This study aims to develop virtual laboratory-based learning in physics subjects to improve the learning outcomes of high school students. This research is a research development with a 4-D model (define, design, develop, and dissemination). The results showed that the learning tools developed were categorized very well based on expert validation. Practical learning tools are used with an average value for the implementation of the learning process categorized very well and the average response of students to virtual laboratory based learning is very good. Student learning activities increased significantly after participating in learning. This research produces a valid, practical and effective learning tool by utilizing virtual laboratory media to improve student learning outcomes. ABSTRAKPenelitian ini bertujuan untuk mengembangkan pembelajaran berbasis laboratorium virtual pada mata pelajaran fisika untuk meningkatkan hasil belajar siswa SMA. Penelitian ini adalah penelitian pengembangan dengan model 4-D (define, design, develop, dan diseminasi). Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan berkategori sangat baik berdasarkan validasi ahli. Perangkat pembelajaran praktis digunakan dengan nilai rata-rata untuk keterlaksanaan proses pembelajaran berkategori sangat baik dan rata-rata respon siswa terhadap pembelajaran berbasis virtual laboratorium berkategori sangat baik. Aktivitas belajar siswa mengalami peningkatan yang cukup signifikan setelah mengikuti pembelajaran. Penelitian ini menghasilkan sebuah perangkat pembelajaran yang valid, praktis, dan efektif dengan memanfaatkan media laboratorium virtual untuk meningkatkan hasil belajar siswa.
The guided inquiry learning model is a learning model that is built based on learning concepts and connecting several concepts in the subject. This study aims to determine the practicality of the guided inquiry learning model based on critical questions (intersistatic) to improve critical thinking. This research method uses the Four D development model to define, design, develop, and disseminate. At the dissemination stage, a practicality test was carried out. The instruments used to measure practicality are observation sheets of the implementation of learning and questionnaires on the responses of model teachers and students. The limited testing results from applying the guided inquiry learning model based on critical questions to improve critical thinking have a very good level of practicality. In addition, applying learning models can trigger students' critical thinking skills. Therefore, the guided inquiry learning model based on critical questions can be implemented in learning to improve students' critical thinking.
Conducting at the VII grade in SMPN 1 Batudaa, SMPN 2 Batudaa, and SMP Muhammadiyah Batudaa, this study aimed to develop and describe the quality of the critical question-based guided inquiry learning model in order to improve students' critical thinking skills on the concepts of temperature and heat. The development method used is Research and Development with a 4D development model, namely define, design, development, and disseminate. The results of this study indicated that: 1) the validation of the guided inquiry learning model based on critical questions is declared valid with minor revisions, 2) the practicality of the learning model is determined by the average percentage of learning implementation that gets a very good category throughout the trial class and the teacher's response model and response. Students obtained through questionnaires gave a positive response, 3) the effectiveness of the learning model was determined through the average percentage of student activities obtained in the active and very active categories; meanwhile, the results of the critical thinking skills test obtained the completeness of the average posttest score with a very good category with high N-gain analysis (<g> 0.7), an increase in critical thinking skills in students is evidenced by an increase in the average value from pretest to posttest on each critical thinking indicator with high N-gain analysis. Based on the results of this study, it was concluded that science learning using the Guided Inquiry learning model based on Critical Questions had met the valid, practical, and effective criteria for improving students' thinking skills.
