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Pelatihan Penyusunan Media Permainan Edukatif Pada Guru-Guru MIN 3 Cakranegara Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Kesipudin, Muhammad; Gunada, I Wayan; Ardhuha, Jannatin
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol 3, No 1: May 2018
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v3i1.407

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Tujuan dari kegiatan pengabdian kepada masyarakat yang dilakukan oleh tim pengabdian yaitu membimbing guru-guru dalam membuat media permainan edukatif yang meliputi program aplikasi findthatword dan eclipse pada Guru-Guru MIN 3 Cakranegara. Metode yang digunakan adalah metode ceramah, pembimbingan penyusunan media permainan edukatif, diskusi dan Tanya jawab. Hasil pengabdian para guru dapat mendesain sendiri media permainan edukatif yang meliputi media permainan acak kata dan TTS sesuai dengan materi pelajaran yang  diajarkan masing-masing, para guru sangat antusias dan semangat mengikuti kegiatan pengabdian ini karena bagi mereka kegiatan ini sangat bermanfaat, membantu para guru dalam mempersiapkan proses pembelajaran dan merupakan salah satu alternative media permaianan yang efektif sehingga proses  pembelajaran berjalan optimal dan menyenangkan bagi peserta didik.Training of Educative Game Media Development in MIN 3 Teachers CakranegaraAbstract: The purpose of the community service activities carried out by the dedication team is to guide teachers in making educational media games that include findthatword and eclipse application programs for MIN 3 Cakranegara Teachers. The method used is the lecture method, guiding the preparation of educational media games, discussions and question and answer. The results of the dedication of the teachers can design their own educational media games which include random word and TTS game media in accordance with the subject matter taught respectively, the teachers are very enthusiastic and enthusiastic in participating in this service because for them this activity is very useful, helping the teachers in preparing the learning process and is an alternative game media that is effective so that the learning process is optimal and enjoyable for students.
KEMAMPUAN PROSES BERPIKIR KAUSALITAS DAN BERPIKIR ANALITIK MAHASISWA CALON GURU FISIKA Rokhmat, Joni
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 18, No 1 (2013): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i1.260

Abstract

Telah berhasil dikembangkan model pembelajaran berbasis proses berpikir kausalitas dan berpikir analitik (PBK-BA) untuk meningkatkan kemampuan problem-solving (KPS) mahasiswa calon guru fisika dalam pokok bahasan gerak, hukum Newton tentang gerak, kerja & energi, gravitasi, momentum linear, kesetimbangan benda tegar, dan termodinamika. Penelitian ini bertujuan mendesain model pembelajaran berbasis PBK-BA dan menentukan pola PBK-BA yang perlu dikembangkan untuk meningkatkan KPS secara optimal. Penelitian menggunakan metoda mixed method berjenis embedded design one-phase dengan penekanan kualitatif. Dalam taraf kepercayaan 95%, berdasarkan hasil uji-t Wilcoxon secara umum menunjukkan peningkatan signifikan keenam indikator KPS yang meliputi kemampuan understanding, selecting, differentiating, determining, applying, dan identifying pada mahasiswa kelompok bawah maupun atas dan peningkatan ini pada mahasiswa kelas atas lebih baik daripada mahasiswa kelas bawah. Pencapaian akhir persentase KPS secara umum masih berkategori rendah. Untuk mengoptimalkan pencapaian KPS mahasiswa direkomendasikan untuk mengembangkan dua pola umum PBK-BA, yaitu pola PBK-BA standar dan pola PBK-BA ber-scaffolding.Kata kunci: pembelajaran berbasis PBK-BA, KPS, pola PBK-BA standar, pola PBK-BA ber-scaffolding.
PENGARUH MODEL GUIDED INQUIRY LEARNING TERHADAP HASIL BELAJAR SISWA DI SMAN 1 PRINGGARATA Akbar, Mahzin Ali; Hikmawati, H.; Rokhmat, Joni
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol 4, No 2: July 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (591.12 KB) | DOI: 10.36312/e-saintika.v4i2.142

