The phenomenon in the classroom where teachers are still limited space to train and to improve students' creative thinking skills (CTS) on the topic of material elasticity is the main reason for this research. Information on improving students' creative thinking skills in material elasticity topics by implementing problem based learning model (PBL) in learning is also limited. Previous research has not revealed any effort related to improving students' creative thinking skills on material elasticity topics by comparing two different learning models. Therefore this study aims to reveal differences in student learning outcomes on material elasticity materials in PBL and conventional models. Based on the research results obtained information that students 'creative thinking skills scores using PBL model is higher compared with that of conventional learning. It also revealed at each meeting that the CTS indicator of students are always improve. It can be concluded that PBL is very effective in training and improving students' creative thinking skill in physics learning. Thus PBL can be recommended in improving students' creative thinking skills.
This purpose of this research was to analyze the influence of blended physics learning with e-scaffolding on the gas kinetic theory to the students’ scientific explanation. This research used quasi-experimentation with one group pretest-posttest design. The population of this research included the grade XI students of Natural Sciences in SMA Negeri 1 Bangkalan. The proposed hypothesis was that the blended physics learning with e-scaffolding affected the students’ scientific explanation. The research results indicated that the students’ scientific explanation ability significantly increased after they experienced blended physics learning with e-scaffolding. All aspects of scientific explanation, that was the claim, evidence, and reasoning improved significantly.
ABSTRAKPenelitian ini bertujuan untuk mengetahui interaksi antara penilaian formatif dengan kemampuan awal terhadap penguasaan konsep siswa materi fluida statis, suhu, dan kalor. Metode penelitian menggunakan kuasi eksperimen faktorial 2 x2. Populasi penelitian ini adalah seluruh siswa kelas X MIA SMA Negeri 1 Singosari tahun ajaran 2014/2015 yang terdiri dari 5 kelas dengan jumlah 170 siswa yang akan mendapatkan materi fluida statis, suhu dan kalor. Sampel yang digunakan adalah kelas X MIA 1 dengan pembelajaran Diagram Vee-balikan formatif, sedangkan X MIA 3 menggunakan Diagram Vee-penugasan. Penguasaan konsep siswa diukur dengan tes penguasaan konsep pada materi fluida statis, suhu dan kalor. Hasil dari tes penguasaan konsep dianalisis dengan uji prasyarat analisis. Pada uji normalitas, kemampuan awal siswa dan penguasaan konsep siswa terdistribusi normal dengan nilai p (sig) > 0,05. Pada uji homogenitas, kemampuan awal siswa dan penguasaan konsep siswa data homogen dengan p (sig) > 0,05. Hasil uji hipotesis penelitian menggunakan uji Anova Two Ways, menunjukkan tidak ada interaksi antara kemampuan awal dan penilaian formatif terhadap penguasaan konsep. ABSTRACTThis study aimed to determine interaction among formative assessment, prior knowledge and the student mastery of the concept of static fluid, heat and temperature. This research used quasi experimental method using 2x2 factorial. The population was all students of grade X, science program of Senior High School Singosari, school year 2014/2015 which consists of five class with 170 students who will get material of static fluid, heat and temperature. The samples were grade X science 1 with Diagram Vee formative assessment and grade X science 3 with Diagram Vee assignment. Mastery of concepts were measured by using sumative test of static fluid, heat and temperature. Result of mastery of concepts were tested by using analysis precondition test. The normality test showed that prior knowledge and mastery of concepts of student was normally distributed with p (sig) > 0,05. The homogeneity test showed that prior knowledge and mastery of concepts of student were homogenous with p (sig) > 0,05. Result of hypothesis testing with Anova Two Ways showed no interaction among prior knowledge, formative assessment and mastery of concepts .
This study aims to determine the difference in learning outcomes in work and energy from students who learned using inquiry training model with merry-go-round techniques. This study was designed using a quasi-experimental design with 74 students as samples. The instrument developed was 21 questions about work and energy. The results show that the experimental class has the highest value of 85.27 compared to the control class with 77.56. The test results of the physics learning outcomes hypothesis were tcount (3,295) >ttable (1,666), indicating that there were differences in physics learning outcomes of students who studied using the inquiry training model with the merry-go-round technique than students who studied conventionally.
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