This study aims to describe students' motivation to use PhET Simulation in online learning physics in class XI Science at SMA Terpadu Wira Bhakti Gorontalo regarding self-efficacy and anxiety levels. This type of research is descriptive qualitative. The research subjects were nine class grade eleventh IPA 1 SMA Terpadu Wira Bhakti Gorontalo with high, medium, and low academic abilities. Data collection techniques using observation, questionnaires, and interviews. The data analysis technique used descriptive statistical analysis and qualitative analysis, including data reduction, data presentation, and conclusion drawing/data verification. The results of the research on student learning motivation towards the use of PhET Simulation in online learning physics showed that based on the assessment on the level of self-efficacy and anxiety is categorized as very high. Students with high (H) and moderate (M) academic abilities had high learning motivation very high category. In contrast, students with the low academic ability (L) have a high category of learning motivation. In conclusion, students become motivated in learning because of the use of PhET Simulation in online learning physics class XI IPA SMA Terpadu Wira Bhakti Gorontalo in terms of self-efficacy. Student anxiety is categorized as very high.
This research was conducted at SMAN 1 Telaga Biru class X MIPA3. The purpose of this study is to produce quality learning tools using the Team Based Learning model to improve student learning outcomes in physics learning. This research uses a modified development model of the ten steps of Borg and Gall's research and development by Sukmadinata and colleagues which consists of three stages, namely preliminary studies, product development, and product testing and dissemination of results. The results showed that: 1) The overall validation of the learning tools was declared valid with a small revision, 2) The practicality of the learning devices was determined through the average percentage of learning implementation in four meetings reaching 97.22% with very good criteria and teacher and student responses through questionnaires. give a positive response. Based on the results of the study, it can be concluded that the Physics learning device using the Team Based Learning model has met the valid and practical criteria to increase student interest in learning and learning outcomes.
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
This study aimed to describe the practicality of physics learning tools with a problem-based learning model with a contextual teaching and learning approach. The research was conducted at Muhammadiyah Batudaa high school, and the research sample used was class XI using a simple random sampling technique. This development research uses the ADDIE model developed by Reiser and Mollenda, which consists of the analysis, design, development, implementation, and evaluation stages. The practicality test is carried out at the implementation stage. The results showed that the average percentage of the implementation of learning carried out for two meetings using a problem-based learning model with a contextual teaching and learning approach reached 97.619% with very good criteria. Then for teacher responses, 100% agreed through a teacher response questionnaire, and for student responses, 83% gave positive responses through student response questionnaires. In conclusion, physics learning tools that use a problem-based learning model with contextual teaching and learning approaches are practical to be applied in the physics learning process.
The research aims to determine the effect of using cooperative learning model type STAD on learning science to students’ performance in rational thinking skills and learning outcome. The point of view of this influence is seen from the presence or absence of improvement rational thinking skills activity of cognitive learning outcomes after treatment. The research used experimental method with the design One Shot Case Study and took place in SMPN 3 Gorontalo. The data obtained were students’ performance in rational thinking skill and learning outcome gathered by observation sheet of students’ activity and test sheet. The result show that increase in average score of students’ performance in rational thinking in the third meeting compared to the first meeting by indicators of information digging, information processing, problem solving, and conclusion formulating. The overall result shows that the students’ performance in rational thinking skills achieves good criteria; additionally, the students’ learning outcomes achieve average score of 83.81, categorized as B (good).Penelitian ini bertujuan melihat pengaruh penggunaan model kooperatif tipe STAD pada pembelajaran IPA terhadap kecakapan berfikir rasional dan hasil belajar kognitif siswa. Pengaruh ini dilihat dari ada atau tidaknya peningkatan aktivitas kecakapan berfikir rasional dan hasil belajar kognitif siswa setelah diberikan perlakuan. Penelitian ini menggunakan metode eksperimen dengan desain One Shot Case Study yang dilaksanakan di SMP Negeri 3 Gorontalo. Data yang diperoleh berupa aktivitas kecakapan berfikir rasional siswa dan hasil belajar kognitif yang dijaring dengan menggunakan lembar pengamatan aktivitas siswa dan lembar tes. Hasil yang diperoleh menunjukkan terjadi peningkatan rerata skor aktivitas siswa untuk kecakapan berfikir rasional pada pertemuan ketiga bila dibandingkan dengan pertemuan pertama untuk masing-masing indikator menggali informasi, mengolah informasi, memecahkan masalah dan membuat kesimpulan. Hasil penelitian secara keseluruhan menunjukkan perolehan dengan kriteria sangat baik untuk kecakapan berfikir rasional siswa, dan untuk hasil belajar kognitif siswa diperoleh rerata skor sebesar 83.81 dengan predikat B (baik).
