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"Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015"
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<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN METODE EKSPERIMEN UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR IPA-FISIKA SISWA KELAS VIII.A SMPN 12 KOTA BENGKULU ]]>
<![CDATA[Dedy Hamdani]]>;
<![CDATA[Dio Aru Prasetya]]>;
<![CDATA[Connie Connie]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[This study aims to improve the activity and learning outcomes of students with the implementation of problem-based learning (PBL) model. The subjects were the students of class VIII.A of state junior high school 12 (SMPN 12) of city of Bengkulu as many as 24 students. Data obtained from the test and observations sheets were analyzed using descriptive statistics. This research was conducted in four phases: planning, action, observation, and reflection. The results showed that the learning activities of students in the first cycle with an average score of 25.5 in enough categories, the second cycle of 33.5 in good categories, and the third cycle of 37.5 in good categories. The learning outcomes of students obtained for the cognitive aspects of the first cycle are the average values ​​of 67.75 and 62.50% of mastery learning; the second cycle are the average values ​​of 82.88 and 95.83% of mastery learning; and the third cycle are the average values ​​of 76.03 and 87.50% of passing grade. Learning outcomes of students ​​obtained for the affective aspects of the first cycle by an average of 57.64; the second cycle of 73.07; and the third cycle of 76.74. Learning outcomes of students obtained for psychomotor aspects of the first cycle values ​​ by an average of 74.65; the second cycle of 94.97; and the third cycle of 96.01. In general it can be said that the implementation of problem based learning model with the experimental method can increase the activity and learning outcomes of students. Keywords: activity learning, experimental methods, learning outcomes, problem based learning model.]]>
<![CDATA[PENGARUH BUAH LEMON SEBAGAI MEDIA PEMBELAJARAN LISTRIK DINAMIS TERHADAP KONDISI STRESS BELAJAR SISWA ]]>
<![CDATA[Ulya Santa Anugrahaini]]>;
<![CDATA[Sutikno Sutikno]]>;
<![CDATA[Masturi Masturi]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[Fruit is not only as a source of vitamins that are beneficial to health. Energy experts begin to look for the existence of the fruit that is not just a complement of nutrients; they open a new knowledge that the fruit can become a source of electrical energy alternatives. On the other hand, the educators participating improve the usefulness of the fruit in learning activities as a learning medium dynamic power which can help students and teachers in achieving the learning objectives. In this study, the fruit is used as a medium of electrodynamic power which can reduce students' stress conditions. This student learning stress conditions will affect the memory, memory, concentration and student achievement. The purpose of this study is to determine the effect of lemon as a medium of learning to learn physics student stress conditions, so that the results of this study indicates that the fruit is not only capable of as a source of vitamins and alternative electric energy source, but it can be useful as a learning medium which can reduce student’s stress conditions. Keywords: Lemon, Stress Conditions of Students Learning, Electrodynamics Learning Media.]]>
<![CDATA[PENGARUH EKSPERIMEN INDUKSI ELEKTROMAGNETIK TERHADAP PERKEMBANGAN KREATIVITAS SISWA ]]>
<![CDATA[Anton Winarto]]>;
<![CDATA[Sutikno Sutikno]]>;
