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All Journal Prosiding Pendidikan Sains Jurnal Teknologi Pertanian Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN Jurnal Pendidikan Jurnal Penelitian Pendidikan Fisika Sosiolium: Jurnal Pembelajaran IPS Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus
Purwandari Purwandari
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Journal : Jurnal%20Pendidikan

 1 
Penggunaan Metode Diskusi Diawali Dengan Pemberian Pertanyaan dan Pemberian Tugas Dengan Memperhatikan Kemampuan Siswa Dalam Menyelesaikan Masalah Fisika Handhika, Jeffry; Purwandari, Purwandari
Jurnal Pendidikan Vol 15, No 1 (2009)
Publisher : Jurnal Pendidikan

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Abstract

The research is served to identify : (1) the significance of discussion method started by giving the question and the assignment, (2) the difference between higher and lower level of student ability in solving problem of Physics , (3) the interaction of using discussion method started by giving questions and assignments, and student ability in problem solving of Physics, to Physic learning achievement in Thermodynamics.This Research was conducted from May 2008 to June 2008, using experiment method. The population is all students of grade XI SMA Negeri Mojogedang Karanganyar. The sample is assigned to two out of all classes, those are: IPA I as Experiment I class and IPA II as experiment II class. The data were collected using test, documentation and observation. The data was analyzed under two ways anova constructively served by Minitab 15 software.The data analysis results in conclusions that: (1) there is a significant difference of using discussion method started by giving questions and assignments, (2) there is a difference between higher and lower level student ability in problem solving of Physics, (3) there is interaction of using discussion method started by giving the question and the assignment, student ability in problem solving of Physics to learning achievement in Physics. Following Anova test results in conclsion that discussion method started by giving the assignments is tentatively more effective than that started by giving the questions. The high student ability in problem solving of Physics also gives the better influence.Key words  :  Discussion Method, Problem solving of Physics
EFEKTIFITAS INQUIRY TERBIMBING DAN INQUIRY BEBAS TERMODIFIKASI MELALUI EKSPERIMEN TERHADAP HASIL BELAJAR FISIKA DITINJAU DARI KEMAMPUAN AWAL, KREATIFITAS, KEMAMPUAN BERPIKIR ABSTRAK SISWA KELAS X SMA NEGERI 6 KOTA MADIUN TAHUN AJARAN 2010/2011 Purwandari, Purwandari; Huriawati, Farida; Yusro, Andista Candra
Jurnal Pendidikan Vol 18, No 1 (2012)
Publisher : Jurnal Pendidikan

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The  objectives  of this reseach  are:  (1) to help  students  choose  the most  suitable  learning  method,  (2) to serve  qualified  learning  to pass the threshold  level, (3) to make up the average  students  mark in physics.  The method  of the study is experiment  applied  on students  of Grade X, SMA 6 Madiun.  The sample  is taken  under  cluster-random   sampling  technique having  class  XC  and  XD.  Data  on  students   achievement   are  taken  by cognitive   test,  those  of  prior  achievement   are  taken  by  documentation technique,   those   of  creativity   and  abstraction   skill  are  taken   by  test. Hypothetical  examination  is done under factorial  anava 2x2x2x2.The  results  show  that:  (1)  there  is a different   influence  between guided  inquiry and free-modified   inquiry technique  (0.005 < 0.05), (2) there is influence  of high and low prior achievement  (0.000  < 0.05), (3) there is influence  of high  and  low students  creativity  (0.039  < 0.05),  (4) there  is influence  of high and low abstarction  skill  (0.014 < 0.05), (5) there is no interaction   between   guided   and free-modified     unquiry technique  with students  prior achievement  (0.043 < 0.05), (6) there is interaction  between guided and free-modified   unquiry technique  with students creativity  (0.043 < 0.05), (7) there  is interaction  between  guided  and free-modified    unquiry technique  with  students  abstraction   skill  (0.032  < 0.05),  (8) there  is no interaction   between   guided   and free-modified     unquiry   technique   with students  prior  achievement,   creativity   and  abstraction   skill  towards  the achievement  (0.595 > 0.05).Key words: guided inquiry technique, free-modified inquiry technique, experiment, achievement, prior achievement, creativity, abstraction skill
Co-Authors A.A. Ketut Agung Cahyawan W Agustina, Siska Aisyah Nur Sayidatun Nisa, Aisyah Nur Sayidatun Andista Candra Yusro, Andista Candra Arif Purnomo Cari, Cari E.F. Sri Maryani Santoso Endang Supartini Farida Huriawati, Farida Jeffry Handhika Rofik Tri Wibowo, Rofik Tri Suparmi Suparmi Tin Suharmini Widha Sunarno Zulfawati Zulfawati