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Hartono Hartono
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Journal : Unnes Science Education Journal

 1 
FAKTOR-FAKTOR YANG MEMPENGARUHI PENGEMBANGAN TRISULA KOMPETENSI Hartono, Hartono; Rusilowati, Ani; Wiyanto, Wiyanto
Unnes Science Education Journal Vol 2 No 2 (2013): July 2013
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v2i2.2568

Abstract

Hasil survei American Institute of Physics (Heuvelen, 2002) menunjukkan tiga kompetensi yang paling sering digunakan dalam kehidupan sehari-hari, yaitu kompetensi memecahakan masalah, bekerjasama dalam tim, dan berkomunikasi, yang kemudian dalam penelitian ini disebut trisula kompetensi. Untuk mengembangkan trisula kompetensi melalui jalur pendidikan, terlebih dahulu perlu diidentifikasi faktor-faktor yang mempengaruhinya, terutama dalam konteks pembelajaran sains. Variabel kemampuan berpikir, pemahaman konsep, dan trisula kompetensi telah diungkap dengan sampel mahasiswa calon guru bidang sains. Hasil analisis data dari ketiga variabel tersebut menunjukkan bahwa terdapat korelasi positif antara kemampuan berpikir dan trisula kompetensi, demikian juga pemahaman konsep dan trisula kompetensi, walaupun korelasinya lebih rendah. Hasil penelitian juga menunjukkan bahwa terdapat perbedaan yang signifikan (pada α=0,01) antara trisula kompetensi pada kelompok mahasiswa yang tingkat berpikirnya empirical inductive dan transisi, sedangkan antara yang kemampuan berpikirnya hypothetical inductive dan transisi serta antara hypothetical inductive dan empirical inductive tidak berbeda secara sigifikan.
PENGEMBANGAN ASESMEN FORMATIF UNTUK MENINGKATKAN KEMAMPUAN SELF REGULATION SISWA PADA TEMA SUHU DAN PERUBAHANNYA Rahmawati, Inna Latifa; Hartono, Hartono; Nugroho, Sunyoto Eko
Unnes Science Education Journal Vol 4 No 2 (2015): July 2015
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v4i2.7922

Abstract

Perubahan dari Kurikulum Tingkat Satuan Pendidikan (KTSP) ke kurikulum 2013 pada tujuan dan pendekatan untuk memperoleh tujuan pembelajaran IPA, menyebabkan evaluasi sebagai cara untuk mengukur ketercapaian tujuan juga mengalami perubahan. Evaluasi berfungsi untuk memantau proses, kemajuan dan perbaikan hasil belajar secara berkesinambungan. Salah satu bentuk penilaian yang menilai proses sekaligus memberikan feedback untuk perbaikan proses belajar mengajar adalah asesmen formatif. Tujuan dari penelitian ini adalah untuk mendapatkan asesmen formatif yang valid dan meningkatkan kemampuan self regulation, serta mengetahui pengaruh kemampuan self regulation terhadap hasil belajar siswa pada tema “Suhu dan Perubahannya”. Penelitian ini merupakan penelitian Research and Development, dengan desain pengembangan yang diadaptasi dari Sugiyono. Berdasarkan penilaian pakar, asesmen formatif dinyatakan valid secara isi, konstruksi, dan bahasa dengan kriteria layak dengan sedikit revisi (rata-rata 3,64) dan reliabel berdasar uji empiris (r = 0,694). Pada uji coba skala kecil, diperoleh keterbacaan asesmen formatif sebesar 94%, beberapa item direvisi agar sesuai dengan perkembangan bahasa siswa SMP. Hasil temuan penelitian menunjukkan (1) penggunaan asesmen formatif meningkatkan kemampuan self regulation siswa (n gain = 0,303); (2) kemampuan self regulation yang meningkat dengan diterapkannya asesmen formatif dalam pembelajaran, berpengaruh kuat (r = 0,64) dan signifikan (thitung = 4,737) terhadap peningkatan prestasi akademik siswa; serta (3) kemampuan self regulation berperan 41% terhadap prestasi akademik siswa, sementara 59% lainnya dipengaruhi oleh faktor lain.Dengan demikian, asesmen formatif yang dikembangkan telah memenuhi kriteria produk pengembangan yaitu valid, praktis, efektif, dan menunjukkan nilai tambah. The change from Kurikulum Tingkat Satuan Pendidikan (KTSP) to Kurikulum 2013 on purpose and approach to reach purpose in science education made evaluation as the way to measure achievement also changed.  Evaluation functioned to monitor the process, progression, and  remedical of learning outcome continuously. One kind of evaluation to assess process also give feedback in teaching and learning activity’s remedical is formative assessment. This research aimed to get valid formative assessment that increase self regulation ability and to know relation between self regulation ablility with academic achievement  in “Temperature and Its Changing”. This was research and development kind of research, with design adopted from Sugiyono. According to validator, design of formative assessment was valid with some revisions based on content, construct, and language (mean score = 3.64) and reliable based on empirical analysis (r = 0.694). In small experiment, design of formative assessment got 94%, some items were corrected in order to appropriate with language development of junior high school students. Result of the research showed that (1) the using of formative assessment increased students’ self regulation ability (n gain = 0.303); (2) self regulation ability that increased because of the using of formative assessment had strong affect (r = 0.64) and significant (t = 4.737) on students’ academic achievement, and (3) self regulation ability played role on students’ academic achievement (41%), whereas 59% other was influenced by another factors.Thereby, the developed formative assessment qualified as developed product, that was valid, practical, effective, and having added value. 
PENERAPAN STRATEGI POE (PREDICT-OBSERVE-EXPLAIN) DENGAN METODE LEARNING JOURNALS DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KETERAMPILAN PROSES SAINS Rahayu, Puji; Widiyatmoko, Arif; Hartono, Hartono
Unnes Science Education Journal Vol 4 No 3 (2015): December 2015
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v4i3.8853

