A Rusli
Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia

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IMPLEMENTASI PEMBELAJARAN BERBASIS MULTI REPRESENTASI UNTUK PENINGKATAN PENGUASAAN KONSEP FISIKA KUANTUM ., Abdurrahman; ., Liliasari; Rusli, A; Waldrip, Bruce
Jurnal Cakrawala Pendidikan No 1 (2011): CAKRAWALA PENDIDIKAN EDISI Februari 2011, Th. XXX, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (377.252 KB) | DOI: 10.21831/cp.v1i1.4189

Abstract

Abstract: Implementation of Multiple-Representation-Based Instructions to Improve the Mastery of Quantum Physics Concepts. This study aimed to design and investigate the role of multiple-representation-based instructions in the improvement of student teachers’ quantum physics mastery. This study used a quasi-experimental control group pretest-posttest design as quantitative part of a mixed-methods study. The subjects were student teachers of physics in the Department of Mathematics and Science Education in a state university in Lampung Province in the 2009-2010 academic year. For assessing the quantum physics mastery, the Quantum Physics Concept Achievement Test (QPCAT) was used. The quantitative analyses were conducted using the Mann Whitney U test. The results showed that multiple-representation-based instructions had a significant effect on student teachers’ quantum physics concept mastery. The results of semi-structured interviews as qualitative part of this study indicated that in the experimental group the students used a variety of representation modes in the learning process and were capable of using the most appropriate one to solve a given quantum physics concept problem. Keywords: quantum physics, multiple representations, concept mastery
CAPAIAN LEVEL BERPIKIR REFLEKTIF MAHASISWA PROGRAM REMIDIAL PERKULIAHAN FISIKA MATEMATIKA 1 BERBASIS COGNITIVE APPRENTICESHIP INSTRUCTION Rusli, A; Sabandar, J; Rusdiana, D; -, Ellianawati
Jurnal Pendidikan Fisika Indonesia Vol 10, No 2 (2014): July 2014
Publisher : Physics Department, Faculty of Mathematics and Natural Sciences, Semarang State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v10i2.3450

Abstract

Penelitian ini bertujuan untuk mengetahui capaian level berpikir reflektif mahasiswa yang menempuh program remidial perkuliahan Fisika Matematika 1(Fismat 1) berbasis Cognitive Apprenticeship Instruction (CAI). Penelitian ini merupakan penelitian pendahuluan dari serangkaian penelitian mixed method dengan desain embedded experimental yang melibatkan 6 orang mahasiswa dan diamati dalam empat tatap muka. Perkuliahan berbasis CAI ini menggunakan sintaks perkuliahan yang terdiri atas tahapan modeling, coaching, articulation, reflection, dan exploration. Pada akhir penelitian mahasiswa diberi tes keterampilan berpikir reflektif, diminta mengisi angket, dan diwawancarai. Data dianalisis secara kualitatif dan ditriangulasi dari hasil analisis observasi, angket, dan wawancara. Hasil penelitian ini menginformasikan bahwa perkuliahan Fismat 1 berbasis CAI membantu mahasiswa yang mengikuti remidial sehingga mampu berpikir reflektif pada level kedua dari empat level berpikir reflektif, yaitu understanding. Beberapa kriteria berpikir reflektif masih belum dicapai mahasiswa secara optimal. Oleh karena itu perlu strategi yang lebih efektif dalam setiap tahapan CAI untuk meningkatkan level berpikir reflektif mahasiswa.ABSTRACTThis research is a mixed method research design which aimed to determine the students’ reflective thinking level after they experienced cognitive apprenticeship instruction (CAI) based learning program in the Mathematical Physics 1. Syntaxes of CAI program are modeling, coaching, articulation, reflection, and exploration. The data was collected from six remedial students’ performances of reflective thinking skill test and was analyzed using qualitative approach by triangulating it with observation and questionnaire, as well as interview results. The data analysis showed that the remedial students’ level was on the second phase of reflective thinking skill, namely understanding level. Several criterias of reflective thinking skill were still poor achieved by the students. Therefore, the more effective strategies applied in every syntax of CAI are required in order to improve the students’ level of reflective thinking.
CAPAIAN LEVEL BERPIKIR REFLEKTIF MAHASISWA PROGRAM REMIDIAL PERKULIAHAN FISIKA MATEMATIKA 1 BERBASIS COGNITIVE APPRENTICESHIP INSTRUCTION -, Ellianawati; Rusdiana, D; Sabandar, J; Rusli, A
Jurnal Pendidikan Fisika Indonesia Vol 10, No 2 (2014)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v10i2.3450

