Articles
<![CDATA[PENGEMBANGAN WORKBOOK PADA TEMA SISTEM TRANSPORTASI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Putu Satya Narayanti]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Taufik Rahman]]>
<![CDATA[ Widya Genitri : Jurnal Ilmiah Pendidikan, Agama dan Kebudayaan Hindu Vol 9 No 1 (2018): Widya Genitri : Jurnal Ilmiah Pendidikan, Agama dan Kebudayaan Hindu ]]>
Publisher : <![CDATA[STAH Dharma Sentana Sulawesi Tengah ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (262.003 KB)
|
DOI: 10.36417/widyagenitri.v9i1.230
<![CDATA[Penelitian ini bertujuan untuk mengembangkan workbook pada tema sistem transportasi untuk meningkatkan keterampilan berpikir kritis siswa SMP Kelas VIII. Metode penelitian yang digunakan adalah Research and development (RnD) Thiagarajan dengan desain penelitian kuasi-eksperimen. Tahapan penelitian ini terdiri dari tahap 1 define; tahap 2 design; tahap 3 development; tahap 4 dissemination. Aspek keterampilan berpikir kritis dalam penelitian ini mengacu pada kerangka kerja Robert H.Ennis. Hasil penelitian menunjukkan bahwa workbook yang dikembangkan dapat meningkatkan keterampilan berpikir kritis dengan perolehan N-gain berturut-turut sebesar 0,68 dan 0,66 yang termasuk dalam kategori tinggi. Berdasarkan hasil perhitungan uji dampak, diperoleh nilai 1,57 untuk peningkatan keterampilan berpikir kritis sehingga termasuk dalam kategori efektif. Berdasarkan data di atas dapat disimpulkan, workbook yang telah dikembangkan ini efektif meningkatkan keterampilan berpikir kritis siswa SMP kelas VIII.]]>
<![CDATA[Triple step writing strategy: Meningkatkan keterampilan menulis materi ajar multimodus representasi pada mahasiswa calon guru fisika ]]>
<![CDATA[Wahyuni Handayani]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Andi Suhandi]]>
<![CDATA[ Jurnal Inovasi Pendidikan IPA Vol 7, No 1: April 2021 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21831/jipi.v7i1.37781
<![CDATA[Abstrak: Keterampilan menulis materi ajar perlu dilatihkan kepada mahasiswa calon guru selama masa studinya. Penelitian ini bertujuan mengembangkan stategi menulis materi ajar multimodus representasi. Dengan menerapkan strategi tertentu diharapkan mahasiswa calon guru fisika meningkat dalam hal keterampilan menulis materi ajar fisika yang di dalamnya menyajikan gabungan dua atau lebih modus representasi. Metoda yang digunakan dalam penelitian ini adalah metoda penelitian dan pengembangan (Research and Development Methods). Tahap-tahap yang dilakukan dalam penelitian ini meliputi studi pendahuluan, perencanaan, mengembangkan rancangan strategi pembelajaran, ujicoba pendahuluan, merevisi produk dan ujicoba utama. Dengan menggunakan metode R D telah dikembangkan strategi menulis materi ajar multimodus representasi yaitu Triple Step Writing Strategy (TS-WS). Ujicoba pendahuluan (pleriminary field testing) menggunakan metode pre-experiment desain the one group pretest-posttest design. Ujicoba utama (main field testing) menggunakan metode quasi-expeiment desain randomized pretest-posttest control group design. TS-WS sudah diujicobakan pada mahasiswa calon guru fisika yang berusia rata-rata 21 tahun pada sebuah LPTK di Bandung. Ujicoba pendahuluan melibatkan 15 mahasiswa calon guru fisika dan ujicoba utama 45 mahasiswa calon guru fisika. Untuk mengukur keterampilan menulis materi ajar multimodus representasi mahasiswa ditugaskan untuk menulis materi ajar multimodus representasi. Hasil penelitian menunjukkan bahwa TS-WS efektif dalam meningkatkan keterampilan menulis materi ajar multimodus representasi mahasiswa calon guru fisika. Triple step writing strategy: Improving multimode representation teaching material writing skills of preservice physics teacher Abstract: Writing teaching material skills need to be taught to the preservice teachers during their studies. This study aims to develop strategies to write multiple modes of representations teaching materials. By implementing these strategies, it is expected that preservice physics teachers are able to write physics teaching materials that present a combination of two or more modes of representation. The method used in this research is Research and Development (R D) method. The stages of R D methods carried out in this study include research and information collecting activities, planning activities, developing