Pengaruh Model Pembelajaran Advance Organizer Menggunakan Video Pembelajaran Terhadap Hasil Belajar Fisika Peserta Didik Kelas XI

Authors

Nurul Hamdanillah , Ahmad Harjono , Susilawati Susilawati

DOI:

10.29303/jpft.v3i2.358

Published:

2017-11-25

Issue:

Vol. 3 No. 2 (2017): Juli - Desember

Keywords:

Advance organizer, video learning, physics learning outcome

Articles

Downloads

How to Cite

Hamdanillah, N., Harjono, A., & Susilawati, S. (2017). Pengaruh Model Pembelajaran Advance Organizer Menggunakan Video Pembelajaran Terhadap Hasil Belajar Fisika Peserta Didik Kelas XI. Jurnal Pendidikan Fisika Dan Teknologi, 3(2), 119–127. https://doi.org/10.29303/jpft.v3i2.358

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This research is aimed to identify the effect of advance organizer learning model through video learning towards physics learning outcome of second grade students MIA SMAN 2 Labuapi. Advance Organizer is a learning model which consists of 3 phases: presentation of Advance Organizer, presentation of learning assignment or learning of material, and strengthen the cognitive structure. There are three domains of learning objective concerned in the study, which are, first cognitive aspect from C1 until C6 (knowledge, comprehension, application, analysis, synthesis and evaluation), second is affective aspect and the last is psychomotor aspect. The student cognitive learning outcome was done by using objective test. Based on data analysis, t count > t table, as the result, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted that there was the influence of advance organizer learning model through video learning towards physics learning outcome ofà second grade students MIA SMAN 2 Labuapi.

References

Amanah, D. P., Harjono, A., & Gunada, W., I. 2015. Kemampuan Pemecahan Masalah Dalam Fisika Dengan Pembelajaran Generative Berbantuan Scaffolding Dan Advance Organizer. Jurnal Pendidikan Fisika dan Teknologi, 3(1), 84-91.

Bulkis, Talwil, M. & Azis, A. 2014. Penerapan Pendekatan Pembelajaran Advance Organizer Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Pemahaman Konsep Fisika Pada Peserta Didik Kelas VIII SMP Negeri 1 Maââ¬â¢rang Kabupaten Pangkep. Jurnal Sains dan Pendidikan Fisika, 10(3), 314-323.

Gunawan. 2015. Model Pembelajaran Sains Berbais ICT. Mataram: FKIP Universitas Mataram.

Harjono, A. 2011. Pengaruh Strategi Pembelajaran dan Pemberian Advance Organizer serta Prior Knowledge terhadap Hasil Belajar Fisika Siswa Kelas X. Disertasi, Program Studi Teknologi Pembelajaran, Program Pascasarjana, Universitas Negeri Malang.

Harjono, A. 2012. Perbedaan Strategi Pembelajaran dan Pemberian Advance Organizer Pengaruhnya Terhadap Hasil Belajar Fisika Siswa Kelas X. Jurnal Pijar MIPA, 7(1), 13-17.

Hakim, R. A & Harahap, B. M. 2013. Upaya Penguatan Struktur Kognitif Siswa Melalui Model Pembelajaran Advance Organizer Dengan Pemberian LKS Terstruktur Berdasarkan Teori APOS. Jurnal Online Pendidikan Fisika, 2(1), 33-41.

Kumar, Seefan, J. & Pratjojo. 2014. Pengaruh Model Pembelajaran Advance Organizer (AO) Berbantuan Animasi Flash Terhadap Hasil Belajar Teori Kinetik Gas Siswa Kelas XI IPA SMA Negeri 1 Comal-Pemalang. Jurnal Pendidikan Fisika, 1(5), 255-260.

Muammar, H., Harjono, A., & Gunawan. 2015. Pengaruh Model Pemebelajaran Assure Dan Pengetahuan Awal Terhadap Hasil Belajar IPA-Fisika Siswa Kelas VII SMPN 22 Mataram. Jurnal Pendidikan Fisika dan Teknologi, 1(3), 166-172.

Prasetyo, Z. K, Wahyana, Mundilarto, Subiakto, & Abdullah, A.A. 2004. Materi Pokok Kapita Selekta Pembelajaran Fisika. Jakarta: Universitas Terbuka.

Rahmatiah, R., Koes, S. H. & Kusairi, S. 2016. 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.

Rozie, F. 2013. Pengembangan Media Video Pembelajaran Daur Air Untuk Meningkatkan Proses Dan Hasil Belajar IPA Siswa SD. Jurnal Pendidikan Sains, 1(4), 413-424.

Resta, L. I., Fauzi, A. & Yulkifli. 2013. Pengaruh Pendekatan Pictorial Riddle Jenis Video Terhadap hasil Belajar Siswa Dalam Pembelajaran Inkuiri Pada Materi gelombang Terintegrasi Bencana Tsunami. Jurnal Pillar Of Physics Education, 1(1), 17-22.

Sani, A. R. & Maryono. 2011. Perbedaan Hasil Belajar Siswa Dengan Pembelajaran Advance Organizer Terhadap Hasil Belajar Dengan Pembelajaran Konvensional Pada Materi Fisika Topik Tekanan Dikelas VIII SMP Cerdas Murni Tembung Kabupaten Deli Serdang. Jurnal Fisika Inovasi Pembelajaran Fisika, 3(1), 43-48.

Sinulingga, K. & Munte, D. 2012. Pengaruh Model Pembelajaran Advance Organizer Berbasis Mind Map Terhadap Hasil Belajar Fisika Siswa Pada Materi Pokok Besaran Dan Satuan Di Kelas X. Jurnal Pendidikan Fisika, 1(2), 1-6.

Supardi. 2015. Penilaian Autentik Pembelajaran Afektif, Kognitif, dan Psikomotor; Konsep dan Aplikasi. Jakarta: PT Raja Grafindo Persada.

Wahyuni, N. & Sulistiyo, E. 2017. Pengembangan media pembelajaran Compact Dist Interactive (CD-i) berbasis video scribe menggunakan model pembelajaran advance organizer pada mata pelajaran TKB kelas X TAV di SMK Negeri 3 Surabaya. Jurnal Pendidikan Teknik Elektro, 6(2), 161-166.

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 > >> 

Similar Articles

<< < 3 4 5 6 7 8 9 10 11 12 > >> 

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