Pengaruh Model Problem Based Learning (Pbl) Disertai Video Berbasis Kontekstual Terhadap Hasil Belajar Dan Keterampilan Proses Sains Dalam Pembelajaran Fisika Di Sma

Abstract

This research aims: (1) to examine the influence of problem based learning models along with contextual-based videos on the learning outcomes of students in physics learning in sma (2) examining the influence of problem based learning models along with contextual-based videos on the science process skills of students in high school learning. The research model used is true experiment with posttest only control design research design. The research samples used are class X IPA 2 (experiment class) and X IPA 1 (control class) of Tamanan State High School. Data obtained include posttest results and science process skills scores. The data is analyzed with statistics consisting of homogeneity tests, normality tests, and independent sample t-test tests. From an independent sample t-test analysis obtained significantly (sig2-tailed) by 0,000 (0.000 ≤ 0.05), it can be concluded Ho was rejected and Ha accepted that there was a difference in the learning outcomes of the experiment class students better than the control class. This can be seen from the average posttest score of the experiment class of 72.48 while the average posttest value of the control class is 48.87. Based on the results of analysis of science process skills students through two experiments obtained scores in a row of 76.61 and 77.42 in the excellent category. Thus the problem based learning model accompanied by contextual-based video affects the learning outcomes and science process skills of students in high school.
 Keywords: Problem Based Learning, Contextual Video, Physics Learning

Pengaruh Penggunaan Model Pembelajaran Discovery Learning Terhadap Minat Belajar Ipa Siswa Kelas Viii SMP Negeri 3 Kota Komba

“…Penelitian tentang minat belajar perna dilakukan oleh (Ma'aruf, 2016) dengan hasil penelitian menunjukan model pembelajaran discovery learning mempunyai pengaruh positif unuk meningkatkan minat belajar siswa. Penelitian yang dilakukan oleh (Nofita et al, 2017) dengan hasil penelitian menunjukan bahwa bahwa terdapat pengaruh model discovery learning dengan LKS berbasis penemuan terhadap hasil belajar, keterampilan proses sains dan minat belajar siswa. Penelitian yang dilakukan oleh (Nugraha & Sari, 2017) dengan hasil penelitian menunjukan bahwa penggunaan model pembelajaran Discovery Learning dapat meningkatkan minat belajar siswa pada materi trigonometri.…”

Students’ Responses to the Implementation of the Inquiry-Based Pictorial Riddle Method via Online in the Concept of Fluid Static

“…This is what caused the students to not easily forget the concepts they have understood as they find their own concepts from the Static Fluid material through the pictures given. Providing cases in the form of pictorial puzzles is able to stimulate students to think critically and it becomes easier to understand the concepts of the material being taught as they are directly involved in learning activities [19,[28][29][30].…”

“…in expressing opinions, asking and answering questions, providing the right reasons when faced with several answers choices, making it easier for students to make conclusions and to solve problems, easier to understand the concepts of the topic, such as understanding the concept of the main law of hydrostatics, all points located in a flat plane in a fluid will have the same pressure. This became easier to understand when students were given illustrations by linking concepts [19,29,31].…”

Quantum Teaching Learning Model Assisted Interactive Media: Does it affect Students' Higher Order Thinking Skill?

“…In practice, HOTS-oriented learning requires the role of the teacher who does not explain much, but stimulates questions that bring out the originality of students' thoughts such as inferential questions (questions that are answered immediately), interpretation questions (questions that give meaning), transfer questions (questions that broaden knowledge), and hypothetical questions (questions that direct predictions to draw conclusions) (Ariyana et al, 2018;D. M. Sari et al, 2018;I. P. Sari, 2015).…”

“…In Indonesia, this learning stage is often known as the quantum teaching framework "Tumbuhkan/Grow, Amati /Observe, Namai/Name, Demonstrasi/Demonstrate, Ulangi/download/Repeat, dan Rayakan/Celebrate (TANDUR)" (Akbar & Pramukantoro, 2014;Saputra et al, 2021). Several previous researchers related to the research to be carried out stated that the use of the interactive multimedia-assisted quantum teaching learning model greatly influenced students' writing skills (I. P. Sari, 2015). Another study, namely the use of the quantum teaching learning model assisted by audiovisual media influences the motivation and learning outcomes of basic accounting for vocational students (Wardani et al, 2019).…”