Abstract

Pembelajaran IPA di SMP Mataram Semarang belum sepenuhnya menerapkan prinsip inkuiri ilmiah sehingga partisipasi aktif dari peserta didik masih kurang. Kurangnya partisipasi peserta didik menyebabkan pemahaman konsep (hasil belajar kognitif) dan keterampilan proses sains (KPS) masih rendah. Penelitian ini bertujuan untuk mengetahui pemahaman konsep dan KPS peserta didik setelah diterapkannya strategi POE dengan metode Learning Journals.Penelitian ini adalah penelitian Quasi Experiment dengan desain Nonequivalent Control Group Design.Pengambilan sampling menggunakan teknik sampling jenuh, dimana seluruh populasi digunakan sebagai sampel. Kelas VII A dan VII B sebagai kelompok eksperimen, dan kelas VII C sebagai kelompok kontrol. Hasil penelitian menunjukkan kelompok eksperimen memiliki peningkatan pemahaman yang lebih tinggi dibandingkan kelompok kontrol. Hal tersebut terlihat dari hasil uji t-tes yang diperoleh yaitu thitung>ttabel, thitung sebesar 2,09 dan ttabel sebesar 1,98. KPS kelompok eksperimen lebih baik daripada kelompok kontrol. Hal tersebut dapat dilihat dari uji N-gain hasil tes KPS menunjukkan kelompok eksperimen rata-rata memiliki peningkatan sebesar 0,51 dengan kategori sedang. Dan hasil uji t-test skor observasi KPS dengan thitung 3,33> ttabel 1,98. Dari hasil tersebut dapat disimpulkan bahwa penerapan strategi POE dengan metode larning journals dapat meningkatkan pemahaman konsep dan KPS dari peserta didik. Science learning in SMP Mataram Semarangis not yet fully applied the principles of scientific inquiry so the student’s active participation is less. The lack of student’s participation makes the concept comprehension (cognitive learning outcomes) and science process skills (SPS) were low.This study aims to determine student’s concept comprehenssion and science process skills after the implementation of the POE strategy with Learning Journals methods. This research used Quasi Experiment with Nonequivalent Control Group design. Sample taken by saturated sampling technique, where the entire population is used as a sample. Class 7A and 7B as the experiment group, and class 7C as a control group.The results of this research showed that the experiment group had a higher the concept comprehenssion’s increased than control group. It was seen from t-test resultswhere the tcount> ttable,,tcountis 2.09 and ttable is 1.98. Science Process Skills experiment group is better than control group. It was seen from N-gain test of science process skills showed that the experimentgroup had increase average is 0.51(medium category). Based on t-test results of KPS scores observation where tcount 3.33 > 1.98 ttable. The conclusion of this results is implementation of the POE strategy with learning journals method could increase student’s concept comprehenssion and Science Process skills.
FAKTOR-FAKTOR YANG MEMPENGARUHI PENGEMBANGAN TRISULA KOMPETENSI Hartono, Hartono; Rusilowati, Ani; Wiyanto, Wiyanto
Unnes Science Education Journal Vol 2 No 2 (2013): July 2013
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v2i2.2568

