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Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika
Published by Universitas Bengkulu
ISSN : -     EISSN : 28282345     DOI : https://doi.org/10.33369/ajipf
Core Subject : Science, Education,
Education Physics
Articles which can be published in this journal are research results articles, literature reviews, case studies or ideas on teaching physics, learning physics, physics as science, and applied physics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 63 Documents
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PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP HASIL BELAJAR, KEMAMPUAN PEMECAHAN MASALAH FISIKA DAN MINAT BELAJAR SISWA PADA MATERI FLUIDA STATIS DI SMAN 1 LEBONG SAKTI Herlinda Herlinda; Eko Wsistoro; Eko Risdianto
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (174.96 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

This study aims to find the effect of learning model of problem based learning with scientific approach to learning outcomes, to find the effect of learning model of problem based learning with scientific approach to the problem solving ability of physics and to find the influence of learning model of learning based model with scientific approach to learning interest after being taught using Model of problem based learning with a scientific approach. This type of research is Quasi Experiment. The sample was taken using purposive sampling technique obtained by class X IPA 2 as experimental class and class X IPA 3 as control class. Based on the results of data analysis using t test two independent samples indicate there is significant effect of using problem based learning model with scientific approach to learning outcomes tcount (5.65) > ttable (1.68), the ability of solving physics problems with tcount (2.58) > ttable (1.68)  and interest in student learning tcount (1.75) > ttable (1.68). So it is concluded that there is a significant influence of the use of problem based learning model with scientific approach to learning outcomes, problem solving skills and interest in experimental class students who taught with the use of problem based learning model with a scientific approach.
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DENGAN PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN AKTIVITAS BELAJAR, HASIL BELAJAR FISIKA DAN MOTIVASI BELAJAR SISWA SMAN 01 MUKOMUKO Anita Setya Rahayu; Indra Sakti; Desy Hanisa Putri
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (159.941 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

This research was classroom action research in term of Work and Energy concept which has been done in four cycles where the purpose was to know the enhancement of students’ learning activities, learning outcomes, and learning motivation. The subjects of this research were all 36 first grade students of science 3 class in senior high school number 01 Mukomuko. The result of this research has shown that the total average of students’ activities in cycle I was 38 with predicate active, in cycle II was 40with predicate active, 41 in cycle III with predicate active, and in cycle IV was 42 with predicate active. Students’outcomes on cognitive aspect in cycle I has shown that the students’ absorbption level was 83,64% and students’ passing criteria was 58,33% (unpassed), has increased in cycle II into 88,11% and learning passing criteria was 80.55% (unpassed), then the level of absorbption increased in cycle III about 92.90% and learning passing criteria was 91.66% (passed) and significantly increased comparing to cycle I, II, and III where in cycle IV the level of absorbption was 97.68% and learning passing criteria was 100%. Learning outcomes in psychomotor aspect in cycle I was 88.34, 91, 58 in cycle II,93,19 in cycle III, and 96,39 in cycle IV. Students’ motivation was 61,06 in cycle I, 60,21 in cycle II, 64,50 in cycle III, and 65,60 in cycle IV. Based on the results of research can be concluded that the application of problem-based learning model can improve learning activities, learning outcomes in Physics and  students’ learning motivation.
PENERAPAN MODEL INKUIRI TERBIMBING UNTUK MENINGKATKAN AKTIVITAS, HASIL BELAJAR DAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS X IPA.3 SMA NEGERI 3 BENGKULU TENGAH Syafa’atin Noviana; Connie Connie; Dedy Hamdani
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2011.133 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

