium with gain score is 0,46. Science process skill and cognitive ability of experimental class are better than science process skill and cognitive ability of control class.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86895570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN TEKNIK PROBING-PROMPTING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH IPA SISWA KELAS VII SMP","authors":"I. T. Harsoyo, A. Sopyan","doi":"10.15294/UPEJ.V3I2.3598","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I2.3598","url":null,"abstract":"Pada dewasa ini kebanyakan model pembelajaran ini memiliki kecenderungan kembali pada pemikiran bahwa anak akan belajar lebih baik jika mereka ikut aktif dalam proses pembelajaran. Salah satu cara untuk meningkatkan partisipasi anak adalah dengan kemampuan memecahkan masalah secara mandiri. Berdasarkan hasil observasi awal yang telah dilakukan menunjukkan bahwa kemampuan pemecahan masalah di lokasi penelitian yaitu SMP N 12 Semarang masih rendah. Oleh karena itu, penerapan model pembelajaran berbasis masalah dengan teknik Probing-Prompting diharapkan dapat membantu siswa SMP N 12 Semarang untuk meningkatkan kemampuan pemecahan masalah khususnya mata pelajaran IPA. Penelitian ini bertujuan untuk mengetahui tingkat perbandingan kemampuan pemecahan masalah pada mata pelajaran IPA yang menggunakan model pembelajaran berbasis masalah dengan teknik probing-prompting dan kemampuan pemecahan masalah yang menggunakan model pembelajaran berbasis masalah. Penelitian yang dilakukan tergolong sebagai penelitian true eksperimental dengan design Posttest Control Group Design. Pengambilan sampel dilakukan dengan teknik simple random sampling. Analisis kemampuan pemecahan masalah dengan analisis uji gain diperoleh untuk nilai pre-test dan post-test mengalami peningkatan sebesar 73 % pada kelas eksperimen sedangkan pada kelas kontrol mengalami peningkatan sebesar 61 %. To the present time many learning model have the thinking tendency that the student will be better to learn if they active in learning process. One of the way to increase the participation of the student is pass though the problem solving ability independently. Based on the initial observation result show that the problem solving ability in SMP N 12 Semarang still low. Therefore, the application of problem based learning with Probing-Prompting technique is expectable to increase the problem solving ability of the student of SMP N 12 Semarang especially in integrated natural science subject. The purpose of this research is to know the ratio level of problem solving ability of the SMP N 12 Semarang student that use the problem based learning model with Probing-Prompting technique and the Problem Based Learning model. This research include the true experimental and use the Postest Control Group Design. The technique of taking sample is simple random sampling technique. The problem solving ability analysis use the gain test, that be obtained from pre-test and post-test score and the increasing of problem solving ability percentage are 73% for experiment and 61 % for control.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87403670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBASIS KONSTRUKTIVISME UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA KELAS VII","authors":"B. I. Fuada, Sarwi, S. Linuwih","doi":"10.15294/UPEJ.V3I1.3101","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I1.3101","url":null,"abstract":"Problem Based Learning berbasis konstruktivisme sebagai alternatif pembelajaran yang dapat memberikan ilmu dan pengalaman siswa untuk bekerja secara mandiri dalam mengkonstruksi pengetahuan mereka sendiri. Tujuan penelitian ini adalah untuk mengetahui peningkatan pemahaman konsep siswa setelah diterapkan model Problem Based Learning berbasis konstruktivisme dan mengetahui penerapan model Problem Based Learning berbasis konstruktivisme lebih efektif dari model kooperatif regular pada pokok bahasan kalor. Desain penelitian menggunakan pretest-posttest group. Metode penelitian ini adalah penelitian eksperimen yang terdiri dari dua kelas yaitu kelas VII B sebagai eksperimen dan kelas VII D sebagai kontrol. Kelas eksperimen diberi model pembelajaran Problem Based Learning berbasis konstruktivisme, sedangkan kelas kontrol diberi metode kooperatif regular dengan diskusi. Data hasil pemahaman konsep diperoleh dari lembar evaluasi dan  hasil aktivitas siswa diperoleh dari lembar pengamatan. Hasil penelitian menunjukkan bahwa perbandingan nilai rata-rata siswa kelas eksperimen lebih besar daripada kelas kontrol dengan peningkatan rata-rata pemahaman konsep siswa kelas eksperimen dalam kriteria sedang. Berdasarkan uji t dan uji gain dapat disimpulkan bahwa penerapan model Problem Based Learning berbasis konstruktivisme dapat meningkatkan pemahaman konsep siswa kelas VII. Problem Based Learning based constructivism