Pembelajaran Kooperatif dengan Media Virtual untuk Peningkatan Penguasaan Konsep Fluida Statis Siswa

Authors

Nina Nisrina , Gunawan Gunawan , Ahmad Harjono

DOI:

10.29303/jpft.v2i2.291

Published:

2017-04-22

Issue:

Vol. 2 No. 2 (2016): April

Keywords:

Cooperative Learning, virtual media, conceptual understanding.

Articles

Downloads

How to Cite

Nisrina, N., Gunawan, G., & Harjono, A. (2017). Pembelajaran Kooperatif dengan Media Virtual untuk Peningkatan Penguasaan Konsep Fluida Statis Siswa. Jurnal Pendidikan Fisika Dan Teknologi, 2(2), 66–72. https://doi.org/10.29303/jpft.v2i2.291

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Physics is contain a lot of abstract concept.this thing arise studentââ¬â¢s difficulty in learning physics individually. This difficulty can be solved by educatorsà with using the method of cooperative learning on teaching their pupil. Beside of that, on teaching abstract concept can be helped by using virtual media. Because of that, this research is aim to test the effect of cooperative learning with virtual media toward the studentââ¬â¢s conceptual understanding in physics on static fluid matter. Pre-test and post-test was gived to experiment and control class. The instrument of the test is conceptual test which consist of six cognitive aspect. The result show that the cooperative learning with virtual media increased studentââ¬â¢s conceptual understanding in static fluid and significantly increased at sub-matter Archimedes law and fluid pressure. This result also showed the increase of studentââ¬â¢s cognitive abilty on experiment class, but one of cognitive aspect C6 (create), control class more better than experiment class.

References

Mason, A., & Singh, C. (2016). Using categorization of problems as an instructional tool to help introductory students learn physics. Physics Education, 51(2), 025009.

Lindstrøm, C., & Sharma, M. D. (2009). Link maps and map meetings: Scaffolding student learning. Physical Review Special Topics-Physics Education Research, 5(1), 010102.

Departemen Pendidikan Nasional, Standar Kompetensi Kurikulum 2004 Mata Pelajaran Fisika SMA. Jakarata: Pusat Kurikulum Balitbang Depdiknas, 2003.

Zakaria, E. (2009). Promoting cooperative learning in science and mathematics education: A Malaysian perspective. ColeccioÃÂn Digital Eudoxus, (22).

Kauertz, A., Neumann, K., & Haertig, H. (2012). Competence in science education. In Second international handbook of science education (pp. 711-721). Springer Netherlands.

Valle, R. C., Normandeau, S., & Gonzalez, G. R. (2015). Education at a glance interim report: update of employment and educational attainment indicators. Paris: OCDE, Jan.

Zacharia, Z. C., & Constantinou, C. P. (2008). Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate studentsââ¬â¢ conceptual understanding of heat and temperature. American Journal of Physics, 76(4), 425-430.

H. Lam, B. P. Li, M. 2005. Cooperative Learning. The Hong Kong Institute of Education.

Slavin, R. E. (1990). Cooperative learning: Theory, research, and practice. Prentice-Hall.

Cheah, H. M., & Lim, K. Y. (2016). Mediating approaches to the use of ICT in teaching and learning through the lenses of ââ¬Ëcraftââ¬â¢and ââ¬Ëindustrialââ¬â¢educator. Journal of Computers in Education, 3(1), 21-31.

Herga, N. R., ÃÅagran, B., & Dinevski, D. (2016). Virtual Laboratory in the Role of Dynamic Visualisation for Better Understanding of Chemistry in Primary School. Eurasia Journal of Mathematics, Science & Technology Education, 12(3), 593-608.

De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305-308.

Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 393-451.

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.

Kost, L. E., Pollock, S. J., & Finkelstein, N. D. (2009). Characterizing the gender gap in introductory physics. Physical Review Special Topics-Physics Education Research, 5(1), 010101.

License

Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) 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 License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  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 Jurnal Pendidikan Fisika dan Teknologi (JPFT).
  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 (See The Effect of Open Access).

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.