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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Inovasi Pendidikan Fisika Berkala Ilmiah Pendidikan Fisika Vidya Karya PENDIPA Journal of Science Education ORBITA: Jurnal Pendidikan dan Ilmu Fisika EDUKATIF : JURNAL ILMU PENDIDIKAN Kasuari: Physics Education Journal (KPEJ) JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Physics Education Research Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Penelitian Pendidikan Fisika Journal of Banua Science Education IJORER : International Journal of Recent Educational Research International Journal of Current Educational Research
TITIN SUNARTI
Universitas Negeri Surabaya
Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Jurnal Penelitian Fisika dan Aplikasinya (JPFA)

 1 
THE IMPROVEMENT OF STUDENTS’ SCIENTIFIC LITERACY THROUGH GUIDED INQUIRY LEARNING MODEL ON FLUID DYNAMICS TOPIC Arifin, Lina; Sunarti, Titin
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol 7, No 2 (2017)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v7n2.p68-78

Abstract

This research was aimed to improve the students? scientific literacy through guided inquiry learning model on Fluid Dynamics material. The type of research was pre-experimental design with one group pre-test and post-test design that used 1 experimental class and 2 replication classes. The data analyzed was the learnig implementation, scientific literacy aspects, and students? responses. The result of this research shows that: (1) the implementation of guided inquiry learning model to improve students? scientific literacy was done well and in accordance with the learning syntax; (2) there was an increase in the scientific literacy of high category in competency aspect that was in the competency to interpret data and scientific evidence. In addition, in the other aspects that were procedural knowledge aspect, local context aspect, and attitude of science interest aspect; and (3) the students? responses showed very good category. The implementation of guided inquiry learning model can increase students? scientific literacy level.
INCREASING STUDENTS’ RESPONSIBILITY AND SCIENTIFIC CREATIVITY THROUGH CREATIVE RESPONSIBILITY BASED LEARNING Suyidno, Suyidno; Susilowati, Eko; Arifuddin, Muhammad; Misbah, Misbah; Sunarti, Titin; Dwikoranto, Dwikoranto
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol 9, No 2 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v9n2.p147-157

Abstract

Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex real-life problems faced by students; but both competencies are not trained in school. Therefore, this research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase student?s responsibility and scientific creativity on physics learning in senior high school. This research used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin, South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data were gained through scientific creativity test emphasizing on problem finding, product improvement, scientific imagination, scientific problem solving, and creative product design. The data analysis was done through qualitative descriptive, n-gain, and paired t-test. The results showed      (1) student?s responsibility for each meeting is in good criteria, and (2) there is a significant increase on students? scientific creativity at ? = 5 %, with n-gain constitutes moderate category. Thus, the CRBL is believed to be effective to increase student?s responsibility and scientific creativity in physics learning
THE IMPROVEMENT OF STUDENTS’ SCIENTIFIC LITERACY THROUGH GUIDED INQUIRY LEARNING MODEL ON FLUID DYNAMICS TOPIC Arifin, Lina; Sunarti, Titin
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol 7, No 2 (2017)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v7n2.p68-78

Abstract

This research was aimed to improve the students’ scientific literacy through guided inquiry learning model on Fluid Dynamics material. The type of research was pre-experimental design with one group pre-test and post-test design that used 1 experimental class and 2 replication classes. The data analyzed was the learnig implementation, scientific literacy aspects, and students’ responses. The result of this research shows that: (1) the implementation of guided inquiry learning model to improve students’ scientific literacy was done well and in accordance with the learning syntax; (2) there was an increase in the scientific literacy of high category in competency aspect that was in the competency to interpret data and scientific evidence. In addition, in the other aspects that were procedural knowledge aspect, local context aspect, and attitude of science interest aspect; and (3) the students’ responses showed very good category. The implementation of guided inquiry learning model can increase students’ scientific literacy level.
Increasing Students’ Responsibility and Scientific Creativity through Creative Responsibility Based Learning Suyidno, Suyidno; Susilowati, Eko; Arifuddin, Muhammad; Misbah, Misbah; Sunarti, Titin; Dwikoranto, Dwikoranto
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol 9, No 2 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v9n2.p147-157