This study aims to determine the influence of the Inquiry-Based Learning model on students' scientific ability in Rotational Dynamics of a Rigid Bodies. This influence is seen from whether or not students can achieve the criteria of completeness by mastering three PISA (Program for International Student Assessment) indicators in 10 items on the test consisting of two questions to identify scientific problems, five question to explain phenomena scientifically, and three questions to interpret data and scientific evidence. The research method applied is the experimental method and uses the One Group Pretest-Posttest Design as a research design involving 4 classes, where 1 class acts as the experimental class and 3 classes as the replication class. Based on the statistical results of the t-test to test the research hypothesis, the t-count value for each sample class is greater than the t-table value. This shows that the use of the Inquiry-Based Learning learning model has an effect on students' scientific literacy abilities in the rotational dynamics of a rigid bodies
Advances in technology as a support in terms of developing student worksheets is with the help of the internet. The research objective was to determine the quality (validity, practicality and effectiveness) of Google Sites-assisted student worksheets on Vibration, Waves and Sound material. The research refers to the 4-D Model development research namely Define, Design, Development, and Dissemination. After a limited trial was carried out by 20 class VIII students at SMP Negeri 3 Gorontalo, then an extended trial was carried out by 40 class A-B students at Muhammadiyah Batudaa Middle School. The results obtained from the Google Sites-assisted student worksheets show valid, practical and effective categories.
Pembelajaran daring yang dilakukan pada saat pandemi mengharuskan guru untuk menggunakan media pembelajaran agar dapat menunjang pembelajaran di sekolah maupun di kelas. Berdasarkan observasi yang dilakukan dalam pembelajaran yang dilakukan berbantuan Google meet di SMA Negeri 1 Kabila memiliki kendala kurangnya penggunaan media pembelajaran yang digunakan dalam menunjang materi yang diajarkan khusunya dalam materi fisika yang semestinya menggunakan laboratorium untuk siswa bisa memahami. Penelitian ini bertujuan untuk mengetahui pengaruh integrasi virtual laboratorium fisika berbasis simulasi PhET dengan model discovery learning terhadap hasil belajar siswa pada ranah kognitif C3 dan C5. Jenis penelitian ini adalah quasi eksperiment dengan populasi seluruh kelas XI IPA di SMA Negeri 1 Kabila berjumlah 6 kelas. Sampel pada penelitian ini ditentukan dengan non-probability sampling yaitu tidak menggunakan keseluruhan populasi untuk menjadi sampel, jadi sampel pada penelitian ini sebanyak 23 orang siswa. Instrumen penelitian yang digunakan adalah instrument tes dalam bentuk soal uraian atau essay. Soal essay yang diberikan melalui pretest dan posttest yang berjumlah 10 nomor yang telah dinyatakan valid oleh validator. Setelah data penelitian diperoleh menggunakan data pretest dan posttest, uji t-test, n-gain normalisasi membuktikan bahwa kemampuan peserta didik mampu menerapkan simulasi PhET dalam pembelajaran fisika serta mampu memanfaatkan simulasi PhET dengan model discovery learning ini sebagai pengetahuan baru dalam pembelajaran fisika.
This study aims to determine the effect of the blended learning-based discovery learning model on student learning outcomes on sound waves. This research was conducted in the odd semester of the 2021/2022 academic year. The research method is an experiment using one experimental class and two replication classes. This research was carried out in SMA Negeri 1 Boliyohuto in class XI IPA 1 with a total of 25 students, class XI IPA 2 with a total of 26 students, and class XI IPA 4 with a total of 27 students. The data collection of learning outcomes is based on the test results. Research data analysis using normality test, hypothesis testing, and n-gain test. Based on hypothesis testing, the experimental class obtained tcount 5.97 and ttable 2.78, replication class 1 obtained tcount 7.76 and ttable 2.77, and replication class 2 obtained tcount 6.25 and ttable 2.77. The hypothesis from the three classes H0 received because tcount>ttable. It influences the blended learning-based discovery learning model on student learning outcomes on sound wave material with high n-gain.
This study aims to determine the differences in psychomotor learning outcomes of students using discovery learning models and problem-based learning (PBL) models in static fluid physics materials. The research location was conducted at SMAN 1 Boliyohuto for the 2021/2022 academic year in classes XI IPA type 1 and XI IPA type 2, each with 15 students. The research method used is quasi-experimental in the experimental class and the control class. The independent variable in this learning model is the discovery learning model. In contrast, the dependent variable is the results of students' psychomotor learning through observation sheets. Based on the analysis results, there were differences in student learning outcomes by applying the experimental-based discovery learning model to the PBL model. The control class scores were higher than the experimental class scores
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