The Impact of UP3AI Values on Islamic Religious Education Values and Physics Values in the Qur'an of Physics Education Students

This study aims to determine whether there is an effect of the UP3AI value on the value of Islamic Religious Education and Physics in the Qur'an of physics education students from the 2016 and 2017 batches of the syiah Kuala university. This study uses a quantitative approach. The data used is secondary data with data collection using documentation techniques. The population is all students of physical education class 2016 and 2017 who have completed UP3AI, PAI, and FISQUR courses. At the same time, the sample is as many as 54 samples obtained by the slovin technique from the entire population. Data processing was carried out with multiple regression analyses assisted by the SPPS version 26 application. The results showed an effect of the UP3AI value on the PAI value with a positive regression coefficient of 1.070, stating that for every 1% addition to the UP3AI value, the PAI value increased by 1.070. While the results of the regression of the UP3AI value on the FISQUR value, a negative regression coefficient of -0.331 means that there is no effect of the UP3AI value on the FISQUR value.Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh nilai UP3AI terhadap nilai Pendidikan Agama Islam dan Fisika Al-Qur'an mahasiswa pendidikan fisika angkatan 2016 dan 2017 universitas syiah Kuala. Penelitian ini menggunakan pendekatan kuantitatif. Data yang digunakan adalah data sekunder dengan pengumpulan data menggunakan teknik dokumentasi. Populasi adalah seluruh mahasiswa pendidikan jasmani angkatan 2016 dan 2017 yang telah menyelesaikan mata kuliah UP3AI, PAI, dan FISQUR. Sedangkan sampel sebanyak 54 sampel yang diperoleh dengan teknik slovin dari seluruh populasi. Pengolahan data dilakukan dengan analisis regresi berganda yang dibantu dengan aplikasi SPPS versi 26. Hasil penelitian menunjukkan adanya pengaruh nilai UP3AI terhadap nilai PAI dengan koefisien regresi positif sebesar 1,070 yang menyatakan bahwa untuk setiap penambahan 1% nilai UP3AI maka nilai PAI meningkat sebesar 1,070. Sedangkan hasil regresi nilai UP3AI terhadap nilai FISQUR diperoleh koefisien regresi negatif sebesar -0,331 artinya tidak terdapat pengaruh nilai UP3AI terhadap nilai FISQUR. &nbsp

The Implementation of Guided Inquiry Learning Model to Improve Students’ Creative Thinking Skills in Physics

The aim of this research was to find out the improvement of students' creative thinking skills by using guided inquiry learning model. The research was classroom action research which held on 3 cycles. Each cycle consisted of four steps that are Planning, Action, Observation, and Reflection. The data collecting technique was carried out through ten creative thinking skills tests in essay form and also questionnaire to evaluate students’ response to the learning activities. An expert validation test was first was first run before the instrument test was tested on the students. Analysis data technique used descriptive analysis. The results of research showed that there was an improvement in each of these aspects of students’ creative thinking skill from cycle I, cycle II until the cycle III. Average percentage improvement of students' creative thinking skills where the highest indicator score was fluency while the highest score attitude aspect of creative thinking was curiosity. From the result, it can be concluded that guided inquiry learning was able to improve students' creative thinking skills especially in physicsThe aim of this research was to find out the improvement of students' creative thinking skills by using guided inquiry learning model. The research was classroom action research which held on 3 cycles. Each cycle consisted of four steps that are Planning, Action, Observation, and Reflection. The data collecting technique was carried out through ten creative thinking skills test in essay form and also questionnaire to evaluate students’ response to the learning activities. Before instrument test are tested on students, expert validation tests were carried out first. The creative thinking skill test indicators used consist of fluency, flexibility, originality and elaboration. Analysis data technique used descriptive analysis. The results of research showed that there was an improvement in each of these aspects of students’ creative thinking skill from cycle I, cycle II until the cycle III. Average percentage improvement of students' creative thinking skills were the highest indicator score was fluency while the highest score attitude aspect of creative thinking was curiosity. From the result, it can be concluded that guided inquiry learning was able to improve students' creative thinking skills especially in physics

