Uji Effect Size Model Pembelajaran Scramble dengan Media Video Terhadap Hasil Belajar Fisika Peserta Didik Kelas X MAN 1 Pesisir Barat

Diani, Rahma; Yuberti, Yuberti; Syafitri, Shella

doi:10.24042/jpifalbiruni.v5i2.126

Cited by 32 publications

(27 citation statements)

References 4 publications

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“…Informations: (Diani et al, 2016) The steps of the model applied are: Figure 1 to the left is the steps of the Scramble learning model. With the first step, the teacher forms students into several groups, after the group has been formed, given a question card and answer card along with the answer sheet to each group, then students pair the saol card with an answer card that has been randomized, at the time of installation of the card then students must can analyze the answers requested from the problem and solve problems related to the answer sheets that have been given.…”

Section: The Research Methodsmentioning

confidence: 99%

“…Scramble learning model is widely used in various studies (Diani, Yuberti, & Syafitri, 2016;Fitrianti, Abidin, & Alifiani, 2019;Jannah, Lisnawati, & Sutisna, 2019;Malasari, Rasiman, & Sutrisno, 2018;Manalu & Siregar, 2019;Oktavia, Fadhilaturrahmi, & Marleni, 2019;Shintia, Bahar, & Elvia, 2019). Scramble learning model is a learning model by distributing question cards and answer cards accompanied by alternative answers available but with a random arrangement and students are tasked with correcting the answers so that they become the right answers (Diani et al, 2016). Learning models that can also improve student learning activities and outcomes through numerical ability by being able to work on solving problems, finding things for themselves and discussing problems with one another, namely the SAVI learning model (Somatic, Auditory, Visual, and Intellectual) (Saraswati & Maulana, 2019).…”

Section: Introductionmentioning

confidence: 99%

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How to Manage Numerical Abilities in Algebra Material?

Munifah

Romadhona

Ridhona

et al. 2019

ajpm

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Numerical ability is very help students understand the material, analyze any problems, and apply math concepts in daily life so that numerical abilities of students is a factor that can affect learning outcomes. Determine the effect of learning model Scramble and learning model with SAVI (Somatic, Auditory, Visual, and Intellegence) on the ability of numerical be the purpose of this article. The design of the research used Quasy Experimental Design, with the instrument used for the study in the form of test numerical ability. Data analysis used the T-test. Based on the results of the research concluded that the learning model Scrambler and learning model SAVI has a significant influence on numerical ability. And both of them is a model of learning which is equally effective against numerical abilities in order to improve learning outcomes is more optimal. But model pembelajaran SAVI is more effective than learning models scramble.

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Section: The Research Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to Manage Numerical Abilities in Algebra Material?

Munifah

Romadhona

Ridhona

et al. 2019

ajpm

View full text Add to dashboard Cite

show abstract

“…Mastery of learning materials can make a significant contribution to the success of learning. The success of students in learning is supported by their ability to understand the concept of a material (Diani et al, 2016;Putri et al, 2012;Soleh et al, 2009;Widoyoko & Rinawati, 2012).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Epistemological Learning Barriers on Newtonâ€™s Law Material in Engineering Class

Saregar

Mulyani

Yetri

et al. 2020

jiecr

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Physics learning barriers have been studied quite a lot, one of which is epistemological learning barriers. This study aims to determine the epistemological learning barriers and what the percentage of epistemological learning barriers on Newton’s law material about motion in one of the engineering class at one of the vocational high school in Indonesia. Therefore, the researchers reported the results of research related to epistemological learning barriers. This research was qualitative descriptive research. The subjects of this research were 65 students with an age range of 14-15 years. The data was collected using tests and interviews, then analyzed using data reduction, data presentation, and conclusions. The data validity was determined using technical triangulation. The results of this research indicated that high epistemological barriers were found in two indicators, namely the incorrect calculation and the difficulty to determine the right calculation units on the Newton’s First, Second, and Third Laws with the percentages of 88.75%, 6.87%, and 98.45% respectively. The average percentage epistemological learning barriers on the Newton’s First Law was 61.7% within the moderate category and the average percentages of epistemological learning barriers on Newton’s Second and Third Laws were 70.61% and 76.50% within the high categories. Based on these results, it can be concluded that students had difficulty calculating and determining Newton’s Laws’ unit of calculation. It indicated that the students experience epistemological learning barriers with a high category.

