Kaharuddin Arafah
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Pengaruh Model Pembelajaran Penemuan dan Motivasi Belajar Terhadap Hasil Belajar Fisika Siti Hajar; Kaharuddin Arafah; Muhammad Sidin Ali
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 6 No 1 (2020): Januari-Juni
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.251 KB) | DOI: 10.29303/jpft.v6i1.1798

Abstract

Abstract - The purpose of this study was to analyze the differences in physics learning outcomes between students taught using the discovery model and problem solving models, both overall, high learning motivation, and low motivation to learn. In addition, to analyze the effect of interactions between learning models with learning motivation on student physics learning outcomes. To achieve these objectives, an experimental study using treatment by level design, 2 x 2 factorial. The population of this study were all students of grade XI MIA SMAN 9 Makassar. The research sample subjects were taken through cluster random sampling technique. Grade XI MIA 1 and MIA 3 students as an experimental class taught using the discovery model. While students of grade XI MIA 2 and XI MIA 4 as controls are taught using problem solving models. Data collection about physics learning outcomes and learning motivation using test and non-test instrument techniques. Data were then analyzed using two-way ANOVA. The results showed that overall, there were differences in physics learning outcomes between students who were taught using the discovery model and problem solving models. Furthermore, there is no effect of interaction between learning models with learning motivation on learning outcomes in physics. There is a difference in physics learning outcomes between students taught using the discovery learning model and problem solving models, both students who have high motivation to learn and those who have low learning motivation.Keywords: discovery model, problem solving, learning motivation, treatment by level design, two-way ANOVA, physics learning outcomes.
The Role of Physics Teacher's Pedagogical Competence in the Implementation of the 2013 Curriculum at SMA Negeri 5 Maros Karmila Karmila; Kaharuddin Arafah; Muhammad Arsyad
Jurnal Pendidikan Fisika Vol 8, No 2 (2020): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.377 KB) | DOI: 10.26618/jpf.v8i2.3360

Abstract

This study aims to analyze the role of physics teacher pedagogical competencies in the implementation of the 2013 curriculum at SMA Negeri 5 Maros. Besides, to find out the factors that constrain and support the physics teacher's pedagogical competence in implementing the 2013 curriculum at SMA Negeri 5 Maros. To achieve this goal, research has been conducted with a qualitative approach. The subjects of this study were physics teachers at Maros 5 Public High School who had educator certificates. Research data collection using observation techniques, interview guidelines, and documentation. Data were analyzed using the Miles and Huberman technique consisting of data reduction, data presentation, concluding, and verification. The results showed that the physics teacher's pedagogical competence at Maros 5 High School in applying the 2013 curriculum out of the seven aspects that had to be mastered, the teacher was able to master the four aspects that were by the Minister of Education Regulation No. 16 of 2007 concerning Academic Qualification Standards and Teacher Competencies. These inhibiting factors are less than optimal training on increasing competencies for teachers, and lack of time in preparing lesson plans. While the supporting factors of this research are the existence of MGMP which is a place to increase teacher professionalism and teaching materials in the form of curriculum books in 2013.
The Development of Teaching Material Based on Science, Technology, Engineering, and Mathematics (STEM) Abdul Rahman; Muhammad Arsyad; Kaharuddin Arafah
Jurnal Pendidikan Fisika Vol 9, No 1 (2021): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v9i1.4499

Abstract

This research is a development research that aims to describe a valid profile of STEM-based teaching material development, analyze students' responses to the development of teaching materials and analyze the effectiveness of STEM-based teaching materials to examine creative thinking skills. This research was conducted at SMAN 9 Makassar in class XI MIA 6 consisting of 32 students as respondents. STEM-based physics learning was carried out 5 times on static and dynamic fluid material. Learning activities contain four elements, namely science, technology, engineering and mathematics, and the STEM results made are making hydraulic bridges and simple mosquito sprays from used materials. The development model used was ADDIE which consists of analysis, design, development, implementation and evaluation. The ADDIE model is a development procedure carried out by producing a STEM-based physics learning product. The intended product is to produce a STEM-based physics teaching material, step-by-step. These steps are included in the teaching material that must be validated and ready to be used by the teachers in carrying out learning so that students can think creatively. The results showed the practicality of physics teaching material based on practical STEM. It was seen from the results of the responses of students and the responses of teachers who were in the very good category. Learning using STEM-based teaching materials is effective and can make students think creatively. This is shown in the fluency thinking indicator with a percentage of 74.58%, the flexible thinking indicator 71.25%, the original thinking indicator 81.56%, and the elaborative thinking indicator 82.03%, with an average percentage of 77.36% which is in the creative category.