Suatu Tinjauan Tentang Jenis-jenis Dan Penyebab Miskonsepsi Fisika

Miskonsepsi adalah kesalahanpemahaman dalam menghubungkan suatu konsep dengan konsep-konsep yang lain, antara konsep yang baru dengan konsep yang sudah ada dalam pikiran siswa, sehingga terbentuk konsep yang salah dan bertentangan dengan konsepsi para ahli Fisika. Miskonsepsi fisika ada lima macam, yaitu: (a) pemahaman konsep awal (preconceived notions); (b) keyakinan tidak ilmiah (nonscientific beliefs); (c) pemahaman konseptual salah (conceptual misunderstandings); (d) miskonsepsi bahasa daerah (Vernacular misconceptions); dan (e) miskonsepsi berdasarkan fakta (factual misconceptions). Penyebab miskonsepsi fisika ada lima bahagian, yaitu siswa (pengetahuan awal atau prakonsepsi/prior knowledge, pemikiran asosiatif siswa, pemikiran humanistik, reasoning yang tidak lengkap/salah, intuisi yang salah, tahap perkembangan kognitif siswa, kemampuan siswa, dan minat siswa), guru, bahan ajar atau literatur, konteks dan metode mengajar

ANALISIS PENGETAHUAN TPACK GURU IPA SMP DAN FISIKA SMA SE-ACEH BARAT DAYA

ABSTRAKTujuan dari penelitian yang dilakukan ini adalah ingin menganalisis sejauh mana Pengetahuan Teknologi, pedagogi dan Content Knowledge Guru Guru IPA SMP dan Fisika SMA yang ada di Aceh Barat Daya, Pada Penelitian ini menggunakan Metode penelitian Analisis Kuantitatif,  Data pada penelitian di peroleh  dengan cara mengedarkan Angket yang telah disusun dan divalidasi, butir angket penelitian terdiri dari item pertanyaan yang mencakup Pedagogical Knowledge, Content Knowledge, Teknological Knowledge. Pedagogical Content Knowledge, Tecnological Content Knowledge, Tecnological Pedagogical Knowledge dan Tecnological Pedagogical And Content Knowledge  butir soal berjumlah 36 butir soal dengan 5 item pilihan sedangkan sampel yang terdiri dari guru IPA dan Fisika berjumlah 42 orang, Analisis data pada penelitian ini menggunakan persentase setiap komponen, untuk bagian Tecnologi Knowlede Kategori tinggi (51%) untuk Pedagogical Knowledge di dominasi kategori tinggi (49%), untuk bagian Contect Knowledge didominasi kategori sedang (49%), untuk perpaduan teknologi dengan konten materi di kategori sedang (51%), untuk kategori perpaduan pedagogi dengan konten materi dikategori sedang (51%) sedangkan perpaduan teknologi dengan pedagogi didominasi kategori tinggi (47%)  berdasarkan hasil Analisis data secara keseluruhan pengetahuan guru IPA SMP dan Fisika SMA di kabupaten Aceh Barat Daya berkategori sedang dengan jumlah persentase sebanyak 56, 67 % . Berdasarkan data tersebut Guru guru IPA dan Guru Fisika SMA di kabupaten Aceh Barat daya sudah mengetahui Apa itu TPACK bahwa sudah menerapakan di dalam proses Pembelajaran serta mengintegrasikan didalam penggunaaan Teknologi Pembelajaran Kata kunci: pengetahuan guru; TPACK, ABSTRACTThe purpose of the research conducted is to analyse the extent of Technological Knowledge, pedagogy and Content Knowledge of Junior High School Science Teachers and High School Physics Teachers in Southwest Aceh, in this study using the Quantitative Analysis research method, the data in the study were obtained by circulating questionnaires that had been prepared and validated, the research questionnaire items consisted of question items that included Pedagogical Knowledge, Content Knowledge, Technological Knowledge. Pedagogical Content Knowledge, Tecnological Content Knowledge, Tecnological Pedagogical Knowledge and Tecnological Pedagogical And Content Knowledge question items totaled 36 items with 5 choice items while the sample consisting of 42 science and physics teachers, Data analysis in this study uses a percentage of each component, for the Tecnologi Knowlede section the high category (51%) for Pedagogical Knowledge is dominated by the high category (49%), for the Contect Knowledge section is dominated by the medium category (49%), for the combination of technology with material content in the medium category (51%), for the category of pedagogical integration with material content in the medium category (51%) while the combination of technology with pedagogy is dominated by the high category (47%) based on the results of data analysis overall knowledge of junior high school science teachers and high school physics in Southwest Aceh district is in the medium category with a total percentage of 56, 67%. Based on this data, science teachers and physics teachers in in Aceh Barat Daya district already know what TPACK is, that they have applied it in the learning process and integrated it in the use of learning technology. Keywords: teacher knowledge; TPAC

