The main problem of this study is that students who are not able to gain the minimum score were not given remedial teaching and learning that were adjusted to their learning style. This study aimed to determine the effect, improvement, and effectiveness of the use of projectile motion props in remedial teaching on kinesthetic style students learning outcomes and students’ response to the use of the props. The research method used in this study was a quasi-experiment with nonequivalent control group design. Hypothesis test results of the post-test results with the Mann-Whitney U test at the confidence level of 95% (α = 0.05) obtained the significance value (2-tailed) that was 0.000. Alternative research hypotheses (H1) were accepted (there were effects of projectile motion props on remedial teaching on kinesthetic style student learning outcomes). The kinesthetic style student in the experimental group successfully gained 0.64 (middle category) in their learning outcomes, and the controlled group students gained less only 0.31 (middle category) in their learning outcomes. In the cognitive domain of C2 (understanding), the experimental group students experienced the highest increase, which was 0.72, while the controlled group gained only 0.50. The effectiveness of remedial teaching in the experimental group was very effective (80%); meanwhile, in the controlled group, it showed ineffectiveness (28%). Students of kinesthetic style’s response are very good (81%) on the use of projectile motion props.
{"title":"The Experimental Study of Kinesthetic Style Student Learning Outcomes in Remedial Teaching Assisted by Projectile Motion Props","authors":"Sari Eka Putri, I. P. Suwarna","doi":"10.21009/1.06104","DOIUrl":"https://doi.org/10.21009/1.06104","url":null,"abstract":"The main problem of this study is that students who are not able to gain the minimum score were not given remedial teaching and learning that were adjusted to their learning style. This study aimed to determine the effect, improvement, and effectiveness of the use of projectile motion props in remedial teaching on kinesthetic style students learning outcomes and students’ response to the use of the props. The research method used in this study was a quasi-experiment with nonequivalent control group design. Hypothesis test results of the post-test results with the Mann-Whitney U test at the confidence level of 95% (α = 0.05) obtained the significance value (2-tailed) that was 0.000. Alternative research hypotheses (H1) were accepted (there were effects of projectile motion props on remedial teaching on kinesthetic style student learning outcomes). The kinesthetic style student in the experimental group successfully gained 0.64 (middle category) in their learning outcomes, and the controlled group students gained less only 0.31 (middle category) in their learning outcomes. In the cognitive domain of C2 (understanding), the experimental group students experienced the highest increase, which was 0.72, while the controlled group gained only 0.50. The effectiveness of remedial teaching in the experimental group was very effective (80%); meanwhile, in the controlled group, it showed ineffectiveness (28%). Students of kinesthetic style’s response are very good (81%) on the use of projectile motion props.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80756993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-05DOI: 10.36709/jipfi.v4i4.9744
H. M, E. Erniwati, I. Jusmiani
Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dan keterampilan argumentasi peserta didik untuk materi usaha dan energi. Jenis penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan sebanyak dua siklus, setiap siklusnya terdiri dari langkah – langkah: a) permasalahan; b) rencana tindakan; c) pelaksanaan tindakan; d) observassi; e) evaluasi; dan f) refleksi. Subjek penelitian ini merupakan peserta didik kelas X IPA2 SMA Negeri 12 Konawe Selatan yang berjumlah 21 orang yang terdaftar pada semester genap tahun 2017/2018. Data hasil belajar diperoleh dari tes siklus dan data keterampilan argumentasi diperoleh dari lembar kerja peserta didik (LKPD) dan tes keterampialn argumentasi ilmiah. Berdasarkan hasil penelitian menunjukkan bahwa adanya peningkatan hasil belajar dan argumentasi ilmiah peserta didik. Hal ini ditunjukkan pada siklus 1 nilai rata-rata hasil belajar siswa syang telah tuntas sebesar 61,9% dan keterampilan argumentasi ilmiah peserta didik dengan skor rata-rata sebesar 72,3% yang berada pada kategori cukup. Sedangkan pada siklus 2, nilai rata -rata hasil belajar peserta didik meningkat menjadi 85,7% dan skor rata-rata keterampilan argumentasi pesera didik meningkat menjadi 90% yang berada pada kategori baik.