Abstract

Hasil survei American Institute of Physics (Heuvelen, 2002) menunjukkan tiga kompetensi yang paling sering digunakan dalam kehidupan sehari-hari, yaitu kompetensi memecahakan masalah, bekerjasama dalam tim, dan berkomunikasi, yang kemudian dalam penelitian ini disebut trisula kompetensi. Untuk mengembangkan trisula kompetensi melalui jalur pendidikan, terlebih dahulu perlu diidentifikasi faktor-faktor yang mempengaruhinya, terutama dalam konteks pembelajaran sains. Variabel kemampuan berpikir, pemahaman konsep, dan trisula kompetensi telah diungkap dengan sampel mahasiswa calon guru bidang sains. Hasil analisis data dari ketiga variabel tersebut menunjukkan bahwa terdapat korelasi positif antara kemampuan berpikir dan trisula kompetensi, demikian juga pemahaman konsep dan trisula kompetensi, walaupun korelasinya lebih rendah. Hasil penelitian juga menunjukkan bahwa terdapat perbedaan yang signifikan (pada α=0,01) antara trisula kompetensi pada kelompok mahasiswa yang tingkat berpikirnya empirical inductive dan transisi, sedangkan antara yang kemampuan berpikirnya hypothetical inductive dan transisi serta antara hypothetical inductive dan empirical inductive tidak berbeda secara sigifikan.
PENGEMBANGAN ASESMEN FORMATIF UNTUK MENINGKATKAN KEMAMPUAN SELF REGULATION SISWA PADA TEMA SUHU DAN PERUBAHANNYA Rahmawati, Inna Latifa; Hartono, Hartono; Nugroho, Sunyoto Eko
Unnes Science Education Journal Vol 4 No 2 (2015): July 2015
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v4i2.7922