Abstract

Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex real-life problems faced by students; but both competencies are not trained in school. Therefore, this research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase student’s responsibility and scientific creativity on physics learning in senior high school. This research used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin, South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data were gained through scientific creativity test emphasizing on problem finding, product improvement, scientific imagination, scientific problem solving, and creative product design. The data analysis was done through qualitative descriptive, n-gain, and paired t-test. The results showed      (1) student’s responsibility for each meeting is in good criteria, and (2) there is a significant increase on students’ scientific creativity at α = 5 %, with n-gain constitutes moderate category. Thus, the CRBL is believed to be effective to increase student’s responsibility and scientific creativity in physics learning
THE IMPROVEMENT OF STUDENTS SCIENTIFIC LITERACY THROUGH GUIDED INQUIRY LEARNING MODEL ON FLUID DYNAMICS TOPIC Lina Arifin; Titin Sunarti
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 7 No. 2 (2017)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v7n2.p68-78

Abstract

This research was aimed to improve the students scientific literacy through guided inquiry learning model on Fluid Dynamics material. The type of research was pre-experimental design with one group pre-test and post-test design that used 1 experimental class and 2 replication classes. The data analyzed was the learnig implementation, scientific literacy aspects, and students responses. The result of this research shows that: (1) the implementation of guided inquiry learning model to improve students scientific literacy was done well and in accordance with the learning syntax; (2) there was an increase in the scientific literacy of high category in competency aspect that was in the competency to interpret data and scientific evidence. In addition, in the other aspects that were procedural knowledge aspect, local context aspect, and attitude of science interest aspect; and (3) the students responses showed very good category. The implementation of guided inquiry learning model can increase students scientific literacy level.
Increasing Students Responsibility and Scientific Creativity through Creative Responsibility Based Learning Suyidno Suyidno; Eko Susilowati; Muhammad Arifuddin; Misbah Misbah; Titin Sunarti; Dwikoranto Dwikoranto
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 9 No. 2 (2019)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v9n2.p147-157

Abstract

Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex real-life problems faced by students; but both competencies are not trained in school. Therefore, this research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase students responsibility and scientific creativity on physics learning in senior high school. This research used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin, South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data were gained through scientific creativity test emphasizing on problem finding, product improvement, scientific imagination, scientific problem solving, and creative product design. The data analysis was done through qualitative descriptive, n-gain, and paired t-test. The results showed      (1) students responsibility for each meeting is in good criteria, and (2) there is a significant increase on students scientific creativity at α = 5 %, with n-gain constitutes moderate category. Thus, the CRBL is believed to be effective to increase students responsibility and scientific creativity in physics learning
Co-Authors Abu Zainuddin Alif Syaiful Adam AMALIAH, QURATUN Aprilia Nurhijriyah Santoso Arif Rahman Hakim Arifin, Lina Arifuddin, Muhammad ASTIKA WATI, DEVIAN AULIA WICAKSONO, ADYNDA AYU ROSDIANA DEWI, NANDAH AYU SEPTIANA, DILLA Binar Kurnia Prahani Butar Butar, Debora Pebriany Desi Wulandari DIANA PUTRI, MELISA Dwikoranto Eko Susilowati Eko Susilowati Fida Rachmadiarti Firdaus Maulida FITRI INSANI, NADIA Fitriatus Sabrina HABIBATUL HUSNA, ANDIKA Hanandita Veda Saphira Hasan Nuurul Hidayaatullaah Hermin Budiningarti Hermin Budiningarti Hermin Budiningarti Husni Mubarok Iffah, Nur INDRIATI, PALUPI Iqrima Rahmawati Leny Yuanita Leny Yuanita Lina Arifin Mastuang Mastuang Maya Ningsetyo Misbah Misbah Mohamad Nur Mohamad Nur Mohd Zaidi Bin Amiruddin Muhammad Arifuddin Mukhayyarotin Niswati Rodliyatul Jauhariyah Mukhayyarotin Niswati Rodliyatul Jauhariyah Nadi Suprapto Naufal Syafa Aflah Novita Desysetyowati NURILLAH LAILATURIDLOH, FATICHATUL PRISTIA IRMAYA, FERNA Rudy Kustijono Rudy Kustijono Rudy Kustijono S. Ida Kholida Salsabila Happy Millenia Samsul Hidayat SHELLAWATI, SELVIA Suliyanah Suliyanah Suprianto Suprianto Surya, Veronica Junior Ayme Suyidno Suyidno Suyidno Suyidno Suyidno Suyidno Suyidno Suyidno Tjipto Prastowo Trisnawati, Ida Wadhifah Qiyyamul Lailli Arrafi Wahono Widodo Wasis WIBOWO, CAYO WIDYA SAFIRA, YUAZULFA Wilis Wisnu Murti Woro Setyarsih YULIANTANINGRUM, LINA Zainuddin, Abu