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<![CDATA[PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA SMP MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION DENGAN METODE EKSPERIMEN ]]>
<![CDATA[Muhammad Dian Hadi Kesuma]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3472
<![CDATA[The objectives in these studies are (1) determine the activity of theeighth grade students of SMP 2 Labuan Deli in learning activities using an experimental method of inquiry. (2) Determine the increased student’s activityin class VIII of SMP Negeri 2 Labuan Deli in solving physics problems after applied the experimental method. This study is a classroom action research. Research subject is class VIII SMP 2 Semester 2 Labuan Deli T.P 2012/2013numbered 31 students consisting of 13 men and 18 women. Object of thisresearch is to apply the learning peruses STAD cooperative learning modelthrough experimental methods. This result show (1) There is an increase instudent learning outcomes Junior High School eighth grade 2 Labuan Deli isshown from: (a) the results of tests of student learning in the first cycle,namely: mean = 58.92 with the percentage of completeness = 19.36%; (b)tests of student learning outcomes in the second cycle is the average 75.70,percentage of completeness = 58.92%. Completeness percentage increased by61.24% and 0.41 normalized gain index or criteria being. (2) There is anincrease in the activity of the eighth grade students of SMP Negeri 2 LabuanDeli is shown from the first cycle only average 65.60 and 81.65 in the secondcycle. The results of this study can be used as input for teachers in an effort toincrease the activity and student learning outcomes by applying experimentalmethods.]]>
<![CDATA[PENINGKATAN BERPIKIR KREATIF DAN HASIL BELAJAR FISIKA MELALUI PENDEKATAN CREATIVE PROBLEM SOLVING (CPS) ]]>
<![CDATA[Bambang Subakir]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3477
<![CDATA[The objective in this research to describing implementation oflearning physics using the approach Creative Problem Solving (CPS) toimprove creative thinking skills and students’ achievement in class XI IPA-1SMA Harapan 3 Delitua. The research method applied is Classroom ActionResearch (CAR) through two learning cycles; each cycle consisted byplanning, implementation, observation and reflection. The results showedthat learning physics with CPS approach can improve students’ ability tothink creatively. After learning undertaken by the CPS approach increasedstudents ability to think creatively and achievement. This is evidenced by: (1) Increasing the number of students who pass out of 12 person in the first cycleto 29 person in the second cycle with an average of 77,39 learning outcomes.N-gain in the first cycle of 0.19 is included in the category of low-and N-gainin the second cycle of 0.30 is included in the medium category, (2) Activitygroup average student in the learning process are included in the categoryActivities Fair increased to High Activity category, and (3) The use ofcreative thinking of students in the first cycle an enough increased to a highin the second cycle. Creative thinking ability of students in teaching physicsto provide benefits in solving problems in the community.]]>
<![CDATA[EFEK MODEL PEMBELAJARAN INQUIRY TRAINING BERBASIS MEDIA KOMPUTER TERHADAP KETERAMPILAN PROSES SAINS DAN KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Andar M. Hutagalung]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3473
<![CDATA[The purpose of the research is to know if there is any difference between the skill of students in a science process and the students critically thinking ability using inquiry training’s model of computer base. The method used in the research is quasi experiment or consisting two variables (classes),one class used as an experiment and one as a control class. The result shownthat skill of students in a science process are N-gain experiment class 0.84(high category) and control class 0.68 (medium category). On the contrarybased on the students critically thinking ability of N-gain experiment class0.75 (high category) and control class 0.67 (medium category). Therefore inquiry training’s model of computer base significantly give a better outcomethan inquiry training’s model.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING BERBASIS EKSPERIMEN DALAM PEMBELAJARAN FISIKA ]]>
<![CDATA[Suherman .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3478