<![CDATA[Masturi Masturi]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[This study aims: to determine the effect of electromagnetic induction experiment in creativity that uses simple ingredients that are easily found in everyday environments, and to know the students who have high creativity and the students who have low creativity. The method used is a method of pre-experimental design with one-shot case study design study. The subjects of the study consisted of one class by the number of students in class XI 25 SMK Shipping Akpelni. Data were collected using an instrument of learning keterlaksanaan observation sheet and questionnaire (questionnaire). Keterlaksanaan learning by experimentation by students with electromagnetic induction material has been done from the beginning to the end with an average score of 88.8 and a very good response to the electromagnetic induction experiment method well known based on the questionnaire and from observations by researchers with the percentage of students who answer yes are on average 82.5%. Based on the data analysis of the results showed that learning with the experimental method of electromagnetic induction material can influence the development of students' creativity. Keywords: experiment; Electromagnetic induction; creativity.]]>
<![CDATA[PENGARUH PEMBELAJARAN BERBASIS PROYEK TERHADAP KREATIVITAS SISWA MELALUI ELEKTROSKOP SEDERHANA ]]>
<![CDATA[Dian Novita Sari]]>;
<![CDATA[Sutikno Sutikno]]>;
<![CDATA[Masturi Masturi]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[Penelitian ini merupakan penelitian kualitatif dengan tujuan untuk mengetahui pengaruh pembelajaran berbasis proyek terhadap kreativitas siswa dengan membuat proyek elektroskop sederhana. Minimnya pemanfaatan media membuat pembelajaran menjadi kurang menarik sehingga untuk mendukung tujuan pembelajaran diperlukan suatu media yang dapat mengembangkan kreativitas peserta didik Metode penelitian adalah deskriptif kualitatif. Teknik pengumpulan data menggunakan metode observasi, wawancara dan dokumentasi. Observasi dilaksanakan ketika siswa melaksanakan eksperimen membuat elektroskop sederhana melalui model pembelajaran berbasis proyek. Tes yang dilaksanakan untuk evaluasi hasil dari pembelajaran berbasis proyek. Keywords : Elektroskop; Kreativitas; Pembelajaran berbasis proyek.]]>
<![CDATA[PERBANDINGAN HASIL BELAJAR FISIKA SISWA YANG MENGGUNAKAN MODEL PEMBELAJARAN KOORPERATIF TIPE GROUP INVESTIGATION DENGAN DISCOVERY INQUIRY DI SMA ]]>
<![CDATA[Dewi Maynastiti]]>;
<![CDATA[Vina Serevina]]>;
<![CDATA[Anggara Budi Susila]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[The purpose of this research is to know the comparison of learning outcomes physics student using cooperative learning model of type Group Investigation with Discovery Inquiry. The research is conducted in SMAN 2 Bekasi on February-April 2015. The samples were 38 students who have similar conditions. The samples are X MIA 5 as experiment class 1 and X MIA 6 as experiment class 2. The method used in this research is quacy experimental design. The instrument of this research is multiple choice formed with 30 questionare. Requirement test uses normality test with Chi-square since χ2count (5,188) ≤ χ2table (12,59159) on experiment class 1 and χ2count (2,649) ≤ χ2table (12,59159) on experiment class 2, than the conclusion is that the data is distributed normal. On homogeneity test for α=5% and n=38 obtained Fcount (1,348) Ftable (1,76) therefore the data obtained are homogeneous. Based on hypothesis test using t-test, shown that tcount (1,86) and ttable (1,66571) at significance level α=5% with dk = 38+38-2=74. Because of tcount > ttabel, then H0 is rejected and Ha is accepted. So it can be concluded that the results of outcome physics model of Group Investigation is higher than the results of outcome physics learning on Discovery Inquiry. Keywords: Group Investigation, Discovery Inquiry, outcomes physics learning.]]>
<![CDATA[DESKRIPSI ANALISIS KEBUTUHAN PEMBELAJARAN FISIKA KELAS X DI SMA NEGERI 4 BANDAR LAMPUNG ]]>
<![CDATA[Yuliana Yuliana]]>;
