Kemampuan Pemecahan Masalah Dalam Fisika Dengan Pembelajaran Generatif Berbantuan Scaffolding Dan Advance Organizer

Authors

Prelia Dwi Amanah , Ahmad Harjono , I Wayan Gunada

DOI:

10.29303/jpft.v3i1.334

Published:

2017-07-30

Issue:

Vol. 3 No. 1 (2017): Januari - Juni

Keywords:

generative learning, problem solving, scaffolding, advanve organizer

Articles

Downloads

How to Cite

Amanah, P. D., Harjono, A., & Gunada, I. W. (2017). Kemampuan Pemecahan Masalah Dalam Fisika Dengan Pembelajaran Generatif Berbantuan Scaffolding Dan Advance Organizer. Jurnal Pendidikan Fisika Dan Teknologi, 3(1), 84–91. https://doi.org/10.29303/jpft.v3i1.334

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Generative learning has an advantage in the process of receiving new knowledge, so that learners need a medium in understanding a phenomenon that occurs. This research can help in dealing with the problem of scaffolding and advance organizers. The population in this study is all students of class XI SMA Negeri 4 Mataram academic year 2016/2017. Sampling was done by purposive sampling technique, and this quasi experimental study used non-equivalent group design design with pre-test and post test. The results obtained from the class given generative treatment scaffolding assisted and advanced organizer have the same increase. In both classes expected the same as the previous ability, but the difference between the two is not much different. Therefore, there is no effect of generative learning model with scaffolding and advance organizer on ability.

References

Amer, A., (2005). Analytical Thinking. Cairo: Center of Advancenent of Postgraduate Studies and Research in Engineering Sciences, Cairo University (CAPSCU), 1-14.

Ausubel, D.P. 1968. Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and Winston.

Gunawan. 2015. Model Pembelajaran Sains Berbasis ICT. Mataram: FKIP UNRAM.

Gunawan., Harjono, A., dan Sutrio. 2015. Multimedia Interaktif dalam Pembelajaran Konsep Listrik bagi Calon Guru. Jurnal Pendidikan Fisika dan Teknologi. 1 (1): 9.

Hamdani, D., Kurniati, E., dan Sakti, I. 2012. Pengaruh Model Pembelajaran Generatif dengan Menggunakan Alat Peraga Terhadap Pemahaman Konsep Cahaya Kelas VIII di SMPN 7 Kota Bengkulu. Jurnal Exacta. 10 (1): 80-82.

Juani, A., Salsabila, E., dan Irawan, B. 2014. Perbandingan Kemampuan Penalaran Matematika antara Siswa yang diajar Menggunakan Model Pembelajaran Generatif dan Model Pembelajaran Matematika Knisley (Mpmk) Pada SMKN 26 Jakarta. JMAP. 13 (1): 48.

Luritawaty, Irena P., dan Nuraeni, R. 2015. Model Advance Organizer dalam Pembelajaran Matematika untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa. Jurnal Pendidikan Matematika. 6 (1): 13-19.

Rahmatiah, R., & Kusairi, S. (2017). Pengaruh Scaffolding Konseptual dalam Pembelajaran Group Investigation Terhadap Prestasi Belajar Fisika Siswa SMA dengan Pengetahuan Awal Berbeda. Jurnal Pendidikan Fisika dan Teknologi, 2(2), 45-54.

Septriani, N., Irwan, dan Meira. 2014. Pengaruh Pendekatan Scaffolding terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas VIII SMP Pertiwi 2 Padang. Jurnal Pendidikan Matematika. 3 (3): 17-21.

Sugiana, I. N., Harjono, A., Sahidu, H., & Gunawan, G. (2017). Pengaruh Model Pembelajaran Generatif Berbantuan Media Laboratorium Virtual Terhadap Penguasaan Konsep Fisika Siswa pada Materi Momentum dan Impuls. Jurnal Pendidikan Fisika dan Teknologi, 2(2), 61-65.

Tan, W.C., Aris, B., and Abu, S. 2006. GLOTT Model: A pedagogically-enriched design framwork of learning environment to improve higher order thinking skills. AACE Journal, 14(2): 139-153.

Tasiwan, Nugroho, da Hartono. 2014. Pengaruh Advance Organizer Berbasis Proyek Terhadap Kemampuan Analisis-Sintesis Siswa. Jurnal Pendidikan Fisika Indonesia. 10 (1): 1-8.

Ulusoy, F. M., and Onen, A. S. 2014. A Research on the Generative Learning Model Supported by Context-Based Learning. Eurasia Journal of Mathematics, Science & Technology Education. 10(6): 537-546.

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).

Most read articles by the same author(s)

1 2 3 4 5 6 > >>