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The Effect of Brain-Based Learning Model on Student Physics Learning Outcomes Yusri Handayani; Nurfadilah Nurfadilah
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 2 (2021): December 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i2.232

This study has the aim of analyzing student learning outcomes after being taught by using a brain based learning model and analyzing the influence/impact of brain based learning on student learning outcomes. This research is a true experimental posttest only control design, which consists of a control class of 34 students and an experimental class of 34 students. The independent variable of this research is the brain based learning model, while the dependent variable is the physics learning outcome. The research instrument used the form of multiple choice tests on static fluid material as many as 25 questions. The data analysis technique used consisted of descriptive analysis and inferential analysis, namely the t test using the SPSS 24 application, but previously the initial assumption test was carried out as a normality test and homogeneity as a t test requirement. If the initial assumption test results do not meet, then non-parametric analysis will be used. The results of descriptive analysis can be stated that the average score of students' physics learning outcomes with brain based learning as a learning model is higher than in conventional classes or classes that do not use brain based learning. The high results of student learning in classes with brain based learning are due to the influence/impact of learning by using this model. This research can give results that there is an influence/impact of brain based learning as a learning model on physics learning outcomes. Students optimize their brain work if they use a brain based learning model so that physics learning outcomes increase.

Analysis of Student Interests in the Department of Physics Education: University of Muhammadiyah Makassar Riskawati Riskawati; Andi Arie Andriani; Yusri Handayani; Nurfazlina Nurfazlina
Kasuari: Physics Education Journal (KPEJ) Vol 4, No 1 (2021): June 2021
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v4i1.209

In the last three years based on SBMPTN data, interest in the Physics Education Department has decreased drastically in various Public universities in Indonesia which has an impact on private universities, especially at Unismuh Makassar. The desired research objective is to analyze the factors that influence the interest of prospective students towards the Department of Physics Education at Unismuh Makassar. Quantitative descriptive research is the type of research used with the population of senior high school in Gowa Regency which consists of a sample of 50 class XII students from Public senior high school 1 Gowa, Public senior high school 19 Gowa, senior high school Handayani Sungguminasa, andsenior high school Aksara Bajeng. Questionnaire is an instrument used to obtain research data which was analyzed by exploratory factor analysis (EFA). The results of the analysis in this study obtained 4 factors that influence the interest of prospective students towards the Department of Physics Education at Unismuh Makassar, namely personal and parental motivation factors, environmental factors that like Physics Education, physics content factors, and employment factors.

Application of Problem Based Learning Model to Enhance Students’ Physics Learning Outcomes at Class XI MIPA 3 SMA Negeri 8 Gowa Asdar Asdar; Nurlina Nurlina; Yusri Handayani
Jurnal Pendidikan Fisika Vol 8, No 3 (2020): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v8i3.3938

This research is a Pre-Experimental study using the One-Group Pretest-Posttest Design which aims to find out: (1) the magnitude of physics learning outcomes of XI MIPA SMA N 8 Gowa students before and after applying the problem based learning model (2) differences in physics learning outcomes of students class XI MIPA SMA N 8 Gowa before and after the problem based learning model is applied. The population in this study were students of class XI MIPA of SMA N 8 Gowa, amounting to 136 students divided into 4 classes, the study sample was taken randomly with a simple random sampling technique of 1 class, namely XI MIPA. The research instrument used was a physics learning achievement test instrument in the form of multiple choice of 27 numbers that met valid criteria.The data analysis technique used in this study is to use descriptive tests that are useful to test average scores, standard deviation and inferential test that are useful for testing normality and hypothesis testing. From the results of the study it can be concluded that: (1) The physics learning outcomes of students before applying the problem based learning model to students of class XI MIPA SMA Negeri 8 Gowa in the 2019/2020 school year the average score obtained was 12,82; (2) the physics learning outcomes of students after applying the problem based learning model to students of class XI MIPA SMA Negeri 8 Gowa in the 2019/2020 school year the average score obtained was 17,15; (3) There are differences in students' physics learning outcomes before and after the problem based learning model is applied to the students of Class XI MIPA in SMA Negeri 8 Gowa in the academic year 2019/2020. So it can be concluded that the problem based learning model can be applied toimprove student learning outcomes.