<![CDATA[Chandra Ertikantro]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[This preliminary research studies about the learning needs of teachers and students in SMAN 4 Bandar Lampung.This preliminary research study consisted of field studies and literature.The purpose of this study is; (1) Know the teacher will need approprite learning media and can help students understand the concepts of Physics, (2) Determine the needs of students learning media will help students to learn the inquiry model,(3) to analyze the implementation of learning physics in SMAN 4 Bandar Lampung. This study used a descriptive method. This preliminary study was conducted in SMAN 4 Bandar Lampung dated 1 April 2015. With cluster sampling technique sampling,research subject X6 graders were 40 students and 3 teachers of Physics. Data obtained using a questionnaire and analyzed qualitatively through stages; Coding,data tabulation,analysis of qualitative data and make the appropriate interpretation of the results of analysis of problems and questions arise research and make conclusions. The findings of this preliminary study are; 1) Teachers and students of SMAN 4 Bandar Lampung already know the model of inquiry in learning, but its implementation is still using the model of lectures, discussions and assignments. 2) Teachers and students of SMAN 4 Bandar Lampung need instructional materials in the form of worksheets inquiry model with process skills approach that can help students understand the concepts of Physics. The conclusion of this study is to be developed LKS inquiry model in physics learning process skills approach. Keywords : inquiry model,prosess skills approach,and student worksheets.]]>
<![CDATA[PERBANDINGAN HASIL BELAJAR FISIKA SISWA YANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN DISCOVERY-INQUIRY DI SMA ]]>
<![CDATA[Aristin Raras]]>;
<![CDATA[Vina Serevina]]>;
<![CDATA[Anggara Budi Susila]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[This research aims to see how the comparison of of the result of student learning Physics through cooperative learning model of Jigsaw with Discovery-Inquiry. The research has been conducted in February-April 2015 in SMAN 2 Bekasi. The research method which is used is the Quasi-Experiments method The samples were taken two classes from XI SMA Mathmatics and Science. And divided into class experiment 1 and experiment 2. The instrument which is used in the form of a multiple choice test with a score of 0-1 as many as 30 questions and five answers. The results of this study with a statistical test the "t" test and Tuckey test to be able to see the comparison. Based on the calculation, t value for 2,28 is higher than t table for n = 42 and at a significance level of 5% is 1,66. And for value of Tuckey test (Q value) is 3,12 at a significance level of 5% is 2,86. It can be concluded that the results of learning physics students using cooperative learning model jigsaw is higher than using the discovery-inquiry. Keywords : Student learning Physics, Jigsaw, Discovery-Inquiry.]]>
<![CDATA[Penerapan Pembelajaran Aktif Tipe Everyone Is A Teacher Here (ETH) Untuk Meningkatkan Hasil belajar Fisika Peserta Didik Kelas XA SMA Al Bayan Makassar ]]>
<![CDATA[Muhammad Amin Said]]>;
<![CDATA[Nirmayanti Nirmayanti]]>;
<![CDATA[Nurlina, S. SI., M.Pd]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[This has pra ekperiment research with one –group-pretest-posttest-design with almed (1) to finding out how large learning phsics classroom XA at SMA Al Bayan Makassar in 2014/2015 before teaching with learning Active thype Everyone Is A Teacher Here (ETH) (2) to finding out how large learning phsics classroom XA at SMA Al Bayan Makassar in 2014/2015 after teaching with learning Active thype Everyone Is A Teacher Here (ETH) (3) To finding out how increases to learn before and after physics teaching with learning activ Type Everyone Is A Teacher Here (ETH). Subject in this research XA classroom. The data were collected by test learning here consist 27 item item in multiple choise had been validation by two validator. The collected data were analysx were use descriptive tecnique analysis and gain analysis. From descriptive analysis were teacing with Activ Teaching ETH type. Were collected the higest score 78. Lower score 22, average score 43 and deviation standar 14,07. Now analysis were after teaching used Aktuv type ETH were result the higest 96, lower 48, and average 75 and deviation standar 11,75. This inferensisl analiysis showed that learning phisics at XA clasroom at SMA Al bayan Makassar in 2014/2015 were increasing. Keywords : learning outcomes , Active Learning, ETH.]]>