learning strategy designs, preliminary field testing, main product revision, and main field testing. Using the R D method, a strategy has been developed to improve writing teaching material skills. Preliminary field testing used the one-group pretest-posttest design pre-experiment method. Main field testing used a quasi-experiment design randomized pretest-posttest control group design method. The strategies have been tested on preservice physics teachers who were on average 21 years old at an LPTK in Bandung. The preliminary field testing involved 15 preservice physics teachers and the main field testing was 45 preservice physics teachers. To measure the skills of writing multiple modes of representation teaching materials students are assigned to write multimodal representation teaching materials. The results showed that TS-WS was effective in improving the skill of writing multimodal representations of teaching materials for pre-service physics teachers.]]>
<![CDATA[PHYSICS PRE SERVICE TEACHERS ABILITY IN TRANSLATING AND REPRESENTING CONCEPT ]]>
<![CDATA[Parlindungan Sinaga]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v22i1.8380
<![CDATA[Kemampuan melakukan translasi antar jenis modus representasi dan kemampuan membuat multi representasi konsep sangat penting dikuasai oleh calon guru fisika. Penelitian ini bertujuan untuk mengidentifikasi apakah pendekatan writing in the content area activity yang disisipkan pada perkuliahan fisika sekolah dapat meningkatkan kemampuan representasi konsep fisika dan translasi antar modus representasi. Metode penelitian yang dipilih ialah metode campuran dengan strategi embedded concurren. Instrumen yang digunakan ialah tes uraian terbatas untuk mengukur kemampuan membuat multi representasi, tes uraian terbatas untuk mengukur kemampuan translasi antar jenis modus representasi, dan format wawancara semi struktur. Analisi data dilakukan dengan menentukan persentase rata rata gain yang dinormalsisasi , serta mendeskripsikan data kualitatif. Hasil pengolahan data menunjukkan bahwa pendekatan writing in the conten area activity dapat meningkatkan kemampuan mahasiswa dalam membuat multi representasi konsep fisika dan mentranslasi antarjenis modus representasi dengan kriteria sedang. Kemampuan mentranslasi antar jenis modus representasi dipengaruhi oleh domainnya. Pada domain listrik dinamis translasi yang paling sulit ialah dari modus persamaan matematika ke modus representasi lainnya sedangkan pada domain elektromagnet ialah dari modus grafik ke jenis modus representasi lainnya.]]>
<![CDATA[Development of Integrated Science Teaching Materials on Energy and Environment Themes to Improve Reading Literacy and Numerical Ability ]]>
<![CDATA[Maria Theresia Sri Handayani]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Winny Liliawati]]>
<![CDATA[ Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[University of Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Abstract: Integrated science learning is expected to be able to prepare students to have 21st century skills, especially literacy skills needed to meet the needs of these students. This research is motivated by the limited number of science teaching materials that are presented in an integrated manner with the theme of Energy and Environment. This study aims to test the feasibility of integrated science teaching materials for seventh grade junior high school students using the ADDIE method. This research was conducted in a private junior high school in Bandung. The instruments used are quality tests and tests of understanding of teaching materials. The validator tested the quality of teaching materials on 2 expert lecturers and 10 junior high school science teachers and the test of understanding the main ideas of the discourse was given to 26 students. The data analysis technique used descriptive statistics. The results of data analysis showed that the results of the quality test of teaching materials were 83.51 percent in the very feasible category and the results of the comprehension test of the main ideas of the discourse obtained 72.17 percent in the high category. The average quality test and understanding test obtained 77.84 percent. From this research, it can be concluded that the integrated science teaching materials are appropriate to be used as independent