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Jurnal Pendidikan Fisika
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Search results for , issue " Vol 2, No 1 (2013)" : 10 Documents clear
COGNITIVE STRUCTURE STRENGTHENING STUDENTS OF SMK N 1 ARSE CLASS XII WITH LEARNING MODEL ADVANCE ORGANIZER BY GRANT STRUCTURED LKS BASED APOS THEORY Rahman Hakim, Abdul; Bangun Harahap, Mara
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4335

Abstract

The purpose of this research: (1) Improving Students Cognitive Structures through the Advance Organizer Model Learning by giving Structured Worksheets based on APOS Theory, (2) Improving student activity through the Advance Organizer Model Learning by giving Structured Worksheets based on APOS Theory. This research was a Classroom Action Research (CAR) which was carried out at SMK Negeri 1 Arse South Tapanuli. The research subject was grade 12 students of academy year 2012/2013 consisting 31 students, namely 18 males and 13 females. Object on this research were the student activity and student learning outcomes through the Advance Organizer Model Learning by giving Structured Worksheets based on APOS Theory. The research consisted of two cycles, each cycle consisting of three meetings. Test of achievement conducted at the end of each cycle. Test of achievement consisting of 15 questions. The results of the research are: (1) There is an increased of student learning outcomes on class XII Agribusiness Crop/Horticulture SMK Negeri 1 Arse which showed an increase in cognitive structure indicated strengthening of: (a) Outcomes of achievement test in the first cycle, namely: the average = 63.66; percentage of completeness = 41.94%, (b) Outcomes of achievement test in the second cycle, namely: the average = 82.58; percentage of completeness 90.32%. The percentage of completeness 48.39%, and the index gain 0.51 or moderate improvement criteria. (2) There is an increased of student activity on class XII Agribusiness Crop/Horticulture SMK Negeri 1 Arse shown from: first cycle is only the average of 59.72 up to 74.47 in the second cycle.
THE LEARNING RESULT DIFFERENCE OF STUDENT TEACH BY USING ENHANCEMENT LEARNING MODEL OF STUDENT’S THINKING ABILITY WITH CONVENSIONAL MODEL FOR FORCE AND NEWTON LAWS MATERIAL ., Derlina; Nainggolan, Bintang
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4340

Abstract

This research was done to observe the difference of learning achievement between student who have been teach by Enhancement Learning Model of Student’s Thinking Ability and Conventional Model. This research was done at SMP Negeri 2 Gebang. Type of this research is quasi experiment. Research population is every student of grade VIII semester 2 SMP Negeri 2 Gebang. Research sample was taken by random sampling around 2 classes as 34 students for experiment class and 34 students for control class. Learning achievement of test objective 20 of multiple choice was done as an instrument. The experiment result of pretest average is 37.94 for experiment class and 36.82 for control class. Treatment was done to each class, post test average score is 73.38 for experiment class and for student who have been teach by conventional learning is 67.05. Hypothetical testing is tcalculate > ttabe i.e 3.459 > 1.66 with significance standard α = 0.05 and dk = 66. It means that Ha was accepted, so it may conclude that there is a difference of learning achievement between Enhancement Learning Model of Student’s Thinking Ability with Conventional Learning Model for Force and Newton Laws on Grade VIII SMP Negeri 2 Gebang Annual Year 2011/2012.
THE ANALYSIS CONCEPT PRELIMINARY OF PHYSICS AND THE STUDY RESULT PHYSICS IN LEARNING MODEL BY USING INQUIRY ON TRAINING MATERIALS DYNAMIC ELECTRICAL Sirait, Ratni; ., Sahyar
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4331