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Tujuan penelitian ini adalah mengetahui pengaruh model Guided Inquiry Learning terhadap hasil belajar siswa SMA di SMAN 1 Pringgarata. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain penelitian yaitu pretest-postest control group design. Teknik cluster random sampling digunakan untuk menentukan sampel peneltian di mana, kelas X IPA 3 sebagai kelas eksperimen (21 siswa) yang dibelajarkan menggunakan model Guided Inquiry Learning dan kelas X IPA 2 sebagai kelas kontrol (20 siswa) yang dibelajarkan menggunakan pembelajaran langsung. Instrumen tes berupa pilihan ganda sebanyak 30 item soal digunakan untuk mengukur hasil belajar siswa yang diberikan sebelum dan sesudah pembelajaran. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest kelas eksperimen sebesar 30,10 dan kelas kontrol sebesar 33,20 sedangkan nilai rata-rata post-test kelas eksperimen sebesar 80,57 dan kelas kontrol sebesar 75,60. Hasil uji statistik menggunakan uji-t dengan taraf signifikan 5%, diperoleh hasil t-hitung sebesar (4,12) > t-tabel sebesar (2,02), sehingga H0 ditolak. Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Guided Inquiry Learning berpengaruh terhadap hasil belajar siswa SMA di SMAN 1  Pringgarata.The Effect of Guided Inquiry Learning Model on Student Learning Outcomes at SMAN 1 PringgarataAbstractThe purpose of this study was to determine the effect of the Guided Inquiry Learning model on high school students? learning outcomes at SMAN 1 Pringgarata. The quasi-experimental research with pretest-posttest control group design was used on this study. The cluster random sampling technique was used to determine the research sample in which, Class X IPA 3 as an experimental class (21 students) were taught using the Guided Inquiry Learning model and Class X IPA 2 as a control class (20 students) that were learned using direct learning. The 30-item multiple choice test instrument was used to measure student learning outcomes given before and after learning. The results showed that the average value of the experimental class pretest was 30.10 and the control class was 33.20 while the post-test mean value of the experimental class was 80.57 and the control class was 75.60. The results of statistical tests using the t-test with a significance level of 5%, the results obtained t-test of (4.12)> t-table of (2.02), so that H0 is rejected. Based on the results of the study, it can be concluded that the Guided Inquiry Learning model effect on high school students? learning outcomes at SMAN 1 Pringgarata.
PEMBELAJARAN FISIKA BERBASIS PROSES BERPIKIR KAUSALITAS DAN BERPIKIR ANALITIK (PBK-BA), SUATU PEMBIASAAN BERPIKIR SECARA TERBUKA Rokhmat, Joni; Rusdiana, Dadi; Setiawan, Agus
Prosiding Seminar Biologi Vol 9, No 1 (2012): Seminar Nasional IX Pendidikan Biologi
Publisher : Prodi Pendidikan Biologi FKIP UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (643.401 KB)

Abstract

ABSTRAK   Telah dikembangkan proses berpikir kausalitas dan berpikir analitik (PBK-BA) untuk pembelajaran fisika dasar, pokok bahasan kinematika dan hukum Newton. Pengembangan ini dimaksudkan untuk membiasakan mahasiswa berpikir secara terbuka. Tujuan penelitian ini adalah untuk mengekplorasi pola berpikir kausalitas dan berpikir analitik mahasiswa, serta menguji efektivitasnya dalam meningkatkan kemampuan problem-solving mahasiswa calon guru fisika. Subjek penelitian yang terlibat adalah mahasiswa pendidikan fisika sejumlah 45 orang yang sedang mengambil matakuliah fisika dasar I. Penelitian ini menggunakan metode campur (mix method), berjenis embedded design one-phase yang menekankan alanlisis kualitatif. Pembiasaan berpikir secara terbuka memfasilitasi mahasiswa untuk memahami konsep fisika secara utuh yang merupakan kompetensi wajib bagi para guru fisika. Data yang diperoleh dianalisis secara kuantitatif dan kualitatif. Analisis kuantitatif menggunakan uji-F dengan desain 2 faktor dan skor gain ternormalisasi sedangkan analisis kualitatif menggunakan deskripsi kualitatif yang dilanjutkan interpretasi dari hasil kedua analisis tersebut. Hasil analisis menunjukkan perbedaan yang signifikan dengan dignifikansi 1% antara rerata pre-test dan post-test kemampuan ­problem-solving (KPS) mahasiswa dan antara KPS mahasiswa kelompok atas dan bawah. Secara kualitatif, pada konsep gerak, terdapat miskonsepsi mahasiswa tentang gerak resultan dari suatu benda yang mengalami GLB dan GLBB sekaligus, yaitu gerak melingkar. Miskonsepsi ini mencapai 33%, pada kel. bawah, dan 22% pada kel. atas tetapi setelah implementasi PBK-BA miskonsepsi ini menjadi 0%. Pada konsep pasangan gaya aksi reaksi, implementasi PBK-BA, mampu mengubah persentase miskonsepsi, dari 11,1% s.d 44,4% untuk kel. bawah dan 11,1% s.d. 33,3% untuk kel. atas menjadi 0 s.d. 33,3% untuk kel. bawah dan 0 s.d.11% untuk kel. atas. Hasil analisis angket menunjukkan adanya respon yang sangat positip dari mahasiswa terhadap penggunaan strategi ini.   Kata Kunci: PBK-BA, Berpikir secara terbuka, Kemampuan Problem-Solving.
Pengaruh Model Pembelajaran Berbasis Masalah dengan Metode Eksperimen Terhadap Hasil Belajar Fisika Siswa Kelas X SMAN 1 Gunungsari Kabupaten Lombok Barat Tahun Pelajaran 2014/2015 Azmi Aziz; Joni Rokhmat; Kosim Kosim
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 1 No 3 (2015): Juli
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.747 KB) | DOI: 10.29303/jpft.v1i3.259

