Pengaruh Model Pembelajaran Kooperatif Tipe Team Games Tournament Terhadap Pemahaman Konsep Peserta Didik Pada Pembelajaran Fisika

agustina, agustina agustina; Misdalina, Misdalina; Lefudin, Lefudin

doi:10.24127/jpf.v8i2.2673

Cited by 4 publications

(4 citation statements)

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“…Hal ini sesuai dengan hasil penelitian Misdalina & Lefudin (2020) Berdasarkan hasil yang telah diperoleh dari penelitian, menunjukkan bahwa model pembelajaran Kooperatif Tipe Team Games Tournament atau kelas eksprimen yang diberihkan perlakuan kelompok memiliki nilai rata-rata yang lebih tinggi dibandingkan dengan nilai rata-rata kelas kontrol yang tidak diberi perlakuan dengan model pembelajaran konvensional. Pendapat ini sejalan dengan Ulfia & Irwandani (2019) Berdasarkan analisis data, diperoleh perbedaan pemahaman konsep ditinjau dari perbedaan model TGT dan model konvensional.…”

Section: Pembahasanunclassified

Studi Meta-Analisis Model Pembelajaran Kooperatif tipe Teams Games Tournament (TGT) dalam Pembelajaran Fisika

Aziz

Dasmo

Setiadi

2021

SCH.JIM

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This study aims to analyze the effect of the TGT type of cooperative learning model in learning physics through the overall size, based on education level, by region and dependent variables. This study uses a descriptive method with a meta-analysis approach to the results of scientific research published nationally. There are 8 national journals that fall into the research category. The results showed that learning as a whole with the application of the TGT cooperative learning model was able to improve student learning outcomes with an effect size of 0.459 from the control group. Based on the level of education, it can improve student learning outcomes with an effect size of 0.352 for junior high school education and 0.524 for high school education. Based on region, several regions in Indonesia, namely the island of Java, obtained results with an effect size of 0.743 and Sumatra with 0.419. And based on the dependent variable, the TGT cooperative learning relationship with learning outcomes has an effect size of 0.453; learning achievement has an effect size of 0.743; and understanding the concept has an effect size of 0.335. The three results of this study indicate the magnitude of the influence of the TGT type of cooperative learning model in learning physics. This shows that the TGT type of cooperative learning model is effectively used and has a major influence on learning physics.

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Section: Pembahasanunclassified

Studi Meta-Analisis Model Pembelajaran Kooperatif tipe Teams Games Tournament (TGT) dalam Pembelajaran Fisika

Aziz

Dasmo

Setiadi

2021

SCH.JIM

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“…Physics is part of science which functions in shaping the character of quality students (Agustina et al, 2020). In addition to learning about the formation of nature and natural phenomena, physics can also provide natural facts about what is on this earth, so that every thing or event that exists on this Earth can be explained or linked to physics because it can build students' ability to solve problems.…”

Section: Introductionmentioning

confidence: 99%

Development of Problem Solving-Based Modules Assisted by Tracker Software to Improve Students' Problem-Solving Skills in High School

Istiqomah

Lubis

Lefudin

2023

JPF

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This study aims to 1) produce problem solving-based modules assisted by software tracker to improve valid problem-solving abilities; 2) produce problem solving based modules assisted by tracking software to improve practical problem solving skills; 3) find out the potential effects of problem solving-based modules assisted by tracker software to improve students’ problem solving skills. This study used research and development (RD) methods which refer to the ADDIE development procedure. includes Analysis, Design, Development, Implementation, Evaluation. One of the ADDIE's stages is modifying the development stage using Tessmer's evaluation. If it consists of self-evaluation, expert review, one to one, and small group. Data collection was carried out by observation, interviews, questionnaires/questions. The research subjects were class X IPA students at SMA Negeri 3 Sungai Lilin. Based on the analysis, the data is stated to be valid, practical and has the potential to influence students. The results obtained 1) The expert review stage showed the average value from the three experts, namely 91.11% for material aspects, 93.33% for media aspects, and 81.11% for language aspects. 2) The one-to-one stage has a percentage value of 84.44 % which is categorized as practical. 3) The small group students’ response questionnaire has a score percentage of 87.778% which is categorized as practical. and 4) the field test stage shows an average value of 44 .2563 in the pretest and 83.9063 in the post-test. Therefore, it can be concluded that the problem solving-based module assisted by tracker software can be stated as valid, practical, and effective to improve students’ problem-solving skills.

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“…Learning is a process of interaction between educators and learning resources that takes place in an educative manner, whose job is to build attitudes, knowledge, and skills to achieve the goals set (Agustina et al, 2020). Development of attitudes in learning in the form of a more mature attitude change.…”

Section: Introductionmentioning

confidence: 99%

Development of Inquiry-Based Physics Learning Modules on Linear Motion Materials for Senior High School Students

Arisa

Hakim²,

Lefudin³

2022

PERJ

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This study aims to produce valid, practical, and effective inquiry-based learning modules to improve students' understanding of the concept of rectilinear motion. This research uses the ADDIE model of Research and Development (RD). Data collection uses walkthroughs, questionnaires, and tests. The research subjects were students of class X MIPA 2 SMA Negeri 2 Babat Supat. Based on the data analysis, the learning modules developed were stated to be valid, practical, and effective. The results of the expert review obtained an average value of 87.5% which was categorized as very valid, one to one obtained an average value of 88% which was categorized as very practical, the small group obtained an average value of 89.8% which was categorized as very practical, and the field test was obtained the average value of the pre-test was 41.19, and the post-test was 79.04 with an average N-Gain value of 0.64 in the medium category.

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Pengaruh Model Pembelajaran Kooperatif Tipe Team Games Tournament Terhadap Pemahaman Konsep Peserta Didik Pada Pembelajaran Fisika

Cited by 4 publications

References 0 publications

Studi Meta-Analisis Model Pembelajaran Kooperatif tipe Teams Games Tournament (TGT) dalam Pembelajaran Fisika

Studi Meta-Analisis Model Pembelajaran Kooperatif tipe Teams Games Tournament (TGT) dalam Pembelajaran Fisika

Development of Problem Solving-Based Modules Assisted by Tracker Software to Improve Students' Problem-Solving Skills in High School

Development of Inquiry-Based Physics Learning Modules on Linear Motion Materials for Senior High School Students

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