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<![CDATA[PERBEDAAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN STAD DITINJAU DARI KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA SMA ]]>
<![CDATA[Armanto, Sugianto .]]>;
<![CDATA[Armanto, Dian .]]>;
<![CDATA[Bangun Harahap, Mara]]>
<![CDATA[ Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Abstrak.Tujuan penelitian ini adalah untuk menguji: (1) perbedaan penerapan model pembelajaran kooperatif tipe Jigsaw denganbentuk STAD untuk meningkatkan kemampuan penalaran matematika siswa, (2) perbedaan penerapan pembelajaran kooperatif Model tipe Jigsaw dan STAD tentang peningkatan keterampilan komunikasi matematika siswa, (3) Untuk mengetahui interaksi penerapan model pembelajaran kooperatif tipe Jigsaw dan STAD untuk penalaran dalam hal pengembangan kapasitas dan peningkatan komunikasi matematika siswa. Penelitian ini merupakan semi-eksperimental. Populasi dalam penelitian ini adalah kelas XI siswa SMA di Binjai. Secara acak, satu sekolah dipilih sebagai subyek penelitian, yaitu SMAN 7 Binjai Tahun 2012. Instrumen yang digunakan meliputi: tes kemampuan penalaran matematika dan matematika komunikasi uji kemampuan. Analisis data dilakukan dengan analisis varians (ANOVA). Hasil utama dari penelitian ini adalah keseluruhan siswa belajar dengan tipe pembelajaran kooperatif Jigsaw secara signifikan lebih baik dalam meningkatkan kemampuan penalaran matematika dan komunikasi matematika daripada siswa yang belajar dengan tipe kooperatif STAD. Kata kunci: Pembelajaran Kooperatif Tipe Jigsaw, Pembelajaran Kooperatif Tipe STAD, PenalaranMatematika, Komunikasi Matematika.]]>
<![CDATA[Perbedaan Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw dan STAD Ditinjau dari Kemampuan Penalaran dan Komunikasi Matematis Siswa SMA ]]>
<![CDATA[Sugianto Sugianto]]>;
<![CDATA[Dian Armanto]]>;
<![CDATA[Mara Bangun Harahap]]>
<![CDATA[ Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk menguji: (1) perbedaan penerapan model pembelajaran kooperatif tipe Jigsaw denganbentuk STAD untuk meningkatkan kemampuan penalaran matematika siswa, (2) perbedaan penerapan pembelajaran kooperatif Model tipe Jigsaw dan STAD tentang peningkatan keterampilan komunikasi matematika siswa, (3) Untuk mengetahui interaksi penerapan model pembelajaran kooperatif tipe Jigsaw dan STAD untuk penalaran dalam hal pengembangan kapasitas dan peningkatan komunikasi matematika siswa. Penelitian ini merupakan semi-eksperimental. Populasi dalam penelitian ini adalah kelas XI siswa SMA di Binjai. Secara acak, satu sekolah dipilih sebagai subyek penelitian, yaitu SMAN 7 Binjai Tahun 2012. Instrumen yang digunakan meliputi: tes kemampuan penalaran matematika dan matematika komunikasi uji kemampuan. Analisis data dilakukan dengan analisis varians (ANOVA). Hasil utama dari penelitian ini adalah keseluruhan siswa belajar dengan tipe pembelajaran kooperatif Jigsaw secara signifikan lebih baik dalam meningkatkan kemampuan penalaran matematika dan komunikasi matematika daripada siswa yang belajar dengan tipe kooperatif STAD. ]]>
<![CDATA[IMPLEMENTATION OF QUANTUM PHYSICS INTRODUCTION AID ON VIRTUAL LABORATORIES TO IMPROVE PROFICIENCY GENERIC ]]>
<![CDATA[Sondang R Manurung]]>;
<![CDATA[Mara Bangun Harahap]]>;
<![CDATA[Nuryani Y Rustaman]]>;
<![CDATA[Benny Suprapto Brotosiswoyo]]>
<![CDATA[ Jurnal Kependidikan Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jk.v2i2.15136
<![CDATA[This study was aimed at determining the results of virtual laboratory implementation in the introduction of quantum physics in improving the generic proficiency of prospective teacher students. The research method used was quasi-experimental with pretest-posttest control group design. This design uses the determination of equivalent subjects between the experimental group and purposive control. This learning module consists of 2 types, namely computer program aided module that display the visualization of quantum physics symptoms and conventional learning modules. This study was carried out on a teacher training institution in Bandung, West Java. The research subjects were the sixth semester students of Physics Education in the Subject of Quantum Physics, year 2014/2015. The sample in the experimental group consisted of 15 students, while the control group consisted of 24 students. The experimental group students received the learning of quantum physics with a virtual laboratory, while the control group received conventional learning. The result shows that the use of virtual laboratories in the introduction of quantum physics is able to improve the generic skills of students.IMPLEMENTASI LABORATORIUM VIRTUAL DALAM PEMBELAJARAN PENDAHULUAN FISIKA KUANTUM UNTUK MENINGKATKAN KEMAHIRAN GENERIKAbstrakPenelitian ini bertujuan untuk mengetahui hasil