Abstract

Perubahan dari Kurikulum Tingkat Satuan Pendidikan (KTSP) ke kurikulum 2013 pada tujuan dan pendekatan untuk memperoleh tujuan pembelajaran IPA, menyebabkan evaluasi sebagai cara untuk mengukur ketercapaian tujuan juga mengalami perubahan. Evaluasi berfungsi untuk memantau proses, kemajuan dan perbaikan hasil belajar secara berkesinambungan. Salah satu bentuk penilaian yang menilai proses sekaligus memberikan feedback untuk perbaikan proses belajar mengajar adalah asesmen formatif. Tujuan dari penelitian ini adalah untuk mendapatkan asesmen formatif yang valid dan meningkatkan kemampuan self regulation, serta mengetahui pengaruh kemampuan self regulation terhadap hasil belajar siswa pada tema “Suhu dan Perubahannya”. Penelitian ini merupakan penelitian Research and Development, dengan desain pengembangan yang diadaptasi dari Sugiyono. Berdasarkan penilaian pakar, asesmen formatif dinyatakan valid secara isi, konstruksi, dan bahasa dengan kriteria layak dengan sedikit revisi (rata-rata 3,64) dan reliabel berdasar uji empiris (r = 0,694). Pada uji coba skala kecil, diperoleh keterbacaan asesmen formatif sebesar 94%, beberapa item direvisi agar sesuai dengan perkembangan bahasa siswa SMP. Hasil temuan penelitian menunjukkan (1) penggunaan asesmen formatif meningkatkan kemampuan self regulation siswa (n gain = 0,303); (2) kemampuan self regulation yang meningkat dengan diterapkannya asesmen formatif dalam pembelajaran, berpengaruh kuat (r = 0,64) dan signifikan (thitung = 4,737) terhadap peningkatan prestasi akademik siswa; serta (3) kemampuan self regulation berperan 41% terhadap prestasi akademik siswa, sementara 59% lainnya dipengaruhi oleh faktor lain.Dengan demikian, asesmen formatif yang dikembangkan telah memenuhi kriteria produk pengembangan yaitu valid, praktis, efektif, dan menunjukkan nilai tambah. The change from Kurikulum Tingkat Satuan Pendidikan (KTSP) to Kurikulum 2013 on purpose and approach to reach purpose in science education made evaluation as the way to measure achievement also changed.  Evaluation functioned to monitor the process, progression, and  remedical of learning outcome continuously. One kind of evaluation to assess process also give feedback in teaching and learning activity’s remedical is formative assessment. This research aimed to get valid formative assessment that increase self regulation ability and to know relation between self regulation ablility with academic achievement  in “Temperature and Its Changing”. This was research and development kind of research, with design adopted from Sugiyono. According to validator, design of formative assessment was valid with some revisions based on content, construct, and language (mean score = 3.64) and reliable based on empirical analysis (r = 0.694). In small experiment, design of formative assessment got 94%, some items were corrected in order to appropriate with language development of junior high school students. Result of the research showed that (1) the using of formative assessment increased students’ self regulation ability (n gain = 0.303); (2) self regulation ability that increased because of the using of formative assessment had strong affect (r = 0.64) and significant (t = 4.737) on students’ academic achievement, and (3) self regulation ability played role on students’ academic achievement (41%), whereas 59% other was influenced by another factors.Thereby, the developed formative assessment qualified as developed product, that was valid, practical, effective, and having added value. 
PENERAPAN STRATEGI POE (PREDICT-OBSERVE-EXPLAIN) DENGAN METODE LEARNING JOURNALS DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN PEMAHAMAN KONSEP DAN KETERAMPILAN PROSES SAINS Rahayu, Puji; Widiyatmoko, Arif; Hartono, Hartono
Unnes Science Education Journal Vol 4 No 3 (2015): December 2015
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v4i3.8853

Abstract

Pembelajaran IPA di SMP Mataram Semarang belum sepenuhnya menerapkan prinsip inkuiri ilmiah sehingga partisipasi aktif dari peserta didik masih kurang. Kurangnya partisipasi peserta didik menyebabkan pemahaman konsep (hasil belajar kognitif) dan keterampilan proses sains (KPS) masih rendah. Penelitian ini bertujuan untuk mengetahui pemahaman konsep dan KPS peserta didik setelah diterapkannya strategi POE dengan metode Learning Journals.Penelitian ini adalah penelitian Quasi Experiment dengan desain Nonequivalent Control Group Design.Pengambilan sampling menggunakan teknik sampling jenuh, dimana seluruh populasi digunakan sebagai sampel. Kelas VII A dan VII B sebagai kelompok eksperimen, dan kelas VII C sebagai kelompok kontrol. Hasil penelitian menunjukkan kelompok eksperimen memiliki peningkatan pemahaman yang lebih tinggi dibandingkan kelompok kontrol. Hal tersebut terlihat dari hasil uji t-tes yang diperoleh yaitu thitung>ttabel, thitung sebesar 2,09 dan ttabel sebesar 1,98. KPS kelompok eksperimen lebih baik daripada kelompok kontrol. Hal tersebut dapat dilihat dari uji N-gain hasil tes KPS menunjukkan kelompok eksperimen rata-rata memiliki peningkatan sebesar 0,51 dengan kategori sedang. Dan hasil uji t-test skor observasi KPS dengan thitung 3,33> ttabel 1,98. Dari hasil tersebut dapat disimpulkan bahwa penerapan strategi POE dengan metode larning journals dapat meningkatkan pemahaman konsep dan KPS dari peserta didik. Science learning in SMP Mataram Semarangis not yet fully applied the principles of scientific inquiry so the student’s active participation is less. The lack of student’s participation makes the concept comprehension (cognitive learning outcomes) and science process skills (SPS) were low.This study aims to determine student’s concept comprehenssion and science process skills after the implementation of the POE strategy with Learning Journals methods. This research used Quasi Experiment with Nonequivalent Control Group design. Sample taken by saturated sampling technique, where the entire population is used as a sample. Class 7A and 7B as the experiment group, and class 7C as a control group.The results of this research showed that the experiment group had a higher the concept comprehenssion’s increased than control group. It was seen from t-test resultswhere the tcount> ttable,,tcountis 2.09 and ttable is 1.98. Science Process Skills experiment group is better than control group. It was seen from N-gain test of science process skills showed that the experimentgroup had increase average is 0.51(medium category). Based on t-test results of KPS scores observation where tcount 3.33 > 1.98 ttable. The conclusion of this results is implementation of the POE strategy with learning journals method could increase student’s concept comprehenssion and Science Process skills.
PENERAPAN PENILAIAN PORTOFOLIO PADA MATAKULIAH STATISTIKA DI PENDIDIKAN FISIKA Rusilowati, Ani; Hartono, Hartono
Unnes Science Education Journal Vol 3 No 3 (2014): December 2014
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v3i3.20180