{"title":"Penerapan Model Pembelajaran Argument Driven Inquiry (ADI) untuk Meningkatkan Hasil Belajar dan Keterampilan Argumentasi Ilmiah Peserta Didik","authors":"H. M, E. Erniwati, I. Jusmiani","doi":"10.36709/jipfi.v4i4.9744","DOIUrl":"https://doi.org/10.36709/jipfi.v4i4.9744","url":null,"abstract":"Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dan keterampilan argumentasi peserta didik untuk materi usaha dan energi. Jenis penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan sebanyak dua siklus, setiap siklusnya terdiri dari langkah – langkah: a) permasalahan; b) rencana tindakan; c) pelaksanaan tindakan; d) observassi; e) evaluasi; dan f) refleksi. Subjek penelitian ini merupakan peserta didik kelas X IPA2 SMA Negeri 12 Konawe Selatan yang berjumlah 21 orang yang terdaftar pada semester genap tahun 2017/2018. Data hasil belajar diperoleh dari tes siklus dan data keterampilan argumentasi diperoleh dari lembar kerja peserta didik (LKPD) dan tes keterampialn argumentasi ilmiah. Berdasarkan hasil penelitian menunjukkan bahwa adanya peningkatan hasil belajar dan argumentasi ilmiah peserta didik. Hal ini ditunjukkan pada siklus 1 nilai rata-rata hasil belajar siswa syang telah tuntas sebesar 61,9% dan keterampilan argumentasi ilmiah peserta didik dengan skor rata-rata sebesar 72,3% yang berada pada kategori cukup. Sedangkan pada siklus 2, nilai rata -rata hasil belajar peserta didik meningkat menjadi 85,7% dan skor rata-rata keterampilan argumentasi pesera didik meningkat menjadi 90% yang berada pada kategori baik.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76024143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to determine student’s High Order Thinking Skills (HOTS) and to find out the causes of student’s HOTS on dynamic electricity material. The number of samples involved 59 students consisting of 30 students from the excellence class and 29 students from the regular class. The research instrument used consisted of 8 Multiple Choice Questions (MCQs). Questions have been validated, and reliability has been tested in the medium category (Alpha Cronbachs: 0.44). The data analyzed using descriptive analysis. The average student’s HOTS is 59.98% indicating the medium category. The results of the student’s HOTS on the analysis provided by students from excellence classes are 71.25% indicating high category and regular class 48.71% indicating medium category. The results of the analysis show that student’s HOTS is on medium category because students having difficulty in making connection one concept to another concept and using mathematics as a tool in solving physics problems. The results as a reference for improving student’s HOTS. This research can be developed by increasing the sample and expanding the material being tested.
{"title":"The Capability Analysis of High Order Thinking Skills (HOTS) on Dynamic Electricity Material in Junior High School","authors":"Anis Rahmawati, N. Nisfah, S. Kusairi","doi":"10.21009/1.05211","DOIUrl":"https://doi.org/10.21009/1.05211","url":null,"abstract":"The study aims to determine student’s High Order Thinking Skills (HOTS) and to find out the causes of student’s HOTS on dynamic electricity material. The number of samples involved 59 students consisting of 30 students from the excellence class and 29 students from the regular class. The research instrument used consisted of 8 Multiple Choice Questions (MCQs). Questions have been validated, and reliability has been tested in the medium category (Alpha Cronbachs: 0.44). The data analyzed using descriptive analysis. The average student’s HOTS is 59.98% indicating the medium category. The results of the student’s HOTS on the analysis provided by students from excellence classes are 71.25% indicating high category and regular class 48.71% indicating medium category. The results of the analysis show that student’s HOTS is on medium category because students having difficulty in making connection one concept to another concept and using mathematics as a tool in solving physics problems. The results as a reference for improving student’s HOTS. This research can be developed by increasing the sample and expanding the material being tested.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80402797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The significant influence of the 21st century brought a change in Physics learning. Students are required to have the skills to think, work, and live in the surrounding environment. To achieve 21st-century skills needed teaching materials that can support the learning process.With the presence of teaching materials, students are more active in building their knowledge and easy to understand the material provided. Teaching materials that can guide students with a productive task to practice is the student worksheet. A student worksheet is a teaching material that contains a set of activities to maximize students understanding in achievement of competence. To improve the competence of students, one of the efforts that teachers to develop quality student worksheet. A student worksheet is considered qualified if has validity criteria. The validity assessment of the student worksheet is carried out by expert reviews. This research aims to determine the validity of the student worksheet using an inquiry-based learning model with a science process skills approach. The research conducted is design research using the Plomp model with the type of development studies, where validity is at the stage of development. The research instrument used a validity questionnaire to be filled by expert reviews, then analyzed using Aiken's V formula. The result of the validity showed that the student worksheet using an inquiry-based learning model with a science process skills approach having valid criteria with a value of 0.88. It means that the student worksheet is decent for use in Physics learning.
