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<![CDATA[THE EFFECT OF MODEL SCIENTIFIC INQUIRY TOWARD SCIENCE PROCESS SKILLS VIEWED FROM SCIENTIFIC ARGUMENTATION ]]>
<![CDATA[Meutia Kemala Putri]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v6i1.6340
<![CDATA[The purpose of this research is to determine: the result of students’ science process skill with using scientific inquiry learning model better than conventional learning, science process skill of students who have high average scientific argumentation better than students who have low average scientific argumentation, the interaction between scientific inquiry learning model and scientific argumentation of physics students' science process skill. This research is a quasi-experimental research. The sampling choosed by cluster random sampling. This research instrument used tests of scientific argumentation and science process skills test. The results of this research concluded that: the science process skill of students using scientific inquiry learning model better than conventional learning, science process skill of students who have high average scientific argumentation better than students who have the low average scientific argumentation, and there was interaction between the scientific inquiry learning model and conventional learning with scientific argumentation to improve physics students' science process skill.]]>
<![CDATA[EFEK MODEL PEMBELAJARAN BERBASIS PROYEK DENGAN STRATEGI THINK TALK WRITE DAN KREATIVITAS ILMIAH TERHADAP HASIL BELAJAR KOGNITIF TINGKAT TINGGI SISWA SMA PADA PELAJARAN FISIKA ]]>
<![CDATA[Irham Ramadhani]]>;
<![CDATA[Motlan Sirait]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i1.2564
<![CDATA[Penelitian ini bertujuan untuk menganalisis: (1) perbedaan hasbelajar kognitif tingkat tinggi fisika siswa dengan model pembelajaraberbasis proyek dengan strategi think talk write dan pembelajarakonvensional; (2) perbedaan hasil belajar kognitif tingkat tinggi fisika siswayang memiliki kreativitas ilmiah di atas rata-rata dan di bawah rata-rata; dan(3) interaksi antara model pembelajaran dengan tingkat kreativitas ilmiahdalam mempengaruhi hasil belajar kognitif tingkat tinggi fisika siswPenelitian ini merupakan penelitian quasi eksperimen. Sampel dalampenelitian ini dipilih dengan cluster random sampling sebanyak dua kelaInstrumen terdiri dari tes hasil belajar kognitif tingkat tinggi berupa teessay dan tes kreativitas ilmiah. Data dianalisis dengan menggunakanANAVA dua jalur. Hasil penelitian menunjukkan bahwa hasil belajakognitif tingkat tinggi fisika menggunakan model pembelajaran berbasproyek dengan strategi think talk write berbeda dan menunjukkan hasil yanlebih baik dibandingkan dengan pembelajaran konvensional, hasil belajarkognitif tingkat tinggi siswa fisika dengan kreativitas ilmiah di atas rata-rataberbeda dan menunjukkan hasil lebih baik dari siswa dengan kreativitasilmiah di bawah rata-rata, serta terdapat interaksi antara model pembelajaranberbasis proyek dengan strategi think talk write dan kreativitas ilmiah dalammempengaruhi hasil belajar kognitif tingkat tinggi fisika siswa. Kata kunci: hasil belajar kognitif tingkat tinggi, kreativitas ilmiah, model pembelajaran Berbasis Proyek, strategi think talk write]]>
<![CDATA[EFFECT OF APPLICATION OF RESEARCH PATTERNS FOR EDUCING CHILDREN IN PHYSICAL LESSONS ]]>
<![CDATA[Teuku Hasan Basri]]>;
<![CDATA[Rinto Agustino]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i2.10492
<![CDATA[An effort to improve the learning outcomes of physics in the learning process in junior high school is by applying the training pattern of education, including providing motivation to students. Repeating lessons (Remedial Teaching). Measuring student learning outcomes between what is taught by educating patterns and ordinary pattern patterns. This research hypothesis the writer formulates the application of training patterns to educate physics smart children to improve physics learning achievement. The population in this study were all students in grade 1 of SMP Negeri 1 Langsa academic year 2017/2018. numbering 162 people. Samples were taken in 2 random sampling classes from the entire population, a sample of 82 people. Data collection techniques used the "Experiment" method, where class I3 was the experimental class and class I1 was the control class. The results of data processing can be concluded that by using educating patterns, students will be smart in physics lessons at SMP Negeri 1 Langsa in the academic year 2017/2018]]>
<![CDATA[THE EFFECT OF INQUIRY TRAINING LEARNING MODEL AND THE LOGICAL THINKING ABILITY ON SCIENCE PROCESS SKILL OF STUDENTS ]]>
<![CDATA[Siti Aminah]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i2.3240
