JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar

Application of Guided Inquiry Model Outdoor Learning to Improve Learning Motivation and Conceptual Understanding in Global Warming Material

2024-09-17T01:26:08+00:00

This research aims to: 1) To determine the differences in students' learning motivation and understanding of concepts in global warming material between learning that uses a guided inquiry model through outdoor learning and learning that takes place conventionally. 2) To determine the magnitude of the increase in learning motivation and understanding of concepts in global warming material between learning that uses a guided inquiry model through outdoor learning and learning that takes place conventionally. This research includes research with a quantitative approach. The method used is Quasi Experimental Design. This research used a pretest-posttest with two groups, namely the experimental group and the control group. Data analysis techniques use preliminary tests of normality, homogeneity, and use hypothesis analysis with the T test and Gain test assisted by SPSS.24. The results of this research show that: 1) In the first follow-up test, namely the t test on students' conceptual understanding data, a significance value of 0.00 < 0.05 was obtained, so that Ha was accepted and H0 was rejected. For learning motivation data, a significance value of 0.00 <0.05 was obtained, so that Ha was accepted and H0 was rejected. It can be concluded that there are significant differences in students' conceptual understanding and learning motivation. 2) There is an increase in understanding of concepts with an average N-Gain score in the experimental class of 64.657 or 64.6% with medium criteria, while in the control class it is 27.32 or 27% with low criteria. The N-Gain calculation of learning motivation for the experimental class received a score of 68.550 or 68.5% with medium criteria, while for the control class it was 3.96 or 3% with low criteria. From these results it can be concluded that the guided inquiry model through outdoor learning is effective in increasing students' learning motivation and understanding of concepts in global warming material compared to conventional learning.

Implementation of Video Tracker Application for Measurement of Elastic Pendulum Oscillatory Motion

2024-09-17T01:56:45+00:00

Advances in technology have a huge impact on the development of physics, the tracker application is one example of technological developments in the field of physics that can solve problems in analysing videos of the motion of an object recorded using a smartphone. One of the motion phenomena that can be analysed using the tracker application is the oscillatory motion of an elastic pendulum. The purpose of this research to know the analysis of elastic pendulum motion in the form of oscillation trajectory and period using tracker application. The method used in this research is experimental method. The results of the analysis obtained from this research are that the oscillation trajectory of the elastic pendulum does not move the same or irregularly when oscillating, and the period that occurs in the oscillation of the x and y axes against time (t) is relatively constant.

Improving Students' Critical Thinking Skills in Physics Learning Using the Talking Stick Model

2024-09-30T01:01:07+00:00

Critical thinking skills are a thinking skill that is very necessary, one of which is in learning physics. This research explores the importance of critical thinking skills for students and how the Talking Stick model can improve these skills. This research data was obtained from secondary data using the Systematic Literature Review (SLR) research method. The research stages were carried out in accordance with the PRISMA diagram rules, namely identification, screening and included. Through these stages, the final result was 21 articles obtained through the database in the Publish or Perish software. The data obtained was then analyzed using the content analysis method. Based on the results of the analysis, it was found that students' critical thinking skills could improve through the Talking Stick learning model with an average percentage increase of 58.91% with the highest increase being 65,38%. In order to obtain better results of students' critical thinking skills, the support and cooperation of teachers and all related parties is very necessary to play an active role in enriching students' learning experiences in order to improve students' critical thinking skills in physics learning. So it can be concluded that the talking stick learning model can improve students' critical thinking skills.