Fcount (8,857) > Ftable (3,97). Tujuan penelitian ini adalah untuk mengetahui pengaruh pendekatan pembelajaran multi representasi terhadap hasil belajar fisika, pengaruh motivasi belajar peserta didik terhadap hasil belajar fisika, dan interaksi antara pendekatan pembelajaran multi representasi dengan motivasi belajar peserta didik terhadap hasil belajar fisika. Jenis penelitian ini adalah quasi experiment dengan desain penelitian kelompok non-ekuivalen. Pengambilan sampel menggunakan teknik purposive sampling, sehingga diperoleh kelas XI MIA 1 Test the effect of students learning motivation on physics learning equal to Fcount (9.00) > Ftable (3,97). Test the interaction between the multi representational learning approach and the students learning motivation toward the learning outcomes of physics equal to Fcount (2.00) < Ftable (3,97). Based on these facts it can be concluded that there is influence of multi representation learning approach to physics learning result, there is influence of learning motivation learners to physics learning result, and there is no interaction between multi-

This study is aimed todetermine the effect of  guided-inqury learning model combined with the experimental method on physics learning outcomes grade XI IPA in  SMAN 2 Mataram of academic year 2016/2017. This is quasi-experimental research with pretest and posttest control group design. The population is all students grade XI IPA in SMAN 2 Mataram and the sample is student class XI IPA-7 as the experimental group and class XI IPA-9 as the control one which is selected by purposive sampling. The data of physics outcomes learning is collected by using multiple-choice test. Average value obtained in experimental class is 77.00, while in control is 65.65. The highest N-gain value is in sub material elasticity properties of material, it is 51% in control  and 88% in experimental. Statistical used is t-test polled variance at significant level of 5% and the result obtained tcountis 6,27. This value is greater than ttable (ttable=1.993). It means that there is an influence of guided-inquiry learning model combined with the experimental method on physics learning outcomes grade XI IPA in SMAN 2 Mataram.

– The aim of this research is to know the impact of the applying of problem-based learning with animation toward the critical thinking skill and result of learning physics of student of SMAN 5 Mataram academic year 2016/2017. This research is belong to quasi experiment with pretest-postest control group design. The population is all student of XI MIPA at SMAN 5 Mataram, while the sample are class XI MIPA 4 as the experimental class, and the XI MIPA 6 as control class. The sample taken by the random sampling. The collect of data is done by give the test, 20 multiple choice to knowing the result of learning phyisics and 5 essay for knowing the student’s critical thinking skill. The collected data has been analyzed by using the -test. The result of this research shows that (1) there is an impact of the applying of problem-based learning with animation toward the student’s critical thinking skill that includes the ability in: (a) focusing the question, (b) analyzing the argument/identificating the reason, (c) inducing and considering the result of induction, (d) evaluating the result of consideration, (e) giving the reason; (2) there is an impact of the applying of problem-based learning with animation toward the student’s result of learning physics that includes the result of learning in the cognitif area that follow the Bloom’s taxonomy, that is C1 till C6 (remembering, knowing, applying, analyzing, evaluating, and creating).

This research aimed to figure out the effect of discovery learning using PhET to the learning outcome in physics of the second-grade students in SMAN 1 Kediri Academic Year 2017/2018. This research was conducted as the result of experiment using non-equivalent control group design. The population of this research was the whole second-grade students in SMAN 1 Kediri. To limit the sample, surfeited sampling was applied consisting the students in class XI MS I as the experiment class and class MS II as the control class. Research instrument used was the multiplechoice test after the tests of validity, reliability, discrimination power, and difficulty level have been done. The increasing of the learning outcome was defined from the result of N-gain test per subchapter. The result of this research showed that the learning outcome of the students has increased to both classes. This proved that discovery learning method using PhET has succeeded in increasing the students' learning outcome for Physics.

