Pramudya Dwi Aristya, Pramudya Dwi
Program Studi Pendidikan Fisika, FKIP, Universitas Jember Jl. Kalimantan No.37 Universitas Jember

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QUALITY OF CONTINUOUS PROFESSIONAL DEVELOPMENT FOR AUTOMOTIVE ENGINEERING PRODUCTIVE TEACHERS Yulanto, Dwiki Muda; Sudira, Putu; Aristya, Pramudya Dwi
Jurnal Pendidikan Teknologi dan Kejuruan Vol 24, No 2 (2018): (October)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (89.011 KB) | DOI: 10.21831/jptk.v24i2.20023

Abstract

The 21st century becomes a new challenge for productive teachers in developing their competency. One of the methods for developing their competency is conducting a continuous professional development program. This study was aimed at describing the quality of the continuous professional development of Automotive Engineering productive teachers. The type of this study was a survey study which used a descriptive quantitative method. The research subjects were all of the productive teachers of Automotive Engineering in Surakarta city with the total of 76 teachers. In conducting the study, a questionnaire was used as the data collection technique. Data analysis techniques consisted of editing, tabulating, analyzing and interpreting, and concluding. The results showed the quality of the continuous professional development of Automotive Engineering productive teachers in Surakarta city was categorized as low with the percentage of 59.2%. In conclusion, productive teachers of Automotive Engineering in Surakarta city did not actively participate in continuous professional development. The implications of this study showed that the teachers must increase self-awareness to do continuous professional development.     
REAL LIFE VIDEO EVALUATION DENGAN SISTEM E-LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITS MAHASISWA FISIKA Aristya, Pramudya Dwi; Sudarti, Sudarti
PROSIDING : Seminar Nasional Fisika dan Pendidikan Fisika Vol 6, No 2 (2015): SNFPF 2015 Prospek Pendidikan Sains 5 Tahun ke Depan
Publisher : Physics Education Department, Faculty of Teacher Training and Education, UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (412.653 KB)

Abstract

Penelitian bertujuan untuk mengembangkan media real life video evaluation dengan sistem e-learning untuk meningkatkan keterampilan berpikir kritis mahasiswa fisika. Penelitian merupakan pengembangan (Research and Development) dengan metode Analysis, Desaign, Development, Implimentation and evaluastion (ADDIE). Indikator keterampilan berpikir kritis mahasiswa mencakup interprestasi, analisis, evaluasi dan inferensi. Validasi ahli dilakukan dengan uji expert terkait dengan tampilan, konteks dan aspek media tersebut. Sedangkan implentasi diberikan kepada 45 mahasiswa pendidikan fisika FKIP universitas Jember yang memprogram mata kuliah Fisika Sekolah I. Instrumen yang digunakan adalah lembar dokumentasi, penilaian digital literasi, lembar validasi, lembar observasi, pre test dan post test. Hasil yang didapatkan adalah media yang dikembangkan dalam katagori baik sehingga cukup efektif dalam meningkatkan keterampilan berpikir krtitis mahasiswa fisika.Kata kunci : Real life video evaluation, E-learning, keterampilan berpikir kritis
PENGEMBANGAN MODUL FISIKA BERBASIS KONTEKSTUAL PADA MATERI ALAT-ALAT OPTIK DALAM PEMBELAJARAN DI KELAS X SMAN 3 LUMAJANG Kususa, Septian Ari; Sudarti, Sudarti; Aristya, Pramudya Dwi
JURNAL PEMBELAJARAN FISIKA Vol 6 No 2 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i2.4960

Abstract

The purposes of this research are to know the validity and the effectivity of physics-based contextual modules on optical tools material. This type of  research is the development, use research design  Borg and Gall. The initial product design phase, a module will go through two stages of validation. The first validation phase is experts? validation and is obtained the validity of 80,66% with valid enough degree of validity. The second validation phase is users?  validation and is obtained the validity of 88% with very valid degree of validity. The next research phase is the initial testing phase, at this stage will be known the audience ratings of the module. Audience validation involved 6 student  and  got the validity of 84,44% with very valid degree of validity. The last research phase is the research field to determine the effectiveness of the module. The result of the research field show that the module has been declared as effective modules for students, because they have got a score of 70 as much as 94,44%. Based on the result of this study, it can be concluded that the physics-based contextual learning modules developed valid and effective to be used in teaching in schools.  Key word : contextual module, optical tools.
PENGARUH MODEL DISCOVERY LEARNING TERHADAP MOTIVASI BELAJAR DAN HASIL BELAJAR FISIKA SISWA MAN BONDOWOSO Putri, Rizka Hartami; Lesmono, Albertus Djoko; Aristya, Pramudya Dwi
JURNAL PEMBELAJARAN FISIKA Vol 6 No 2 (2017)
Publisher : FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jpf.v6i2.5017

Abstract

The research focused on the influence of discovery learning. The purposes of this research were to reviewing the effect of discovery learning model to student?s learning motivation in MAN Bondowoso and to knew the effect of discovery learning?s model for student?s physics learning outcomes in MAN Bondowoso. The kind of this research was experiment by posttest only control design. Population of the research was class X at Islamic Senior High School Bondowoso. Technique to collect the data were observation, interview, documentation, test and questionnaire. Technique of data analysis were decriptive and Independent Sample t-test with SPSS 16. The result of independent sample t-test to student?s learning motivation showed  value 0,0305? 0,05. While the result of independent sample t-test to learning outcomes showed  value 0,000 ? 0,05. Based on that result could be concluded that: (1) discovery learning model significantly took effect to student? learning motivation in MA; (2) discovery learning model significantly took effect to student?s physics learning outcomes in MA.   Keywords: discovery learning model, learning motivation, student?s learning outcome