This study aims to describe the improvement of learning activity, learning outcomes and critical thinking skill of students by applying a model of guided inquiry. This research was conducted in four stages: planning, implementation, observation, and reflection. Subyek in research is all student in this class X IPA.3 aggregate 30 person. The results showed that students learning activity at cycle I with average score of 31 (good), cycle II of 33 (good), cycle III of 34,5 (good) and cycle IV of 35,5 (good). Student learning outcomes obtained the average grade score and classic learning completeness in the cycle I of  69,14 (enough) and 51,72% (unfinished), cycle II of 73 (enough) and 56,67% (unfinished), cycle III of 74,83 (enough) and 66,67 (unfinished) and cycle IV of 80,83 (good) and 80% (complete). For students’ critical thinking skill, that is: indicator focus questions cycle I of 70,69%, cycle II of 78,45%, cycle III of 81,89% and cycle IV of 83,62% (very critical), indicator consider the credibility of a source cycle I of 67,24%, cycle II of 73,28%, cycle III of 76,72% and cycle IV of 80,17% (critical), indicator deduce and consider the results of deduction cycle I of 56,89%, cycle II of 57,75%, cycle III of 60,34% and cycle IV of 63,79% (critical), indicator define terms and consider a definition cycle I of 69,83%, cycle II of 77,58%, cycle III of 79,31% and cycle IV of 81,89% (critical), and indicator define an action cycle I of 58,62%, cycle II of 61,21%, cycle III of 72,41% and cycle IV of 76,72% (critical). Based on the result of the research, it can be concluded that the implementation of guided inquiry model can improve the learning activity, learning outcomes and student critical thinking skills.
PENGARUH PENGGUNAAN MODEL INKUIRI TERBIMBING DENGAN PENDEKATAN SAINTIFIK TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR PADA MATERI GETARAN GELOMBANG DAN BUNYI DI SMPN 08 KOTA BENGKULU Diana Puspitasari; Eko Swistoro; Eko Risdianto
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.455 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

The main purpose of this research is to know the effect of using guided inquiry model with scientific approach to science process skill and learning outcomes. The main instrument used in this study is the test. The tests in this study include pretest and posttest. The sample was taken using purposive sampling technique class VIII 7 as experimental class and class VIII 9 as control class. The study was conducted from March 1 to March 31. Based on the results of data analysis found there is influence the use of guided inquiry model with scientific approach to science process skill. This can be seen on the score difference before treatment is given after treatment. The average score of each meeting pretest of 24.2 while the average posttest score of each meeting amounted to 62.9 so the difference in average score between posttest with prestest of 38.7. Based on the result of data using t-test two independent samples showed there is significant effect of using guided inquiry model with scientific approach to student learning outcomes. This is shown by thitung 2,444> ttabel 2,004. So it can be concluded that there is a significant influence the use of guided inquiry model with scientific approach to science process skills and student learning outcomes.
PENERAPAN MODEL INKUIRI TERBIMBING BERBASIS PENDEKATAN KONSTRUKTIVISME UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR KOGNITIF DI KELAS VIII.1 SMPN 4 KOTA BENGKULU Monita Mialisa; Connie Connie; Rosane Medriati
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2599.727 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

This study aims to determine the improvement of science process skills, learning activities and cognitive learning outcomes of students by applying a model of Guided Inquiry based on Constructivism Approach to the concept of Light in class VIII.1 SMPN 4 Kota Bengkulu. This research was conducted in four stages: planning, action implementation, observation, and reflection. The results showed that students' science skill score included observation indicator 63,8 (cycle I), 80,9 (cycle II), 82,1 (cycle III), 86,4 (cycle IV), indicator formulated hypothesis 44,8 (Cycle I), 60.3 (cycle II), 61.4 (cycle III), 78.6 (cycle IV), classification indicator 84 (cycle I), 89.2 (cycle II), 96, 2 (cycle III), 100 (cycle IV), interpreting indicators of 65.5 (cycle I), 67.6 (cycle II), 71.4 (cycle III), 77.1 (cycle IV), and communicator indicator Of 46.6 (cycle I), 63.5 (cycle II), 81.7 (cycle III), 90.9 (cycle IV). Student learning activity with cycle I average score 29,5 (enough), cycle II 32 (good), cycle III 34 (good) and cycle IV 37 (good). The results of cognitive learning obtained the average grade grade cognitive and classic learning completeness in the first cycle of 68.4 (enough) and 55.2% (unfinished), cycle II 79.5 (good) and 70.6% (not yet Thoroughly), cycle III 83 (good) and 77,1% (complete), cycle IV 85,4 (good) and 85,7% (complete). Based on the result of the research, it can be concluded that the implementation of Guided Inquiry Model Based on Constructivism Approach can improve the skill of science process, learning activity and student cognitive learning result.
PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN SIKAP ILMIAH DAN HASIL BELAJAR KOGNITIF SISWA PADA KONSEP USAHA DAN ENERGI DI KELAS X MIPA.3 SMAN 10 BENGKULU Sherli Malinda; Nyoman Rohadi; Rosane Medriati
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.732 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

