Interactive multimedia based learning containing problem solving may have been researched, however there are stigma that learning how to do problem solving conventionally particularly for colleague students is still favorable. The purpose of this paper is to evaluate factors affect the student learning outcomes. The independent variable is a teaching method in the form of interactive multimedia based on problem solving (IMM-PS) and the dependent variable is students' thinking ability in physics. Specifically, this study aims to analyze the problem solving abilities of students in physics education programs after they have been exposed to interactive multimedia based problem solving methods. The research type is quasi-experiment. The sample were second year physics education students who studying wave electric magnetic subjects, as many as seventy students. The test of science process skills in the form of formal descriptions as well as reasoning tests in the form of descriptions were used as instruments for this study. The results show that the problem solving ability of students who study physics using interactive multi-media based problem solving is better than students who learn through conventional methods.
Penelitian ini bertujuan: Untuk mengetahui apakah ada perbedaanhasil belajar fisika siswa yang diajarkan menggunakan model pembelajaranProblem Solving dengan yang diajarkan menggunakan model pembelajaranDirect Instruction, untuk mengetahui apakah ada perbedaan hasil belajarfisika siswa yang memiliki sikap ilmiah rendah dan sikap ilmiah tinggi,untuk mengetahui apakah ada Interaksi antara model pembelajaran ProblemSolving dengan tingkat sikap ilmiah siswa dalam mempengaruhi hasilbelajar siswa. Sampel dalam penelitian ini dilakukan secara cluster randomsampling sebanyak dua kelas, dimana kelas pertama sebagai kelas eksperimen diterapkan model pembelajaran Problem Solving dan kelas keduasebagai kelas kontrol diterapkan model pembelajaran Direct Instruction.Instrumen yang digunakan dalam penelitian ini yaitu instrumen tes hasilbelajar fisika dalam bentuk uraian sebanyak 8 soal dan insrumen angketsikap ilmiah sebanyak 22 soal yang telah dinyatakan valid dan reliabel. Darihasil penelitian dapat disimpulkan bahwa terdapat perbedaan hasil belajarfisika siswa dengan model pembelajaran Problem Solving dan modelpembelajaran Direct Instruction. Terdapat perbedaan hasil belajar fisikaantara sikap ilmiah rendah dan sikap ilmiah tinggi. Terdapat interaksi antaramodel pembelajaran Problem Solving dengan sikap ilmiah siswa dalammempengaruhi hasil belajar siswa. Kata kunci: problem solving, sikap ilmiah, hasil belajar
The purposes of the research are: (a) to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b) to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c) to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a) there are differences in physical students learning outcomes are taught by Inquiry Training models and conventional models. (b) learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with conventional model. (c) there is a difference in student's learning outcomes that have high motivation and low motivation. (d) Student learning outcomes that have a high motivation better than student learning outcomes than have a low motivation. (e) there is interaction between learning and motivation to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the motivation, while learning outcomes of students who are taught with conventional models are not affected by motivation.
The aims of this study to analyze the science process skills that students are taught by inquiry training model better than students who use conventional learning. The research method is a quasi-experimental design with non-equivalent pretest-posttest Groups Experimental Design. Experimental class with inquiry learning model training and control class with direct learning model of instruction. The instrument used was a test of skill for science process skills. Data was analyzed using one way ANOVA. The results showed that science process skills that students are taught by inquiry training model better than students who use conventional learning. Inquiry learning in the classroom with Inquiry Training which requires the active involvement of the students can improve learning achievement and attitudes of children to lessons, especially the ability of understanding and communication students. Learning process with Inquiry Training Model able to create the basics of scientific thinking on students, so in this learning process students are learning themselves, develop creativity in solving problems and improving science process skills. Students actually placed as the subject of learning, the role of teachers in teaching with inquiry training is as mentors and facilitators.
Kegiatan pengabdian kepada masyarakat (PKM) berupa peningkatan alat peraga IPA yang bertujuan untuk meningkatkan kompetensi dan keprofesionalan guru-guru SMP Negeri 3 Medan dan SMP Negeri 6 Medan Sumatera Utara. Selain itu juga untuk memberikan pengetahuan dan keterampilan dalam mengembangkan kompetensi dalam mendesain lembar kerja siswa (LKS) yang akan berdampak pada kesuksesan peserta didik dalam proses belajar mengajar. Permasalahan utama yang dihadapi adalah kesulitan mendapatkan alat peraga listrik dan magnet dan menggunakanya untuk pembelajaran secara optimal. Solusi yang diusulkan untuk mengatasi permasalahan tersebut adalah menyediakan lembar kerja siswa dan membimbing guru untuk mengembangkannya sehingga guru pada sekolah mitra dapat menggunakkannya secara maksimum. Dalam hal ini pelaksana PKM dengan melibatkan komunitas guru IPA yang telah dibentuk sebelumnya dan dibantu oleh dosen Universitas Negeri Medan yang kompeten pada bidangnya. Kegiatan direncanakan selama 6 bulan pengelolaan alat dalam ruangan laboratorium untuk karya pengembangan profesi. Produk yang dihasilkan adalah lembar kerja listrik dan magnet untuk peningkatan kualitas pembelajaran serta bahan belajar bagi guru IPA. Melalui kegiatan ini diharapkan para guru dapat menjadi seorang guru yang kompeten dan profesional dalam mengajar dan juga kompeten dan profesional dalam memanfaatkan alat peralatan praktikum dalam menunjang suksesnya proses belajar mengajar di kelas. Kata Kunci: LKS, Listrik dan magnet, guru IPA, IPA SMP, Guru Profesional
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