<![CDATA[Pengaruh Penugasan Proyek Pembuatan Mikroskop Sederhana dari Barang Bekas terhadap Kreativitas Siswa SMK ]]>
<![CDATA[Musa Dimyati]]>;
<![CDATA[Sutikno Sutikno]]>;
<![CDATA[Masturi Masturi]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui pengaruh penugasan proyek pembuatan mikroskop sederhana dari barang bekas terhadap kreativitas siswa SMK program keahlian teknologi dan rekayasa. Penelitian ini menggunakan quasi experimental design dengan bentuk nonequivalent control group. Pengambilan data dilakukan dengan mengamati kreativitas siswa melalui penugasan proyek pembuatan mikroskop sederhana dari barang bekas dan kreativitas siswa melalui penugasan soal-soal konsep mikroskop. Kelompok pertama adalah siswa yang belajar optika dan diberi penugasan proyek pembuatan mikroskop sederhana dari barang bekas, dan kelompok kedua adalah siswa yang belajar optika dan diberi penugasan soal-soal konsep mikroskop. Sebelum dilakukan perlakuan dan pengambilan data, instrumen yang digunakan telah melalui uji ahli. Data yang telah diproses dianalisis menggunakan uji komparatif. Hasil penelitian ini menunjukkan rata-rata kreativitas siswa yang diberi penugasan proyek pembuatan mikroskop sederhana sebesar 69,31% dan rata-rata kreativitas siswa yang diberi penugasan soal-soal konsep mikroskop sebesar 39,72%. Dengan demikian ada pengaruh signifikan penugasan proyek pembuatan mikroskop sederhana terhadap kreativitas siswa SMK. Kata Kunci: kreativitas, mikroskop sederhana, penugasan proyek.]]>
<![CDATA[PERBANDINGAN KETERAMPILAN PROSES SAINS SISWA PADA MATA PELAJARAN FISIKA ANTARA YANG MENGGUNAKAN MODEL LEARNING CYCLE 7E DAN MODEL PROBLEM BASED LEARNING DI SMA ]]>
<![CDATA[Putri Sukaesih]]>;
<![CDATA[Siswoyo Siswoyo]]>;
<![CDATA[I Made Astra]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Vol 4 (2015): PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) SNF2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika dan Program Studi Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui manakah model pembelajaran yang lebih baik untuk meningkatkan keterampilan proses sains siswa pada mata pelajaran fisika antara model Learning Cycle 7E dan model Problem Based Learning. Penelitian dilaksanakan di SMAN 31 Jakarta pada bulan April-Mei 2015. Sampel diperoleh dengan teknik Purposive Random Sampling. Metode pada penelitian ini adalah kuasi eksperimen dengan desain penelitian Nonequivalent Control Group Design. Instrumen yang digunakan berupa tes keterampilan proses sains berbentuk pilihan ganda beralasan. Rata-rata nilai pretest dan posttest keterampilan proses sains pada kelas eksperimen I berturut-turut yaitu 52,64 dan 68,65, sedangkan rata-rata nilai pretest dan posttest keterampilan proses sains pada kelas eksperimen II berturut-turut yaitu 51,60 dan 62,03. Hasil perhitungan normalitas baik data pretest maupun posttest di kedua kelas eksperimen dengan menggunakan uji Chi Kuadrat diperoleh bahwa data berdistribusi normal. Hasil perhitungan homogenitas kedua kelas menggunakan uji-F berdasarkan data pretest menunjukkan data yang homogen, namun berdasarkan data posttest menunjukkan data tidak homogen. Dengan begitu untuk melakukan uji hipotesis menggunakan Uji-T dengan data tidak homogen. Dari hasil perhitungan didapatkan harga . Selanjutnya dibandingkan dengan harga dengan ketentuan , dan kesalahan yang ditetapkan sebesar 5%, maka harga yaitu . Karena harga harga maka diperoleh kesimpulan bahwa model Learning Cycle 7E dapat meningkatkan keterampilan proses sains siswa lebih tinggi dibandingkan model Problem Based Learning di SMA. Sehingga, model Learning Cycle 7E merupakan model yang lebih baik digunakan untuk meningkatkan keterampilan proses sains siswa pada mata pelajaran fisika di kelas dibanding model Problem Based Learning. Keywords: Science Process Skills, Learning Cycle 7E, Problem Based Learning.]]>