Abstract

Abstrak Diberlakukannya kurikulum 2012 yang berbasis kompetensi dan konservasi di Unnes menuntut konsekuensi penerapan teknik penilaian yang sesuai yaitu autentik asesmen. Salah satu penilaian yang dapat diterapkan adalah portofolio. Tujuan penelitian ini adalah untuk mendeskripsikan teknik penerapan penilaian portofolio, menentukan dampaknya bagi dosen,asisten, dan mahasiswa, serta mengetahui kendala penerapan penilaian portofolio. Penelitian eksperimen ini menerapkan model pembelajaran yang sesuai dengan penerapan penilaian portofolio pada matakuliah Statistik, berupa pemberiantugas untuk menganalisis buku dan pemecahan/penyelesaian soal pada Rombel 1 dan membuat karya tulis danmempresentasikan bagi Rombel 2. Teknik analisis data menggunakan deskriptif persentase dan gain ternormalisasi. Hasilpenelitian berupa teknik penerapan penilaian portofolio dengan model pembelajaran yang menekankan penugasan.Penerapan penilaian portofolio ini memberikan dampak positip bagi dosen pengampu, asisten dan mahasiswa yangmenempuh matakuliah tersebut. Dampak bagi dosen antara lain terjadi peningkatan kemampuan pedagogi dalampengembangan instrumen dan penerapan penilaian portofolio. Dampak bagi asisten antara lain lebih mendalami materiStatistik dan praktik menerapkan teknik penilaian portofolio sebagai bekal untuk pelaksanaan di dunia kerjanya kelak.Dampak bagi mahasiswa dapat dilihat dari peningkatan kemampuan menganalisis buku, kemampuan memecahkan soal,komunikasi tulis, komuniksi lisan, dan penguasaan konsep Statistik. Penugasan untuk penyelesaian soal memberikandampak lebih baik dalam penguasaan konsep Statistik daripada. penugasan pembuatan k arya tulis danmempresentasikannya. Kendala yang timbul ketika menerapkan penilaian portofolio adalah diperlukan waktu lebih banyak dan harus segera menyelesaikan koreksi agar dapat dilihat trend atau peningkatan dari tugas satu ke tugasberikutnya. Abstract The curriculum 2012 that competency-based and conservation-based had enacted. The consequences of the applied this curriculumrequires to apply appropriate assessment technique that was the authentic assessment. One of the assessment technique that can beapplied was the portfolio assessment. The purpose of this study was to describe the technique of implementation of portfolio assessment,determine the implications for teachers, assistants, and students, as well as knowing the obstacles of the portfolio assessment. Thisexperimental research was apply learning model that corresponds to the implementation of portfolio assessment on Statistics subjects, the task of analyzing books and problem-solving in learning-groups 1 and make a scientific paper and presented to learning-group 2. Analysisusing percentage descriptive and normalized gain. The result of this research is portfolio assessment techniques by learning models that emphasize the assignment. The implementation of the portofolio assessment provide a positive impact fot the lecturers, assistants, and students who take this subject. Impact on lecturers was include an increase in the ability of pedagogy in the instruments dev elopment andimplementation of portfolio assessment. Impact on assistants was include understand statistic material into the practi ce of applyingStatistics and portfolio assessment techniques as a preparation for future implementation in their job. Impact on students was appear inthe increase in the ability to analyze the book, the ability to solve problem, written dan verbal communication, an d mastery of theconcept of Statistics. Assignment for problem-solving provide more better impact in Statistics concept than making paper and present it.Obstacles that arise when implementing portfolio assessment is required more time and correction must be completed in order to see thetrend or improvement of one task to the next task.
THE USE OF QUANTUM TEACHING MODELS ON EQUILIBRUM CHEMISTRY FOR ELEVEN-GRADE STUDENTS IN SENIOR HIGH SCHOOLS OF 14 PALEMBANG Oktasari, Citra; Prisciliyo, G; Rachman, F Abd; Hartono, Hartono
Unnes Science Education Journal Vol 8 No 3 (2019): December 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

