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<![CDATA[PENERAPAN ICE BREAKING (PENYEGAR PEMBELAJARAN) UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VIII A MTs AN-NUR PELOPOR BANDARJAYA TAHUN PELAJARAN 2013/2014 ]]>
<![CDATA[Kurniasih, Ayu Novia]]>;
<![CDATA[Alarifin, Dedy Hidayatullah]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[The purpose of this research is to know the result of learning in IPA by using ice breaking of the student of the eighth grade class of in MTs An-Nur Pelopor Bandarjaya TP. 2013/2014. The subjeck of this research is class  MTs An-Nur Pelopor Bandarjaya the sums of the students are 31. This research is CAR (Classroom Action Research) that is consists of 2 cycles,one cycle consist of three meeting included of test. The test is conducted in every last meeting. The result of learning could see of the test that is given by the teacher, the implementation of learning process by using ice breaking by using observing that is written by observer. From the result of research got the result of studentâs learning is 58,06% in the first cycle, and 77,42% in the second cycle. From the minimum requirement (KKM) namely . The average of the result of the studentâs learning is 66,29 in the frist cycle and 72,09 in the second cycle. So, it can be inferred that by using ice breaking can increase the result of studentâs learning.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMP NEGERI 4 METRO SEMESTER GENAP TAHUN PELAJARAN 2013/2014 ]]>
<![CDATA[Khotimah, Laela Ngasarotul]]>;
<![CDATA[Partono, Partono]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[The aims of this research is to find the effect of guided inquiry learning model on learning outcomes physics eighth grade students of SMP N 4 Metro semester of academic year 2013/2014. The sample was VIIID as VIIIF as a control class and experimental class were selected by cluster random sampling. The study design used was Posttest-Only Control Design and researchinstruments in the form of sheets of observations and questions. Technical analysis of the data use normality test, homogeneity, test the similarity of two average, and two different test average.The results showed that the improvement of learning outcomes learning physics class experiments using guided inquiry learning model is higher than the control class students. From the calculation, the value of t = 2.18 is higher than the value table = 2.02 at significance level α = 5%. Therefore, it can concluded that the model of guided inquiry learning effect on learning outcomes physics eighth grade students of SMP N 4 Metro semester of academic year 2013/2014. The success of learning during the learning process using guided inquiry model of learning because students can more freely in finding the concept it self and can connect between the knowledge possessed by the results they found in the experiments, so that influenced on learning outcomes.]]>
<![CDATA[PENGARUH PENGGUNAAN VARIASI METODE DAN MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN2 MARGATIGA SEMESTER GENAP TP 2013/2014 ]]>
<![CDATA[Fitriani, Eni]]>;
<![CDATA[Mulyani, HRA]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[The purpose of this study was to investigate the effect of variations in the methods and models of teaching to student learning outcomes VIII SMPN2 MARGA TIGA.This research is experimental research which ofdesign completely randomized or completely randomized experimental design.The population in thisresearch is all of student VIII class in SMPN 2 MARGA TIGA2013/2014. The sample in this research is VIIIth class which totaling 34 students.In this research, conducted with three treatments of learning in a classroom.Data collection techniques in this research use the technique of the test, which tests the end (posttest) were then analyzed with the test results hipotesis. From posttest analysis results of hypothesis testing using one-way ANOVA test (Completely Randomized Design) at the 5% significance level value obtained results Fobs = 1.5244 and Ftab = 3.10 this shows that H0 is accepted and means variety of methods and learning models provide a similar impact on student learning outcomes.It can be concluded that all three treatments had similar quality if tailored to the needs of all three materials. ]]>
<![CDATA[PENGGUNAAN COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI HASIL BELAJAR SISWA SMP ]]>
<![CDATA[Saraswati, Dandan Luhur]]>;
<![CDATA[Ishafit, Ishafit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[Physics lessons in addition considered a very frightening specter because it filled with formulas, often learning application too monotonous and boring that is by using learning CDs. It is what lies behind this action research. This study aims to decide students motivation and achievement results for physics lesson after using cooperative learning type Numbered Heads Together (NHT).The study was conducted in SMP Muhammadiyah Yogyakarta 9. This type of research is a classroom action research settingVIII A class totaling 40 students. learning model used is a model of cooperative learning type Numbered Heads Together (NHT). Plan 2 cycles of research conducted and completed in the second cycle. Data were collected with a learning achievement test results, observation sheets and questionnaires. The analysis is descriptive qualitative.Results motivation questionnaire given to each learning cycle is obtained in the first cycle is 65% of students in both categories, 35% of students in the classical category of less and 66.3%. In the second cycle of 80% of students in the excellent category, 20% of students in both categories and in the classical as much as 95% of students have had a very good learning motivation. Achievement of learning outcomes of students has increased significantly as the first cycle were 21 students approximately 52.5% declared complete with an average grade of 6.17, while the lowest value 4.5 and the highest value of 7.5, the second cycle of the average value of the class to 8.29 with the percentage of classical completeness 100% with the lowest value of 6.7 and the highest 10.]]>
<![CDATA[LEMBAR KERJA SISWA (LKS) MENGGUNAKAN MODEL GUIDED INQUIRY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP SISWA ]]>
<![CDATA[Asmawati, Eka Yuli]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[The learning process in 2013 curriculum for all levels of education carried out by using a scientific approach (scientific approach). Critical thinking skills and mastery of concepts students need to developed in a learning process that is as capital to criticize a variety of symptoms, problems that arise in the vicinity. The use of instructional media and learning models in physics very aid learners in understanding the concepts of physics. Based on the above, it is necessary to do a literature review on the develop of guided inquiry worksheets with models to improve critical thinking skills and mastery of concepts students. The study began with highlights of LKS and model of guided inquiry. Next, review the empirical research has done about critical thinking. Then the third part discusses the concept mastery. Furthermore, in the fourth part is the end of the literature review. Based on the literature study, the authors conclude that the develop the model of guided inquiry worksheets can used to improve critical thinking skills and mastery of concepts students.]]>
