Pengaruh Virtual Experiment Terhadap Hasil Belajar Fisika Kelas XI MA. Nahdlatul Ulum 2 Bontoparang
DOI:
https://doi.org/10.26618/jpf.v3i3.273Abstract
Penelitian ini adalah penelitian Eksperimen Semu. Penelitian ini bertujuan untuk memperoleh informasi tentang hasil belajar fisika siswa kelas XI MA Nahdlatul Ulum 2 Bontoparang Kabupaten Jeneponto yang diajar dengan menggunakan Virtual Experiment dan untuk mengetahui ada tidaknya pengaruh yang signifikan antara hasil belajar fisika siswa yang diajar dengan menggunakan virtual experiment dan yang diajar menggunakan metode konvensional. Desain yang digunakan dalam penelitian ini adalah Nonequivalent Control Group Design yang melibatkan dua variabel bebas dan satu variabel terikat. Variabel bebasnya berupa: model pembelajaran virtual experimen yang diajar pada kelas eksperimen dan model pembelajaran konvensional yang diajar pada kelas kontrol. Variabel terikatnya berupa hasil belajar fisika kognitif siswa. Hasil analisis statistik deskriptif mengungkapkan bahwa skor rata-rata hasil belajar fisika siswa kelas eksperimen adalah 22,70 dan skor rata-rata hasil belajar fisika siswa kelas kontrol adalah 21,32. Hasil analisis statistik inferensial mengungkapkan bahwa terdapat pengaruh yang signifikan antara hasil belajar fisika siswa kelas XI MA Nahdlatul Ulum 2 Bontoparang yang diajar dengan menggunakan Virtual Experiment dan yang diajar dengan menggunakan metode konvensional pada taraf signifikasi Dari hasil analisis data dapat disimpulkan bahwa Virtual Experiment dapat digunakan dalam pengajaran fisika siswa kelas XI MA Nahdlatul Ulum 2 Bontoparang Kabupaten Jeneponto.
Kata Kunci: hasil belajar, Virtual Experiment
This study was a Quasi Eksperimental research. This study aimed to obtain information about the results of learning physics class XI MA Nahdlatul Ulum 2 Bontoparang district Jeneponto taught using virtual experiment and to determine whether there is a significant influence between the learning outcomes of student who are taught physics by using virtual experiments and are taught using methods conventional. The design used in this study is Nonequinalent control group design involving two independent variables and the dependent variable. The independent variable such as: virtual eksperiment learning that are taught in class experiments and conventional learning models that are taught in the control class. The dependent variable in the form of result learn cognitive physics students. The result of descriptive statistical analysis revealed that the average score physics student learning outcomes experimental class was 22,70 and the avarage score of student learning outcomes physics control class 21,32. Interferential statistical analysis revaled that a significant difference between the results of studying phisics XI MA Nahdlatul Ulum 2 Bontoparang taught by using virtual experiments and are taught using conventional methods at significance level From the analysis of data it can be concluded that the virtual experiment can be used in the teaching of physics students XI MA Nahdlatul Ulum 2 Bontoparang Jeneponto.
Key words: learning outcomes, Virtual Experiment
References
Aryani.A.K. dan Sunarno, Widha. 2002. Pembelajaran IPA dengan Inkuiri bebas Termodifikasa menggunakan LAB Riil dan LAB Virtuil ditinjau dari Kemempuan Berpikir dan Gaya Belajar siswa. Jurnal Inkuiri, 1(2). Surakarta: Universitas Sebelas Maret
Mubarrok, F.M. dan Mulyaningsih, S. 2011. Penerapan Pembelajaran Fisika pada Materi Cahaya dengan Media PhET Simulations untuk Meningkatkan Pemahaman Konsep Siswa di SMP. Jurnal Penelitian. Surabaya: Universitas Negeri Surabaya.
S. Verdu, Multi-user detection, Cambridge University Press, 1998.
Ali, S dan Kheruddin. 2012. Evaluasi Pembelajaran. Makassar: Badan Penerbit UNM
Arifin, Z. 2009. Evaluasi Pembelajaran. Bandung: PT Remaja Rosdakarya
Arifin, Z. 2011. Penelitian Pendidikan Metode dan Paradigma Baru. Bandung: PT Remaja Rosdakarya
Downloads
Published
Issue
Section
License
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