Abstract

Penelitian ini bertujuan untuk mengetahui capaian level berpikir reflektif mahasiswa yang menempuh program remidial perkuliahan Fisika Matematika 1(Fismat 1) berbasis Cognitive Apprenticeship Instruction (CAI). Penelitian ini merupakan penelitian pendahuluan dari serangkaian penelitian mixed method dengan desain embedded experimental yang melibatkan 6 orang mahasiswa dan diamati dalam empat tatap muka. Perkuliahan berbasis CAI ini menggunakan sintaks perkuliahan yang terdiri atas tahapan modeling, coaching, articulation, reflection, dan exploration. Pada akhir penelitian mahasiswa diberi tes keterampilan berpikir reflektif, diminta mengisi angket, dan diwawancarai. Data dianalisis secara kualitatif dan ditriangulasi dari hasil analisis observasi, angket, dan wawancara. Hasil penelitian ini menginformasikan bahwa perkuliahan Fismat 1 berbasis CAI membantu mahasiswa yang mengikuti remidial sehingga mampu berpikir reflektif pada level kedua dari empat level berpikir reflektif, yaitu understanding. Beberapa kriteria berpikir reflektif masih belum dicapai mahasiswa secara optimal. Oleh karena itu perlu strategi yang lebih efektif dalam setiap tahapan CAI untuk meningkatkan level berpikir reflektif mahasiswa.ABSTRACTThis research is a mixed method research design which aimed to determine the students’ reflective thinking level after they experienced cognitive apprenticeship instruction (CAI) based learning program in the Mathematical Physics 1. Syntaxes of CAI program are modeling, coaching, articulation, reflection, and exploration. The data was collected from six remedial students’ performances of reflective thinking skill test and was analyzed using qualitative approach by triangulating it with observation and questionnaire, as well as interview results. The data analysis showed that the remedial students’ level was on the second phase of reflective thinking skill, namely understanding level. Several criterias of reflective thinking skill were still poor achieved by the students. Therefore, the more effective strategies applied in every syntax of CAI are required in order to improve the students’ level of reflective thinking.
PELATIHAN KETERAMPILAN PROSES ILMIAH BERBASIS ORGANISASI BELAJAR BAGI GURU SEKOLAH DASA Sarwanto, Sarwanto; Hinduan, Achmad; Trisnamansyah, Sutaryat; Rusli, A
PAEDAGOGIA Vol 12, No 1 (2009): PAEDAGOGIA Jilid 12 Nomor 1 (2009)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v12i1.35980

Abstract

This research aims to investigate the effectiveness of training in scientific process skills for elementary schoolteachers based on the learning organization in improving their professionalism. The scientific training based on learning organization was developed using systematic approach. This approach was in line with the school as anorganizationthatshouldproducelearners.Alearningorganizationisanorganization whose members are sensitive to problems, to overcome problems together and continuously, and to reach target that have been specified. The research method in this study was a modification of the Borg & Gall (1979) Research & Development (R&D) method. This research was done in Wonogiri regency and 34 teachers were involved. Principally, this research used a design one-group-pretest-posttest to determine the effectiveness of the research subject treatment. Based on the study, it can be concluded that the training model based on the learning organization can significantly improve the mastery of the concept, the skill processes and the ability of science learning. This training is supported by supervisor and head-masters, so it can be followed-up by the teacher activities team (KKG) in the classroom. Finally, it can be recommended that: (1) the training system based on the learning organization can be used to enhance school independence in improving the teachers' professionalism; (2) sources of learning available in school require to motivate teacher in training activity; (3) training of science teaching is better done step by step in order to run well; (4) headmaster and supervisor involved in socializationshouldsupportthetrainingactivitytotally.