UTILIZING GOOGLE FORM TO FACILITATE EVALUATION PROCESS OF THE ONLINE LEARNING

This study aims to describe the effectiveness of using Google Forms to facilitate the process of evaluating student learning outcomes in online learning. The research method used is descriptive analytical method with data collection techniques in the form of questionnaires and documentation studies. The subjects of this study were physics and science teachers in the city of Sabang. The procedure for developing evaluations in the learning process using Google Form starts from the stages of planning, creating, publishing and providing instructions for use. The results showed that the understanding, skills and attitudes of teachers after receiving training related to the use of google form as a whole were in the good category. The teacher's response to the use of Google Forms as an alternative evaluation tool in the learning process shows a good response, namely providing good benefits for teachers and students, especially during the COVID-19 pandemic where learning cannot be done face-to-face but online

The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course

The high-order thinking ability of students is currently a problem that is so difficult to improve because it must be extra developed in teaching and learning activities. This can happen because students do not often improve their higher order thinking in everyday life and in the learning process. Most students tend to have difficulty solving problems when the lecturer gives problems with a higher level of difficulty than usual. The cause of this problem needs to be investigated. This study aims to determine the relationship between self-efficacy and higher-order thinking skills of students of the Department of Physics Education, FKIP USK. The approach used is a quantitative approach with a descriptive correlational type of research. The sample of this study was the 2019 USK FKIP Physics Education students which consisted of 71 students. Data collection techniques used are questionnaires and tests. Questionnaire and test data were analyzed by descriptive analysis and Product Moment correlation analysis. The results showed that self-efficacy had a relationship with higher-order thinking skills (Sig. (2-tailed) = 0.001 0.05). It is recommended that future studies use more samples so that the results of the analysis obtained will be more accurat

Increasing Students' Creativity and Learning Outcomes on Substance Pressure Materials with The Mind Mapping Learning Method

Science is one of the subjects that is still considered difficult for students to understand so students' mastery of concepts in the learning process is still lacking which causes low creativity and student learning outcomes. This study aims to determine the increase in creativity and learning outcomes of students on substance pressure material with the Mind Mapping learning method. This type of research is quantitative and descriptive using the Pre-Experimental method (One Group Pretest-Posttest Design). This research was conducted at MTsN 6 Kuta Baro East Aceh class VIII-3 with a sample of 20 students, sampling using the purposive sampling technique. The instruments used are observation sheets and test questions. The data analysis technique used is the N-gain test for learning outcomes and the percentage for creativity. The results showed that there was an increase in students' creativity and learning outcomes on the material pressure of substances using the Mind Mapping learning method. The increase in creativity of class VIII-3 students in making Mind Maps is included in the category of very good criteria, from 10% to 50%. The improvement of student learning outcomes in class VIII-3 based on the N-gain test is in the medium category, namely 0.7; 0.45; and 0.3IPA merupakan salah satu mata pelajaran yang masih dianggap sulit untuk dipahami oleh peserta didik, sehingga penguasaan konsep peserta didik dalam proses pembelajaran masih sangat kurang yang menyebabkan rendahnya kreativitas dan hasil belajar peserta didik. Penelitian ini bertujuan untuk mengetahui peningkatan kreativitas dan hasil belajar peserta didik pada materi tekanan zat dengan metode pembelajaran Mind Mapping. Jenis penelitian ini deskriptif kuantitatif menggunakan metode Pre-Experimental (One Group Pretest-Posttest Design). Penelitian ini dilaksanakan di MTsN 6 Kuta Baro Aceh Timur kelas VIII-3 dengan jumlah sampel 20 orang peserta didik, pengambilan sampel menggunakan teknik purposive sampling. Instrumen yang digunakan adalah lembar observasi dan soal tes. Teknik analisis data yang digunakan berupa uji N-gain untuk hasil belajar dan persentase untuk kreativitas. Hasil penelitian menunjukkan bahwa terdapat peningkatan kreativitas dan hasil belajar peserta didik pada materi tekanan zat dengan metode pembelajaran Mind Mapping. Peningkatan kreativitas peserta didik kelas VIII-3 dalam membuat Mind Mapping termasuk dalam kategori kriteria sangat baik, dari 10% hingga 50%. Peningkatan hasil belajar peserta didik kelas VIII-3 berdasarkan uji N-gain berada pada kategori sedang yaitu 0,7 ˃ 0,45 ˃ 0,3

