Penelitian ini bertujuan untuk meningkatkan pemahaman konsep mahasiswa pada matakuliah Fisika Umum melalui pendekatan pembelajaran pemecahan masalah berbasis video. Metode penelitian yang digunakan adalah pra-eksperimental dengan desain One Group Pretest-Posttest Design. Data pemahaman konsep Fisika dikumpulkan dengan tes berbentuk pilihan berganda. Peningkatan pemahaman konsep Fisika mahasiswa dinilai berdasarkan perbandingan rerata nilai gain yang dinormalisasi, N-gain. Hasil penelitian menunjukkan bahwa melalui penggunaan pendekatan pembelajaran pemecahan masalah berbasis video pada topik Kinematika dan Dinamika Partikel dapat meningkatkan pemahaman konsep fisika mahasiswa, termasuk kategori sedang. Kata kunci: pendekatan pembelajaran pemecahan masalah, pemahaman konsep, berbasis video, kinematika dan dinamika partikel.
Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model project based learning terhadap hasil belajar fisika siswa pada materi Fluida Dinamis di kelas XI SMA Negeri 8 Medan T.P 2014/2015. Jenis penelitian ini adalah quasi eksperiment dengan desain two group pretest-postest. Pengambilan sampel dilakukan dengan cara cluster random sampling dengan mengambil dua kelas dari lima kelas yaitu kelas XI IPA-5 sebagai kelas eksperimen yang berjumlah 37 orang dan kelas XI IPA-4 sebagai kelas kontrol yang berjumlah 38 orang. Instrumen yang digunakan berupa tes hasil belajar dalam ranah pengetahuan berbentuk uraian yang terdiri dari 10 soal yang sudah divalidasi dan lembar observasi untuk mengukur aktivitas, sikap dan keterampilan. Berdasarkan hasil observasi di kelas eksperimen menunjukkan aktivitas siswa dengan kategori sangat aktif. Keterampilan siswa termasuk dalam kategori sangat baik. Perubahan sikap pada kelas eksperimen pada kategori sangat baik sedangkan sikap siswa di kelas kontrol dengan kategori cukup. Hasil uji hipotesis menggunakan uji beda (uji-t) diperoleh ada pengaruh yang signifikan penerapan model project based learning terhadap hasil belajar fisika siswa. Dengan kata lain penggunaan model project based learning hasil belajarnya lebih baik dibandingkan dengan pembelajaran konvensional.Kata kunci : model project based learning, hasil belajar dan aktivitas.
This study aimed to determine the effect of implementing problem based learning (PBL) model based on multiple representations to the science conceptual understanding of junior high school students in temperature and heat. This study was conducted by using experimental research method with pre-test-post-test design at one of the state junior high schools in Medan. The sampling technique was using cluster random sampling. The participants of this study consisted of two classes. The first was an experimental class which was treated by implementing PBL based onmultiplerepresentations and the second was control class which was treated by implementing traditional learning, 38 seventh grade students of each. The research instrument was multiple choices, 40 items with 4 optionswhich measured students’ conceptual understanding in temperature and heat. Pretest and posttest data were respectively31.71 and60.72 for control class, whereas for experimental class were 30.26and 74.01 respectively. Data were analyzed by using t-test. Based on the results of hypothesis testing, it was found that the application of PBL based on multiplerepresentations had an effect on students’ understanding of the science concept in temperature and heat. The percentage of increasing N-gain conceptual understanding was respectively 42 and 63 for control and experimental class. Both were in the moderate category.
This study aims to (1) determine the differences in students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the effect of implementing project based learning (PjBL) models with conventional learning, (2) determine the improvement of students^ critical thinking, creative thinking, collaboration, & communication (4C) skills due to the application of the project based learning (PjBL) model. The type of research used in this research is quasi-experimental. The population in this study were all students of class XI MIA MAN Tapanuli Selatan T.P 2020/2021. The sampling was done by cluster random sampling by taking 2 sample classes. The instruments used in this research are test instruments in the form of descriptions for critical thinking skills and creative thinking and non-test instruments in the form of observations for validated communication and collaboration skills. The data analysis used was the Manova test for critical thinking skills and creative thinking skills, whereas the N-gain analysis was used for communication and collaboration skills. Based on the results of data analysis, it was found that the 4C skills of students taught by the PjBL model were better than the 4C skills of students taught by conventional learning. The N-gain percentage in students^ critical thinking skills are increased by 75.40% (high category), students^ creative thinking skills are increased by 90.78% (high category), students^ collaboration skills are increased by 15.37% (low category), and students^ communication skills are increased by 80% (high category).
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