Penelitian ini bertujuan untuk mengembangkan instrumen tes hasil belajar fisika untuk materi Kesetimbangan dan Dinamika Rotasi, Elastisitas dan Hukum Hooke, Fluida Statik, Fluida Dinamik, Suhu dan Kalor, Teori Kinetik Gas serta Termodinamika. Dari tujuh Kompetensi dasar pada kelas XI MIA semester ganjil, dari 105 butir soal terdapat 103 butir soal valid hasil validasi teoretik oleh 2 pakar, 103 butir soal valid dengan koefisien konsistensi internal sebesar 0,98 setelah validasi empirik dari 103 butir soal diperoleh 62 butir soal valid setelah dilakukan uji coba sebanyak 2 kali. Pada ujicoba awal diperoleh 69 butir soal valid, pada ujicoba akhir diperoleh 62 butir soal yang valid dan diperoleh nilai reabilitas tes sebesar 0,93.tingkat kesukaran soal 7 butir soal (11,29%) pada kategori sukar, 55 butir soal (88,71%) pada kategori sedang. Untuk daya pembeda 3 butir soal (4,83%) terdapat pada kategori cukup, 18 butir soal (29,03%) pada kategori baik, dam 41 butir soal (66,12%) terdapat pada kategori sangant baik. efektivitas pengecoh semua pengecoh telah berfungsi dengan baik karena tidak terdapat pengecoh yang dipilih kurang dari 5 peserta didik (5%).Sehingga ke 62 butir soal tes hasil belajar fisika yang dikembangkan valid secara teoretik dan reliabel serta layak digunakan.

Penelitian ini adalah Penelitian dan Pengembangan yang bertujuan untuk mengembangkan instrumen tes kemampuan berpikir kritis pada peserta didik kelas XI MIPA SMA Negeri 9 Sinjai Penelitian ini dilaksanakan pada semester ganjil tahun ajaran 2020/2021 yang berlangsung pada tanggal 21 September s/d 31 Oktober 2020. Materi yang digunakan dalam penelitian ini adalah materi kelas X semester genap yang meliputi Hukum Gravitasi, Hukum Newton, Usaha dan Energi, Momentum dan Impuls, serta Gaya dan Getaran. Subjek coba dalam penelitian ini adalah seluruh peserta didik kelas XI MIPA yang terdiri dari 4 kelas dengan jumlah 132 peserta didik. Pengumpulan data dilakukan melalui validasi teoretik dan validasi secara empirik. Indikator kemampuan berpikir kritis yang diteliti meliputi Interpretasi, Menilai Argumen (Evaluasi), Analisis, dan Inferensi. Hasil penelitian menunjukkan bahwa hasil validasi secara teoretik diperoleh 43 butir soal valid dari 50 total butir soal pada instrumen awal dengan koefisien konsistensi antar pakar sebesar 0,86. Pada tahap validasi secara empirik dilakukan ujicoba sebanyak dua kali, dimana pada ujicoba pertama terdapat 9 butir dibuang, 31 butir valid dan 3 butir tidak valid. Reliabilitas instrumen sebesar 0,85. Sementara pada ujicoba kedua terdapat 2 butir dibuang dan semua butir valid sebanyak 31 butir soal dengan reliabilitas instrumen sebesar 0,86. Untuk efektivitas instrumen diperoleh persentase sebesar 96,25% instrumen disetujui oleh guru fisika di sekolah yang bersangkutan. Berdasarkan hasil instrumen yang dikembangkan telah memenuhi syarat standar tes yang baik.This research is a Research and Development which aims to develop a critical thinking ability test instrument. This research was conducted in 2020/2021 academic year which took place from September 21 to October 31, 2020. The trial subjects in this study were as straight as students of class XI MIPA which consisted of 4 classes with a total of 132 student. Data collection was done through theoretical validation and empirical validation. Theoretical validation was carried out by two experts who assessed the developed instrument and then carried out empirical validation (field trials) to students. Indicators of critical thinking skills studied include interpretation, assessing arguments (evaluation), analysis, and inference. The results showed that the theoretical validation results obtained 43 valid items from the 50 total items on the initial instrument with a consistency coefficient between experts of 0.86. In the empirical validation stage, tests were conducted twice, where in the first try 9 items were discarded, 31 items were valid and 3 items were invalid. The reliability of the instrument was 0.85. While in the second trial, 2 items were discarded and all 31 items were valid with an instrument reliability of 0.86. For the effectiveness of the instrument, it was obtained a percentage of  96.25% or are in the very effective. </p

