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REMEDIASI KESULITAN BELAJAR FLUIDA STATIS DENGAN MODEL STUDENT FACILITATOR AND EXPLAINING DI SMAN 8 PONTIANAK PAMUNGKAS, AMANDA; Djudin, Tomo; B. Arsyid, Syaiful
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 6, No 2 (2017): Februari 2017
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Abstrak: Penelitian ini bertujuan untuk mengetahui efektifitas model pembelajaran Student Facilitator And Explaining dalam meremediasi kesulitan belajar siswa pada materi fluida statis dikelas X SMAN 8 Pontianak. Jenis kesulitan yang dianalisis adalah kesulitan memahami konsep, kesulitan mengkonversi satuan dan kesulitan menyelesaikan operasi matematis. Bentuk penelitian berupa Pre-Experiment Design dengan rancangan One Group Pre-test Post-test Design. Populasi sasaran adalah siswa kelas XMIA3 dan XMIA4 yang berjumlah 77 siswa. Sampel diambil dengan teknik intact group yaitu kelas XMIA4 sebanyak 39 siswa. Teknik pengumpul data yang digunakan adalah teknik pengukuran dengan mengumpulkan data pre-test dan post-test. Hasil penelitian ini menemukan bahwa siswa lebih sulit  menyelesaikan operasi matematis dari pada memahami konsep. Aarchimedes merupakan konsep paling sulit bagi siswa baik dalam memahami konsepnya maupun menyelesaikan soal perhitungannya. efektifitas dari model pembelajaran Student Facilitator And Explaining dalam meremediasi kesulitan belajar siswa pada materi fuida statis terbilang sedang dengan effect size sebesar 0,61.   Kata Kunci: Remediasi, Student Facilitator and Explaining Abstract: The purpose of this research was to determine the influence of remediation using ?Student facilitator and explaining? learning model at Senior High School 8 Pontianak on reduce learning difficulties of students on static fluid topic. were analyzed is concepts understanding difficulty, units converting difficulty and mathematical operations completing difficulty. The research method was Pre-Experimental with One Group Pretest-Posttest Design. Target population of class XMIA3 and XMIA4 as many as 77 students. sample selected by intact group that involved 39 students from XMIA4. The results of this research showed that students are more difficult to mathematical operations completing than understanding the concept. In addition the archimedes concept is the most difficult concept for students both in understanding the concept or mathematical operations completing. the effectiveness of Student Facilitator and Explaining model in the remediation of learning difficulties of students on the static fluid topic is medium with effect size of 0,61 Keywords: Remediation, Student Facilitator and Explaining
PENERAPAN TEKNIK MEMBACA SQ3R PADA TATA SURYA DI SMP DALAM MEREMEDIASI MISKONSEPSI SISWA Syafariani, Sri; Djudin, Tomo; Mahmuda, Diah
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 7, No 9 (2018): September 2018
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AbstractThis research was aimed to known effectiveness the SQ3R reading technique to remediate students? misconceptions on solar system in SMP Negeri 4 Pontianak. Sample of this research was students? from 7th grade (N=32). Diagnostic test which consisted 10 three tier multiple choice test used to known students? conceptions. Based on the result of data analysis found the average decrease of students? that misconceptions after being given remedial learning equal to 33%. The result of McNemar test shown there was significant conceptual change  (?2hitung = 51,17; df = 1; ? = 0,05). The average of gain value was ?g?=0,58 (medium). It is expected that SQ3R reading technique can be used as an alternative remediation activities to overcome students? misconceptions. Kata Kunci: Miskonsepsi, Remediasi, SQ3R, Tata Surya
PENGARUH AKTIVITAS MENULIS REFLECTIVE JOURNAL DISERTAI CORRECTIVE FEEDBACK TERHADAP HASIL BELAJAR SISWA Zaxa, Andrius; Djudin, Tomo; Mahmuda, Diah
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 7, No 11 (2018): Nopember 2018
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AbstractThis study aims to determine the effect of reflective journal writing activity along with corrective feedback on student academic performance in dynamic fluid subject on eleventh grade Pontianak State Senior High School 8. The research method used was an experimental method with quasi-experimental nonequivalent control group design. Intact group random sampling technique was used to select samples from XI MIPA in Pontianak State Senior High School 8, and XI MIPA 4 was chosen as the experimental class while XI MIPA 3 as the control class. Academic performance data were taken using 25 multiple choice questions. Direct instruction learning models are used in both classes, with students in the experimental class given reflective journals (including exercises) as assignment which are accompanied by corrective feedback, while students in the control class are only given the exercises as assignment. Student scores in experimental class at pretest and posttest had average of 27.07 and 64.27, while in control class are 27.73 and 52.13. Asymp. Sig. (2-tailed) U-test (? = 5%) shows that there is a significant difference (0,001) in the posttest scores of students in experimental and control classes, with Cohen?s effect size d value of 1.02 (high category). Keywords: Reflective Journal, Corrective Feedback, Academic Performance, Dinamic Fluids