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This research aims to find out the effect of problem based learning model with eksperiment method on the student’s results of learning physics of grade X SMAN 1 Gunungsari regency west Lombok in academic year 2014/2015. This research is a quasi eksperiment with pretest posttest control group design. The population of this research is students of grade X SMAN 1 Gunungsari, with cluster random sampling technique was obtained students of grade X5 as the experiment group and students of grade X2 as control group. The result of learning is analized by using t-test polled varians, was obtained 9,25 for thint and 1,99 for ttable with significant 5%. Because thint > ttable, then Ho will be rejected and Ha will be accepted. So can be concluded that available effect of problem based learning model with eksperiment method on the student’s results of learning physics of grade X SMAN 1 Gunungsari regency west Lombok in academic year 2014/2015.
PENGARUH KEADILAN ORGANISASI TERHADAP KEPUASAN KERJA DAN DAMPAKNYA TERHADAP KOMITMEN GURU SMP NEGERI SE-KECAMATAN KOPANG TAHUN 2017 Mulawarman Mulawarman; Joni Rokhmat; Muntari Muntar
(JPAP) Jurnal Praktisi Administrasi Pendidikan Vol. 2 No. 2 (2017)
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.047 KB) | DOI: 10.29303/jpap.v2i2.34

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ABSTRAKPenelitian ini bertujuan mengetahui pengaruh langsung dan tidak langsung keadilan distributif (X1), keadilan prosedural (X2), keadilan interaksional (X3), dan kepuasan kerja guru (Y) terhadap komitmen guru (Z). Penelitian ini menggunakan metode kuantitatif dengan jumlah sampel 62 guru yang ditentukan dengan teknik proportional random sampling. Teknik pengumpulan data menggunakan angket dan data dianalisis dengan analsis jalur. Hasil penelitian menunjukkan bahwa kepuasan kerja guru dipengaruhi langsung oleh keadilan distributif  sebesar 16.32% dan oleh keadilan interaksional  sebesar 25%. Secara bersama keadilan distributif, keadilan prosedural, dan keadilan interaksional memberi pengaruh terhadap kepuasan kerja guru sebesar 55,1%. Sisanya sebesar 44.9% merupakan pengaruh variabel lain yang tidak terjelaskan dalam model. Komitmen guru dipengaruhi langsung oleh keadilan interaksional sebesar 12.53% dan oleh kepuasan kerja guru sebesar 24.40%. Secara bersama keadilan distributif, keadilan prosedural, keadilan interaksional, dan kepuasan kerja guru memberi pengaruh terhadap komitmen guru sebesar 36%. Sisanya sebesar 64% merupakan pengaruh variabel lain yang tidak terjelaskan dalam model.Kata Kunci : Komitmen Guru, Keadilan Distributif, Keadilan Prosedural, Keadilan Interaksional, dan Kepuasan Kerja Guru. The Effects Of Organizational Justice On Job Satisfaction And Its Impact On Teachers Commitment In 2017 ABSTRACT             This study aims to determine the direct and indirect effects of distributive justice (X1), procedural justice of teachers (X2), interactional justice (X3), and job satisfaction (Y) to teacher commitment (Z). This study uses quantitative methods with a sample of 62 teachers determined by proportional random sampling technique. Data collection techniques using questionnaires and data were analyzed using path analysis. The results showed that the job satisfaction of teacher is directly influenced by distributive justice equal to 16.32% and by interactional justice equal to 25%. Collectively distributive justice, procedural justice, and interactional justice have an effect on teacher's job satisfaction of 55.1%. The remaining 44.9% is the influence of other variables that are not explained in the model. The commitment of teachers is directly influenced by interactional justice of 12.53% and by job satisfaction of 24.40%. Collectively distributive justice, procedural justice, interactional justice, and job satisfaction affect the teacher's commitment by 36%. The remaining 64% is the influence of other variables that are not explained in the model.Keyword: Organizational Justice, Job Satisfaction, Teachers Commitment. 