Research has been conducted on students' misconceptions on physics, especially on the concepts of effort and energy in high school. The targets of this study were students of class X Ipa 1 in SMA Negeri 1 Gorontalo UtaraThe sampling technique is to choose a class that is very active in the school where the research is located. There were 26 students involved in this study. There are 4 concept indicators, namely the concept of work, the concept of energy, the concept of work and energy relations and the law of conservation of mechanical energy. This study aims to determine students' misconceptions on work and energy materials in SMA 1 Gorontalo Utara. The identification of students' misconceptions was carried out using the Definty of Response Index (CRI) to easily see the level of misconceptions, questions made in the form of multiple choice tests or objective questions with a total of 20 items. From the results of the analysis that has been done shows that the indicator of the work concept of students experiencing a misconception of 45%, while the concept of energy of students xeperiencing a misconception of 60%, the concept of work relationships and energy of students experiencing a misconception of 30%, and the legal concept conservation of mechanical energy of students experiencing a misconception of 35%.
The purpose of this study was to describe the quality of physics learning tools using the Problem-Based Learning model with the Contextual Teaching and Learning approach on the material of elasticity and Hooke's law. The research was conducted at Muhammadiyah Batudaa High School, and the research sample used was class XI IPA1 using simple random sampling technique. This development research uses Research and Development (R&D) research with the ADDIE development model developed by Reiser and Mollenda which consists of the Analysis, Design, Development, Implementation and Evaluation stages. The results of the study show that the validation of the entire learning device is stated to be very valid. The practicality of learning devices is determined by the average percentage of the implementation of learning carried out during two meetings reaching 97.61% with very good criteria, then for teacher and student responses through questionnaires give positive responses. The effectiveness of learning devices is seen through student activity data which obtains an average percentage of 90.30% obtained very good criteria and student learning outcomes data on elasticity and Hooke's law show an increase in the N-gain value of 0.74 included in the high N-gain criteria. This study concludes that physics learning tools that use the Problem-Based Learning model with a Contextual Teaching and Learning approach on elasticity and Hooke's law are included in the valid, practical and effective criteria to be applied in the learning process in class.
This research aims to produce quality physics learning tools using the Problem Based Learning (PBL) learning model. The study was conducted at a public senior high school (SMA Negeri 1 Tapa), Gorontalo, Indonesia. The device was developed using the 4D development model developed by Thiagarajan and Semel. The research results on the device show that the developed device is of high quality. Learning tools are said to be valid for use with little revision. It can be seen based on the average validation results of 3.5 to 3.6. The effectiveness of learning devices is seen in the increase in student learning outcomes. It consists of the cognitive domain from the first meeting until the second meeting. It obtained N Gain 0.54 with N Gain criteria moderate, in the attitude domain with an average percentage of 81.77%. The results of observing student activities during two meetings: 71.80% with good criteria. The psychomotor aspects with an average percentage of 80.36%, and the practicality of the developed devices seen from the observation sheet on the implementation of learning 84.78%, as well as teacher response questionnaires and student response questionnaires with an average the percentage of 79.88% and 84.80% got a positive response. There is an influence on student learning outcomes after the problem-based learning model is set with the help of the google meet application on parabolic motion material in the development of learning devices.
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