Jurnal UNY - Detail artikel

Pend. Fisika - S1

Vol 1, Nomor 1, Agustus 2012

PERBEDAAN KEMAMPUAN MEMECAHKAN SOAL LISTRIK DINAMIS SISWA KELAS X SMAN 1 NGAGLIK PADA PEMBELAJARAN MENGGUNAKAN STRATEGI PROBLEM POSING TIPE FREE-PROBLEM POSING DAN STRATEGI PROBLEM POSING TIPE STRUCTURED-PROBLEM POSING

Penulis 1 : EMILIA DWI OKTAVIA (08302241031)
Penulis 2 : MUNDILARTO
Penulis 3 : SUYOSO
Abstrak

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan memecahkan soal listrik dinamis siswa kelas X SMAN 1 Ngaglik pada pembelajaran menggunakan Strategi Problem Posing tipe Free-Problem Posing dan strategi Problem Posing tipe Structured-Problem Posing serta menetahui manakah diantara strategi Problem Posing tipe Free-Problem Posing dan Strategi Problem Posing tipe Structured-Problem Posing yang lebih baik dalam meningkatkan kemampuan pemecahan soal listrik dinamis siswa kelas X SMAN 1 Ngaglik.

                Penelitian ini merupakan penelitian eksperimen dengan desain penelitian Static Group Pre-test – Post-test. Populasi penelitian ini adalah seluruh siswa kelas X di SMAN 1 Ngaglik yang terdiri dari enam kelas yaitu kelas XA, XB, XC, XD, XE, dan XF dengan kelas yang diambil sebagai kelas sampel adalah kelas XA dan XB. Kelas XA mendapat perlakuan menggunakan strategi Problem Posing tipe Free-Problem Posing sedangkan kelas XB mendapat perlakuan menggunakan strategi Problem Posing tipe Structured-Problem Posing. Variabel yang diteliti dalam penelitian ini adalah kemampuan memecahkan soal listrik dinamis. Pengambilan data dilakukan dengan tes dalam bentuk soal uraian. Pengujian hipotesis dilakukan dengan analisis independent t-test pada program SPSS 18.0 dan gain ternormalisasi. Tingkat signifikasi yang digunakan dalam penelitian ini adalah 5%.

                Hasil penelitian menunjukan bahwa terdapat perbedaan kemampuan memecahkan soal listrik dinamis siswa kelas X SMAN 1 Ngaglik antara pembelajaran menggunakan Strategi Problem Posing tipe Free-Problem Posing dan strategi Problem Posing tipe Structured-Problem Posing dengan nilai thitung -4,066 < ttabel 2,0017. Selain itu dapat pula disimpulkan bahwa strategi Structured-Problem Posing memberikan pengaruh yang lebih baik dibandingkan strategi belajar Free-Problem Posing, dengan nilai gain pada penggunaan strategi Structured-Problem Posing sebesar -0,0936, sedangkan pada pembelajaran dengan strategi Free-Problem Posing diperoleh gain sebesar 0,0932.

Kata Kunci
Free-Problem Posing, Structured-Problem Posing dan kemampuan memecahkan soal.

Abstract

The aim of this research were to known the differences of student grade X SMAN 1
Ngaglik’s ability to solving dynamic electric problem on learning which use problem posing
strategic : free-problem posing and structured-problem posing and which one of them was better
to improve student grade X SMAN 1 Ngaglik’s ability to solving dynamic electric problem.
This research was experimental research with static group pretest-posttest design. The
population on this research were all student grade X in SMAN 1 Ngaglik that consist of six class,
they were XA, XB, XC, XD, XE, and XF. Sample of this research were XA and XB. The lesson in
XA used free-problem posing strategic and XB used structured-problem posing. The observation
variable on this research was solving dynamic electric problem’s skill. The hypothesis tested by
independent t-test and normalized gain. Degree of significant on this research was 5%.
The result of this research shown that the deference of free-problem posing and
structured-problem posing strategic to improve student grade X SMAN 1 Ngaglik’s ability to
solving dynamic electric problem was significance, with the value of tresearch was -4,066. tresearch
smaller than –ttable (2,0017). The other conclusion was structured-problem posing strategic was
better than free-problem posing strategic to improve student grade X SMAN 1 Ngaglik’s ability
to solving dynamic electric problem, with the gain of structured-problem posing strategic was
74,72 and the gain of free-problem posing strategic was 66,36.

Keyword
The aim of this research were to known the differences of student grade X SMAN 1 Ngaglik’s ability to solving dynamic electric problem on learning which use problem posing strategic : free-problem posing and structured-problem posing and which one of them was better to improve student grade X SMAN 1 Ngaglik’s ability to solving dynamic electric problem. This research was experimental research with static group pretest-posttest design. The population on this research were all student grade X in SMAN 1 Ngaglik that consist of six class, they were XA, XB, XC, XD, XE, and XF. Sample of this research were XA and XB. The lesson in XA used free-problem posing strategic and XB used structured-problem posing. The observation variable on this research was solving dynamic electric problem’s skill. The hypothesis tested by independent t-test and normalized gain. Degree of significant on this research was 5%. The result of this research shown that the deference of free-problem posing and structured-problem posing strategic to improve student grade X SMAN 1 Ngaglik’s ability to solving dynamic electric problem was significance, with the value of tresearch was -4,066. tresearch smaller than –ttable (2,0017). The other conclusion was structured-problem posing strategic was better than free-problem posing strategic to improve student grade X SMAN 1 Ngaglik’s ability to solving dynamic electric problem, with the gain of structured-problem posing strategic was 74,72 and the gain of free-problem posing strategic was 66,36.
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