<![CDATA[The purpose of this research was to analyze science process skill of students taught by training inquiry learning model better than taught by conventional learning, science process skill of students who have the logical thinking ability above the average better than students who have the logical thinking ability below the average and analyze interaction between learning model and the logical thinking ability of students in influencing the science process skill of students. The research type was quasi experiment. The population was students Class X SMA Negeri 1 Tambangan Kabupaten Mandailing Natal. The cluster random class technique was used in choosing the research sample. The instruments were consists of the test of science process skill and the test of logical thinking ability of students. The used test to obtain the data was essay test. The data in this research was analyzed by using the two ways ANAVA analysis. The research result showed that science process skill of students taught by training inquiry learning model was better than students taught by conventional learning, science process skill of students who have the logical thinking ability above the average was better than students who have the logical thinking ability below the average, and there was interaction between learning model and logical thinking ability of students in influencing the science process skill of students.]]>
<![CDATA[TWO-TIER ITEM TEST IS TO EXAMINE THE CONCEPTUAL OF MECHANIC MOTION FOR CLUES ABOUT CRITICAL THINKING SKILLS ]]>
<![CDATA[Wawan Bunawan]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.18488
<![CDATA[Critical thinking skills is one way to be able to understand the scientific concepts that exist in physics content as a whole in this case represented by motion content. The aim of the research is to find critical thinking skills behind success and failure in understanding the motion concepts of prospective science teachers. The concept of mechanical motion is expressed in verbal, formal, graphical, and numerical representations. The concept of motion is the subject of the problem in the first tier of the test item. The second tier of the test item measures one of the four critical thinking skills that are relevant to the subject matter. The critical thinking skills studied are reasoning effectively, using systems of thinking, making judgments and decisions, and solving problem. The results of the study show coherence between the ability to understand concepts and critical thinking skills expressed by the correlation index. The magnitude of the correlation index shows the level of coherence between understanding the concept and the underlying critical thinking skills. Empirical data shows a high correlation value between verbal representation and reasoning effectively, formal representation with using system thinking, graph representation with making judgments and decision, and numerical representation with the solving problem skills]]>
<![CDATA[EFFECT OF PROBLEM SOLVING LEARNING MODEL AND UNDERSTANDING THE CONCEPT OF PHYSICS STUDENT LEARNING OUTCOMES ]]>
<![CDATA[Apriani Sijabat]]>;
<![CDATA[Motlan .]]>;
<![CDATA[Derlina .]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v5i2.4404
<![CDATA[This research aims to analyze the students’ problem solving ability in problem solving model and conventional learning, analyze the students’ problem solving ability between the students who have understanding the concept above the average and the students who have understanding below the average, and also analyze the interaction between the learning model and the understanding concept on the students’ problem solving ability. This research is quasi experiment. Sample selection was done by using random class technique twice, where the first class was taught problem solving model while the second class was taught conventional learning. The instrument which was used consisted of the tests of problem solving ability and test of understanding the concept. The data in this research was analyzed by using two way anova. The result of this research showed that the students’ problem solving ability who was taught problem solving model was better than the students’ problem solving ability who was taught conventional, the students’ problem solving ability with understanding the concept above the average showed a better result than the students with understanding the concept below the average, and there was an interaction between problem solving model and understanding the concept on the students’ problem solving ability]]>
<![CDATA[THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAMS GAME TOURNAMENT (TGT) ON LEARNING ]]>
<![CDATA[Rahma Yani]]>;
<![CDATA[Sahyar Sahyar]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i1.8839
<![CDATA[This study aims to determine the effect of cooperative learning model type Teams Game Tournament (TGT) by using the monopoly media of conceptual knowlegde students in topic dynamic fluid. Method of this research is by using quasi experiment with one group post test pretest design. The research was conducted in SMA Negeri 1 Silangkitang Labuhan Batu Selatan Regency with cluster random class sampling technique and class selection was done randomly, the students of XI-1 class as the experimental class and XI-2 class as the control class were 30 students . The instrument used in this study is a multiple-choice test of conceptual knowledge with a total of 20 items and affective and skill observation sheets. Analysis using t-test at 5% significance level with prerequisite test of normality and homogeneity. From the research result, the average pretest of experiment class was 32,00 and the control class was 31,17 while the average posttest experiment class was 71,67 and the control class was 51,50. Hypothesis with t-test shows the result of physics conceptual knowledge with TGT type cooperative model by using monopoly media better than conventional learning. Based on the result, it can be concluded that there is influence of cooperative learning model type TGT to conceptual knowledge learning result.]]>