teaching materials that equip reading literacy skills and numeracy skills.Keywords: science teaching material, reading literacy, numerical ability.Abstrak: Pembelajaran IPA terpadu diharapkan mampu mempersiapkan siswa untuk memiliki keterampilan abad 21, terutama keterampilan literasi yang diperlukan untuk memenuhi kebutuhan siswa tersebut. Penelitian ini dilatarbelakangi oleh terbatasnya bahan ajar IPA yang disajikan secara terpadu dengan tema Energi dan Lingkungan. Penelitian ini bertujuan untuk menguji kelayakan bahan ajar IPA terpadu siswa kelas VII SMP dengan menggunakan metode ADDIE. Penelitian ini dilakukan di salah satu SMP Swasta di Bandung. Instrumen yang digunakan adalah tes kualitas dan tes pemahaman bahan ajar. Validator menguji kualitas bahan ajar pada 2 orang dosen ahli dan 10 orang guru IPA SMP dan uji keterpahaman ide pokok wacana diberikan kepada 26 siswa. Teknik analisis data menggunakan statistik deskriptif. Hasil analisis data diperoleh hasil uji kualitas bahan ajar diperoleh 83,51 persen dalam kategori sangat layak dan hasil uji keterpahaman ide pokok wacana diperoleh 72,17 persen dalam kategori tinggi. Rata-rata uji kualitas dan uji keterpahaman diperoleh 77,84 persen. Dari penelitian ini dapat disimpulkan bahwa bahan ajar IPA terpadu layak digunakan sebagai bahan ajar mandiri yang membekali keterampilan literasi membaca dan kemampuan numerasi.Kata kunci: bahan ajar IPA, literasi membaca, kemampuan numerik.DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp723-733]]>
<![CDATA[THE ROLE OF A TECHNOLOGY-ENRICHED “TEACHING MEDIA” COURSE IN IMPROVING INDONESIAN SCIENCE STUDENT TEACHERS’ TECHNOLOGY INTEGRATION ]]>
<![CDATA[Rika Rafikah Agustin]]>;
<![CDATA[Liliasari Liliasari]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Diana Rochintaniawati]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v25i2.48778
<![CDATA[Technological pedagogical content knowledge (TPACK) has been widely used as a framework to assess teachers’ ability to integrate technology into their lessons. This study investigated the role of a technology-enriched “Teaching Media” course on science student teachers’ TPACK and the subscales contributing to the TPACK improvement. The participants were 21 science student teachers enrolled in a “Teaching Media” course. The science student teachers’ TPACK was assessed using a set of multiple-choice tests consisting of 34 questions. Normalized-gain (N-Gain) value was used to measure science student teachers’ TPACK improvement after completing the course. The contribution of each subscale to TPACK was analyzed using partial least squares (PLS). The finding of the study reveals that there is a moderate improvement of science student teachers’ TPACK after completing the technology-enriched “Teaching Media” course. Analysis of the contribution amongst TPACK subscales showed that technological knowledge and other technology-related knowledge significantly contribute to the improvement of science student teachers’ TPACK.]]>
<![CDATA[Using Non-Traditional Writing Task Strategy to Improve Cognitive Concept Mastery in Learning Science and Identify Self- Regulated Learning Ability ]]>
<![CDATA[Marchelia Dwi Yanthi]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Parsaoran Siahaan]]>
<![CDATA[ Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[University of Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Abstract The purpose of this study was to determine the effectiveness of writing task non-traditional strategies in improving students mastery of concepts and to identify students' self-regulated learning profiles. The research method used was a quasi-experimental design with the research design Non-Equivalent Control Group Design. The population in this study were all students of class VIII at a junior high school in Bandung. The sample in this study consisted of 64 students of class VIII at a junior high school in Bandung who were selected using a purposive sampling technique. The instruments used in this study were mastery of student concept tests and self-regulated learning questionnaires. The result of analysis using the percentage of gain normalized showed that the strategy of writing task non-traditional was more effective in improving the mastery of student concepts. The result of descriptive analysis to obtain the self-regulated