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Abstract

The purpose of this research is to determine the use of quantum teaching models on equilibrium chemistry to improve chemistry learning process in senior high schools 14 of Palembang. The quantum teaching model is one of the guidelines in planning and implementing learning that can improve the teaching and learning process in a class consisted of six phase i.e Grow, Natural, Name, Demonstrate, Repeat and Celebrate. The subject of this research was 40 eleven-grade students. This research was conducted for 3 cycles. The averages of students learning outcomes before treatment (T0) was 51.82 with percentage of learning completeness was 10%. The average of students’ learning outcomes in first cycle (T1) was 68.4 with percentage of learning completeness was 47.37%. The average of students learning outcomes in the second cycle (T2) was 78.9 with the percentage of learning completeness was 78.9%. The average of the students’ learning outcomes in the third cycle (T3) was 84.4 with the percentage of learning completeness was 86.84%. Based on observe to students activity, quantum teaching can improve students activity, that is in the first cycle was 50.64%, the second cycle was 63.03% and 73.76% was for the third cycle.
Diversities of Students’ Learning Style in Discovery Learning Method and Their Ability in Physics Problem Solving Musyarrof, Ahmad Fatih; Nugroho, Sunyoto Eko; Hartono, Hartono; Masturi, Masturi
Unnes Science Education Journal Vol 9 No 2 (2020): July 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i2.40861

