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Jurnal Pendidikan Fisika
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Articles 20 Documents
Search results for , issue " Vol 3, No 2 (2014)" : 20 Documents clear
THE EFFECTS OF COOPERATIVE LEARNING MODEL GROUP INVESTIGATION AND MOTIVATION TOWARD PHYSICS LEARNING RESULTS MAN TANJUNGBALAI Aristi, Amalia Febri
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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Abstract

This study aimed to determine: (1) Is there a difference in students learning outcomes with the application of learning models Investigation Group and Direct Instruction teaching model. (2) Is there a difference in students motivation with the application of learning models Investigation Group and Direct Instruction teaching model, (3) Is there an interaction between learning models Investigation Group and Direct Instruction to improve students motivation in learning outcomes Physics. This research is a quasi experimental. The study population was a student of class XII Tanjung Balai MAN. Random sample selection is done by randomizing the class. The instrument used consisted of: (1) achievement test (2) students motivation questionnaire. The tests are used to obtain the data is shaped essay. The data in this study were analyzed using ANOVA analysis of two paths. The results showed that: (1) there were differences in learning outcomes between students who used the physics model of Group Investigation learning compared with students who used the Direct Instruction teaching model. (2) There was a difference in students learning outcomes that had a low learning motivation and high motivation to learn both in the classroom and in the classroom Investigation Group Direct Instruction. (3) There was interaction between learning models Instruction Direct Group Investigation and motivation to learn in improving learning outcomes Physics.
THE EFFECT OF COOPERATIVE LEARNING ASSISTED WITH MODULE AND STUDENTS LEARNING MOTIVATION TOWARD THE STUDY RESULT ON STUDENTS SENIOR HIGH SCHOOL Sitanggang, Hotman
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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The aim of this research is to improve learning quality of high school students in grade ten (X) to the study material is about the vector. This research is a quasiexperimental study. Samples selection is random, using the control class from the adjacent class to avoid the large bias. The results of samples selection are the students of class X-H as the control class and the students of class X-I as the experimental class. The motivation variable was distinguished from the observations of student activities at the pre-study and at current research. Highly motivated students are the students who actively ask the questions and give answers to problems. While the low-motivated students are the students whose learning activities are the less. This research was designed using 2x2 factorial ANOVA, namely the effects of cooperative learning between learning without module and module-assisted learning on students’ learning results; and the effects of students’ learning motivation between highly motivated students and low motivated students. After given the treatment, those are: the same pre-test, cooperative learning without modules in control class, module-assisted cooperative learning in experimental class, the same post-test, questionnaires distribution, collection and tabulation of the data. The data were analyzed using qualitative-descriptive technique and percentage. The data analysis results using SPSS 17.0 conclude that: (1) There is a significant difference of study results in cooperative learning without module against module-assisted cooperative learning. (2) There is a significant difference of study results between highly motivated students and low motivated students. (3) There is a significant difference of study results between the group of cooperative learning and the group of student motivation at the significance value of = 0.05.
THE EFFECT OF COOPERATIVE LEARNING MODELS TYPE GROUP INVESTIGATION AND KINESTHETIC STYLE LEARNING TO SCIENCE PHYSICS SKILL PROCESS ON STUDENTS Siregar, Sriutami Kholila Mora; Bukit, Nurdin
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.
EFFECT SCIENTIFIC INQUIRY TEACHING MODELS AND SCIENTIFIC ATTITUDE TO PHYSICS STUDENT OUTCOMES Sihotang, Dian Clara Natalia
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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The objectives of this study were to determine whether: (1) the student’s achievement taught by using Scientific Inquiry Teaching Models is better than that of taught by using Direct Instruction; (2) the student’s achievement who have a high scientific attitude is better than student who have low scientific attitude; and (3) there is interaction between Scientific Inquiry Teaching Models and scientific attitude for the student’s achievement. The results of research are: (1) the student’s achievement given learning through Scientific Inquiry Teaching Models better than Direct Instruction; (2) the student’s achievement who have a high scientific attitude better than student who have low scientific attitude; and (3) there was interaction between Scientific Inquiry Teaching Models and scientific attitude for student’s achievement which this models is better to apply for student who have a high scientific attitude.
THE EFFECTS OF INQUIRY LEARNING MODEL TRAINING AND CRITICAL THINKING TOWARDS SMA STUDENT LEARNING OUTCOMES Saura, Ella Lady; Turnip, Betty M.
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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The purposes of the research are: (1) To determine differences in learning outcomes of students with Inquiry Training models and Direct Instruction teaching models, (2) to determine differences in physics learning outcomes of students who have high critical thinking and low critical thinking, (3) to determine the interaction between learning models with the level of critical thinking in improving student Physics learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied Inquiry Training models as a class and the second class of controls implemented Direct Instruction models. The instrument is used in this study is physics learning outcomes tests in narrative form as many as 7 questions and critical thinking test in narrative form as 7 questions that have been declared valid and reliable. The results were found: (1) there are differences in physical students learning outcomes are taught by Inquiry Training models and Direct Instruction teaching models. Learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with Direct Instruction Model Learning. (2) There is a difference in students learning outcomes that have high critical thinking and low critical thinking. Student learning outcomes that have a high critical thinking better than student learning outcomes that have a low critical thinking. (3) There is interaction between learning and mastery of material Model Physics prerequisite to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the Inquiry Training critical thinking, while learning outcomes of students who are taught with Direct Instruction models are not affected by the students critical thinking.
THE EFFECTS OF INQUIRY TRAINING ASSIST MEDIA OF HANDOUT AND ATTITUDE SCIENTIFIC TOWARDS SCIENCE PROCESS SKILLS IN PHYSICS STUDENTS Sakdiah, Halimatus; ., Sahyar
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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Abstract