{"title":"The Validity of Student Worksheet Using Inquiry-Based Learning Model with Science Process Skill Approach for Physics Learning of High School","authors":"Y. Yulkifli, Melia Vivi Ningrum, W. Indrasari","doi":"10.21009/1.05210","DOIUrl":"https://doi.org/10.21009/1.05210","url":null,"abstract":"The significant influence of the 21st century brought a change in Physics learning. Students are required to have the skills to think, work, and live in the surrounding environment. To achieve 21st-century skills needed teaching materials that can support the learning process.With the presence of teaching materials, students are more active in building their knowledge and easy to understand the material provided. Teaching materials that can guide students with a productive task to practice is the student worksheet. A student worksheet is a teaching material that contains a set of activities to maximize students understanding in achievement of competence. To improve the competence of students, one of the efforts that teachers to develop quality student worksheet. A student worksheet is considered qualified if has validity criteria. The validity assessment of the student worksheet is carried out by expert reviews. This research aims to determine the validity of the student worksheet using an inquiry-based learning model with a science process skills approach. The research conducted is design research using the Plomp model with the type of development studies, where validity is at the stage of development. The research instrument used a validity questionnaire to be filled by expert reviews, then analyzed using Aiken's V formula. The result of the validity showed that the student worksheet using an inquiry-based learning model with a science process skills approach having valid criteria with a value of 0.88. It means that the student worksheet is decent for use in Physics learning.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88742562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zainul Mustofa, S. Sutopo, N. Mufti, Anik Asmichatin
This study aimed to explore the effectiveness of modeling instruction based on a system for improving student’s understanding of energy concepts on high school students. This Research was a mixed-method design with an embedded experimental model. The subject of this study was the 62 students of 11th grade, at Senior High School in Nganjuk, Indonesia. Modeling instruction based on system learning could significantly improve students' understanding of concepts better than conventional learning. Based on the calculation of the effectiveness of learning using N-gain obtained for 0.33 (medium or low medium category) for the treatment class and 0.18 (low category) for the control class. It concluded that improved students' conceptual understanding of the treatment class was better than the control class. This research also was identified student’s difficulties especially in differentiating forces and work. Students propensity to use p-prime in solving problems rather than using energy theorems.
{"title":"The Impact of Modeling Instruction Based on System Toward Work-Energy Concept Understanding","authors":"Zainul Mustofa, S. Sutopo, N. Mufti, Anik Asmichatin","doi":"10.21009/1.05209","DOIUrl":"https://doi.org/10.21009/1.05209","url":null,"abstract":"This study aimed to explore the effectiveness of modeling instruction based on a system for improving student’s understanding of energy concepts on high school students. This Research was a mixed-method design with an embedded experimental model. The subject of this study was the 62 students of 11th grade, at Senior High School in Nganjuk, Indonesia. Modeling instruction based on system learning could significantly improve students' understanding of concepts better than conventional learning. Based on the calculation of the effectiveness of learning using N-gain obtained for 0.33 (medium or low medium category) for the treatment class and 0.18 (low category) for the control class. It concluded that improved students' conceptual understanding of the treatment class was better than the control class. This research also was identified student’s difficulties especially in differentiating forces and work. Students propensity to use p-prime in solving problems rather than using energy theorems.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79847268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erlin Eveline, S. Suparno, T. K. Ardiyati, B. E. Dasilva
The study objectives are to (1) produce an android-based Interactive Physics Mobile Learning Media (IPMLM) product in impulse and momentum material that is feasible to improve higher-order thinking skills (HOTS) of high school students; (2) know the effectiveness of android-based IPMLM in impulse and momentum material with a scaffolding approach toward HOTS of high school students. This research was Research and Development (R&D) with a 4D model. The development steps were: (1) Defining, including needs analysis activities; (2) Designing, the selection and design of research instruments and IPMLM activities; (4) Developing, an activity of developing research instruments and IPMLM, assessment of the feasibility of learning instruments, validation of research instruments, and assessment of the feasibility of IPMLM by experts, limited tests, and extensive tests; (4) Disseminating, an IPMLM dissemination activity. IPMLM feasibility assessment was carried out to determine the feasibility of IPMLM. Products that have been assessed by experts were further limited and extensively tested. The limited test subjects consisted of 13 students in the SMA Yayasan Pendidikan Kristen, Pontianak, while the extensive test subjects consisted of 48 students in SMA Koperasi Pontianak. The results show: (1) IPMLM is feasible to be used for enhancing students’ HOTS with “very feasible” criteria based on expert judgment; (2) IPMLM is effective for enhancing students' HOTS. The learning process assisted by IPMLM media with a scaffolding approach can help student complete tasks in the HOTS aspect and improve learning with 21st-century learning-based activities.
