Implementing Spatial Intelligence-Based Respond Method in the Physics Instruction to Improve Physics Learning Outcomes on the Lesson Subject of Straight Motion of the Tenth Grade Students of SMA N 1 Jogolagan in the First Semester

This study aims at determining influences of the spatial intelligence-based respond method towards physics learning outcomes on the subject of straight motion of the students of Grade X of SMA N 1 Jogonalan. This research also aims at determining whether the implementation of the spatial intelligence-based respond method was better or not when compared with the conventional teaching towards physics learning outcomes on the subject of Straight Motion of the tenth grade students of SMA N 1 Jogonalan. The learning outcomes covered cognitive and affective domains. This research was apparent experimental study using pretest-posttest format and non-equivalent control group design. The sampling used was conditional non-random sampling. The research subject was the students of Grade X of SMA N 1 Jogonalan. This study involved two classes. The experimental class used the spatial intelligence-based respond method while the control class used the conventional method (presentation). Data analysis techniques used regression analysis and an analysis using t test. The testing technique of prerequisite analysis used Normality test, Homogeneity test, Linearity test, Autocorrelation test, Multi con linearity test, and Hetero-skedaticity test. Hypothesis testing technique used F test and t test. Based on the research results, there were positive influences of the spatial intelligence-based respond method towards students’ physics learning outcomes in the domains of cognitive and affective on the subject of straight motion of the tenth grade students of SMA N 1 Jogonalan. The research results also indicated that the teaching using the spatial intelligence-based respond method was better than one using the conventional method on physics learning outcomes in the domains of cognitive and affective on the subject of straight motion of the tenth grade students of SMA N 1 Jogonalan. Keywords : response method, spatial intelligence, straight motion Year : 201

Hubungan antara Sikap terhadap Sains dengan Hasil Belajar Fisika Siswa Kelas VIII SMPN 1 Reteh

This research aims to determine students \u27attitudes toward learning science in physics, know the score physics student learning outcomes and determine the relationship between students\u27 attitudes toward science in the study of physics with a score of physics learning outcomes of students of class VIII SMPN 1 Reteh. The subject of this research is 157 students. This research used survey method for determine attitudes students toward learning science. Instrument used is questionnaire ratings attitude toward science that has 4 indicators. learning outcomes it comes from the score of exam results second semester of the school year 2016/2017 derived from teacher. The outcome assessment students\u27 attitudes toward science are already on high-value category average score of 2.96. Scores of learning outcomes physics student at SMPN 1 Reteh VIII grade is high, as 75.16% of the samples are in the category of very high and high. While determinants coefficient (r2) 0,774 stated that 77.4% the learning outcomes of students in the classroom VIII physics SMPN 1 Reteh, determined by the students \u27attitudes toward science Based on these results, it was concluded there was a positive relationship between students\u27 attitudes toward science with physics student learning outcomes and student attitudes towards science affect the physics student learning outcomes by with amount correlation coefficient is 0,88 dan regression coefficient is 1,81

Pengaruh Model Pembelajaran Berbasis Masalah Dan Ekspositori Dengan Keterampilan Proses Sains Terhadap Hasil Belajar Fisika Siswa Kelas VIII MTsN 1 Mataram Tahun Ajaran 2014/2015

This research aims to (1) reveal the effect of problem based and expository learning towards physics' learning outcomes, (2) uncover the effect of students' science process skill towards physics' learning outcomes, (3) reveal the interaction between students' science process skill and their physics' learning outcomes. This study is a quasi-experimental study applying factorial design 2 x 2. The study was conducted from November 2014 to May 2015. The population of this research is the whole students of class VIII which comprises of 9 classes in MTS Negeri 1 Mataram. The purposive sampling was chosen as the sampling technique for this study, in which class VIII-8 acted as the experiment class and class VIII-7 as the controlled class. The data collection encompasses data of science process skill, and students' physics' learning outcomes (in the cognitive, affective, and psychomotor domains) towards the main material of light. Technique of collecting data of science process and physics' learning outcomes in affective and psychomotor domains were done by using observation sheet with certain criteria, while cognitive domain was done through the test. The test instrument has previously been through validity test, reliability test, difficulty level, and discrimination index. The data obtained were firstly tested their normality and homogeneity, then continued by the testing of the hypothesis by using two-way analysis of variance (ANOVA). Data analysis technique was done by using ANOVA 2x2 with different cell. The result of this study shows that (1) problem based and expository learning affects physics' learning outcomes, (2) students' science process skill affects their physics' learning outcomes, and (3) there is no interaction between science process skill and students' learning outcomes

Intellegence Influence of Motivation and Learning Physics Students Through Application of Concept Mapping Strategy

This study aimed to determine: (1) Is there any influence between the intelligence of students' physics student learning outcomes through the implementation of the concept mapping strategy? (2) Is there any influence of motivation to learn physics student learning outcomes through the implementation of the concept mapping strategy? The research was carried out directly in class X 6 semester at SMA N 5 Metro, totaling 230 students. Effect between intelligence and motivation towards physics student learning outcomes can be measured by conducting tests in the form of test blocks and test practice. Learning outcomes data that have been obtained are then tested using a normality test, homogeneity, and anova test two paths. Based on the research that has been done, it can be concluded that: (1) There is influence between the intelligence of students with physics student learning outcomes through the implementation of the concept mapping strategy. (2) There is the influence of the motivation to learn the physics student learning outcomes through the implementation of the concept mapping strategy

Efek Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions Dan Tes Potensi Akademik Terhadap Hasil Belajar Fisika Pada Materi Optik Geometri

The purpose of this research is to determine whether there is anydifference in result of learning physics which is taught with cooperative modeltype STAD model and DI model in grade 10, to determine the effect of thestudent's academic potential level for the Physics learning outcomes and toknow whether there is an interaction between cooperative learning model typeSTAD and student's academic potential as the Physics learning outcomes. Thisresearch is a quasi-experiment with two-way design. The population in thisresearch is all students in grade 10 with research sample Class X-1 as the controlclass and Class X-2 as the experiment class which have 32 students in each. Thedata analysis technique used SPSS 17, ANOVA Factorial 2x2. Based on the test performed, it is concluded: there are differences between the Physics learningoutcomes that was taught with cooperative model type STAD and DI model, there was student's academic potential influence on Physics learning outcomes therewas an interaction between cooperative model type STAD and student'sacademic potential in improving learning outcomes that was show on Schaeffer Test