<![CDATA[The objective in this study to improve students learning outcomes by using learning model problem solving based experiments in learningphysics. The subjects were students of class XI IA-1 SMAN 1 Stabat totaling 38 people, consisting of 10 men and 28 women. Student learning outcomes inthe cognitive domain in the first cycle the average values posttest obtained 72.95 with N-gain of 37% including the category, the second cycle increasedto 77.30 with N-gain of 43% including the medium category. The number ofstudents who pass the study increased from 63.16% to 86.84% first cycle tothe second cycle. Student learning outcomes in the psychomotor domain ofthe first cycle obtained an average value of 72.11 including sufficient criteriaand the second cycle becomes 77.54 including both criteria. Classicalcompleteness in the first cycle of 52.63% and the second cycle becomes 89.47%. Student learning outcomes in the affective domain, the averagevalues obtained 64.47 including sufficient criterion in the first cycle and thesecond cycle becomes 75.09 including both criteria. Completeness in the firstcycle of 44.74% and the second cycle becomes 94.74%. Conclusion: there isan increase in student learning outcomes in the cognitive, psychomotordomain and affective domain by using learning problem solving basedexperiment.]]>
<![CDATA[MENINGKATKAN PROFESIONALISME GURU DALAM MELAKSANAKAN PEMBELAJARAN FISIKA MELALUI BIMBINGAN TEKNIK KERJA KELOMPOK ]]>
<![CDATA[Penjelasan .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3474
<![CDATA[The objective in this research is to improve the professionalism ofteachers in implementing the guidance of physics learning through groupwork techniques in Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan. Thesubjects were high school physics teachers are included in Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan, amounting to 15 people. The research methodapplied is Action Research School through two cycles, with each cycleconsisting of planning, implementation, observation and reflection. Results ofdata analysis showed that (1) through the application of technical guidance tothe group work of teachers in the Physics Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan, their knowledge of the methods, strategies, models and learningapproach that includes the model of physics learning experience improvement.(2) There is an increase in the ability of physics teachers in Sub Rayon 05SMA Negeri 1 Percut Sei Tuan in implementing models learning toimplement technical guidance group work. (3) Through the implementation oftechnical assistance work group, an increase in the ability of physics teachersin Sub Rayon 05 SMA Negeri 1 Percut Sei Tuan in preparing lesson plan inaccordance with the model or learning strategies. (4) There is an increase inthe ability of physics teachers in Sub Rayon 05 SMA Negeri 1 Percut SeiTuan in making the assessment instrument.]]>
<![CDATA[EFEK MODEL PEMBELAJARAN PROBLEM SOLVING DAN MOTIVASI TERHADAP HASIL BELAJAR FISIKA SISWA SMA ]]>
<![CDATA[Grace Dennys Hutabarat]]>;
<![CDATA[Sahyar ,]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3479
<![CDATA[The Objectives of this research are (1) find out the difference oflearning outcomes Physic by Problem solving and Expository (2) differenceof students the learning outcomes with high learning motivation comparedlow learning motivation, (3) interaction between motivation and learningoutcomes of Problem solving and Expository. This study is a quasiexperimentresearchwith2x2factorialdesigns.Thepopulationin this studyis 320 students from eight classes of grade X at SMA N 1 Sidamanik, NorthSumatra. The samples of this research were two classes, consisted of 75students determined by random cluster sampling. Data were analyzed usingtwo ways ANAVA at significant level of 0.05. Research shows that (1)students learning outcomes of problem solving class is better then expositoryclass. (2) students learning outcomes with high learning motivation is better then low learning motivation (3) interaction of motivation and learningoutcomes is available in the problem solving and expository.]]>
<![CDATA[UPAYA MOTIVASI DAN AKTIVITAS BELAJAR IPA PADA MATERI PENGUKURAN DENGAN MENGGUNAKAN MEDIA ANIMASI FLASH DI SMP NEGERI 3 PERCUT SEI TUAN ]]>
<![CDATA[Untung Narpati]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3475
<![CDATA[This research is aimed to find out the efforts to raise students’motivation and learning activity by utilizing flash animation media on the Science subject on the topic discussion of “Pengukuran” to the seventh gradestudents of SMP Negeri 3 Percut Sei Tuan. The subjects of the research werethirty students of seventh grade Academic Year 2012/2013 that consist of 15males and 15 females. The object of the research was how to raise thestudents’ motivation and learning activity by utilizing flash animation mediabased on the STAD theory. The result reveals that: (1) there is an averagerise of the students’ learning completeness which is indicated by (a) the test result in the first stage completes 63.33%, (b) the test-result in the secondstage completes 86.70% and the index gain is 0.32% which raises mediumcriteria. (2) Students learning activity is found rose which is indicated by theincreasing average percentage of 72.40 in the first stage becomes 88.48 inthe second stage. (3) There is an increasing number of students learningmotivation which is known that students’ motivation in the attentioncondition rises as much as 28.44% from 52.89% in the first stage becomes81.33% in the second stage, there is an increasing number in the relevancecondition as much as 23.67% from 64.75% in the first stage becomes88.42% in the second stage, there is an increasing number in the confidencecondition as much as 30.86% from 57.71% in the first stage become 88.57%in the second stage, on the satisfaction condition; there is also increasingnumber as much as 23.58% from 65.33% in the first stage becomes 88.92%in the second stage.]]>