implementasi laboratorium virtua dalam pembelajaran Pendahuluan Fisika kuantum dalam meningkatkan kemahiran generik mahasiswa calon guru. Metode penelitian adalah eksperimen semu dengan pretest-posttest Control Group Design. Desain ini menggunakan penetapan subjek setara antara kelompok eksperimen dan kontrol secara purposif. Modul pembelajaran ini terdiri dari 2 jenis yakni modul yang mempergunakan program komputer yang menampilkan visualisasi gejala fisika kuantum dan modul pembelajaran konvensional. Penelitian ini dilaksanakan di LPTK di Kota Bandung Jawa Barat dengan subjek penelitian mahasiswa Semester VI Jurusan Pendidikan Fisika pada Mata Kuliah Fisika Kuantum Tahun Akademik 2014/2015. Sampel penelitian dalam kelompok eksperimen terdiri dari 15 orang mahasiswa. Kelompok kontrol terdiri dari 24 orang mahasiswa. Mahasiswa kelompok eksperimen menerima pembelajaran fisika kuantum dengan laboratorium virtual. Kelompok kontrol menerima pembelajaran konvensional. Hasil penelitian menunjukkan bahwa penggunaan laboratorium virtual dalam pembelajaran pendahuluan fisika kuantum dapat meningkatkan kemahiran generik mahasiswa. ]]>
<![CDATA[EFFECTS OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEADS TOGETHER USING SIMULATION MEDIA PHET AND ACTIVITIES TOWARD STUDENT RESULTS ]]>
<![CDATA[Fitri Mawaddah Lubis]]>;
<![CDATA[Mara Bangun Harahap]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i2.3236
<![CDATA[This study aimed to analyze the differences in learning outcomes of students taught by cooperative learning model NHT using simulation PhET and conventional learning, analyzing the differences in learning outcomes of students who have high activity and low activity, as well as the interaction between learning model with the level of student activity in influencing the outcome students learn physics. This research is a quasi experimental. The population in this study were students of class X SMK Tritech Informatika Medan. The tests were used to obtain the data is in the form of multiple choice. Test requirements have been carried out in the form of normality and homogeneity, which showed that the normal data and homogeneous. The data were analyzed using Anova analysis of two paths. The results showed that: The physics learning outcomes of students who use cooperative learning model NHT using PhET simulations media is better than students who use conventional learning models. The physics learning outcomes of students who have high learning activities is better than students who have Low learning activities. There is an interaction between cooperative learning model NHT PhET simulations using the media and the level of learning activity in influencing student learning outcomes. Average increase learning outcomes in the control class is greater than the experimental class.]]>
<![CDATA[EFEK MODEL PEMBELAJARAN INQUIRY TRAINING BERBASIS MULTIMEDIA LECTORA DAN KEMAMPUAN BERPIKIR FORMAL TERHADAP HASIL BELAJAR FISIKA SISWA ]]>
<![CDATA[Muhammad Iman Hidayat]]>;
<![CDATA[Mara Bangun Harahap]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i1.2565
<![CDATA[Penelitian ini bertujuan: (1) untuk menjelaskan hasil belajar siswayang diterapkan model pembelajaran inquiry training berbasis multimedialectora lebih baik dibandingkan dengan model pembelajaran konvensional,(2) untuk menjelaskan hasil belajar siswa yang memiliki kemampuanberpikir formal tinggi adalah lebih baik dari siswa yang memilikikemampuan berpikir formal rendah, (3) untuk menjelaskan hubungan antaramodel pembelajaran inquiry training berbasis multimedia lectora dankemampuan berpikir formal terhadap hasil belajar fisika siswa. Sampel diambil dengan menggunakan cluster random sampling dimana kelas pertama sebagai kelas eksperimen diterapkan model pembelajaran inquirytraining berbasis multimedia lectora dan kelas kedua sebagai kelas kontrolditerapkan model pembelajaran konvensional. Instrumen yang digunakandalam penelitian ini adalah instrumen kemampuan berpikir formal terdiridari 10 pertanyaan dan instrumen hasil belajar fisika terdiri dari 20pertanyaan yang dinyatakan valid dan reliabel. Hasil penelitianmenunjukkanbahwa: (1) hasil belajar siswa yang diterapkan model pembelajaran inquirytraining berbasis multimedia lectora lebih baik dibandingkan modelpembelajaran konvensional; (2) hasil belajar siswa yang memilikikemampuan berpikir formal tinggi lebih baik dibandingkan siswa yangmemiliki kemampuan berpikir formal rendah; (3) terdapat interaksi antaramodel pembelajaran inquiry training berbasis multimedia lectora dankemampuan berpikir formal terhadap hasil belajar fisika siswa.Kata kunci: inquiry training, berpikir formal, hasil belajar siswa]]>
<![CDATA[EFFECT OF INQUIRY TRAINING LEARNING MODEL DAN CREATIVITY ON SCIENCE PROCESS SKILLS ]]>
<![CDATA[Purnama Silitonga]]>;
