Penerapan Model Teams Games Tournament untuk Meningkatkan Aktivitas dan Hasil Belajar Fisika di SMP

This aims of this research to improve the activity and results student learning at class VIII H MTs 2 Pontianak on the mirror material with Teams Games Tournament (TGT) type cooperative learning model. The subject of this researches are about 36 students. The research method applied was classroom action research through two cycles, and each cycle has four stages, namely, planning, conducting, observation and reflection. The results showed that the activity and student learning outcomes an increase of 66.67% in the first cycle to 75% in the second cycle and learning activities of students of 67.58% in the first cycle to 75.22% in the second cycle. Teams Games Tournament (TGT) type Cooperative learning model to be used as an alternative to increase the activity and student learning outcome

Upaya Meningkatkan Aktivitas dan Hasil Belajar Fisika Menggunakan Model Inkuiri di SMP

The aims of this research are to improve the activity and learning outcomes of students class VII A SMPS Kemala Bhayangkari Sungai raya on the material of heat transfer for implementation inquiry model. This research is classroom action research (PTK) carried out in two cycles (planning, action, observation and reflection). 26 students from VIIA SMPS Kemala Bhayangkari participated in learning process. From the results in the first cycle the average student activity on aspects that are expected by 56% and the second cycle by 75%. The percentage of completeness of student learning outcomes first cycle of 73.20% and the second cycle of 84.70%

Upaya Meningkatkan Hasil dan Aktivitas Belajar Siswa melalui Model Pbl pada Materi Fluida Dinamis

The aims of this study is to improve learning outcomes and student activities through the Problem Based Learning model at the dynamic fluid material. Classroom Action Research (CAR) conducted in two cycles. The subjects were students of class XI D SMK SMTI Pontianak 2015/2016 academic year as many as 35 students. The data collection includes achievement test, student worksheets, and activity of observation sheet. The data obtained showed an increase in student learning outcomes from the first cycle to the second cycle of 46% to 63%. The tests were given before and after the learning is determined by the percentage of classical completeness. The results of learning activities of students showing improvement, namely in the first cycle and the second cycle of active category 17.14% to 4.20%. These results indicate that the model of Problem Based Learning can improve learning outcomes and student learning activities in a dynamic fluid material

Kemampuan Koneksi dan Komunikasi Matematis dalam Pembelajaran dengan Pendekatan Matematika Realistik pada Siswa SMP

This research aimed to describe the development of connection capabilities and mathematical communication of junior high school students in The operations of addition, subtraction and multiplication of algebraic expressions after following a learning with realistic mathematics approach. The place of this research is in SMP Negeri 1 Jawai. The subjects of this research were students of class VII B randomly selected after being considered and recommended by teachers who teach mathematics in class VII. It can be concluded that: (1) The average capabilities of students\u27 mathematical connection after a given learning with realistic mathematics approach are in the amount of 75.51% (medium category). (2) The average capabilities of students\u27 mathematical communication after a given learning with realistic mathematics approach are in the amount of 88.31% (high category)

Remediasi Miskonsepsi Siswa melalui Pembelajaran Problem Posing pada Materi Gerak Parabola

This study to determine the effectiveness of remediation of student misconceptions in a projectile motion of matter through the learning problem posing. The research method used is a quasi-experimental research design with one group pretest-posttest group design. As many as 23 students of class XI selected by the group intact (intact group) as defined in the study sample. Misconceptions students was measured using a 10 item multiple-choice test questions accompanied by reasons. Percentage of student misconceptions before given remediation by 90,48% and the percentage of student misconceptions given remediation after learning through problem posing of 51,90%, resulting in a decrease in the percentage of students who have misconceptions after remediation by 38,58%. Binomial and McNemar test results showed that significant changes in the conception of the 6 indicators questions and not significant at the 4 indicators questions. Effectiveness of remediation based on the calculation of the proportion of reduction in the number of students who have misconceptions with ∆ S = 0.437 and classified as moderate. Thus, posing the problem of effective learning to remediate student misconceptions in a parabolic motion of matter in class XI of MAN 2 Pontianak. So that the problem posing can be used as an alternative for teachers to improve student misconceptions in physics

Hubungan Keterampilan Matematika dengan Kemampuan Menyelesaikan Soal Fisika terhadap Miskonsepsi Siswa pada Impuls Momentum

The purpose of this research is to determine the relationship between mathematics skill with the ability to solve physics problems to students misconception about impuls and momentum. Method of the research is descriptive correlation. The sample are 25 students. The instrument used 5 essay about elastic collision and inelastic collision. The data showed that mathematics skill and ability to solve physics problem have a significant relationship with a correlation coefficient 0,9041 that included in the high category. It shows someone that have high mathematics skills, the ability to solve problem be high too. There are some students that have high mathematics skill but the ability to solve problem is low. This is because the student have misconception there are physical and mathematical errors with each of these errors by 75% and 65%

Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Tgt terhadap Hasil Belajar Glbb pada Siswa SMA

This research aim to determine the effect of applying cooperative learning models by teams games tournament type to student\u27s learning result on uniformly accelerated motion matter in 10th grade of Santo Fransiskus Asisi Senior High School Pontianak. Research method used in this research is Quasi Experimental Design with the Nonequivalent Control Group Design. Sampling technique used in this research is purposive sampling. The D class of 10th grade which has 26 students was selected as the control class and the E class of 10th grade which also has 26 students as the experimental class. By the result of data analysis, The average score of control class (52,91) is higher than experimental class (32,42). By the results of U-Mann Whitney test, the significant value is 0,02 > 0,05, then Ha accepted. There are differences in learning result of uniformly accelerated motion matter between student who learn using TGT cooperative models than student who\u27s teached by conventional teaching methods. Effect Size value result is -1,01 shows that TGT cooperative learning model is not effective applied on learning uniformly accelerated motion matter 10th grade students of Santo Fransiskus Asisi Pontianak

Remediasi Miskonsepsi Siswa Menggunakan Pembelajaran Learning Cycle 3e pada Materi Fluida Statis di Man

This study aimed to determine the effectiveness of the 3E learning cycle in remediating students' misconceptions in static fluid material at MAN Sintang. This study was a pre-experimental design with one group pre-test post-test. The Sample of this research was students of XII IPA 1 consisting of 24 students selected by purposive sampling technique. Based on the results, the highest students' misconceptions in pre-test was that the concept of hydrostatic pressure (58.3%). While the highest students' misconceptions during the post-test was that the concept float and drift (33.3%). The average decrease of misconceptions for each indicators were 41.2%. Based on the obtained calculation, the average Cohen's effect size is 2.06. Therefore, remediation using 3E learning cycle was effective to improve students' misconceptions in the static fluid. The learning model cycle 3E can be implemented into use as an alternative to remediate the misconceptions experienced by students