Abstract

─ This study is aimed to know the influence of cooperative learning type STAD by experiment method towards science process skill and student's output in learning physics at SMAN 1 Labuapi in academic year 2015/2016. The method used in this study was quasi experimental design of untreated control group design pretest-posttest. The population of this study was the overall students of X class at SMAN 1 Labuapi, where there are 4 classes with random sampling technique in taking the subject. Two sample was taken as the subject of this study where X-D as experimental class which was treated using cooperative learning of type STAD by experiment method and X-A as control class. Technique of data analysis of this study was two sample t-test. Based on the result of this study, it can be concluded: (1) there was the influence of cooperative learning of type STAD by experiment method towards science process skill of student's physics, (2) there was the influence of cooperative learning of type STAD by experiment method towards student's output in learning physics. Keywords: Cooperative Learning of Type STAD, Experiment Method, Science Process Skill, Learning Output PENDAHULUANPendidikan dapat dimaknai sebagai proses mengubah tingkah laku siswa agar menjadi manusia dewasa yang mampu hidup mandiri dan sebagai anggota masyarakat dalam lingkungan alam sekitar dimana individu itu berada. Pendidikan tidak hanya mencakup pengembangan intelektualitas saja, akan tetapi lebih ditekankan pada proses pembinaan kepribadian siswa secara menyeluruh sehingga siswa menjadi lebih dewasa. Sehingga, dalam dunia pendidikan bahwa keberhasilan dalam pembelajaran ditentukan dengan kualitas dan mutu pendidikan, khususnya di sekolah. Salah satu upaya untuk meningkatkan mutu pendidikan dan keberhasilan siswa dalam mempelajari fisika adalah dengan cara memperbaiki proses pembelajaran.Proses pembelajaran yang di maksud adalah dengan memperbaiki cara mengajar dengan mengggunakan model pembelajaran dan metode yang sesuai dengan materi fisika. Ada banyak model dan metode pembelajaran yang dikembangkan para ahli dalam mengoptimalkan hasil belajar. Akan tetapi, bukan berarti semua model dan metode pengajar menerapkan semuanya untuk setiap mata pelajaran karena tidak semua model dan metode cocok untuk setiap materi fisika. Oleh sebab itu, bukan hal mudah bagi guru memilih model dan metode yang sesuai dengan materi dalam mengajar, karena di dalam setiap kelas dipenuhi oleh kemampuan akademik siswa yang heterogen. Jika seorang guru mampu memilih model dan metode pembelajaran sesuai. Maka, siswa yang belajar dengan model pembelajaran yang tepat akan mengalami perubahan ke arah yang lebih baik, baik dari segi pengetahuan, keterampilan maupun sikap. Sehingga, seorang guru dapat menciptakan proses pembelajaran yang aktif, kreatif, efektif, inovatif dan menyenangkan yang mampu mengajak siswa untuk memahami materi pelajaran fisika dan aplikasinya dalam kehidupan sehari-hari dengan mudah.Berdasarkan hasil observasi yang dilakukan di SMA Negeri 1 Labuapi bahw...

Abstrak Penelitian ini bertujuan untuk mengetahui kelayakan dan respon siswa terhadap media pembelajaran IPS berbasis video animasi. Penelitian ini dilakukan di SDN Panancangan 2 dengan subjek penelitian di kelas IV dengan 20 orang siswa pada uji coba terbatas. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan yang telah dikembangkan oleh Sugiyono yang terdiri dari 6 tahapan yaitu analisis masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk. Video animasi di validasi oleh para ahli yaitu ahli materi, ahli media, dan ahli bahasa, selanjutnya dilakukan uji coba produk kepada siswa. Hasil uji validasi para ahli sebesar 79,9% dengan kriteria layak. Hasil uji coba produk sebesar 86,2% dengan kriteria sangat baik. Berdasarkan hasil penelitian dapat disimpulkan bahwa media video animasi layak untuk digunakan dalam pembelajaran IPS pada tema indahnya keragaman di negeriku. Kata kunci : media pembelajaran, IPS, video animasi.AbstractThis study aims to determine the feasibility and response of students to media learning based on animated video animation. This research was conducted at SDN Panancangan 2 with research subjects in class IV with 20 students on a limited trial. The research method used is a research and development method that has been developed by Sugiyono consisting of 6 stages namely problem analysis, data collection, product design, design validation, design revision, product trials. Animated videos are validated by experts namely material experts, media experts, and linguists, then the product is tested on students. The validation test results of experts amounted to 79.9% with reasonable criteria. Product trial results of 86.2% with very good criteria. Based on the results of the study it can be concluded that the video animation media is appropriate to be used in social studies learning on the beautiful theme of diversity in my country. Keywords :learning media, social sciences, animated video

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