Abstract

The concept of physics can be understood through learning activities. Everyone has their own learning styles. For students, teaching and learning activities in the classroom physics with certain learning methods will slightly affect their learning styles. This article is intended to describe how students' learning styles in physics teaching and learning activities that required by certain learning methods. The subjects used were 66 students of Temanggung senior high school at grade 11 who were taught with the Discovery-Learning teaching method. Learning styles that used to classify are Honey-Mumford learning styles. The learning style is divided into 4 groups: Activists, Reflectors, Theorists, and Pragmatists. As the result, most students belong to the reflector learning styles.
Co-Authors A Mushawwir Taiyeb A.A. Ketut Agung Cahyawan W Abdul Aziz Adeng Slamet Aditia Candra Buana, Ika Aditya Marianti Adityas Normalita, Adityas Agus Cahyono Ahmad, Emma Zulfiana Ainur Roat, M. Zain Aksari, Dili Apriana Al Irsyad, M. Indra Alvianto, Wibi Ardi Amelia Hani Saputri, Amelia Hani Amelia, Lince Amin, Muhammad Saiful Amrullah, Syahid Amrullah, Thoif Zara Amsari, Uli An Nizhami, Avicenna Anastasia Dewi Titisari Andreas Priyono Budi Prasetyo Ani Rusilowati Aniek Wirastania, Aniek Any Wuryaningrum, Any Ardin Ardin, Ardin Ari Probandari Arif Widiyatmoko, Arif Arini, Affita Nur Aris Haryadi, Aris Arista Rahayu, Arista Arisyanto, Prasena Arisyanto, Prasena Arum, Agnes Yustika Wulan Aryanti Indah Jaya Asadillah Hadi As’ari, Asadillah Hadi Ashar Ashar Astuti Wahyuningsih, Dwi Astuti, Andi Arie Astuti, Umi Aswandi Aswandi, Aswandi Aswanti Setyawati, Aswanti Atep Sujana Awan, Meiseti Ayu Riyanti, Galuh Bagoes Widjanarko Bahiyah, Lumiyatun Bambang Sugiantoro Bambang Sulistyo Bambang Tjahjono Barano SS Meteray, Barano SS Bhisma Murti Budi Yulianto Buenita, Buenita Buliali, Joko Lianto Cahyati, Ani Carli Carli Chanafi, Chanafi Danang Parikesit Danoedoro Danoedoro Daryadi Daryadi Daulay, Mushoddik Department, administratio Dewanti Handayani, Sri Sularti Dilfa, Alrizka Hairi Disty, Indi Rifkiana Dyah Fachriyyati, Dyah Dyah Pratamawati, Dyah Edi, Sukisno Supeni Edi, Sukiswo Supeni Effendy, Suhardi Eko Armanto Eko Saputra Eko Wahyuni, Eko EM, Mexitalia Setiawati Endah Purwaningsih Endang Susilaningsih Endang Wara Suprihatin Suprihatin, Endang Wara Suprihatin Eny Kusumastuti Fadhilah, Ayu Fajrianti, Fajrianti Falah, Syarifatul Farida Nursyahidah Farida, Camellia Green Fatimah Azzahrah Fatirul, Ach. Noor Fatirul, Achmad Noor Fauzi, Muhamad Irfan Febriyanti, Indriani Ferawati, Yusnita Fikri, Dzul Firdaningsih, Firdaningsih Fitri Daryanti Fitri Handayani Fitria, Elfiana Fitriani Fitriani Frilisa Dliyaul Haya, Frilisa Dliyaul Fuad Abdurachman, Fuad Fu’adah, Hanif Gandes Nurseto, Gandes Giranti, Aulia Haq Gusmiah, Tisa Hadi Mulyono Hakim Zulkarnain Hamseh, Achmad Harahap, Emira Nadiah Hardianti, Meliana Haryono Haryono Haryono Supriyo Hedianti, Galuh Fatma Hendry Frananda HERI SETYAWAN Hermawan, Mochamad Arif Hidayah, Husnul Hidayat, Esty Nur Histiarini, Aprisa Rian Hudori, Mahfuz Hulu, Victor Trismanjaya Husna Arifah, Husna Husnawati, Aula I Gusti Ngurah Antaryama Ian Yulianti, Ian Imam Sujadi Indri Erwhani Inna Latifa Rahmawati, Inna Latifa Ipung Permadi Irchami Putriningtyas, Irchami Irsyad, M. Indra al Isa Akhlis Ishaq, Sunaryo Ismet Ismet, Ismet Isnarto, Isnarto Izza, Lailatul Janah, Anisa Furtakhul Janitra, Atikah Ayu Jiu, Cau Kim Joko Sutarto Juniani, Juniani Kardiatun, Tutur Kasmiah, Kasmiah Khumaedi - Koko Setiawan, Koko Krismiyanti, lufia Kumala Andriani, Riski Widya Kus Prihantoso Krisnawan Kusbandiami, Kusbandiami Kusumoaji, Danartomo