This research aims to increase the activity, scientific attitude and student cognitive learning outcomes. Subjects in this research were all students of class X MIPA3 which amounted to 31 students. This research was conducted in four stages: planning, action implementation, observation, and reflection. The results of this research indicate that student learning activity on cycle I with average score of 21 (enough category), increased in cycle II to 24.5 (good category), increased in cycle III to 26.5 (good category) and increased again on IV cycle to 28 (good category). Scientific students' attitude score in cycle I is 3.91; Increased in cycle II to 4.02; Increased in cycle III to 4.20 and increased again in IV cycle to 4.36. The students' cognitive learning outcomes for the first cycle obtained an average of 72.87 with a classical learning completeness of 74.19%, increased in cycle II to 75.97 with 87.1% classical learning completeness, increased in cycle III to 79.58 with 93.55% classical learning completeness and increased again in the IV cycle to 89.68 with 100% complete classical learning. Based on the results of the study concluded that the application of discovery learning model increases the activity, scientific attitude and student cognitive learning outcomes.
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN AKTIVITAS BELAJAR, HASIL BELAJAR DAN SIKAP ILMIAH SISWA SMA Wenda Dwi Meilesri; Indra Sakti; Desy Hanisa Putri
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.554 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

The purposes of this classroom action research were to enhance students’ learning activity, learning outcomes and student's scientific attitude on the concept of static fluid. Subjec was 35  students in X grade. The results of the study indicated that students' learning activities on the first cycle with an average score of 41 (the active category), the second cycle with an average score of 45 (active category), the third cycle with an average score of 48 with an average score of 48 (the active category) and  the fourt cycle of with an average score of 48 (the active category). The result of cognitive domain was 71,4%students in reaching mastery learning (cycle I), increased to 82,9% mastery learning (cycle II), increased to 85,7% (cycle III), obtained learning mastery equal to 85,7%, and increased to 91,4% (the cycle IV). The results of psychomotoric reached 80,7  (cycle I), became to 83,0 (cyle II), increased to 83,7 (Cycle III) and increased to 85,5 (cycle IV). There were 21 students reached the good category of scientific attitude in the first cycle, 27 students in the second cycle, 32 students in the third cycle 33 students in the fourth cycle. Based on the result of the research, it is concluded that the implementation of problem based learning with scientific approach can increase the learning activities, the learning result and scientific attitude on the concept of statics fluid.
PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA SERTA KEMAMPUAN PEMECAHAN MASALAH MELALUI MODEL PROBLEM BASED LEARNING PADA KONSEP CAHAYA DI KELAS VIII.E SMPN 6 KOTA BENGKULU Elda Lestari Baksir; Afrizal Mayub; Desy Hanisa Putri
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.094 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

