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Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach Siti Hannah Padliyyah; Irma Rahma Suwarma; Agus Jauhari
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 12, No 2 (2020): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v12i2.6397

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING DENGAN PENDEKATAN MULTIREPRESENTASI TERHADAP PENINGKATAN PENGUASAAN KONSEP FISIKA SISWA SMA Dedeh Kurniasih; Hera Novia; Agus Jauhari
Jurnal Phi: Kurnal Pendidikan Fisika & Terapan Vol 1, No 2 (2020)
Publisher : UIN Ar-Raniry

Penelitian ini dilatar belakangi oleh tidak maksimalnya pembelajaran fisika dengan pendekatan multirepresentasi yang diterapkan di SMA Negeri 15 Bandung. Tujuan penelitian ini adalah untuk menganalisis pengaruh signifikan model pembelajaran inkuiri terbimbing dengan pendekatan multirepresentasi terhadap peningkatan penguasaan konsep fisika siswa. Metode penelitian yang digunakan adalah pre-experimental design dengan desain eksperimen one group pretest-posttest design. Sampel dalam penelitian ini adalah siswa-siswi kelas XI MIPA 5 di SMA Negeri 15 Bandung sebanyak 28 orang siswa. Pengumpulan data dilakukan menggunakan tes, dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan model pembelajaran inkuiri terbimbing dengan pendekatan multirepresentasi terhadap peningkatan penguasaan konsep yaitu dengan hasil uji t paired menunjukkan nilai t hitung absolut sebesar 24,836, yang berarti thitung > ttabel, dengan nilai t tabel yang memiliki signifikasi 5% sebesar 2,052. Hal ini berarti terdapat pengaruh signifikan model pembelajaran inkuiri terbimbing dengan pendekatan multirepresentasi terhadap peningkatan penguasaan konsep fisika siswa SMA.

THE APPLICATION OF STEM-BASED IPA LEARNING ACTIVITIES TO IMPROVE LEARNING MOTIVATION IN STRAIGHT MOTION CONCEPTS IN JUNIOR HIGH SCHOOL Lintang Nurul Fatichah; Ida Kaniawati; Agus Jauhari
KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Vol 4 No 2 (2019): KONSTAN (Jurnal Fisika dan Pendidikan Fisika)
Publisher : Universitas Islam Negeri (UIN) Mataram

ABSTRACT Parents are the most influential figure in the life of every child. Parental involvement in the learning process can also affect the process of life is huge in children. In addition, the teachers and the learning environment in schools can also influence the motivation to learn so that students can master the student's mastery of concepts in science lessons in schools, especially physics known as a difficult subject among junior high school students. Therefore teachers and learning environments should be supportive atmosphere so that students more motivated to follow the lessons of Natural Sciences. The purpose of this study was to determine the increase in student motivation by using STEM-based science learning. This study uses a quantitative research with the participation of as many as 28 students of class VIII-5 on one of the Junior High School in Bandung. The instrument used in this study was a questionnaire on aspects of learning motivation Need for Achievement, Need for Power aspects, and aspects of the Need for Affiliation. The results showed that the students' motivation to learn the most improved there on aspects Need for Power showed an increase by a margin of 3.53 and an average pretest and posttest of 0.89. It can be concluded that the application of STEM-based science learning can increase students' motivation. Solutions to increase learning motivation towards science subjects can use based learning Science, Technology, Engineering, and Mathematics (STEM). Keywords: Motivation; STEM.

Integrasi Kegiatan Self-diagnosis pada Pembelajaran Hukum Pascal Menggunakan Pendekatan STEM Hannah Siti; Irma Rahma Suwarma; Agus Jauhari
SAINTIFIK Vol 6 No 1 (2020): Jurnal Saintifik: Jurnal Matematika, Sains, dan Pembelajarannya
Publisher : Universitas Sulawesi Barat

penelitian ini bertujuan untuk mengetahui peningkatan penguasaan konsep fisika dan self-diagnosis peserta didik menggunakan pendekatan STEM pada kelas XI SMA materi hukum pascal. Desain penelitian one-group pretest-posttest dengan sampel 30 orang siswa. Berdasarkan hasil temuan, terdapat peningkatan penguasaan konsep [<g> = 0,51] dari pre-test ke post-test. Pada kegiatan self-diagnosis diidentifikasi bahwa terdapat perbedaan skor [z = 1,75; p = 0,9599] siswa hasil penilaian peneliti dan hasil self-scoring. Diagnosa diri yang lebih mendalam memicu serangkaian langkah implisit yang mendorong mereka untuk mengatur kembali kognisi mereka dengan cara memperbaiki letak kesalahan yang mereka lakukan. Sehingga kegiatan pembelajaran pendekatan STEM yang melibatkan aktivitas self-diagnosis dapat meningkatkan penguasaan konsep peserta didik.