本研究的目标是:(1)制作一个基于android的交互式物理移动学习媒体(IPMLM)产品，该产品采用脉冲和动量材料，可提高高中生的高阶思维技能(HOTS);(2)了解基于android的IPMLM在冲动和动量材料方面的有效性，并采用脚手架方法对高中生HOTS进行研究。本研究为研发(R&D)，采用4D模型。开发步骤是:(1)定义，包括需求分析活动;(2)设计、选择和设计研究工具和IPMLM活动;(4)开展开发研究工具和IPMLM的活动，评估学习工具的可行性，验证研究工具，由专家评估IPMLM的可行性，进行有限测试和广泛测试;(4)传播，IPMLM传播活动。对IPMLM进行可行性评估，确定IPMLM的可行性。经专家评估的产品受到进一步限制和广泛测试。有限的测试对象包括13名学生在Yayasan Pendidikan Kristen, Pontianak，而广泛的测试对象包括48名学生在Koperasi Pontianak。结果表明:(1)采用基于专家判断的“非常可行”标准，采用IPMLM提高学生HOTS是可行的;(2) IPMLM对提高学生的HOTS是有效的。在IPMLM媒体的辅助下，采用脚手架式的学习过程可以帮助学生完成HOTS方面的任务，并通过21世纪的基于学习的活动改善学习。
{"title":"Development of Interactive Physics Mobile Learning Media for Enhancing Students’ HOTS in Impulse and Momentum with Scaffolding Learning Approach","authors":"Erlin Eveline, S. Suparno, T. K. Ardiyati, B. E. Dasilva","doi":"10.21009/1.05207","DOIUrl":"https://doi.org/10.21009/1.05207","url":null,"abstract":"The study objectives are to (1) produce an android-based Interactive Physics Mobile Learning Media (IPMLM) product in impulse and momentum material that is feasible to improve higher-order thinking skills (HOTS) of high school students; (2) know the effectiveness of android-based IPMLM in impulse and momentum material with a scaffolding approach toward HOTS of high school students. This research was Research and Development (R&D) with a 4D model. The development steps were: (1) Defining, including needs analysis activities; (2) Designing, the selection and design of research instruments and IPMLM activities; (4) Developing, an activity of developing research instruments and IPMLM, assessment of the feasibility of learning instruments, validation of research instruments, and assessment of the feasibility of IPMLM by experts, limited tests, and extensive tests; (4) Disseminating, an IPMLM dissemination activity. IPMLM feasibility assessment was carried out to determine the feasibility of IPMLM. Products that have been assessed by experts were further limited and extensively tested. The limited test subjects consisted of 13 students in the SMA Yayasan Pendidikan Kristen, Pontianak, while the extensive test subjects consisted of 48 students in SMA Koperasi Pontianak. The results show: (1) IPMLM is feasible to be used for enhancing students’ HOTS with “very feasible” criteria based on expert judgment; (2) IPMLM is effective for enhancing students' HOTS. The learning process assisted by IPMLM media with a scaffolding approach can help student complete tasks in the HOTS aspect and improve learning with 21st-century learning-based activities.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90419603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study developed a teacher book guide for photoelectric effects instructional using the Predict Observe Explain strategy with PhET interactive simulation. This study used the ADDIE Model consisting of Analysis, Design, Develop, Implementation and Evaluation. The results of the validation component of the graphics feasibility were 91.1 (very feasible), the validation of the content feasibility component was 97.5 (very feasible), and the validation of the instructional feasibility component was 81.7 (very feasible). While the test component of instructional feasibility by the teacher obtained results of 85.9 (very feasible). The results concluded that the teacher book guide for photoelectric effects instructional using the Predict Observe Explain strategy with PhET interactive simulation was declared very feasible to be used as a teacher guidebook.
{"title":"Development of Teacher Guidebook for Photoelectric Effects Instructional Using Predict-Observe-Explain Strategy with PhET Interactive Simulation","authors":"S. Siswoyo","doi":"10.21009/1.05208","DOIUrl":"https://doi.org/10.21009/1.05208","url":null,"abstract":"This study developed a teacher book guide for photoelectric effects instructional using the Predict Observe Explain strategy with PhET interactive simulation. This study used the ADDIE Model consisting of Analysis, Design, Develop, Implementation and Evaluation. The results of the validation component of the graphics feasibility were 91.1 (very feasible), the validation of the content feasibility component was 97.5 (very feasible), and the validation of the instructional feasibility component was 81.7 (very feasible). While the test component of instructional feasibility by the teacher obtained results of 85.9 (very feasible). The results concluded that the teacher book guide for photoelectric effects instructional using the Predict Observe Explain strategy with PhET interactive simulation was declared very feasible to be used as a teacher guidebook.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91226271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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