REMEDIASI MISKONSEPSI SISWA TENTANG USAHA MENGGUNAKAN PENDEKATAN KONSEPTUAL INTERAKTIF BERBANTUAN REFUTATION TEXT DI SMA Tajudin, .; Djudin, Tomo; Tiur Maria, Haratua
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 4, No 9 (2015): SEPTEMBER 2015
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Abstract: The aim of the research was to knowed effectiveness about the application of Interactive conceptual intruction assisted refutation text to remedial student misconceptions on work in SMA Negeri 1 Semparuk Grade XII. The method of the research was experimental with one group pretest-posttest design which is 28 students participated. The results of data analysis showed that student misconception reduction after remediation was as much as 31,79 %. Interactive conceptual intruction assisted refutation text  effective to remedial student misconception on heat transfer with effect size Es = 2,48 (categorized was high). This research is expected to be used as an alternative remediation activities for students to be able overcome the misconceptions that experienced by students. Keywords: Remediation, Misconception, Interactive Conceptual Instruction, Refutation Text. Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas penerapan pendekatan konseptual interaktif berbantuan refutation text dalam meremediasi miskonsepsi siswa pada usaha di kelas XII SMA Negeri 1 Semparuk. Metode penelitian yang digunakan adalah ekperimen dengan rancangan One Group Pretest-Posttest Design dengan sampel penelitian berjumlah 28 siswa. Hasil analisis data menunjukkan bahwa terdapat penurunan miskonsepsi siswa setelah diberikan remediasi sebesar 31,79%. Pendekatan konseptual interaktif dengan bantuan refutation text efektif untuk meremediasi miskonsepsi siswa pada usaha dengan effect size Es = 2,48 (kategori tinggi). Penelitian ini diharapkan dapat digunakan sebagai alternatif kegiatan remediasi bagi siswa agar dapat mengatasi miskonsepsi yang dialami oleh siswa.   Kata kunci : Remediasi, Miskonsepsi, Pendekatan Konseptual Interaktif, Refutation Text.
PENERAPAN MODEL PEMBELAJARAN REACT UNTUK MEREMEDIASI MISKONSEPSI PESERTA DIDIK SMA PADA MATERI FLUIDA DINAMIS Adzanianto, Bekti Purwo; Djudin, Tomo; Hamdani, Hamdani
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 8, No 6 (2019): JUNI 2019
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AbstractThis research aimed to determine the effectiveness of the application of the instructional model of relating, experiencing, applying, cooperating, transferring (REACT) in remediating students with misconceptions in dynamic fluid material in State Senior High School 1 Sungai Raya. This research uses pre-experimental design with the design of one group pretest-posttest. The samples were students of class XI IPA 3 with total of 27 students chosen by means of intact group. The data collection instrument uses a multiple choice diagnostic test with open reason. The results of the study show that the average percentage of students' misconception was 80.74% at the pre-test. There was a decrease in the number of students with misconceptions after remediation using the REACT learning model with an average percentage of 46.81%. Students' conceptions changed significantly (  = 29.03; df = 1; ? = 5%) after being given remediation learning. The effectiveness of remediation is indicated by the value of decline in the number of students with misconceptions of each indicator with an average of 0.47, so according to the principle the phalanx effectiveness it is moderate (0.31 <?S <0.70). This research is expected to be used as an alternative to remedy students? misconceptions, especially in physics. Keywords: Remediation, Misconception, REACT Model, Dynamic Fluids Material
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR SISWA PADA MATERI VEKTOR DI KELAS X SMA NEGERI 1 SANGGAU LEDO Trisianawati, Eka; Djudin, Tomo; Setiawan, Rendi
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol 6, No 2 (2016)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v6n2.p51-60