<![CDATA[PENGEMBANGAN MODUL PEMBELAJARAN IPA SMP PADA MATERI TEKANAN BERBASIS KETERAMPILAN PROSES SAINS ]]>
<![CDATA[Rosa, Friska Oktavia]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[The aims of this reseach is to design and develop a science module based on science process skills and to test the effectiveness of the module to studentsâ learning achievement and motivation. This research is Educational Reseach and Development. The development of this module used 4D models. The stage are define, design, development and disseminate. Science module is developed using a model of integration connected. Modules which developed based on science process skills includes observing phase, classifying phase, communicating phase, measuring phase, predicting phase and concluding phase used on science process skills includes. The results showed that there were increasing students learning achievement and increasing studentsâ science process skills. Development of science-based KPS module consider effective because in addition to increasing student learning outcomes, science process skills of the students themselves have increased. ]]>
<![CDATA[STUDI KOMPARASI ANTARA EKSPERIMEN NYATA DENGAN EKSPERIMEN SIMULASI TERHADAP PEMAHAMAN FISIKA PADA POKOK BAHASAN GERAK HARMONIK SEDERHANA ]]>
<![CDATA[Salim, Muhammad Barkah]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[Providing material in theory and experiments in physics learning to students is very important and must be balanced. Besides that students are aware of a concept that has been created by scientists in physics, but also clear and understood the concept both theoretically and experimentally. In this study, will compare student learning outcomes after a given learning in real experiments and simulation experiments on simple harmonic motion of the subject.Data collection method used is the questionnaire method tests. Test method consists of pretest and posttest are used to determine students learning achievement physics. Test instruments used are validity with product moment correlation technique, reliability testing with formula Kuder-Richardson 20 (KR-20), difficulty level test, and test different power. For the prerequisite data analysis in this study to test for normality using the formula Chi-Square and homogeneity test using Bartletts test. The data obtained are then processed with the hypothesis test using t-test formula.The results of data analysis showed that there are significant differences between real experimental learning methods with experimental simulation of the physics students achievement of learning comprehension. This is indicated by the acquisition of the t value of 2.460 while ttable at 5% significance level with 32 degrees of freedom is 1.691. The increase in the average score of student achievement (posttest) showed that student achievement using real experimental method 1.77 higher than on student achievement using simulation experiments 0.74, so the proposed hypothesis can be accepted.  ]]>
<![CDATA[ANALISIS RESISTANSI COIL KAWAT TEMBAGA TERHADAP PERUBAHAN SUHU SANGAT RENDAH SEBAGAI RANCANG DASAR PENGUKURAN SUHU RENDAH ]]>
<![CDATA[Riswanto, Riswanto]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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<![CDATA[The resistance of a wire conductor depend of the wire material. Copper wire formed into a coil shape an effective form to produce a large resistance. Copper wire resistance influenced bytemperature about it. Coil of copper wire has a good response at low temperature changes produced by liquid nitrogen. This response is shown by the index value determination (R2 = 0.999) which is close to the value 1,that means changes in temperature approaching a linear response to changes in a voltage. The results can be used as a basis for the design of the low-temperature measurements cheaper]]>
<![CDATA[LEMBAR KERJA SISWA (LKS) MENGGUNAKAN MODEL GUIDED INQUIRY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP SISWA ]]>
<![CDATA[Eka Yuli Asmawati]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/jpf.v3i1.13
<![CDATA[The learning process in 2013 curriculum for all levels of education carried out by using a scientific approach (scientific approach). Critical thinking skills and mastery of concepts students need to developed in a learning process that is as capital to criticize a variety of symptoms, problems that arise in the vicinity. The use of instructional media and learning models in physics very aid learners in understanding the concepts of physics. Based on the above, it is necessary to do a literature review on the develop of guided inquiry worksheets with models to improve critical thinking skills and mastery of concepts students. The study began with highlights of LKS and model of guided inquiry. Next, review the empirical research has done about critical thinking. Then the third part discusses the concept mastery. Furthermore, in the fourth part is the end of the literature review. Based on the literature study, the authors conclude that the develop the model of guided inquiry worksheets can used to improve critical thinking skills and mastery of concepts students.]]>
<![CDATA[PENGEMBANGAN MODUL PEMBELAJARAN IPA SMP PADA MATERI TEKANAN BERBASIS KETERAMPILAN PROSES SAINS ]]>
<![CDATA[Friska Oktavia Rosa]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/jpf.v3i1.21
<![CDATA[The aims of this reseach is to design and develop a science module based on science process skills and to test the effectiveness of the module to students’ learning achievement and motivation. This research is Educational Reseach and Development. The development of this module used 4D models. The stage are define, design, development and disseminate. Science module is developed using a model of integration connected. Modules which developed based on science process skills includes observing phase, classifying phase, communicating phase, measuring phase, predicting phase and concluding phase used on science process skills includes. The results showed that there were increasing students' learning achievement and increasing students’ science process skills. Development of science-based KPS module consider effective because in addition to increasing student learning outcomes, science process skills of the students themselves have increased.]]>