<![CDATA[Mara Bangun Harahap]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i1.3706
<![CDATA[This study aims: 1) to determine differences in science process skills of students with learning model inquiry training and conventional learning models, 2) to determine the difference science process skills of students who have high creativity and creativity is low, 3) to determine the interaction model of learning inquiry trainingwith creativity of the science process skills. The sampling technique conducted cluster random sampling two classes, where first class as a class experiment with the number of students 32 people applied learning model inquiry training (X-1) and the second class as a class control the number of students 32 people who applied conventional learning model ( X-2). Instruments in this study is the science process skills test and a test of creativity in the form of a description. From these results it can be concluded that: 1) science process skills of students that learned with a learning model inquiry training is better than the students that learned with conventional learning models, 2)science process skills of students with high creativity better than students with creativity is low, 3) there is interaction between inquirylearning model training and creativity in influencing the science process skills of students.]]>
<![CDATA[THE EFFECTS OF INQUIRY TRAINING MODEL USING MIND MAPPING AND MOTIVATION ON STUDENTS’ SCIENCE PROCESS SKILLS PHYSICS. ]]>
<![CDATA[Dara Fitrah Dwi]]>;
<![CDATA[Mara Bangun Harahap]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i2.4401
<![CDATA[This study aims to analyze, student’s science process skills who are taught by inquiry training learning model using mind mapping is better than the students that taught with conventional learning, science process skills in students who have motivated above average are better compared with students who have the motivation below average, and the interaction between the inquiry training learning model using mind mapping and motivation in improving students' science process skills. This research was conducted by quasiexperimental. The sample selection was done by cluster random sampling that were class X2 and X1. The research instrument was using science process skills test in the form of descriptions and tests of motivation in the form of a questionnaire. The data were analyzed by ANOVA two lanes. The results showed that: The ability of students’ physics science process skills using inquiry training learning using mind mapping is better than the ability of students’ science process skills using conventional learning model. The ability of students’ physics science process skills in motivational groups are above average better than the ability of students’ physics science process skills in conventional groups which are below average, and In this research, motivation above average dominant improves science process skills in Inquiry Training model using mind mapping rather than in conventional learning model]]>
<![CDATA[THE DEVELOPMENT OF PROBLEM BASED LEARNING (PBL) MODELS BASED ON BATAK CULTURE TO INCREASE SKILL STUDY RESOLUTION ]]>
<![CDATA[Annisyah Lubis]]>;
<![CDATA[Mara Bangun Harahap]]>;
<![CDATA[Derlina Nst]]>;
<![CDATA[Sahyar Sahyar]]>;
<![CDATA[Bornok Sinaga]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i1.8160
<![CDATA[This study aims to determine: the effectiveness of the development of problem based learning model based on Batak culture implemented in learning tools developed, improvement of problem solving skills of physics that dibelajarkan with model based learning based on batak culture. Type of research is development (development of research) by using model of development of Thiagaraian, Semmel and Semmel that is 4-D model (four D Model). The sample in the study is one class X of all classes of MIA X present in the research site. The instrument used is a problem-solving test. Data in the study were analyzed using N-gani. The results showed that: the effectiveness of learning tools through the model based learning based on Batak culture in improving the ability of problem solving physics has been able to be said to be effective for use in learning, there is improvement of problem solving problems of physics students using learning tools based on culture based Batak on measurement material]]>
<![CDATA[THE EFFECT OF SCIENTIFIC INQUIRY LEARNING MODEL USING MIND MAPPING AND CRITICAL THINKING ABILITY TOWARD STUDENT’S SCIENCE PROCESS SKILLS IN SENIOR HIGH SCHOOL ]]>
<![CDATA[Widya Suryani]]>;
<![CDATA[Mara Bangun Harahap]]>;
<![CDATA[Karya Sinulingga]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 6, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v6i2.8126
<![CDATA[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.]]>
