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Jurnal Pendidikan Fisika
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Articles 20 Documents
Search results for , issue " Vol 6, No 2 (2017)" : 20 Documents clear
THE EFFECT OF DISCOVERY LEARNING MODELS TO LEARNING OUTCOMES STUDENTS AND STUDENTS ACTIVITIES Putri, Ihdi Shabrona; Juliani, Rita; Lestari, Ilan Nia
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.6927

Abstract

The aim of this study is to determine the effect of Discovery Learning to learning outcomes students on temperature and heat material. Research  type is quasi experiment. The population in this research is all students of class X in SMA Negeri 20 Medan. The sample of the research is taken with class random sampling technique. In this study the measurements in the form of pretest to the subject and then treated with Discovery Learning models. The Instrument of this study was a learning result test and student activity observation sheet. The analysis result that there is a difference because effect of Discovery Learning models to learning outcomes students on temperature and heat material.
THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL USING MIND MAPPING AND CRITICAL THINKING ABILITY TOWARD STUDENT’S SCIENCE PROCESS SKILLS IN SENIOR HIGH SCHOOL Suryani, Widya; Harahap, Mara Bangun; Sinulingga, Karya
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.8126

Abstract

This study aims to analyze: science process skills taught with scientific inquiry model using mind mapping better than students taught with conventional learning, physics science process skills students who have the ability to think critically using scientific inquiry model above average better than students who have the ability to think critically using conventional models above average, and the interaction of scientific inquiry learning model using mind mapping media with students critical thinking ability in improving students physics science process skills. This research is a quasi experimental research with two group pretest-posttest design design. The research population is all students of grade X SMA Gajah Mada Medan first semester of academic year 2017/2018. The sample in this study was taken by cluster random sampling. The instruments used are tests of science process skills and critical thinking ability tests. The resulting data were analyzed using two-way ANOVA. The result of the research shows that: science process skill of students taught with scientific inquiry model using mind mapping better than students taught by conventional learning, physics science process skill of students who have critical thinking ability using scientific inquiry model above average better than students who have the ability to think critically using conventional models above average, and there is the interaction of scientific inquiry learning model using mind mapping with students critical thinking ability in improving students science process skills.
THE EFFECTS OF INQUIRY TRAINING LEARNING MODEL ASSISTED MIND MAP FOR CONCEPTUAL KNOWLEDGE AND SCIENCE PROCESS SKILLS Harahap, Resti; Motlan, Prof.; Bukit, Nurdin
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.8138

Abstract

This research aimed to analyze : (1) the students’ conceptual knowledge by using inquiry training learning model assisted mind map were better than using convensional learning, (2) the students’ science process skills by using inquiry training learning model were better than using convensional learning. This research carried out by a quasi-experimental and desaign was two group pretes-postest desaign.The population of this study was class X SMA IT As-Syafiiyah Medan. Sample selection was done by total sampling. Sample devided two class, eksperimen class by using inquiry training learning model and control class by using convensional. The instruments of this study used test conceptual knowledge and science process skills test in the form of a observations  which were valid.  The data were analyzed by using independent sample t-test. Conceptual knowledge postest results of experimental class is 75,20 and the control class is 56.87. Science process skills postest results of experimental class is 72,93 and the control class is 66,50. The result indicates the conceptual knowledge and KPS of students using inquiry training model assisted mind map is better than using convensional learning.
THE EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL TOWARD STUDENTS PROBLEM SOLVING ABILITY AND CRITICAL THINKING ABILITY IN JUNIOR HIGH SCHOOL Mahrani, Elly; Bukit, Nurdin; Sinulingga, Karya
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.8127