is an alternative learning that can provide knowledge and experience of students to work independently in constructing their own knowledge. The purpose of this study was to determine the increase in students understanding of concepts as applied to Problem Based Learning models based on constructivism and determine the application of the model Problem Based Learning based constructivism is more effective than regular cooperative models on the subject of heat. Research design using a pretest-posttest group. This research method is experimental study consisted of two group, namely group B as an experiment and group D as a control. Experimental group use learning model Problem Based Learning based constructivism, while the control group use regular cooperative method with discussion. Understanding of the concept of outcome data obtained from the evaluation sheet and the results obtained from the student activity sheet observations. The results showed that the ratio of the average value of the experimental class students is greater than the control class with an average increase students understanding of the concept of an experimental class in the criteria being. Based on the t test and the gain can be concluded that the application of the model Problem Based Learning based constructivism can increase students understanding of the concept of class VII.","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79324530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN METODE PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KOMUNIKASI ILMIAH","authors":"A. Riyadi, Mosik","doi":"10.15294/UPEJ.V3I2.3590","DOIUrl":"https://doi.org/10.15294/UPEJ.V3I2.3590","url":null,"abstract":"Salah satu tujuan pendidikan Fisika di SMA adalah siswa memiliki kemampuan penguasaan konsep dan prinsip Fisika serta kemampuan komunikasi ilmiah. Penguasaan konsep yang benar harus didasari pemahaman konsep yang benar. Hakikatnya pemahaman konsep dan komunikasi ilmiah sangat penting dalam tujuan pendidikan Fisika di SMA. Penelitian ini bertujuan untuk mengetahui peningkatakan kemampuan pemahaman konsep dan komunikasi ilmiah siswa dengan pembelajaran kooperatif tipe NHT dan diskusi kelompok. Desain penelitian adalah Control Group Pre-test Post-test, dengan populasi adalah siswa kelas XI IPA SMA Negeri 1 Subah. Sampel yang dipakai adalah kelas XI IPA I sebagai kelas eksperimen yang menggunakan pembelajaran kooperatif tipe NHT dan XI IPA II sebagai  kelas kontrol yang menggunakan pembelajaran diskusi kelompok. Berdasarkan hasil analisis uji gain, diperoleh pemahaman konsep kelas eksperimen meningkat 0,7 dan kelas kontrol meningkat 0,5. Hasil uji t pihak kanan menunjukan bahwa nilai thitung adalah 3,68 sedangkan nilai ttabel adalah 1,99 yang berarti bahwa hipotesis alternatif diterima. Berdasarkan hasil analisis kemampuan komunikasi ilmiah menunjukan siswa kelas ekperimen lebih tinggi dibanding dengan kelas kontrol, dengan nilai rata-rata kemampuan komunikasi adalah 83,98 dan 73,12. Simpulan dari penelitian ini adalah  metode pembelajaran kooperatif tipe NHT lebih baik dibanding dengan pembelajaran diskusi kelompok dalam aspek kemampuan pemahaman konsep dan komunikasi ilmiah. One of the physics educational goals in high school is the students’ ability to master the concepts and principles of physics and scientific communication skills . Mastery of the right concept must be based on the correct knowledge of the concept. Essentially, the comprehension of the concept and the nature of scientific communication is very important towards physics educational goals in high school. This study aims to determine the improvement of communication capabilities and understanding of students scientific concepts with NHT type of cooperative learning and group discussion. The study design is  a Control Group Pre - test Post - test , the population is students of XI Science SMAN 1 Subah . The sample used was a class XI Science I as an experiment class using cooperative learning NHT type and XI IPA II as a control class using common learning group discussions. Based on analysis of the test, obtained the improvement of of the experiment class understanding concept of 0.7 and 0.5 control class improvement. Ttest results showed that the right side is the value of T is 3.68 whereas the value ttable 1.99 which means that the alternative hypothesis is accepted. Based upon the analysis of scientific communication capabilities, the experiment class students showed higher results compared to the control class, with average communication skills value of 83.98 and 73.12. Conclusions from this research, the NHT cooperative learning method is better than the learning in group discu","PeriodicalId":30731,"journal":{"name":"UPEJ Unnes Physics Education Journal","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82560576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}