Development Assessment of Thinking Skills Interpretation, Analysis, and Inference Prospective Physics Teacher Dewi Hikmah Marisda; Yusri Handayani; Riskawati Riskawati; Ana Dhiqfaini Sultan; Ardiansah Hasin; Nurazmi Nurazmi; Andi Nur Samsi
Kasuari: Physics Education Journal (KPEJ) Vol 5, No 1 (2022): JUNE 2022
Publisher : Universitas Papua, Jurusan Pendidikan Fisika FKIP Unipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37891/kpej.v5i1.247

This thinks about points to create an appraisal of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. Preliminary investigation of the advancement of basic considering aptitudes assessment instruments for prospective Physics teachers in the last 3 (three) years in the Basic Physics course, the test instruments in the Basic Physics course have not been fully oriented to indicators of interpretation, analysis, and inference thinking skills. The process of changing Physics learning, both at the tertiary level and at the secondary school level, is directed at training students to use their thinking potential. One of the Physics learning skills mentioned in Permendikbud Number 64 of 2013 is the development of thinking skills of interpretation, analysis, and inference. This shows that the process and evaluation of learning physics, especially basic physics, should be directed at developing thinking skills in interpretation, analysis, and inference. This inquiry is spurred by the requirement for an appraisal instrument that measures critical thinking skills, especially interpretation, analysis, and inference thinking skills. This study aims to develop an assessment of thinking skills of interpretation, analysis, and inference through analytical essay assessment instruments, worksheets, and problem-solving. This study refers to the 4D Thiagarajan model and produces an assessment that measures the ability to think of interpretation, analysis, and inference. The test instrument was created within the shape of essay analysis, and problem-solving on indicators of thinking skills of interpretation, analysis, and inference. The test instrument was further validated by two experts, and it can be concluded that the created test is exceptionally attainable to utilize.

PERBANDINGAN HASIL BELAJAR KOGNITIF SISWA MENGGUNAKAN STRATEGI STRATEGI THE LEARNING CELL DAN ACTIVE KNOWLEDGE SHARING Yusri Handayani; Dewi Hikmah Marisda
ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika Vol 9, No 1 (2023): Mei
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/orbita.v9i1.13706

ABSTRAKPenelitian ini bertujuan mendeskripsikan pengaruh implementasi strategi The Learning Cell (TLC) dan Active Knowledge Sharing (AKS) terhadap hasil belajar kognitif peserta didik. Penelitian ini merupakan true experimental bentuk postest-only control design. Populasi penelitian terdiri dari tiga kelas VIII SMP Unismuh Makassar. Pengambilan sampel menggunakan simple random sampling, sehingga diperoleh sampel kelas VIIIA dan VIIIB2. Kelas VIIIA menggunakan strategi The Learning Cell (TLC) dan kelas VIIIB2 menggunakan Strategi Active Knowledge Sharing (AKS). Instrumen penelitian yang digunakan adalah Tes Hasil Belajar Kognitif (THBK) dalam bentuk tes pilihan ganda yang terdiri dari level pengetahuan (C1), pemahaman (C2), penerapan (C3), analisis (C4), sintesis (C5), dan evaluasi (C6). Analisis data menggunakan statistik deskriptif dan inferensial untuk menguji hipotesis yang diajukan. Hasil penelitian yang diperoleh adalah skor maksimum hasil belajar kognitif pada kelas eksperimen 1 (TLC) dan eksperimen 2 (AKS) sama yaitu 20. Skor rerata hasil belajar kognitif pada TLC yaitu 15,77 sdan skor rerata hasil belajar kognitif pada kelas AKS yaitu 16. Dari hasil uji normalitas, ditemukan data terdistribusi normal. Adapun perolehan pada uji homogenitas yaitu data memiliki varian yang sama. Pada pengujian hipotesis diperoleh nilai FhitungFtabel. Sehingga Ho diterima. Hasil penelitian ini menunjukkan bahwa tidak terdapat pengaruh yang signifikan antara strategi pembelajaran TLC dan AKS yang terhadap hasil belajar kognitif peserta didik. Kata kunci: active knowledge sharing; hasil belajar kognitif; The learning cell. ABSTRACTThis study aims to describe the effect of implementing The Learning Cell (TLC) and Active Knowledge Sharing (AKS) strategies on students' cognitive learning outcomes. This research is a true experimental form of posttest-only control design. The study population consisted of three class VIII SMP Unismuh Makassar. Sampling using simple random sampling, in order to obtain class VIIIA and VIIIB2 samples. Class VIIIA is taught using the Learning Cell (TLC) strategy and class VIIIB2 is taught using the Active Knowledge Sharing (AKS) strategy. The research instrument used was the Cognitive Learning Outcomes Test (THBK) which consisted of levels of knowledge (C1), understanding (C2), application (C3), analysis (C4), synthesis (C5), and evaluation (C6). Data analysis uses descriptive and inferential statistics to test the proposed hypothesis. The research results obtained were the mean score of cognitive learning outcomes in experimental class 1 (TLC) which was 15.77 and the mean score of cognitive learning outcomes in experimental class 2 (AKS) namely 16. From the results of the normality test, it was found that the data were normally distributed. The gain of the homogeneity test is that the data has the same variance. In testing the hypothesis, the value of FcountFtable is obtained. So Ho is rejected. The results of this study indicate that there is no significant influence between the implemented TLC and AKS learning strategies on students' cognitive learning outcomes. Keywords: active knowledge sharing; cognitive learning outcomes; the learning cells.

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