learning profile of students showed that in the experimental class and control class were mostly in the moderate category. The relationship between mastery of student concepts and self-regulated learning profiles based on the results of the correlation test analysis classified as low criteria. Keywords non-traditional writing tasks, concept mastery, self-regulated learning. Abstrak Tujuan dari penelitian ini adalah untuk mengetahui efektivitas strategi writing task non-tradisional dalam meningkatkan penguasaan konsep dan untuk mengidentifikasi profil self-regulated learning peserta didik. Metode penelitian yang digunakan adalah quasi experimental design dengan desain penelitian Non-Equivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII di salah satu SMP di Kota Bandung. Sampel pada penelitian ini terdiri dari 64 peserta didik kelas VIII di salah satu SMP di Kota Bandung yang dipilih dengan menggubakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan penguasaan konsep dan kuesioner self-regulated learning. Hasil analisis menggunakan persentase gain dinormalisasi menunjukkan bahwa penerapan strategi writing task non-tradisional dapat meningkatkan kemampuan penguasaan konsep. Hasil analisis deskriptif untuk mengetahui profil self-regulated learning menunjukkan bahwa profil self-regulated learning peserta didik kelas eksperimen dan kontrol sebagian besar berada pada kategori sedang. Adapun hubungan antara kemampuan penguasaan konsep dan profil self-regulated learning berdasarkan hasil analisis uji korelasi tergolong dalam kriteria rendah. Kata kunci: writing task non-tradisional, penguasaan konsep, self regulated learning.DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1561-1571]]>
<![CDATA[Students' reading comprehension skills of science and physics texts ]]>
<![CDATA[Wahyuni Handayani]]>;
<![CDATA[Wawan Setiawan]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Andi Suhandi]]>
<![CDATA[ Jurnal Inovasi Pendidikan IPA Vol 4, No 2: October 2018 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (105.114 KB)
|
DOI: 10.21831/jipi.v4i2.21633
<![CDATA[Reading comprehension of physics texts is a neglected area in physics curricula. This article reports an investigation the critical reading of physics texts among students of physics education. Students’ performance reading comprehension on science text were investigated using reading comprehension test. Students’ reading comprehension of science texts are tested with the help of reading comprehension which is designed with reference to TOEFL reading test and translated into Bahasa Indonesia. Eight component skills of comprehension were examined. To assess the skill a reading comprehension of physics texts, true-false-unreported tests were used. It was found that the skill required to discriminate unreported statements from the others (true and false) was found to be of a higher level. Total of 67 students of physics education at a college in Bandung participated in the study. It was found that students’ reading comprehension of science texts and physics texts were at lower level. These findings support the importance of incorporating training of reading comprehension strategy of the science text into the curricula.]]>
<![CDATA[Profil Awal Kemampuan Representasi Ilmiah Calon Guru Fisika pada Pembelajaran Fisika Modern ]]>
<![CDATA[Diah Mulhayatiah]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Dadi Rusdiana]]>;
<![CDATA[Ida Kaniawati]]>;
<![CDATA[Nurhalia Maulida Putri]]>
<![CDATA[ JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 6 No. 2 (2022): November Edition ]]>
Publisher : <![CDATA[Universitas Nurul Huda ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30599/jipfri.v6i2.1624
<![CDATA[This research was conducted with the aim of determining the ability to learn physics in physics education students in solving physics problems using various types of representation modes. This research was conducted using descriptive qualitative approach. A descriptive qualitative approach was carried out by conducting literature studies in previous research journals to support the validity of this research. The results showed that physics education students are easier to solve problems about modern physics by using the image and graph representation mode than other representation modes]]>