The purpose of this research has described difference: (1) skill of student science process between inquiry training assist media of handout and direct instruction, (2) skill of student science process between student possess attitude scientific upon and under of mean, and (3) interaction of inquiry training assist media handout and direct instruction with attitude scientific increase skill of student science process. Type of this research is experiment quasi, use student of senior high school Private sector of  Prayatna as population and chosen sample by cluster sampling random. The instrument used essay test base on skill of science process which have valid and reliable. Data be analysed by using ANAVA two ways. Result of research show that any difference of skill of student science process (1) between inquiry training assist media of handout and direct instruction, where inquiry training assist media of handout better then direct instruction, (2) between student possess attitude scientific upon and under of mean, where possess attitude scientific upon of mean better then student possess attitude scientific under of mean and (3) any interaction between inquiry training assist media of handout and direct instruction with attitude scientific increase skill of student science process, where interaction in class direct instruction better then inquiry training assist media of handout.
THE EFFECT OF ATI (APTITUDE TREATMENT INTERACTION) LEARNING MODEL TO ACTIVITIES AND STUDENTS PHYSICS SCIENCE GENERIC Dongoran, Zulkipli
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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This study aims to analyze: (1) the difference between the model of learning activities of students immediately ATI learning model, (2) differences in physical science students generic capabilities between direct instructional model and learning model ATI. This study was a quasiexperimental study. The population was SMA Negeri 11 students. The sample selection is done at random to randomize the class. The instrument used consisted of: (1) observation sheet learning activity (2) tests the ability of generic science subject matter physics with dynamic power. The test is used to obtain the data is in the form essays. The data in this study were analyzed using a comparative analysis of two independent samples. The results showed that: (1) activity taught students with learning model ATI better than students who are taught using a direct instructional model (2) the ability of generic science physics students taught using learning model ATI better than students who are taught using direct instructional model.
THE EFFECTS OF COOPERATIVE LEARNING MODEL TYPE GROUP INVESTIGATION (GI) AND MASTERY MATTER PHYSICS PREREQUISITES PHYSICS TOWARDS STUDENTS LEARNING OUTCOMES SMA ., Mutiara
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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The purposes of the research are: To determine differences in learning outcomes of students with learning model Cooperative Group Investigation and Direct Instruction teaching model, to determine differences in learning outcomes students mastery of the material that has low prerequisite Physics and Physics prerequisite mastery high, to determine the interaction between Models of Learning and the level of mastery learning model materials physics prerequisite in improving student learning outcomes Physics. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation as a class and the second class of controls implemented Direct Instruction model. The instrument is used in this study is physics learning outcomes tests in narrative form as many as 10 questions and materials physics prerequisite mastery tests in narrative form as many as 7 questions that have been declared valid and reliable. The results were found: there are differences in physical students learning outcomes are taught by Cooperative Group Investigation learning model and Direct Instruction teaching model. There is a difference in students learning outcomes that have a low mastery of prerequisite Physics and Physics prerequisite mastery of the material is high. There is interaction between learning models and the level of student mastery of the material prerequisites of Physics in influencing the physical students learning outcomes.
EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS Andini, Vika
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models and Inquiry Training as a second grade class learning model Conventional control applied. The instrument used in this study is the result of learning physics instruments in the form of 20 multiple-choice questions and motivation questionnaire  by 25 statements has been declared valid and reliable. From the results of this study concluded that the learning outcomes of students who are taught by Training Inquiry learning model is better than conventional models of learning outcomes. Learning outcomes of students who have high motivation to learn is better than the learning outcomes of students who have a low learning motivation. Inquiry learning model training and motivation interact in affecting student learning outcomes.
THE EFFECT OF DISCOVERY LEARNING MODEL WITH MULTIMEDIA AND CREATIVITIES TO STUDENTS LEARNING OUTCOMES Nahampun, Jeperis
Jurnal Pendidikan Fisika Vol 3, No 2 (2014)
Publisher : Universitas Negeri Medan

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This research aims to analyzed (1) the difference between students the learning outcomes of students who were taught physics using Discovery Learning Model with multimedia and Direct Instruction Model. (2) The difference between physics students learning outcomes in the group that have low and high creativity. (3) Interaction creativity level who were taught using Discovery Learning Model with multimedia and Direct Instruction Model on learning outcomes of physics. This research was a quasi experiment. The population of this research was a student os class X MIA SMAN 5 Medan of the academic year 2013/2014. Sampling technique using a cluster random sampling consisting of two classes with 46 samples for the control class and 45 samples for the experiment class. The instrument of this research is in form of test learning result and creativity test. The technique used to analyze the data is the two way Varian of analysis. Based on the results of data processing, concluded that (1) there was a significant difference between the student achievement taught with discovery learning model with multimedia and those were taught with direct instruction model. (2) There was a significant difference between student achievement that has high creativity and low creativity. (3) There was a significant interaction between discovery learning model and direct instruction with the creativity level toward students’ achievement of physics.

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