<![CDATA[ANALISIS PENGUASAAN KONSEP AWAL FISIKA PADAPEMBELAJARAN MENGGUNAKAN MODEL ADVANCE ORGANIZER BERBASIS EKSPERIMEN TERHADAP HASIL BELAJAR FISIKA ]]>
<![CDATA[Ramlan Sungkawan]]>;
<![CDATA[Motlan .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3480
<![CDATA[This study was aimed to determine the differences between: (1) student’s study result of using advance organizer Model and direct instruction model and (2) student’s study result who at first have low or highcomprehension in physical concept. (3) The relation between advanceorganizer model and direct instruction model to develop student study interestin physics. This is quasi experimental research which students of secondsemester of grade X SMK N 1 Pantai Labu Deli Serdang as a populationchose random sample of each class. The instrument that is used: (1) test forfirst comprehension of concept (2) test for study result which “DynamicPower” as a basic material. The test is used to obtain the data is form of essay.And the data were collected in essay and analyzed according to ANAVA. Itshows that: (1) there are the different between students’ study results that useadvance organizer and direct instruction. (2) There are the differencesbetween students’ study results that have low or high skill in advanceorganizer or Direct Instruction class. (3) There is no interaction between theusing learning of advance organizer or direct Instruction and the degree ofconcept comprehension to develop students’ study result.]]>
<![CDATA[EFEK MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISIONS DAN TES POTENSI AKADEMIK TERHADAP HASIL BELAJAR FISIKA PADA MATERI OPTIK GEOMETRI ]]>
<![CDATA[Andar S. Gultom]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3471
<![CDATA[The purpose of this research is to determine whether there is anydifference in result of learning physics which is taught with cooperative modeltype STAD model and DI model in grade 10, to determine the effect of thestudent’s academic potential level for the Physics learning outcomes and toknow whether there is an interaction between cooperative learning model typeSTAD and student’s academic potential as the Physics learning outcomes. Thisresearch is a quasi-experiment with two-way design. The population in thisresearch is all students in grade 10 with research sample Class X-1 as the controlclass and Class X-2 as the experiment class which have 32 students in each. Thedata analysis technique used SPSS 17, ANOVA Factorial 2x2. Based on the test performed, it is concluded: there are differences between the Physics learningoutcomes that was taught with cooperative model type STAD and DI model, there was student’s academic potential influence on Physics learning outcomes therewas an interaction between cooperative model type STAD and student’sacademic potential in improving learning outcomes that was show on Schaeffer Test.]]>
<![CDATA[PERBEDAAN HASIL BELAJAR FISIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER BERBANTU LEMBAR KEGIATAN SISWA DENGAN MODEL PEMBELAJARAN LANGSUNG PADA MATERI POKOK OPTIK GEOMETRI ]]>
<![CDATA[Rappel Situmorang]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 2, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v2i2.3476
<![CDATA[This study aims to determine the differences in physics learningoutcomes using cooperative learning model Numbered Heads Together Sheet-assisted Student Activity with direct instruction model in the subjectmatter Geometric Optics in Class X Semester 2 SMAN 7 T.P. 2012/2013. The population in this study were all students of class X consists of 9 parallelclasses. The study sample comprised 2 classes taken by cluster randomsampling is a class X-3 as a class experiment given cooperative learningmodel Numbered Heads Together Student Activity Sheet assisted and X-9 asa control class with direct instructional model, each of which consists of 40students. Pretest data obtained average value is the experimental class andcontrol class 34.90 is 37.10. After being given a different treatment to thesecond class, the average values obtained posttest for the experimental classwas 73.20 and 66.80 control class. The results of testing hypotheses obtainedt-test = 2.78 and t-table = 1.99 at significance level α = 0.05 and df = 78, ttest>t-table. It showed no significant difference in the learning outcomes of students using cooperative learning model Numbered Heads Together Sheet assisted Student Activity with learning model directly in the subject matterOptical Geometry in class X Semester 2 SMAN 7 T.P. 2012/2013.]]>
