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Muhammad Amin Said
Universitas Muhammadiyah Makassar
Education Mathematics Physics Social Sciences Other

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Gaya Belajar Mahasiswa Farmasi dalam Pembelajaran Fisika Berdasarkan Indeks Learning Style Felder Silverman Nasharuddin; Wahyuddin; Muhammad Amin Said; Hajra Yansa; Miftahul Janna; Andi Reski Amelia
JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Vol 11 No 1 (2023): Maret
Publisher : Pendidikan Fisika UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jpf.v11i1.36183

Abstract

Learning style is a vital component in improving the quality of learning in physics classes. This study identified the learning styles of pharmacy students in learning physics based on Felder Silverman's Learning Style Index (ILS) through a survey of first-year students. ILS Felder Silverman determines the 4 dimensions of learning style preferences, namely processing (active-reflective), perception (sensing-intuitive), input (visual-verbal), and understanding (sequential-global). Questionnaires were distributed using Google Forms in more than three weeks. The collected data were analyzed descriptively quantitatively through the ILS scoring sheet. The results showed that the preference for Active, Sensing, Visual, and Sequential (ASViS) learning styles was owned by pharmacy students in learning physics. ASViS is dominant at a balanced level, successively: Active (39.27%), Sensing (31.94%), Visual (35.08%) and Sequential (44.50%). The implications of this study illustrate the learning of lecturers in physics classes who should apply various methods by actively involving students through experiments, project-based learning and discussions and occasionally reflect in explaining material. Also apply convergent and divergent learning
Exploration of the Eleventh Graders Difficulties in Understanding Procedural and Declarative Knowledge in the Laboratory Experiment of Heat Transfer Muhammad Tawil; Muhammad Amin Said; Kemala Suryansari
Jurnal Pendidikan MIPA Vol 24, No 1 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract

Abstract The purpose of this study was to describe the factors that caused class XI students to have difficulty mastering procedural knowledge and declarative knowledge in heat experiments at Senior High School 1 Gowa. Pseudo-experiment with a population of 5 (five) class XI with a randomly selected sample of one class XI consisting of 50 students. The tests used procedural knowledge, declarative knowledge and valid and reliable questionnaires. Processing data using descriptive statistics. The findings of this study include that physics teachers do not practice declarative indicators, physics teachers do not practice procedural, the average score of declarative and procedural knowledge is medium and low respectively. The reason students have difficulty mastering procedural knowledge and declarative knowledge is because physics teachers rarely train and teach procedural knowledge and declarative knowledge, and students are rarely given the opportunity to develop their potential in the domains of low-level thinking and high-order thinking. Keywords declarative knowledge, procedural knowledge, physics learning. Abstrak Tujuan penelitian ini untuk mendeskripsikan  faktor-faktor yang menyebabkan siswa kelas XI kesulitan menguasai pengetahuan  prosedural dan pengetahuan  deklaratif pada percobaan  kalor di sekolah menengah Atas 1 Gowa. Ekperimen semu dengan jumlah populasi 5 (lima) kelas XI dengan sampel satu kelas XI yang dipilih secara acak terdiri 50 siswa. Tes yang digunakan pengetahuan prosedural, pengetahuan deklaratif dan angket yang valid dan reliabel. Pengolahan data menggunakan statistik deskriptif. Temuan penelitian ini diantaranya adalah guru fisika kurang melatihkan indikator deklaratif, guru fisika kurang melatihkan prosedural, rata-rata skor pengetahuan deklaratif dan prosedural masing-masing kategori sedang dan rendah.  Penyebab siswa mengalami kesulitan menguasai pengetahuan prosedural dan pengetahuan deklaratif karena guru fisika jarang melatihkan dan mengajarkan pengetahuan prosedural dan pengetahuan deklaratif, dan siswa jarang diberikan kesempatan untuk mengembangkan potensinya pada domain berpikir tingkat rendah dan berpikir tingkat tinggi.  Kata kunci pengetahuan deklaratif, pengetahuan procedural, pembelajaran fisika.DOI http://dx.doi.org/10.23960/jpmipa/v24i1.pp385-398
Co-Authors Andi Reski Amelia Hajra Yansa Kemala Suryansari Miftahul Janna Muh. Tawil Nasharuddin Wahyuddin