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UIN Sunan Kalijaga Yogyakarta
Earth & Planetary Sciences Education Electrical & Electronics Engineering Physics

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Brain-Based Learning: The Impact on Student’s Higher Order Thinking Skills and Motivation Ardian Agus Permana; Ika Kartika
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 10, No 1 (2021): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (964.748 KB) | DOI: 10.24042/jipfalbiruni.v10i1.6908

Abstract

The research objectives are to determine the effects of the Brain-based Learning (BBL) approach on students' higher-order thinking skills and student motivation to learn physics. This research used the quasi-experimental pretest-posttest design. The sample of this research consisted of two tenth-grade science classes chosen by simple random sampling technique. This research population was all tenth-grade students of a senior high school in Yogyakarta. The data were obtained by test and non-test techniques. The result shows that BBL approach affects on the students' higher-order thinking skills (sig. 2-tailed = 0,003 α = 0.05). Further, it also improves students' higher-order thinking skills represented by the N-Gain value (experimental class N-Gain = 0.40 control class N-Gain = 0.21). On the other hand, not only on student's higher-order thinking skills, BBL approach bring the significant effect on students’ motivation in learning physics (sig. 2-tailed = 0,000 α = 0.05) as well as could improve it (experimental class N-Gain = 0.55 control class N-Gain = 0.04). It means that the BBL approach could improve higher-order thinking skills and students' motivation more effectively than the traditional approach
Pengaruh Model Cooperative Learning Tipe Numbered Head Together (NHT) dengan Metode Tutor Sebaya (Peer Tutoring) Terhadap Peningkatan Hasil Belajar Siswa Kelas X MAN 4 Bantul pada Materi Momentum, Impuls dan Tumbukan Mei Nur Cahyati; Ika Kartika
Jurnal Penelitian Pembelajaran Fisika Vol 10, No 1 (2019): April 2019
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v10i1.3491

Abstract

This research is aimed to know: (1) the effect of Model NHT with Peer Tutoring Method toward the increasing of student’s learning achievement in kognitive aspect (2) the effect of  ModelNHT with Peer Tutoring Method toward the increasing of student’s learning achievement in affective aspect. The research method that be used is quasi experiment with nonequivalent control group design. The population in this research is all of students at Science tenth grade in MAN 4 Bantul academic year 2016/2017. The sample was chosen by surfeited sampling technique that X Science 1 as experiment class and X Science 2 as control class. The results of this research show that (1) Learning with NHT model with peer tutoring gives influence toward the increasing of student’s cognitive learning achievement with N-Gain value 0,52 (medium) within high significance (Effect Size 1,26). The average of student’s kognitive skill on learning with NHT with peer tutoring method get score at 68,57 and with expository learning get score 51,57 (2) Learning with NHT model with peer tutoring gives influence for increasing affective learning achievement with percentage of affective learning achievement at 52,29 % (first meeting), 59,58% (second meeting), and 58,54 % (third meeting), while in the control class gets percentage at 51,61% (first meeting), 52,42% (second meeting), and 52,22 % (third meeting).
Pengembangan E-Modul dengan Pendekatan Problem Based Learning untuk Peserta Didik SMA/MA Kelas XI Materi Gejala Gelombang Faqih Dinal Malik Sidik; Ika Kartika
Jurnal Penelitian Pembelajaran Fisika Vol 11, No 2 (2020): September 2020
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v11i2.6277

Abstract

This research aims to: (1) development of e-module with problem based learning approach, (2) obtaining the quality of e-module with problem based learning approach based on material expert, media expert and physics teacher assessment, (3) Obtaining the response from student and enforceability of e-module with problem based learning approach. This research belongs to Research and Development (R&D). Development is done by referring to the procedural model. This development research procedure is based on 4-D model which includes 4 steps, namely (1) Define, (2) Design, (3) Develop, (4) Disseminate. This research is done until Development steps. The research instrument are criticism and validator suggestion sheet, e-module quality assessment sheet, student response sheet and enforceability observastion sheet. The result of this research is e-module with problem based learning approach. The e-module quality based on assessment of material expert, media expert and physics teacher has average score 3,62; 3,80; and 3,92 with a very good category. Student’s responses on small field test have average score 0,88 with agree category. Result from the enforceability of e-module on 3th and 4th problem based learning steps in e-module has not been implemented. Other steps as a whole have been well implemented on the large field test.
Brain-Based Learning: The Impact on Student’s Higher Order Thinking Skills and Motivation Ardian Agus Permana; Ika Kartika
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 10, No 1 (2021): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v10i1.6908

Abstract

The research objectives are to determine the effects of the Brain-based Learning (BBL) approach on students' higher-order thinking skills and student motivation to learn physics. This research used the quasi-experimental pretest-posttest design. The sample of this research consisted of two tenth-grade science classes chosen by simple random sampling technique. This research population was all tenth-grade students of a senior high school in Yogyakarta. The data were obtained by test and non-test techniques. The result shows that BBL approach affects on the students' higher-order thinking skills (sig. 2-tailed = 0,003 <α = 0.05). Further, it also improves students' higher-order thinking skills represented by the N-Gain value (experimental class N-Gain = 0.40 > control class N-Gain = 0.21). On the other hand, not only on student's higher-order thinking skills, BBL approach bring the significant effect on students’ motivation in learning physics (sig. 2-tailed = 0,000 <α = 0.05) as well as could improve it (experimental class N-Gain = 0.55 > control class N-Gain = 0.04). It means that the BBL approach could improve higher-order thinking skills and students' motivation more effectively than the traditional approach
Co-Authors Ardian Agus Permana Faqih Dinal Malik Sidik Mei Nur Cahyati