This study aims to improve the activity, student learning outcomes and problem-solving skills on the concept of light performed in four cycles. Subjects in this study were all students of class VIII.E which amounted to 21 people. The instruments used are observation sheets for teacher and student activities, affective learning, psychomotor and cognitive test sheets and problem solving skills. The result of the research shows that student learning activity in cycle I with average score of 31,5 categories is enough, cycle II is 34 good category, cycle III is 38 good category and IV cycle is 40 good category. The result of cognitive learning obtained by average of cycle I is 53,3 less category, cycle II equal to 65,71 category enough, cycle III equal to 80 category good and cycle IV equal to 90,48 good category. Psychomotor learning results obtained in the first cycle of 8.64 categories enough, cycle II for 10 categories both, cycle III of 10.48 good category and IV cycle equal 11.04 good category, and affective learning results obtained cycle I of 12.19 Category enough, cycle II 13,74 category enough, cycle III equal to 14,83 good category, cycle IV equal to 16,17 in good category. As well as the results of problem-solving abilities. In cycle I the problem solving ability of students with percentage of 56% less category, increase in cycle II problem solving ability of student with percentage of 72% category enough, then increase in cycle III with percentage of 76% good and in cycle IV increase again with percentage 79% good. Based on the results of research can be concluded that the application of problem-based learning model can boost the activity and student learning outcomes and problem-solving skills.
PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KETERAMPILAN PROSES SAINS DI KELAS VII.B SMP NEGERI 10 KOTA BENGKULU Dina Laras Sati; Rosane Medriati; Nyoman Rohadi
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.057 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

This research is a classroom action research that aims to determine the increase oflearning activities, learning outcomes and problem solving skills of students. Subjects in this research were all students of class VII.b which amounted to 23 students. This research was conducted in four steps: planning, acting, observing, and reflecting. The results of this research indicate that student learning activity in first cycle I with average score of 25,5 (enough category), increased in cycle II to 27,5 (good category), increased in cycle III to 29,5 (good category) and increased returns tocycle IV to 32 (good category). The students' cognitive learning outcomes for the first cycle obtained an average of 62,72, increased in cycle II to 73, increased in cycle III to 78 and increased again in the cycle IV  to 81,98. students average value in cycle I is 62,20; Increased in cycle II to 72,46; Increased in cycle III to 85,50 and increased again in IV cycle to 90,94. Based on the results of research can be concluded that the application of problem based learning model can increase the learning activities, learning outcomes and problem solving skills of students.
PENERAPAN MODEL PENEMUAN TERBIMBING UNTUK MENINGKATKAN MOTIVASI, KETERAMPILAN PROSES SAINS, DAN HASIL BELAJAR PADA KONSEP GETARAN, GELOMBANG, DAN BUNYI DI KELAS VIII.2 SMPN 01 KOTA BENGKULU Diatri Novita; Connie Connie; Eko Risdianto
Kumparan Fisika Vol 1 No 1 (2017): Jurnal Pembelajaran Fisika
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (101.612 KB) | DOI: 10.33369/ajipf.1.1.%p

Abstract

The purpose class act  research are to know how to upgrading, motivate students to learn, skill of science process and the result of students at class VIII2 SMPN 01 Kota Bengkulu for frequency, wave, sound already 4 cycles. The subjects of research there are 33 students. The result of research show us the upgraded student’s study activity for every cycles are 21 (cyle I) , 23.5 (cyle II) , 27.5 (cyle III) and 29 (cyle IV). The upgrading of students motivation every indicator of  motivation by cyle I to cyle IV. The indicator of students desire is 25.82 (cyle I) to be 28.6 (cyle IV). The indicator of appreciation to learn is 17.79 (cyle I) to be 19.6 (cyle IV) . the indicator of interest activity of learn is 22.15 (cyle I) to be 24.21 (cyle IV)  finally indicator of study area which condusive so that make student learn more is 18.18 (cyle I) to be 19.67 (cyle IV). Skill of science process show upgrade to show average every aspect skill of science process. Aspect clasification is 64.85 (cyle I), 70.3 (cyle II), 82.25 (cyle III), 92.5 (cyle IV). Aspect hypotesis formula are 54 (cyle I), 79.65 (cyle II) , 80.35 ( cyle III)  and 87.5 (cyle IV). Aspect instrument uses are 82 (cyle I) , 92.95 (cyle II), 93.75 (cyle III), and 95.5 (cyle IV) and 80.35 (cyle IV). The result of study to knowledge aspect rise to completness study as classical 59.4 % (cyle I) not complete as classical is 92.8 % (cyle III) in complete classical and 100% (cyle IV) complete as classical.

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