PENGEMBANGAN ELECTRICITY CONCEPT TEST BERFORMAT FOUR-TIER TEST Invea Nur Mukti Lestari; Iyon Suyana; Agus Jauhari
WaPFi (Wahana Pendidikan Fisika) Vol 3, No 1 (2018): WaPFi (Wahana Pendidikan Fisika) 2018
Publisher : Universitas Pendidikan Indonesia (UPI)

ABSTRAK Penelitian ini bertujuan untuk mengembangkan Electricity Concept Test (ECT) berformat four-tier test sebagai sebuah alat tes yang mampu mengungkap miskonsepsi peserta didik pada materi listrik statis. Instrumen dikembangkan dari instrumen ECT oleh Esra Bilal dan Mustofa Erol berupa two-tier open ended question, dengan langkah-langkah sebagai berikut: adaptasi kurikulum, adaptasi bahasa, menentukan option jawaban, uji coba dan evaluasi. Uji coba dilakukan terhadap siswa SMA di kabupaten Bandung Barat. Hasil uji coba menunjukkan instrumen yang dikembangkan mampu mengungkap peserta didik yang miskonsepsi, tidak menguasai konsep, menguasai konsep sebagian dan menguasai konsep. Analisis lebih lanjut dari hasil uji coba merekomendasikan perlu perbaikan berupa: perbaikan Bahasa serta distraktor agar dapat ditindaklanjuti untuk uji coba lebih luas. Kata kunci: listrik statis; ECT; miskonsepsi; four-tier test ABSTRACT This research aimed to develop the Electricity Concept Test (ECT) four-tier test formatted as a diagnostic test which can revealed student’s misconception at electrostatic. The instrument was developed from the ECT instrument by Esra Bilal and Mustafa Erol in the form of a two-tier open ended question, with the following steps: curriculum adaptation, language adaptation, choice of options, trials, and evaluation. The isntrument has been tested on high school students in the regency of West Bandung. The results of the test showed that the developed instrument is able to showed the students who misconception, do not understand the concept, partially understand and understand the concept. Further analysis of the trial results recommends improvements in the form of: Language improvement and the distractors to be followed up for a wider trial. Keywords: electrostatic; ECT; misconception; four-tier test

Analisis Hasil Observasi Motivasi Ekstrinsik Siswa SMP terhadap Pembelajaran IPA Lintang Nurul Fatichah; Irma Rahma Suwarma; Agus Jauhari
WaPFi (Wahana Pendidikan Fisika) Vol 4, No 2 (2019): WaPFi (Wahana Pendidikan Fisika) 2019
Publisher : Universitas Pendidikan Indonesia (UPI)

Orang tua merupakan sosok yang paling berpengaruh dalam kehidupan setiap anak. Keterlibatan orang tua dalam proses pembelajaran juga dapat mempengaruhi proses kehidupan yang sangat besar pada anak. Selain itu juga guru dan lingkungan belajar di sekolah juga dapat mempengaruhi motivasi belajar siswa dalam Pelajaran IPA di sekolah khususnya Fisika yang dikenal sebagai pelajaran yang sulit dikalangan siswa SMP. Maka dari itu guru dan suasana lingkup belajar harus mendukung agar siswa termotivasi lebih untuk mengikuti pelajaran Ilmu Pengetahuan Alam. Siswa akan merasa termotivasi ketika ia merasa diperhatikan dan dapat bermanfaat bagi orang lain. Tujuan penelitian ini adalah untuk mengetahui pengaruh motivasi ekstrinsik siswa SMP terhadap pembelajaran IPA. Penelitian ini menggunakan metode eksperimen dengan instrumen penelitian berupa angket motivasi belajar. Penelitian ini dilakukan di salah satu SMP Negeri di Kota Bandung. Adapun subjek Penelitian ini adalah siswa kelas VII-5 yang berjumlah 30 siswa. Hasil dari analisis data yang peneliti teliti adalah beberapa siswa kelas VII-5 sudah mempunyai motivasi belajar yang tinggi tetapi ada juga yang masih belum mempunyai motivasi yang benar-benar untuk mengikuti pelajaran Ilmu Pengetahuan Alam di kelas. Sebagian siswa yang sudah memiliki motivasi yang tinggi itu percaya bahwa Ilmu sains itu sangat bermanfaat bagi dirinya untuk dimasa depan. Solusi untuk meningkatkan motivasi belajar terhadap pelajaran IPA dapat menggunakan pembelajaran berbasis Science, Technology, Engineering, and Mathematics (STEM). Kata Kunci: Motivasi; Motivasi Ekstrinsik; STEM. ABSTRACT Parents are the most influential figures in the lives of every child. The involvement of parents in the learning process can also affect the life process that is very large in children. Besides that, the teacher and the learning environment in the school can also influence students' learning motivation in Science Lessons in schools, especially Physics, which is known as a difficult lesson among middle school students. Therefore the teacher and the atmosphere of the learning environment must support so that students are more motivated to take Natural Sciences lessons. Students will feel motivated when they feel cared for and can benefit others. The purpose of this study was to determine the effect of extrinsic motivation of junior high school students on science learning. This study uses an experimental method with research instruments in the form of learning motivation questionnaires. This research was conducted at one of the state junior high schools in the city of Bandung. The subject of this study was students of class VII-5, which amounted to 30 students. The results of the data analysis by a careful researcher are that some students of class VII-5 already have high learning motivation but there are also those who still do not have the true motivation to take Natural Sciences lessons in class. Some students who already have high motivation believe that science is very beneficial for themselves in the future. Solutions to increase learning motivation for science lessons can use learning based on Science, Technology, Engineering, and Mathematics (STEM). Keywords: Motivation; Extrinsic Motivation; STEM