This research aims to studying the development of valid and reliable test instrument that can be used to measure the physics science process skill (SPS) of mechanic wave topic for student grade XI SMA. To know the aims has been obtained coefficient of content validity, coefficient of reliability, item difficulty level, and item distinguishing power of the instrument. The subject of this research is student grade XI of SMAN 2 Maros that consists of four classes as much as 87 peoples. Test instrument developed consists of 35 items in multiple choice form. Items have been validated content and validation empirically to determine the validity of the criteria. The steps for developing SPS test instrument are: inspect the syllabus and theory, determine the instrument dimensions and indicators, making the instrument grill, writing the test instrument items, determine content validity, empirically validation, and assembling the items of test instrument. The calculation result of content validity obtained internal consistency coefficient r = 0,771. Item validity of the instrument after empirical trial obtained 27 valid items and 8 invalid items from 35 item questions that developed. The instrument reliability coefficient obtained is r i = 0,709. The item difficulty level consist of 0% easy items, 85,2% medium items, and 14,8% of items relatively difficult. The item distinguishing power consist of 55,6% very good items, 18,5% good items, 14,8% marginal items, and 11,1% of items are classified as poor.

Penelitian ini merupakan jenis penelitian ex post facto yang bersifat korelasi bertujuan untuk mengetahui hubungan antara kepercayaan diri dan motivasi belajar dengan hasil belajar fisika peserta didik kelas XI SMAN 19 Makassar yang terdiri dari empat kelas dengan jumlah 130 perserta didik. Sampel penelitian yang digunakan sebagai subjek penelitian diperoleh dengan Teknik simple random sampling dan terpilih dua kelas sampel penelitian yaitu kelas XI MIA 3 dan XI MIA 4 dengan ukuran keseluruhan sampel 60 peserta didik. Instrumen penelitian ini menggunakan dua kuesioner non tes yang terdiri 40 butir untuk variabel kepercayaan diri dan 30 butir untuk variabel motivasi belajar serta tes hasil belajar yang terdiri dari 20 soal. Hubungan kepercayaan diri dan motivasi belajar dengan hasil belajar diperoleh nilai koefisien korelasi 0,83 dengan nilai Fhitung sebesar 13,23 dan Ftabel 1,671 karena nilai Fhitung > Ftabel hal ini menunjukkan bahwa terdapat hubungan yang positif dan signifikan dengan koefisien determinan 68,8%.

The study aims at analyzing the difference of problem solving skills between: (1) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) the students taught by using problerm-based learning model and the ones taught by using guided inquiry learning model with male gender, (3) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model with female gender, and (4) the interaction between problem-based and quided inquiry learning model and gender on problem solving skills of students. The study is quasi-experiment research with treatment by level 2x2 design. The research population was all students of grade X MIA at SMAN 9 Makassar. The technique used in talking the sample was simple random sampling and obtained grade X MIA5 and X MIA7 as the experiment classes and grade X MIA8 and X MIA9 as the control classes. The results of the study reveal that (1) there is a difference of problem solving skills between students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) for male gender students, there is a difference between the ones taught by using problem-based skills and ones taught by using quided inquiry learning model, (3) for female gender students, there is a difference between the ones taught by using problem-based skills and the ones taught by using quided inquiry learning model, and (4) there is no interaction between learning model and gender on problem solving skills of students. This study is expected to be a reference in determining the strategy and innovative learning model to improve learning quality so the students are active in learning process, thus it can improve problem solving skills of students.