Abstract

This study aimed to analyze the effect of learning model problem based learning on problem solving ability and critical thinking ability of the students. This research is a quasi experimental research with two group pretest posttest design. The population of this research is all students of class VIII Junior high school 2 Kotanopan. The sample selection is done by cluster random sampling that is class VIII-1 as experiment class applied problem-based learning model and class VIII-3 as control class applied conventional learning. Instrument used in this research is instrument of problem solving ability and critical thinking ability in the form of essay test which have been declared valid by expert team. From result of research concluded that problem solving ability in student applying model of learning problem based learning better than student with conventional learning and critical thinking ability in student applying problem based learning model better than critical thinking ability to student with conventional learning.
EFFECTS OF SCIENTIFIC INQUIRY LEARNING MODEL AND LOGICAL THINKING ABILITY OF SENIOR HIGH SCHOOL STUDENTS SCIENCE PROCESS SKILLS Lubis, M.Akhyar; Harahap, Mara Bangun; Manurung, Sondang R
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.8125

Abstract

This study aims to: analyze whether the science process skill of students who are studied with scientific inquiry learning model is better than conventional learning, to analyze whether the science process skill of students who have logical thinking ability of the upper group is better than the students who have logical thinking ability of the lower group, and to analyze there is an interaction between the scientific inquiry model and the logical thinking ability of the students science process skills. This research is a quasi-experimental design with the two-group pretest-posttest design. The sampling define by class random sampling. Class of X-1 as the experimental class, while class of X-8 as the control class. The research instrument consists of two types: science process skills instrument consists of 10 questions in essay, and the instrument ability to think logically in the form of multiple choice is entirely groundless and complements (combination). The resulting data, analyzed by using two path Anava. The results showed that science process skills of students who are taught by the teaching model scientific inquiry better than conventional learning. Science process skills of students who can think logically top group are better than the students who can think logically group under, and there is an interaction between learning model scientific inquiry and conventional learning with the ability to think logically to improve students science process skills
THE EFFECT OF PROBLEM BASED LEARNING MODEL TO THE LEARNING OUTCOMES OF CLASS X SEMESTER II ON THE SUBJECT MATTER TEMPERATURE AND HEAT IN STATE HIGH SCHOOL 1 OF HAMPARAN PERAK T.P. 2016/2017 Rahmayani, Sri Siska; Hutahean, Juniar
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.7629

Abstract

Abstract.This research aims to determine the effect of problem based learning to the results of class X student second semester in the subject matter of temperature and heat in state high school 1 Hamparan Perak T.P.2016/2017. This type of research is quasi experiment. The study population was all class X state high school 1 Hamparan Perak. Samples were taken at random cluster sampling technique, which is a class X MIA 5 as the experimental class using problem-based learning model, and class X MIA 4 as the control class using direct learning model. The research instrument is as much as 7 about the test description. Data were analyzed using t-test two parties and one party t test. Results showed the average value pretest experimental classes and control classes are 30,08 and 29,94. The average value for both classes postes 75,34 and 66,86. Both classes have a variation in normal distribution and homogeneous. The test results test two parties obtained t <t table (0,12 <1,99) demonstrated the ability of the same early in the second grade. The test results of the t test obtained t> t table (3,48> 1,66) showed no significant effect of problem based learning to the results of class X student second semester in the subject matter of temperature and heat in state high school 1 Hamparan Perak T.P.2016/2017.
EFFECT OF COOPERATIVE LEARNING MODEL TYPE GROUP INVESTIGATION ASSISTED PHET AND TEAMWORK SKILL ON STUDENTS CONCEPTUAL KNOWLEDGE Almeda, Rikcy; Sahyar, Sahyar
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.7657

Abstract

This research aim is to know whether conceptual knowledge of students taught by Cooperative Learning Model type Group Investigation assisted PhET is better than conventional learning; to know whether conceptual knowledge of students in above average is better than the student in below average; to know whether there is an interaction between Cooperative Learning Model type Group Investigation assisted PhET and teamwork skill in improving conceptual knowledge of students. This research is quasi experimental research. The population in this research is all the students in class X Semester 2 Nurul Hakim Islamic Boarding School in Academic Year 2016/2017. The sample taken by cluster random sampling technique as much as 2 classes, where the experiment class taught by Cooperative Learning Model type Group Investigation assisted PhET and control class taught by conventional learning. Instrument used in this research consist of conceptual knowledge test and questionnaire of teamwork skill that has been validated and reliable. Data in this research analyzed by two ways ANAVA. The result of this research shows that conceptual knowledge of students taught by Cooperative Learning Model type Group Investigation assisted PhET with value 75,33 is better than conventional learning with value 69,00; conceptual knowledge of students in above average of teamwork skill with value 75,15 is better than the student in below average of teamwork skill with value 69,53; there is an interaction between Cooperative Learning Model type Group Investigation assisted PhET and teamwork skill in improving conceptual knowledge of students with value 0,037. This interaction shows the conceptual knowledge of students is dominan in Cooperative Learning Model type Group Investigation assisted PhET in group of students who have above average of teamwork skill.
THE EFFECT OF APPLICATION OF INQUIRY TRAINING LEARNING MODEL ON SKILL AND PHYSICAL LEARNING OUTCOMES OF STUDENTS Lumbanraja, Panto; Sinulingga, Karya; Sitanggang, Sumitta
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.6994