Kuswadi, Kuswadi Laela Hikmah Nurbatra Langlang Handayani Lathifah, Maghfirotul Lestari Raharjo, Evi Dwi Lestari, Ika Desi Lestari, Nartini Lianawati, Ayong Liliana Liliana Lilies Lilies Loi, Leonard Lukman Lukman M. Djahir Basir, M. Djahir Magita Novita Sari, Magita Novita Mahardhika, Hendy Maliasih, Maliasih Maliasih, Maliasih Marhadi Saputro Masayu Nurhayati, Masayu Masluchah, Indah Masrani, Muhammad Masturi Masturi Metan, Yosefina Mochammad Maksum Machfoedz, Mochammad Maksum Moesarofah, Moesarofah Mokhamad Taufik, Mokhamad Mudhofir, Faiz Mufidah, Elia Firda Muh Irfan Muhammad Jazuli Muhammad Kamal Muhammad Masykuri Muhammad Rusmin, Muhammad Muhammad, Fan Naa Na Muhammad, Fan Naa Na Mukhlisin Mukhlisin Mulabbi, Andrew Muliati Muliati, Muliati Murbangun Nuswowati Murti, Murti Musyarrof, Ahmad Fatih Ni Komang Tri Paramityaningrum, Ni Komang Tri Nika Bellarinatasari Nikmah, Syafridatun Ninik Lukiana Nirbaya, Eryaya Nirbaya, Eryaya Noorlaila M.S, Iva Noviani, Yusida Novysa Basri Nugraha, Erika Sulistya Nur Mohammad Farda Nur'aini, Bekti Nurhadi, Imam Nurkhoerudin, Diky nurlailis saadah, nurlailis Nurrofiah, Nurrofiah Nursida Arif Oktasari, Citra P, Nurani P, Nurani Padang Yanuar Perdani, Ambika Putri Phillips, David Pipit Skriptianata Putra Pranida Pramuharti, Marlita Pramuwardani, Ida Prashinta Nita Damayanti Prastyo, Irman Said Pratama, Rizki Giska Pratiwi Oktaviani, Pratiwi Prawira, Edwin Prihatini, Luciana Intan Prisciliyo, G Projo Danoedoro Puji Rahayu Putranto Manalu Putri, Dila Cahyani Putri, Osmawinda Putut Marwoto Qadriathi Dg Bau Rachman, F Abd Rachman, Fuad Abd Rachmawati, Sofia Rahardjo, Pentardi Rahayu, Indah Dwi Rahman Haryadi, Rahman Rahmi Susanti Rakanita Dyah Ayu Kinesti, Rakanita Dyah Ayu Ramadhaniyati, Ramadhaniyati Regina Titi Christinawati Tandelilin Renhoat, Asep Abdu Reni Wijayanti Restu Lanjari Restuningrum, Ayu Retnadi Heru Jatmiko Ridwan, Mohd. 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Firman Amardani Saputri, Aneng Dewi Sari, Pika Dian Mayang Sari, Yulvia Sarwi - Sehah Sehah Selaswati, Selaswati Seno Darmanto Sepriando, Alpon Setiaji Setiaji, Setiaji Setiawan, Prayudha Benni Setiyawan, Trio Setyasih, Astin Dwi Siagian, Masryna Sihotang, Widya Yanti Silin, Aprilia Siregar, Santy Deasy Slamet Priyoatmojo, Slamet Soedarmadji, Boy Sofianty, Sri Sopaheluwakan, Ardhasena Sri Iswidayati Sri Susilogati Sumarti St. Budi Waluya Sudarmin Sudarmin Sugiono, Friska Ayu Fitrianti Sugita, Iqbal Sugito - Suhadi Lili Sujarwata Sujarwata, Sujarwata Sukestini, Erna Sukismanto, Sukismanto Sukiswo Supeni Edie, Sukiswo Supeni Sulhadi - Sumardiyono Sumardiyono Sunarno Sunarno Sunarto Sunarto Sunawan Sunawan Sunyoto Eko Nugroho, Sunyoto Eko Supriyadi Supriyadi Surtikanti Surtikanti Suryanti Retna Sari, Dyah Susanto, Primadi Candra Susilawati, Susilawati Sutijono, Sutijono Sutikno Sutikno syakir syakir Tasari, Ade Erlin Thomas Thomas Tirtaningsih, Munaisra Tri Tivany, Fika Tjetjep Rohendi Rohidi, Tjetjep Rohendi Totok Gunawan Totok Sumaryanto Florentinus, Totok Sumaryanto Totok Sumaryanto, Totok Tri Rejeki Andayani Tri Wahyuningtyas, Tri Udi Utomo Ukiman, Ukiman Utantyo Utantyo, Utantyo Utin Desy Susiaty, Utin Desy Utomo, Setio W, Agustin Ayu Wadiyo Wadiyo Wafrotur Rohmah Wahyu Isti Nugroho Wahyu Lestari Wahyu Setyaningsih Sugiyo, Septi Wahyu Sopandi Wahyu Tri Cahyanto Walid Walid, Walid Waluyo, Akhmad Ardi Wardana, Handoko Aji Wardani, Anestia Widya Wardhani, Ratri Shinta Widodo, Ignatius Gunawan Wihantoro Wihantoro Willestania, Michelle Winarti, Tutut Wintolo, Marhento Wiyanto - Wulandari Wulandari Wulansari, Agnes Yahya Yahya Yoga Yuniadi Youpi, Youpi Yundari, Yundari Zulfahmi, Muhammad Nofan