Pengaruh Model Pembelajaran Poe (Predict-observe-explaint)terhadap Pemahaman Konsep Fisika Dan Sikap Ilmiah Ditinjau Dari Gaya Belajar Siswa

This study purpose to now the interaction between learning model and learning style to the understanding of physics concepts and scientific attitude. The research classified as a quasi experimental design by the post-test only control group design. The samples in grade X class with 57 students at SMAN 3 Singaraja academic year 2012/2013. The Samples were taken by simple random sampling technique is divided into two group, experiment group by using POE models in learning and control group by using conventional models in learning. Data were collected with a concepts understanding test, scientific attitude, learning style, and observation sheets. Data were analyzed using descriptive statistics and hypothesis testing using MANOVA and two lines with 2x3 factorial design. The results show an interaction effect between learning models and learning styles to the understanding of physics concepts and scientific attitude of students (F= 1.236, p <0,05)

The Effect of Conceptual Change Text on Improving Student Understanding of Electricity Concepts and Learning Motivation

The purpose of this study was to investigate the effect of conceptual change text on improving students\u27 understanding of electricity concepts and learning motivation. A quasi-experimental with pre-test post-test nonequivalent control group design was used in the study. Participant were 142 of 12th-grade students. The experimental group studied electricity concept with conceptual change text and the control group studied it with expository text.  Students\u27 understanding of electricity concepts was measured by a conceptual understanding test and students\u27 learning motivation was measured by a questionnaire. Hypothesis testing is done by the MANOVA. The results showed that: (1) conceptual change text can improve the students\u27 understanding of electricity concepts and learning motivation at the medium level,  (2) there was a significant difference in the improvement of students\u27 understanding of electricity concepts and learning motivation between the experimental group and the control group, (3) there was a significant difference in the improvement of students\u27 understanding of electricity concepts between the experimental group and the control group, (4) there was a significant difference in the improvement of students\u27 learning motivation between the experimental group and the control group. The finding indicates that conceptual change text was an effective tool to improve students\u27 understanding of electricity concepts and learning motivation

Pengaruh Model Pembelajaran Analyze, Design, Develop, Implement, Evaluate (Addie) Terhadap Keterampilan Berpikir Kritis Dan Pemahaman Konsep Fisika Siswa

Tujuan penelitian ini adalah untuk menganalisis perbedaan: (1) keterampilan berpikir kritis dan pemahaman konsep antara siswa yang belajar dengan model pembelajaran ADDIE dan konvensional (MPK), (2) keterampilan berpikir kritis antara siswa yang belajar dengan model pembelajaran ADDIE dan MPK, dan (3) pemahaman konsep antara siswa yang belajar dengan model pembelajaran ADDIE dan MPK. Penelitian ini menggunakan desain eksperimen post-test only control group design. Data dikumpulkan melalui tes pilihan ganda dan pilihan ganda diperluas. Data dianalisis dengan statistik deskriptif dan MANOVA satu jalur. Hasil penelitian terdapat: (1) perbedaan keterampilan berpikir kritis dan pemahaman konsep antara siswa yang belajar dengan model ADDIE dan MPK (F=30,294;

The Effect of Conceptual Change Text on Improving Student Understanding of Electricity Concepts and Learning Motivation

The purpose of this study was to investigate the effect of conceptual change text on improving students\u27 understanding of electricity concepts and learning motivation. A quasi-experimental with pre-test post-test nonequivalent control group design was used in the study. Participant were 142 of 12th-grade students. The experimental group studied electricity concept with conceptual change text and the control group studied it with expository text.  Students\u27 understanding of electricity concepts was measured by a conceptual understanding test and students\u27 learning motivation was measured by a questionnaire. Hypothesis testing is done by the MANOVA. The results showed that: (1) conceptual change text can improve the students\u27 understanding of electricity concepts and learning motivation at the medium level,  (2) there was a significant difference in the improvement of students\u27 understanding of electricity concepts and learning motivation between the experimental group and the control group, (3) there was a significant difference in the improvement of students\u27 understanding of electricity concepts between the experimental group and the control group, (4) there was a significant difference in the improvement of students\u27 learning motivation between the experimental group and the control group. The finding indicates that conceptual change text was an effective tool to improve students\u27 understanding of electricity concepts and learning motivation

Pengaruh Model Contextual Teaching Learning Bermuatan Pendidikan Karakter Terhadap Keterampilan Berpikir Kreatif Dan Sikap Ilmiah Ditinjau Dari Motivasi Belajar

The purpose of this research was to analyze (1) Differences in creative thinking skills (KBK) and a scientific attitude (SI) among group of students who studied with contextual teaching learning education uncharged character (CTLBPK) and the conventional learning models (MPK). (2) Interaction learning models against KBK and SI in this case of motivation to learn (MB) students. (3) Difference between KBK and SI groups of students who studied with CTLBPK and MPK on students who have high MB. (4) Difference between CBC and SI groups of students who study with CTLBPK and MPK on students who have low MB. This research is a quasi-experiment with a 2x2 factorial design posttest only control group design. The subjects were students of class X SMAN 1 Seririt school year 2012/2013. KBK data were collected with 24 items KBK test, while data collected SI and MB students with 60 item questionnaire. Data were analyzed with descriptive statistics and MANOVA two lanes. Based on the results of data analysis has been performed, (1) There are differences between the KBK and SI groups of students who study with CTLBPK and MPK (F = 24.75, p <0,05). (2) There is a model of learning and the interaction between the KBK and SI MB students (F = 18.95, p <0,05). (3) There are differences between the KBK and SI groups of students who study with CTLBPK and MPK on students who have high MB (F = 24.97), p <0,05). (4) There is a difference between the KBK and SI groups of students who study with CTLBPK and MPK at students who have a low MB (F = 6.28, p <0,05)