Abstract

This study aims to analyze (1)The results of studying physicsstudents by learning model Inquiry Training and Direct Instruction. (2)Theresults of studying physics students who have low initial concept mastery andmastery of high initial concept. (3)The interaction between the levels ofmastery learning model with the initial concept in improving learning outcomes Physics. The study population is a private junior high schoolstudent PAB 8 Deli Serdang. The sample is random cluster class. Theinstrument used consisted of (1)initial concept mastery test, (2)Test resultsof learning with dynamic power subject matter. The next stage is to test theprerequisite analysis tests of normality and homogeneity. Results of dataanalysis showed that the samples come from populations that are normallydistributed and variances homogeneous both samples. Then test thehypothesis by using ANOVA analysis of two paths. The results showed that(1)Results of student learning in the classroom Inquiry Training better thanthe class of student learning outcomes Direct Instruction. (2)The results ofstudents mastery of concepts that have high and low at the beginning ofInquiry Training class is better than mastery of the concept of high and lowinitial class of students in the Direct Instruction. (3)There is no interactionbetween learning model and Direct Instruction Training Inquiry with theinitial level of mastery of concepts in Physics improves learning outcomes.
IMPROVING THE UNDERSTANDING OF THE CONCEPT AND STUDENT LEARNING ACTIVITIES USED COOPERATIVE LEARNING MODEL TYPE STAD BASED STRUCTURED LKS ., Elisa; Fauzi, Amin
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4336

Abstract

The objective in this research to improve understanding of the concepts and learning activity of students in solving physics problems through learning models of Cooperative type STAD based structured worksheet. The subjects were first grade students of SMA Swasta Galih Agung numbered 21 people consisted of 21 girls. Object of research is a process of learning by applying Cooperative type STAD model of learning. The research method was applied action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. The results of the data analysis shown that through the application of Cooperative type STAD based structured worksheet model of learning there is an increasing mastery of physics concepts and learning activity first grade students. Increased mastery of physics concepts is seen from increase the number of students who pass out of 10 students (47,62%) to 18 students (85,7%) with averages of 66,62 and 81,09, the learning outcomes completeness criteria of a minimum of 65. Increasing students learning activity was view from the first and second cycles includes Visual with an average of 81,90% to 91,42%, Oral with an average of 80% to 87,90%, Listening with an average of 81,27% to 84,15%, Writing with an average of 78,08 to 85,41%, Motor with an average of 72,05% to 80%, Mental with an average of 71,44% to 82,20% and Emotional with an average of 73,03% to 82,24%.
EFFECTS OF COOPERATIVE LEARNING MODEL TYPE STAD JUST-IN TIME BASED ON THE RESULTS OF LEARNING TEACHING PHYSICS COURSE IN PHYSICS SCHOOL IN PHYSICS PROGRAM FACULTY UNIMED Febri Sudarma, Teguh; ., Motlan
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4332

Abstract

Research was aimed to determine: (1) Students’ learning outcomes that was taught with just in time teaching based STAD cooperative learning method and STAD cooperative learning method (2) Students’ outcomes on Physics subject that had high learning activity compared with low learning activity. The research sample was random by raffling four classes to get two classes. The first class taught with just in time teaching based STAD cooperative learning method, while the second class was taught with STAD cooperative learning method. The instrument used was conceptual understanding that had been validated with 7 essay questions. The average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,47 higher than average gain values of students learning results with STAD cooperative learning method. The high learning activity and low learning activity gave different learning results. In this case the average gain values of students learning results with just in time teaching based STAD cooperative learning method 0,48 higher than average gain values of students learning results with STAD cooperative learning method. There was interaction between learning model and learning activity to the physics learning result test in students
EFFECT OF LEARNING MODEL LEARNING CYCLE BASED CONCEPT MAP OF RESULTS OF STUDENT LEARNING IN THE MATTER OF DYNAMIC ELECTRICAL Sinulingga, Karya
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4337

Abstract

The objective of this research to: 1) Determine the influence of the learning model Learning Cycle based Concept Mapping on learning outcomes of students in the subject matter in class X Dynamic Electricity second semester SMA Swasta Parulian 1 Medan TP 2011/2012. 2) Determine the influence of conventional learning model on learning outcomes of students in the subject matter Dynamic Electricity in class X SMA Swasta Parulian 1 Medan TP 2011/2012. 3) Knowing how student activity during the learning process by using a model-based Learning Cycle Concept Map. The research was quasi-experimental with the entire population of students of class X SMA Swasta Parulian 1 Medan consisting of 4 classes. Samples were taken 2 classes are determined by random cluster sampling technique, the Class X-2 by using a model-based Learning Cycle Concept Map and the class X-1 using conventional learning models. The results showed the average value of the experimental class pretest was 40.14 and 40.28 in the control class. After treatment in each class earned an average post-test score in the experimental class was 75.43 while the control class is 64.42. On the hypothesis testing results obtained t > ttable ie 4.54 > 1.66 at significance level α = 0.05 and df = 68. This means that Ha received or no influence Learning Cycle Model-Based Concept Map on learning outcomes of students in the subject matter Dynamic Electricity in class X SMA Swasta Parulian 1 Medan second semester TP 2011/2012.
ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL Parsaoran Damanik, Dede; Bukit, Nurdin
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4333