TANGGAPAN MAHASISWA DAN DOSEN TERHADAP PEMBELAJARAN BERBASIS PROSES BERPIKIR KAUSALITAS DAN BERPIKIR ANALITIK DALAM PERKULIAHAN FISIKA Joni Rokhmat; agus Setiawan
Jurnal Pijar Mipa Vol. 8 No. 2 (2013): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.857 KB) | DOI: 10.29303/jpm.v8i2.79

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Abstrak: Telah dikembangkan model pembelajaran berbasis proses berpikir kausalitas dan berpikir analitik (PBK-BA) untuk meningkatkan kemampuan problem-solving (KPS) mahasiswa calon guru fisika. Penelitian ini bertujuan mendesain pembelajaran berbasis PBK-BA dan menentukan pola PBK-BA yang perlu dikembangkan. Penelitian menggunakan metoda mixed method berjenis embedded design one-phase dengan penekanan kualitatif. Dengan taraf kepercayaan 95%, implementasi model pembelajaran ini secara signifikan dapat meningkatkan kemampuan problem-solving (KPS) mahasiswa yang meliputi kemampuan understanding, selecting, differentiating, determining, applying, dan identifying tetapi secara umum peningkatan tersebut pada mahasiswa kelas atas dan bawah tidak berbeda signifikan. Selain itu, pencapaian kemampuan PBK-BA dan KPS mahasiswa masih rendah. Mahasiswa dan dosen sependapat terhadap pernyataan positip dan berpendapat sebaliknya terhadap pernyataan negatip pengembangan PBK-BA. Dari tanggapan bebas mahasiswa menyatakan dengan PBK-BA lebih mengerti konsep fisika, senang, meningkatkan daya pikir, dan dapat belajar fisika secara utuh sedangkan menurut dosen perlu ilustrasi gambar, contoh persoalan yang sudah diselesaikan, persoalan yang real, berjenjang, dan menggunakan persoalan lebih mudah dan sederhana. Hasil penelitian ini merekomendasikan untuk mengembangkan dua pola PBK-BA, yaitu pola standar dan pola yang ber-scaffolding.Kata kunci: Pembelajaran berbasis PBK-BA, KPS, pola PBK-BA standar, pola PBK-BA ber-scaffolding.Abstract: It has been developed a learning model based on the process of causality and analytic thinking (PCAT) to improve problem-solving skill (PSS) of the pre service students of Physics. The purpose of this research is to design the learning model based on PCAT and determine the pattern needed for improving PSS optimally. The method used is mixed method of embedded design one-phase emphasing qualitative. By means degree of belief of 95%, the implementation this model significantly increase of PSS of the students including the skills of understanding, selecting, differentiating, determining, applying, dan identifying but the increase of PSS on the top class better than that of low class. In addition, the attainment of the PCAT and PSS skills of the students has a category counted low. In general, the Students and Lecturers agree to the positive statements and disagree to those of the negative statements about the development of PCAT. The results of free response, the Students state that they get more understand the physics concepts, like to study, improve the power of thinking, and can learn physics wholly. Whereas, those the Lecturers state that the model need to be complemented by such as illustration pictures, an example of  the problem being solved, real problems, scaffolding problems, and the problems easier and simplier. To make an optimal attainment of PSS of the students it is recommended to develop two patterns of PCAT, i.e. the standard and scaffolding patterns.Key words: Learning based on PCAT, PSS, standard pattern of PCAT, and scaffolding pattern  of PCAT.
Penanaman Karakter Positif Pelajar Melalui Pembahasan Fenomena-Fenomena Fisika dan Pendekatan Analogi (Hasil Kajian Perkulihan Fisika Dasar) Joni Rokhmat
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 1 No 1 (2015): Januari
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (504.076 KB) | DOI: 10.29303/jpft.v1i1.235