<![CDATA[THE INFLUENCE OF FLIPPED CLASSROOM LEARNING MODELS USING MIND MAPPING METHODS ON ACHIEVEMENT AND SELF-RELIANCE PHYSICS LEARNING ]]>
<![CDATA[Ayu Nur Laily Choiroh]]>;
<![CDATA[Hena Dian Ayu]]>;
<![CDATA[Hestiningtyas Yuli Pratiwi]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v7i1.9545
<![CDATA[This research aims to the influence of Flipped Classroom learning model using Mind Mapping method on student achievement and independence. The design used in this study is quasi experiment. The population of the study were students of grade XI IPA MAN Gondanglegi Malang. The technique to test the hypothesis is to use the MANOVA test. The result of the appointment shows that: 1) there is influence of student's achievement in physics learning achievement that learn with Flipped Classroom learning model using Mind Mapping method with students who study physics with conventional learning model; 2) there is influence of student physics learning independence with Flipped Classroom learning model using Mind Mapping method with students who study physics with conventional learning model, 3) there is influence of Flipped Classroom learning model using Mind Mapping method to achievement and physics learning independence. Based on the results of the research, it can be concluded that the student who learn with the flipped classroom learning model using the method of mind mapping achievement and independence learning is higher than students who learn with conventional learning model]]>
<![CDATA[EFFECT OF SKILL APPROACH TO PROCESS OF STUDENT LEARNING SMA NEGERI 1 SEUNUDDON NORTH ACEH ]]>
<![CDATA[Irwan Susanto]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v4i2.3190
<![CDATA[This study aims to determine the skills approach to the learning outcomes of students in the subject matter of heat in class X at SMA Negeri 1 Seunuddon Aceh Utara. This research is a form of experiment. The population in this study were all second semester class X at SMA Negeri 1 Seunuddon Aceh Utara T.P.2013/2014 consisting of two classes of 60 people. The sample of this study is the total sample is X-1 (class experiment) is taught with the skills approach, and X-2 (control group) were taught using the conventional approach amounted to 30 0rang. Research instrument is the achievement test in the form of 20 multiple-choice questions that consists of 5 options first tested on students outside of the sample, to determine the validity, reliability, distinguishing features, and level of difficulty of the test. From the results of this study showed the average value of the experimental class pretest was 41.66 and 38.66 the control class is through testing prior knowledge obtained t <t table (1.511 <2.002) These results indicate that the ability of the two classesare the same initial. Then given a different treatment. Experimental class withthe skills approach and control classes with conventional approaches. Aftertreatment carried posttest with an average yield of 73.00 experimental class and control class 60.66. From the results of the t test obtained t> t table (4.224>1.671) with α = 0.05 df = 58, it can be concluded that there is a significant influence on the process skills approach to student learning outcomes in the subject matter of heat in class X at SMA Negeri 1 Seunuddon Aceh UtaraT.P.2013/2014.]]>
<![CDATA[THE EFFECT OF INQUIRY-BASED LEARNING METHOD ON SENIOR HIGH SCHOOL STUDENT’S CONCEPTUAL UNDERSTANDING OF HEAT AND SCIENTIFIC PROCESS SKILLS ]]>
<![CDATA[Solikin Solikin]]>;
<![CDATA[Nurdin Bukit]]>;
<![CDATA[Derlina Derlina]]>
<![CDATA[ Jurnal Pendidikan Fisika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.22611/jpf.v9i1.18108
<![CDATA[This study aims to analyze the differences: (1) the conceptual understanding of students taught with inquiry-based learning method and conventional learning, (2) the scientific process skills of students taught with inquiry-based learning method and conventional one. This research employed a quasi experimental method. The population of study was XI grade student of SMA Al Fityan Medan. The sample was chosen randomly. The instrument used in this research were multiple choice questions and observation sheet. multiple choice questions were used to analyzed student’s conceptual understanding, while observation sheet were used to investigate student’s scientific process skills. The data of this research were analyzed using independent sample t-test. the results of this study showed a significant difference, that can be conclude as bellow: (1) the conceptual understanding of students taught with inquiry-based learning method are better than the students taught with conventional learning, (2) the scientific process skills of students taught with inquiry-based learning method are better than the students taught with conventional learning]]>