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Penelitian ini bertujuan untuk mengetahui hasil belajar siswa sebelum dan setelah diajarkan menggunakan model pembelajaran Kooperatif Tipe Jigsaw dan mengetahui hasil belajar siswa sebelum dan setelah diajarkan menggunakan model pembelajaran diskusi-ceramah pada materi vektor di kelas X SMA Negeri 1 Sanggau Ledo, serta mengetahui perbandingan hasil belajar siswa yang diajarkan dengan model pembelajaran Kooperatif Tipe Jigsaw dengan hasil belajar siswa yang diajarkan dengan model pembelajaran diskusi-ceramah pada materi vektor di kelas X SMA Negeri 1 Sanggau Ledo. Penelitian ini juga bertujuan untuk mengetahui seberapa besar pengaruh model pembelajaran Kooperatif Tipe Jigsaw terhadap hasil belajar siswa pada materi vektor di kelas X SMA Negeri 1 Sanggau Ledo. Metode penelitian yang digunakan dalam penelitian ini adalah metode eksperimen dengan bentuk penelitian Quasi eksperimental design (eksperimen semu) dan rancangan penelitian Non-equivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri 1 Sanggau Ledo yang terdiri dari 6. Pengambilan sampel dalam penelitian menggunakan teknik Cluster Random Sampling, kemudian terpilih kelas XA sebagai kelas eksperimen 1 dan XB sebagai kelas eksperimen 2. Berdasarkan hasil analisis data penelitian diperoleh temuan: (1) Hasil belajar siswa pada kelas eksperimen 1 mengalami peningkatan yang signifikan setelah diberikan perlakuan menggunakan model pembelajaran Kooperatif Tipe Jigsaw. rata-rata hasil belajar siswa kelas eksperimen 1 yang mulanya 14,67 mengalami peningkatan sebesar 70,14 sehingga nilai rata-rata kelas eksperimen menjadi 84,81. (2) Hasil belajar siswa pada kelas eksperimen 2 setelah diberikan perlakuan menggunakan model pembelajaran diskusi-ceramah juga mengalami peningkatan meskipun tidak sebesar peningkatan yang terjadi pada kelas eksperimen 1. Rata-rata hasil belajar siswa kelas kontrol yang mulanya 13,13 mengalami peningkatan sebesar 63,00 sehingga nilai rata-rata kelas eksperimen menjadi 76,13. (3). Dari hasil analisis data menggunakan uji Mann Whitney dapat disimpulkan bahwa terdapat perbedaan hasil belajar siswa yang diajarkan dengan pembelajaran kooperatif Tipe Jigsaw dengan siswa yang diajarkan dengan pembelajaran diskusi-ceramah pada materi vektor. (4). Dari hasil analisis data menggunakan effect size diperoleh nilai effect size sebesar 0,44. Dapat disimpulkan bahwa penerapan model pembelajaran Kooperatif Tipe Jigsaw cukup berpengaruh terhadap peningkatan hasil belajar siswa pada materi vektor di kelas X SMA Negeri 1 Sanggau Ledo.
PENGEMBANGAN MODUL PEMBELAJARAN FISIKA BERBASIS MASALAH PADA MATERI FLUIDA STATIS DI SMK PGRI PONTIANAK Emadi, Elisabeth Liseta; Djudin, Tomo; Hamdani, Hamdani
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 8, No 8 (2019): AGUSTUS 2019
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AbstractThis study aimed to develop a problem-based static fluid learning module. This type of research was research and development (R&D) using the Borg & Gall model. The problem-based static fluid learning module consists of a cover, preface, table of contents, introduction, content, and conclusions. The results of the data analysis showed that the problem-based physics learning module in terms of content worthiness was 81.11%, presentation was 83.33%, language was 81% and graphics was 82.22% which included in the very high eligibility criteria. Students' responses in the initial field test were 81.49% (very high) and in the main field test amounted to 77.49% (high). Keywords: Development, Problem-Based Learning Module, Static Fluid
KONTRIBUSI KEMAMPUAN KETERAMPILAN PROSES SAINS TERHADAP PENGUASAAN KONSEP SISWA DI KELAS V SEKOLAH DASAR ANGGRAINI, WILA INGRI; Djudin, Tomo; Tiur Maria S, Haratua
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 5, No 06 (2016): Juni 2016
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Abstrak: Penelitian ini bertujuan untuk mengetahui kontribusi kemampuan keterampilan proses sains terhadap penguasaan konsep siswa di kelas V SD Muhammadiyah 2 Pontianak. Jenis penelitian adalah penelitian survei tanpa kelompok pembanding bersifat deskriptif korelatif. Sampel penelitian ini adalah 76 siswa. Hasil analisis data menunjukkan bahwa rata-rata kemampuan keterampilan proses sains siswa adalah 20,41 atau presentase rata-rata skor 57%. Rata-rata penguasaan konsep siswa adalah 26,06 atau presentase rata-rata skor 70,4%. Terdapat hubungan antara kemampuan keterampilan proses sains dengan penguasaan konsep sebesar 0,689. Kontribusi relatif kemampuan keterampilan proses sains terhadap penguasaan konsep adalah sebesar 47,5%. Temuan ini diharapkan agar guru dapat menyusun program pengajaran yang tepat untuk mengembangkan keterampilan proses sains demi peningkatan hasil belajar siswa.   