Abstract

Abstract. This study aims to determine the effect of learning model inquiry training on student learning outcomes on the subject matter of Gas Kinetic Theory. This type of research is quasi experiment. The population in the study were all students of class XI IPA SMAN 7 Medan consisting of 7 classes. Sampling is done by cluster random sampling by taking 2 classes from 7 classes randomly that is class XI-IPA 4 as experiment class and class XI-IPA 3 as control class. Instruments used in peneliatian is essay test with number of problem 8 pieces, attitude observation sheet and skill assessment sheet. The data in this research is analyzed by hypothesis test. The result of this research is the average value of pretest of experiment class 32,50 and control class 31,58. The mean value of the experimental class postes is 78.44 and the control class is 68.16. Based on the result of t test analysis, there is influence of learning inquiry training model to the students learning result on the subject of kinetic theory of gas class XI SMA Negeri 7 Medan.              
GUIDED INQUIRY HELPED BY MIND MAP AND CURIOSITY TO STUDENTS’ CONCEPT UNDERSTANDING ABILITY (CUA) Sitopu, Sri Juita Mahdalena; Probowati, Sri
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.6630

Abstract

This study is aimed to investigate the difference between students’ concept understanding ability (CUA) taught with guided inquiry teaching model helped by mind map and direct instruction (DI).The existence of the effect of students’ curiosity with students’ CUA whether there is the interaction between guided inquiry helped by mind map and curiosity in order to develop students’ CUA. The research is quasi experiment with design two group pre-test and post-test. The population in this research is all students of class X MIA in SMA N 1 Namorambe. The sampel of the research is the students of class X MIA 1 which amounted to 30 people and the sampling  techniques using sampling total.The results of the analysis data using Two Way of ANAVA showed that students’ CUA with the guided inquiry helped by mind map were better than the students with DI, CUA who had curiosity upper the average better than student’ KPK who had curiosity under the average, and there was the interaction between the guided inquiry helped by mind map and curiosity and the students’ CUA.
THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER (NHT) BY USING VISUAL MEDIA OF CONCEPTUAL KNOWLEDGE PHYSICS STUDENTS Kurniati, Fajar; Sahyar, Prof.
Jurnal Pendidikan Fisika Vol 6, No 2 (2017)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22611/jpf.v6i2.7642

Abstract

This study aimed to determine the effect of cooperative learning model type Numbered Heads Together (NHT) by using visual media of conceptual knowledge students in topic dynamic electricity in class X SMA Swasta Mulia Pratama. Method of this research is by using quasi experiments with one group post test pretest design. Population in this research were all students in class X SMA Swasta Mulia Pratama. Sampling technique was  total sampling that is class X-1 as experiment class using NHT and class X-2 as control class using direct insrtuctin model. The instrument used in this study there are test of learning outcomes in the form of essay 10 questions. Analysis using z-test. The results obtained average pretest experiments class was 9,57 and control class was 9,02 while average posttest experiments class was 50,97 and control class was 38,87. Average gain value of the experimental class value was 0,42 in sufficient category while control class was 0,32 in the low category. Hypothesis test results obtained zcount > ztable (3,75 > 1,65) so can be concluded that there is effect cooperative learning model type Numbered Heads Together (NHT) by using visual media on learning outcomes of conceptual knowledge

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