<![CDATA[Problem-Based Learning Integrated Reading and Writing in Work and Energy Phenomena: Its Effectiveness on Problem-Solving Skills and Reading-Writing Literacy ]]>
<![CDATA[Indah Safitri]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Endi Suhendi]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 11, No 2 (2022): Jurnal Ilmiah Pendidikan Fisika Al-Biruni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/jipfalbiruni.v11i2.13833
<![CDATA[Problem-solving Skills and Reading-Writing Literacy are two necessary things students must have to compete in the 21st century. This study aims at determining the effectiveness of Problem-based Learning with Integrated Reading and Writing tasks to improve students' problem-solving and reading-writing literacy skills. A quantitative method using a quasi-experimental design with a non-equivalent control group was employed in this study. The sampling technique used in this study was the purposive sampling technique. The sample used in this study was 36 students divided into two groups: the control group and the experimental group. The instrument used in this study was a physics problem-solving skill test instrument and a reading-writing literacy instrument. The data analysis technique in this study was a quantitative analysis technique. The results showed that the N-gain value of the physics problem-solving skill test for the experimental group was 0.67 in the medium category, and the control group was 0.65 in the medium category. In the reading-writing literacy test, the N-gain value for the experimental group was 0.55 in the medium category and 0.29 in the low category for the control group. The Problem-based Learning model with Integrated Reading and Writing Tasks has little impact on improving students' problem-solving skills. However, it has a significant effect on increasing students' reading-writing literacy.]]>
<![CDATA[INVENTORY PEMAHAMAN GRAFIK DAN KEMAMPUAN REPRESENTASI KONSEP FISIKA SISWA SMP PADA POKOK BAHASAN KINEMATIKA ]]>
<![CDATA[Adna Tajriyaani Jun Lallo]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Setiya Utari]]>
<![CDATA[ WaPFi (Wahana Pendidikan Fisika) Vol 5, No 2 (2020): WaPFi (Wahana Pendidikan Fisika) 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (52.35 KB)
|
DOI: 10.17509/wapfi.v5i2.25429
<![CDATA[Kemampuan merepresentasikan konsep fisika merupakan kemampuan yang harus dimiliki oleh seseorang dalam mempelajari fisika karena dalam memahami konsep yang rumit sering kali seseorang kesulitan apabila konsep tersebut hanya dinyatakan oleh satu format representasi. Salah satu kemampuan yang penting dimiliki oleh siswa yakni kemampuan pemahaman grafik. Tujuan dari penelitian ini adalah untuk mendapatkan gambaran tentang profil pemahaman grafik dan kemampuan representasi siswa pada pokok bahasan kinematika. Metode penelitian yang digunakan adalah metode deskriptif eksploratif untuk memperoleh informasi mengenai penemuan suatu variabel, gejala, atau keadaan tanpa adanya manipulasi. Pada desain penelitian dilakukan serangkaian test yang mengukur pemahaman grafik dan kemampuan representasi yang secara operasional diukur dengan Test Understanding Graphics (TUG) dan test kemampuan representasi berupa uraian terbatas. Sampel pada penelitian ini berjumlah 194 orang siswa kelas VIII di salah satuh SMP Negeri Kota Bandung. Materi yang diujikan dalam penelitian ini adalah materi gerak lurus dan hukum Newton pada pokok bahasan kinematika. Penilaian pemahaman grafik diolah menggunakan statistik deskriptif yang hasilnya dikategorikan berdasarkan tiga level yakni Tinggi, Sedang, Rendah. Penilaian yang digunakan dalam tes kemampuan representasi merujuk pada kriteria multiple ways. Hasil yang ditemukan dari penelitian ini terdapat sebanyak 3,1% siswa dengan kategori pemahaman grafik tinggi, 64,4% siswa dengan kategori pemahaman sedang, dan 29,9% siswa dengan kategori pemahaman rendah. Hasil kemampuan representasi siswa dalam aspek kemampuan untuk mengkonstruksi representasi baru dari representasi sebelumnya lebih baik dari pada aspek kemampuan free-body diagram. Oleh sebab itu Pemahaman grafik dan kemampuan free-body diagram harus lebih banyak dilatihkan kepada siswa pada jenjang SMP agar lebih mudah untuk memahami konsep fisika.Kata kunci : Pemahaman Grafik, Kemampuan representasi, Test Understanding Graphics]]>
