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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Penelitian dan Pembelajaran Fisika Indonesia
Wahyudi
Universitas Mataram
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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Pengembangan Perangkat Pembelajaran Fisika Berbasis Pendekatan Konflik Kognitif Untuk Meningkatkan Kemampuan Argumentasi Ilmiah Peserta Didik Baiq Mia Rexa Liani; Syahrial Ayub; Wahyudi; Muh. Makhrus
Jurnal Penelitian dan Pembelajaran Fisika Indonesia Vol. 3 No. 2 (2021)
Publisher : Prodi Fisika FKIP Unram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (191.88 KB) | DOI: 10.29303/jppfi.v3i2.122

Abstract

The purpose of this study was to determine the feasibility of physics learning tools based on cognitive conflict approach to improve students' scientific argumentation skills. The type of research used is Research and Development (R&D) with a 3D-based development model design consisting of 3 stages starting from Define, Design, and Develop. The product developed in this study is a learning device consisting of a syllabus, Learning Implementation Plan (RPP), Student Worksheets (LKPD), and test instruments. The feasibility of the learning device was obtained from the assessment of the validation questionnaire by the validator of physics lecturers and physics teachers. The assessment of the validation questionnaire produces qualitative and quantitative data. Qualitative data produces suggestions and inputs that are used as references to improve the learning tools developed. While the quantitative data is processed to get the value of validity and reliability. The quantitative data from the validation by the lecturers shows that the syllabus, lesson plans, and LKPD are in the very valid category and the test instrument shows a valid category. Meanwhile, the results of teacher validation showed that all the learning tools developed were in the very valid category. Data processing for reliability using the method Borich, known as the Percentage Agreement (PA). Reliability value of all learning tools, whether validated by lecturers or teachers, shows a reliable category because they have a value of more than 75%.
Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Metode Eksperimen terhadap Hasil Belajar Fisika Peserta Didik SMA Nisrina Zuhra; Wahyudi; Ahmad Harjono; Muhammad Zuhdi
Jurnal Penelitian dan Pembelajaran Fisika Indonesia Vol. 3 No. 2 (2021)
Publisher : Prodi Fisika FKIP Unram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.882 KB) | DOI: 10.29303/jppfi.v3i2.129

Abstract

This research aimed to determine the effect of guided inquiry learning model with the experimental method on physics learning outcomes of SMA students. This is quasi-experimental research with nonequivalent control group design. The population is all students grade XI MIPA in SMAN 1 Jonggat of academic year 2019/2020 with the sample is students class XI MIPA 4 and class XI MIPA 5 one wich is selected by purposive sampling  which is the students class XI MIPA 4 as the experimental group and students class XI MIPA 5 as the control group. The experimental group giving treament with guided-inquiry learning model with the experimental method and control group giving treatment conventional learning. The measured learning otcomes data are the cognitive learning outcomes data.  The learning outcomes data are measured in three conditions which is pretest in the form of multiple choice questions, during the learning process with use the LKPD, and posttest in the form of multiple chioice questions as much as 20 items that have been tested for validity. The hypotheses of research were tested using t-test polled variance with 5% significance level. The hypotheses tested result are   >  that is (4,00 > 2,00) so  was rejected and  was accepted. The result of hypotheses testing can be concluded there is an influence of guided-inquiry learning model with the experimental method on physics learning outcomes of SMA students. Keywords: Guided-inquiry learning model, experimental methods, learning outcome.
Effects of Learning with Ethnoscience Context on Learning Outcomes in Cognitive Aspects of Prospective Physics Teacher Students Hikmawati Hikmawati; Sutrio; Wahyudi; Khaerus Syahidi
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 6 (2022): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i6.2388

Abstract

Student learning outcomes in the cognitive aspect need attention because it is the professional competence of prospective teachers related to mastery of learning materials. The purpose of this study was to analyze the effects of learning in the context of ethnoscience on learning outcomes in the cognitive aspects of prospective physics teacher students. The research method used is quantitative with two stages. First, a limited trial study with a one-group pretest-posttest design at Hamzanwadi University with a total of 9 students. Second, experimental research with a post-test only group design was conducted at the University of Mataram, with a total of 77 students. In a limited trial study, an N-gain test analysis was carried out to determine the success rate of treatment with the minimum category being in the "medium" criteria. In experimental research, the effect of treatment was tested. The research sample includes all students who take the High School Physics Studies course at the Physics Education Study Program, University of Mataram, in the 2021/2022 Academic Year. The class is divided into 3 groups consisting of a class that uses an LMS with an ethnoscience context (Group A) totaling 27 people, a class using an LMS with a module (Group B) totaling 23 people, and a class using an LMS with PowerPoint (Group C) totaling 27 people. Cognitive learning outcomes data were obtained from giving essay tests after treatment. Analysis of the data used to test the hypothesis is a one-way ANOVA with SPSS 25 calculation. The results show that the average value of Group A is 78.00, Group B is 70.70, and Group C is 70.96. Lectures in Group A have a significant influence on student cognitive learning outcomes. The conclusion of this study is that learning in the context of ethnoscience has a positive effect on the professional competence of prospective physics teachers
Co-Authors Ahmad Harjono Baiq Mia Rexa Liani Hikmawati Hikmawati Khaerus Syahidi Muh. Makhrus Nisrina Zuhra Ronodirdjo, Muhammad Zuhdi Sutrio Syahrial Ayub