Kata Kunci: Keterampilan Proses Sains, Penguasaan Konsep   Abstract: This research aims to determine the contribution of the ability of science process skills to mastery of concepts students in grade V Muhammadiyah 2 Pontianak Elementary School. The research type that used is a survey research without descriptive correlative comparison group. The study sample is 76 students. The results of data analysis showed that the average ability of science process skills of students is 20.41 or average percentage score of 57%. On average mastery of concepts students are 26.06 or average percentage score of 70.4%. There is a relationship between the ability of science process skills by mastering the concept of 0.689. The relative contribution to the ability of science process skills mastery of concepts is 47.5%. This finding is expected that teachers can develop appropriate teaching program for developing science process skills in order to improve student learning outcomes.   Keywords: Science Process Skills, Mastery of Concepts
PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTION BERBANTUAN LABORATORIUM VIRTUAL DALAM PEMBELAJARAN MATERI MOMENTUM DAN IMPULS Sakina, Syarifah Fachrunisa; Djudin, Tomo; Hamdani, Hamdani
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 7, No 10 (2018): Oktober 2018
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AbstractThe research goal is to know the effectivity of the implementation of direct instruction model by using the virtual laboratory to the learning result on momentum and impulse topic of 10th grade student of SMA Negeri 3 Pontianak. The form of this research is experimental research and the method is quasi experimental design with the nonequivalent control group design. This research was involved by 24 students from 10th grade MIPA 4 and 18 students from 10th grade MIPA1 with the intact group technique. The research instrument is the test result that consists from 10 multiple choice questions and 2 essays. The result analysis from pretest and posttest showed that there was significant change of the learning result that was proven by 25,85% changes on the control class and 50.8% on the experiment class. There was a significant learning result between the implementation of direct instruction with the virtual laboratory and without virtual laboratory. The implementation of direct instruction model by utilizing the virtual laboratory is effective to improve the learning result on momentum and impulse topic with score of 3,25 effect size which is considered as high.  Keyword: Implementation, direct instruction, virtual laboratory, learningresult, momentum and impulse.
THE USE OF PICTORIAL ANALOGY TO INCREASE STUDENTS’ ACHIEVEMENT AND ITS RETENTION OF PHYSICS LESSONS OF DIRECT CURRENT Djudin, Tomo; Grapragasem, Selvaraj
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol 9, No 2 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v9n2.p140-151

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Analogy is considered a helpful way to help students visualize abstract concepts and assimilate new knowledge to an existing structure of cognitive. This study examines the effectiveness of the teaching with pictorial analogy models on students? achievement and its retention of Direct Current lesson. A quasi-experimental method with one group pretest and (immediate and delayed) posttest design was employed in this study. The subjects consisted of 35 twelfth-grade students of public senior school in Pontianak City enrolled in the first semester of academic year 2017/2018; they were determined by using intact group random sampling technique. The student participants received instructions of the three pictorial analogy models. A parallel pretest-posttest of achievement test consisted of 10 items of factual knowledge, 10 items of conceptual knowledge, and 3 items of procedural knowledge. The operationalization of the pictorial analogies in this study referred to Glynn?s syntaxes. Data analysis found that: (1) the increasing of factual knowledge is 30.2 % in immediate posttest and 21.6 % in delayed posttest; (2)the students have promoted a significant conceptual change ( = 54.28, p < 0.05); and (3) there is a significant difference between the immediate posttest and pretest in terms of procedural knowledge (t = 4.02; p < 0.05) with the ES index is 4.78. It is concluded that the use of pictorial analogy models is effective (in high category) to increase students? achievement of Direct Current lesson and the emergence of their retention is significant partially and simultaneously. In using pictorial analogies, teachers are encouraged to consider many similar features with the target concepts.