Abstract

This study was aimed to determine the differences: (1) the difference of critical thinking skills of students that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1) test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2) test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1) There are differences in students critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2) there was a difference of students critical thinking in scientific attitude at high is better than who thought there is a difference of students critical thinking in scientific attitude at low. (3) There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students to increase student’s critical thinking of skills.
ANALYZE THE KNOWLEDGE INQUIRY SCIENCE PHYSICS TEACHER CANDIDATES WITH ESSENCE INQUIRY SCIENCE TEST INSTRUMENT OPTIKA GEOMETRY Bunawan, Wawan; Setiawan, Agus
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4338

Abstract

The objective in this research to explore the relationship between ability of the knowledge essential features inquiry science and their reasons underlying sense of scientific inquiry for physics teacher candidates on content geometrical optics. The essential features of inquiry science are components that should arise during the learning process subject matter of geometrical optics reflectance of light on a flat mirror, the reflection of light on curved mirrors and refraction of light at the lens. Five of essential features inquiry science adopted from assessment system developed by the National Research Council. Content geometrical optics developed from an analysis of a college syllabus material. Based on the study of the essential features of inquiry and content develop the multiple choice diagnostic test three tier. Data were taken from the students who are taking courses in optics and wave from one the LPTK in North Sumatra totaled 38 students. Instruments showed Cronbach alpha reliability of 0.67 to test the essential features of inquiry science and 0.61 to there as on geometrical optics science inquiry.
EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES ., Hayati; Dwi Suyanti, Retno
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4334

Abstract

The objective in this research: (1) Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2) Determine the level of motivation to learn in affects physics student learning outcomes. (3) Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all students in class XI SMA Negeri 1 T.P Sunggal Semester I 2012/2013. The sample of this research was consisted of two classes with a sample of 70 peoples who are determined by purposive sampling, the IPA XI-2 as a class experiment using a model-based multimedia learning Training Inquiry as many as 35 peoples and XI IPA-3 as a control class using learning model Inquiry Training 35 peoples. Hypotheses were analyzed using the GLM at significant level of 0.05 using SPSS 17.0 for Windows. Based on data analysis and hypothesis testing conducted found that: (1) Training Inquiry-based multimedia learning model in improving student learning outcomes rather than learning model physics Inquiry Training. (2) The results of studying physics students who have high motivation to learn better than students who have a low learning motivation. (3) From this research there was an interaction between learning model inquiry-based multimedia training and motivation to study on learning outcomes of students.
INFLUENCE STRATEGY LEARNING BASED PROBLEMS WITH THE CONVENTIONAL LEARNING TO STUDENT LEARNING OUTCOMES Tarigan, Ratelit
Jurnal Pendidikan Fisika Vol 2, No 1 (2013)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v2i1.4339

Abstract

This study aims to determine the differences in learning outcomes of students who use learning strategies based on problems with the conventional instructional strategies in the subject matter and measuring student learning activities when using learning strategies based on problems with conventional learning. The study was quasi-experimental. The population is all class X Semester Gasal SMA Swasta Martadinata consisting of 9 classes. Sampling was done by cluster random sampling by taking 2 classes of 9th grade classes were randomly ie X-7 as the experimental class and numbered 34, the class X-6 as a control class numbered 35 people. The results showed the average value of the experimental class pretest 32.20 with a standard deviation of 12.40 and a control class 31.40 with a standard deviation of 10.90. After completion of learning is given, the value of the average post-test on the experimental class of 76.50 with a standard deviation of 9.20 and a control class is 69.00 with a standard deviation of 9.10. T-test analysis results of the two parties obtained tcount = 3.42, while for ttable = 1.67 so that tcount > ttable. This means that Ha is accepted and Ho is rejected, or is there a significant difference between the learning outcomes of students who use learning strategies based on problems with student learning outcomes using conventional learning.

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