PERBANDINGAN HASIL DIAGNOSTIK MISKONSEPSI MENGGUNAKAN THREETIER DAN FOURTIER DIAGNOSTIC TEST PADA MATERI GERAK LURUS

Penelitian dengan pendekatan kualitatif ini bertujuan untuk mengetahui perbandingan hasil miskonsepsi siswa dengan menggunakan three-tier diagnostic test dan four-tier diagnostic test pada materi gerak lurus di MAN Model Banda Aceh. Subjek penelitian ini adalah siswa kelas X MIA MAN Model Banda Aceh yang berjumlah 118 responden. Pengumpulan data diperoleh dengan tes diagnostik miskonsepsi. Pengolahan data menggunakan CRI (Certainty Respons Index) dan persentase. Hasil penelitian menunjukkan bahwa persentase instrumen three-tier diagnostic test sebesar 45% dan instrumen four-tier diagnostic test sebesar 31% sehingga perbandingan antara three-tier diagnostic test dan four-tier diagnostic test yaitu 3:2, artinya three-tier diagnostic test lebih banyak mendiagnostik miskonsepsi dibandingkan four-tier diagnostic test

SUATU TINJAUAN TENTANG JENIS-JENIS DAN PENYEBAB MISKONSEPSI FISIKA

Miskonsepsi adalah kesalahanpemahaman dalam menghubungkan suatu konsep dengan konsep-konsep yang lain, antara  konsep yang baru dengan konsep yang sudah ada dalam pikiran siswa, sehingga terbentuk konsep yang salah dan bertentangan dengan konsepsi para ahli Fisika. Miskonsepsi fisika ada lima macam, yaitu: (a) pemahaman konsep awal (preconceived notions); (b) keyakinan tidak ilmiah (nonscientific beliefs); (c) pemahaman konseptual salah (conceptual misunderstandings); (d) miskonsepsi bahasa daerah (Vernacular misconceptions); dan (e) miskonsepsi berdasarkan fakta (factual misconceptions). Penyebab miskonsepsi fisika ada lima bahagian, yaitu siswa (pengetahuan awal atau prakonsepsi/prior knowledge, pemikiran  asosiatif  siswa, pemikiran  humanistik,  reasoning yang tidak lengkap/salah, intuisi yang salah, tahap perkembangan kognitif siswa, kemampuan siswa, dan minat siswa), guru, bahan ajar atau literatur, konteks  dan metode mengajar

Kualitas dan karekteristik rumusan masalah penelitian pada skripsi jurusan fisika FKIP Unsyiah

Tujuan penelitian ini adalah untuk mengetahui; 1) kualitas rumusan masalah penelitian dalam skripsi mahasiswa jurusan Fisika FKIP Unsyiah; 2) berapa macam rumusan masalah penelitian yang terdapat dalam skripsi mahasiswa jurusan Fisika FKIP Unsyiah. Objek penelitian ini adalah skripsi mahasiswa jurusan Fisika Unsyiah tahun lulus 2005, 2006, 2007, dan 2008. Semua skripsi tersebut dilihat rumusan masalahnya, dievaluasi berdasarkan kriteria rumusan masalah penelitian yang baik, diklasifikasi menurut bentuk (macam) rumusan masalah dan disimpulkan berdasarkan klasifikasi tersebut. Analisis data menggunakan pendekatan kualitatif. Kegiatannya meliputi reduksi data, penyajian data, penarikan kesimpulan, dan verifikasi. Hasil analisis data menemukan 1) kualitas rumusan masalah penelitian dalam skripsi mahasiswa jurusan fisika FKIP Unsyiah sudah cukup baik 2) Rumusan masalah penelitian yang jawabannya memberikan sumbangan pada pengembangan pembelajaran pendidikan fisika dapat dikelompkkan atas dasar rancangan penelitian yang diperlukan menjadi tujuh pola