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The discussion results of Fundamental Physics I lecturing, especially the 1st Newton law about movement, law of Lenz, electromagnetic induction, and law of Bernoulli about pressure of flowing fluid show that in the concepts implicitly there is an action-reaction relation between objects. We could analogize these phenomena to the interaction between human being, in the contex of learning we can analogize it to the interaction between educator and students. When the interaction between objects softly occurs (“persuasive”) the reaction is not emerge but when it happen quictly the reaction emerges and it against the change caused by the action. The implementation of the discussion of Physics concept and analogy approach usefull to implant positive characters to the students. The positive characters include honesty, responsibility, respect, empaty, self restraint, modesty, patient, no despondently, diligent, love, and good samaritan, also make the values to be a habit in the mind, feeling, and in action.
Pengaruh Pendekatan Berpikir Kausalitik Scaffolding Tipe 2a Modifikasi Berbantuan LKS Terhadap Kemampuan Pemecahan Masalah Optik Geometri Dan Kreativitas Siswa Kelas XI SMAN 1 Mataram Fuad Tamami; Joni Rokhmat; I Wayan Gunada
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 3 No 1 (2017): Januari - Juni
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (866.189 KB) | DOI: 10.29303/jpft.v3i1.333

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Scaffolding thinking approach is a specific method to facilitate students in determining cause and effect of phenomenon and identifying each cause happen in which assist are given. This research aims to investigate the effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward student`s problem solving ability (PSA) and creativity among second grade student at SMAN 1 Mataram. This research is a quasi experimental with research design is pretest posttest control group. The population in this research are all students of XI Sains with sampling method is purposive sampling. Problem solving ablility measured using PSA test. Meanwhile, creativity measured using verbal and figural test. Problem solving ability and creativity analyzed using t-test separated varians with 5% significant level. The result of hypothesis test for problem solving ability is obtained tcount > ttable and for creativity obtained tcount < ttable. Based on the analysis result, it can be concluded that: (1) there is an effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward the student`s problem solving ability in optical geometry. (2) there is no effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward student`s creativity.
Pengembangan Bahan Ajar Kompilasi Fisika Matematika II Pokok Bahasan Persamaaan Diferensial Untuk Meningkatkan Penalaran Matematis I Wayan Gunada; Joni Rokhmat; Hikmawati Hikmawati; Kesipudin Kesipudin
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 3 No 2 (2017): Juli - Desember
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (771.838 KB) | DOI: 10.29303/jpft.v3i2.414

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This study aims to develop and produce teaching materials compilation of mathematical physics II on the subject of differential equations. Teaching materials that have been developed in the form of teaching modules. The research method used is a development study consisting of four stages: the stage of determination, design, development, and disseminate. The results obtained from this research are in the form of teaching module of mathematical physics II differential equation and its application. The teaching module generated in terms of feasibility aspects of content, presentation, and linguistics obtained amean score is 92.5 with a percentage is 79.74%. This shows that the teaching module that has been created as good and feasible to use. It can be categorized effective as measured by the impact of student activities, responses, and value of students reasoning abilities. The impact of student activity seen during the learning process after using the module is 73.59% and the student activity is categorized much or quite practical. The percentage of students' response after using the module was 80.1% and categorized well. The impact on the mathematical reasoning ability meanscore of the class 70.87.  This shows that the teaching module that has been created can be  categorizedeffetive. Thus, it can be concluded that the teaching module compilation of mathematical physics II the subject of differential equations and their applications can be said to be effective and feasible to use.