Profil Keterampilan Abad 21 (4C’s) Siswa SMA pada Materi Suhu dan Kalor Melalui Model Project Based Learning (PjBL) Ating Herawati; Didi Teguh Candra; Agus Jauhari; Setiya Utari
WaPFi (Wahana Pendidikan Fisika) Vol 4, No 2 (2019): WaPFi (Wahana Pendidikan Fisika) 2019
Publisher : Universitas Pendidikan Indonesia (UPI)

Penelitian deskriptif kuantitatif ini bertujuan untuk mengetahui profil keterampilan abad ke-21 (4C’s) siswa SMA pada materi suhu dan kalor dan pada pembelajaran Project Based Learning (PjBl). Penelitian menggunakan populasi siswa kelas XI di salah satu SMA Negeri di Kota Cimahi dengan jumlah sampel 62 orang yang di pilih secara random clauster. Profill keterampilan abad ke-21 yang diamati meliputi keterampilan berpikir kritis (critical thnking), keterampilan kreativitas dan inovasi (creativity and innovation), keterampilan komunikasi (communication) dan keterampilan kolaborasi (collaboration). Profil keterampilan abad ke-21 tersebut diperoleh melalui observasi berdasarkan lembar observasi oleh observer yang telah dilatih terlebih dahulu dan LKS sebagai penunjuk arah bagi siswa selama kegiatan pembelajaran. Hasil analisis data menunjukkan bahwa pada keterampilan critical thinking terdapat 51% siswa berada pada kategori “mendekati standar” , untuk keterampilan kreativitas dan inovasi (creativity and innovation) terdapat 40% siswa berada pada kategori mendekati standar”, dan keterampilan komunikasi (communication) terdapat 59% siswa berada pada kategori “mendekati standar” sedangkan untuk keterampilan kolaborasi (collaboration) terdapat 64% siswa berada pada kategori “sesuai standar”. Berdasarkan data tersebut menunjukkan bahwa keterampilan abad 21 (4C’s) sudah muncul dan dimiliki oleh siswa. Hal tersebut menunjukkan bahwa keterampilan kreativitas dan inovasi (creativity and innovation) siswa pada pembelajaran Project Based Learning (PjBL) dengan materi Suhu dan Kalor masih perlu dioptimalkan.terutama untuk keterampilan berpikir kritis (critical thinking) , keterampilan kreativitas dan inovasi (creativity and innovation), dan keterampilan komunikasi (communication). Kata Kunci : Keterampilan abad 21 (4C’s), Model Project Based Learning (PjBL) ABSTRACT This quantitative descriptive study aims to determine the profile of 21st century skills (4Cs) of high school students in the material of temperature and heat and in learning Project Based Learning (PjBl). The study used a population of class XI students in one of the Public High Schools in Cimahi City with a sample of 62 people selected by random clauster sampling. The professions of the 21st century skills observed include critical thinking skills, creativity and innovation skills (creativity and innovation), communication skills and collaboration skills. The profile of 21st century skills is obtained through observation based on the observation sheet by observers who have been trained in advance and LKS as a guide for students during the learning activities. The results of data analysis show that in skill critical thinking there are 51% of students in the category of "approaching standards", for creativity and innovation skills there are 40% of students in the category “approaching standard "and communication skills there are 59 % of students are in the category of "approaching standard" while for collaboration skills there are 64% of students in the category " at standards". Based on these data shows that 21st century skills (4Cs) have emerged and are owned by students. This shows that students' creativity and innovation skills in Project Based Learning (PjBL) with Temperature and Heat material still need to be optimized. Especially for critical thinking skills, creativity and innovation skills. and communication skills. Keywoard : 21st century skills (4Cs), Project Based Learning (PjBL)

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