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“…c)Metode pengajaran lebih bervariasi. Siswa lebih banyak melakukan kegiatan belajar (Diani, Yuberti, & Syafitri, 2016).…”

Section: Pendahuluanunclassified

Video Pembelajaran Berbasis Problem Solving Terintegrasi Chanel Youtube: Pengembangan pada Materi Cahaya Kelas VIII SMP

Suratun

Irwandani

Latifah

2018

IJSME

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This study aims to produce video-based learning problem solving integrated chanel youtube light material that meets the criteria worthy .. The method used is research and development (Research and Development) which adopted from Borg and Gell where researchers took 7 stages from 10 stages which exists . This research was conducted at SMPN in Bandar Lampung, SMPN 13 Bandar Lampung, SMP Wiyatama, MTSN 1 Bandar Lampung and data collection used in this research is questionnaire given to media expert, material expert, class teacher, and student of class VIII . The type of data produced is qualitative data and quantitative data to determine the feasibility of the product. Research and development produce a valid problem-based learning video solving to be used based on the assessment of (1) the expert media validator obtains an assessment of 73.70% (2) the material expert validator obtains assessment 77.78% (3) assessment of the teacher obtained an assessment of 81.85%. Assessment of student responses on student trial conducted with small group obtained percentage value of 76,67% and uiji field trial from each school (I) 77,51%, school (II) 82,37%, school (III) 77,55% which means that the media can be accepted by students. Abstrak :Penelitian ini bertujuan untuk Untuk menghasilkan video pembelajaran berbasis problem solving terintegrasi chanel youtube materi cahaya yang memenuhi kriteria layak..Metode yang digunakan adalah penelitian dan pengembangan (Research and Development) yang mengadopsi dari Borg and Gell dimana peneliti mengambil 7 tahap dari 10 tahapan yang ada . Penelitian ini dilakukan di SMPN yang ada di Bandar Lampung yaitu, SMPN 13 Bandar Lampung, SMP Wiyatama, MTSN 1 Bandar Lampung dan pengumpulan data yang digunakan dalam penelitian ini berupa angket yang diberikan kepada ahli media, ahli materi, guru kelas, dan siswa kelas VIII . Jenis data yang dihasilkan adalah data kualitatif dan data kuantitatif untuk menentukan kelayakan produk.Penelitian dan pengembangan menghasilkan video pembelajaran berbasis problem solving yang valid untuk digunakan berdasarkan penilaian dari (1) validator ahli media memperoleh penilaian 73,70% (2) validator ahli materi memperoleh penilaian 77,78% (3) penilaian guru memperoleh penilaian 81,85% . Penilaian respon siswa pada uji coba siswa yang dilakukan dengan kelompok kecil memperoleh nilai persentase 76,67% dan uiji coba lapangan dari masing-masing sekolah (I)77,51%, sekolah (II) 82,37%, sekolah (III) 77,55% yang berarti bahwa media dapat diterima oleh siswa.

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Uji Effect Size Model Pembelajaran Scramble dengan Media Video Terhadap Hasil Belajar Fisika Peserta Didik Kelas X MAN 1 Pesisir Barat

Cited by 32 publications

References 4 publications

How to Manage Numerical Abilities in Algebra Material?

How to Manage Numerical Abilities in Algebra Material?

An Analysis of Epistemological Learning Barriers on Newtonâ€™s Law Material in Engineering Class

Video Pembelajaran Berbasis Problem Solving Terintegrasi Chanel Youtube: Pengembangan pada Materi Cahaya Kelas VIII SMP

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