scholarly journals Improvement of Graph Interpretation Ability Using Hypertext-Assisted Kinematic Learning and Formal Thinking Ability

2018 ◽  
Vol 14 (1) ◽  
pp. 1-6
Author(s):  
S. R. Manurung ◽  
S. Mihardi ◽  
N. Y. Rustaman ◽  
N. Siregar
Keyword(s):  
Teacher Education ◽  
Experimental Design ◽  
Education Program ◽  
Physics Education ◽  
Logical Thinking ◽  
Prospective Students ◽  
Ability Test ◽  
Graph Interpretation ◽  
Thinking Ability ◽  
The One

The effectiveness of hypertext media in improving graph interpretation ability is investigated in this paper. In addition, joint ability of the formal thinking to improve the graph ability of prospective students is considered. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from Physics Education Program in one institute for teacher education in Medan. The test consists of graph interpretation ability test in the topic of kinematics and Test of Logical Thinking (TOLT or formal thinking) before learning and graph interpretation ability test after learning. The data are then analysed by using SPSS based two ways Analisys of Variance (ANOVA) method. The results show that the ability to interpretate graph is significantly improved by using hypertext media assisted kinematic learning.

scholarly journals Strategi Belajar Think Talk Write dan Kemampuan Berpikir Logis Matematis

2019 ◽  
Vol 3 (1) ◽  
pp. 21-31
Author(s):  
Reni Septia Pratiwi ◽  
Martin Kustati ◽  
Andi Susanto
Keyword(s):  
Experimental Design ◽  
Random Sampling ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Control Group ◽  
Logical Thinking ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Class Viii ◽  
Randomized Control

The purpose of this study was to find out the logical thinking skills of students who learn with Solok City's Solok Think Talk Write class VIII strategy. This research is a quasi-experimental design with Randomized Control Group Only Design. Random sampling technique. The experimental class VIIIG and the VIIIE control class were selected. The instrument of this study tests mathematical logical thinking skills. Based on the results of the test, the average experimental class was 80.81 higher than the control class of 75.03. Hypothesis testing with t-test shows that mathematical logical thinking ability of experimental class students is higher than control class students.

scholarly journals PRACTICALITY AND EFFECTIVENESS OF THE IBMR TEACHING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING SKILLS

2018 ◽  
Vol 17 (3) ◽  
pp. 381-394 ◽  
Author(s):  
Joko Siswanto ◽  
Endang Susantini ◽  
Budi Jatmiko
Keyword(s):  
Problem Solving ◽  
Experimental Design ◽  
Physics Education ◽  
Teaching Model ◽  
Study Program ◽  
Multiple Representation ◽  
Problem Solving Skills ◽  
Student Activities ◽  
Post Test ◽  
The One

The design of a teaching model must qualify to be applicable or practical and effective, therefore the research aimed to analyze the practicality and effectiveness of the IBMR (Investigation-Based Multiple Representation) teaching model in improving physics problems solving skills of bachelor programs’ students. The research was conducted by applying the one-group pre-test and post-test pre-experimental design to 186 students of study program of physics education, mathematics education, and mechanical engineering. The practicality of the model is assessed using an observation sheet and the effectiveness is determined based on pre-test and post-test physics problem solving skills. The collected data were analyzed using the calculation of average scores of the feasibility of each phase of the IBMR, t-test, and n-gain. The results show that each phase of the IBMR teaching model can be implemented by a lecturer with good and reliable categories, and relevant student activities, so that the IBMR teaching model is practicality qualified. It is also effective shown by: there are increasing score of physics problem solving skills at  = 5%, average n-gain with moderate categorized and not different or consistent for each pair of groups, and good-categorized students’ responses on each component of teaching. Keywords: IBMR teaching model, model practicality, model effectiveness, physics problem solving skills, bachelor programs’ students.

scholarly journals Students’ Strategic Thinking Ability Enhancement in Applying Scratch for Arduino of Block Programming in Computational Physics Lecture

2019 ◽  
Vol 5 (2) ◽  
pp. 193-202
Author(s):  
Umi Pratiwi ◽  
Dwi Nanto
Keyword(s):  
Experimental Design ◽  
University Students ◽  
Experimental Method ◽  
Physics Education ◽  
Computational Physics ◽  
Strategic Thinking ◽  
Design Approach ◽  
Education Students ◽  
Thinking Ability ◽  
Quasi Experimental

As newbie programmers, university students are not accustomed to computer coding. It difficult to solve programming problems especially related to physics phenomena. They need strategic thinking ability to solve problems. Therefore, computational physics subject/lesson applies learning of Scratch for Arduino on block programming in order to enhance students' strategic thinking. This attempt is examined by a study using a quasi-experimental method pre-experimental design approach which is one group pretest-posttest design using third-year physics education students 2018/2019 as the sample. The result shows that students happened to increase their strategic thinking up to 11.7%, particularly on the ability to prove the chosen solution it is appropriate to students' problems in finishing projects categorized as “very good.” It enables them to finish simple physics cases by using Arduino programming and improve their coding ability significantly.

scholarly journals THE IDENTIFICATION OF LOGICAL THINKING ABILITY BASED ON GENDER IN PHYSICS TEACHERS PROSPECTIVE STUDENTS

2018 ◽  
Vol 2 (1) ◽  
pp. 192
Author(s):  
Sondang R Manurung ◽  
Deo Demonta Panggabean
Keyword(s):  
Female Students ◽  
Male Students ◽  
Logical Thinking ◽  
State University ◽  
Prospective Students ◽  
Physics Teachers ◽  
Prospective Student ◽  
Thinking Ability

AbstractThe purpose of this study is to examine the ability to think logically in physics teachers candidates based on gender. The study was carried out in Medan State University that is acknowledged as one of leading Teaching-based Institution (locally known as Lembaga Pendidikan Tenaga Kependidikan, henceforth abbreviated as LPTK) in Medan. This research used an instrument that further examining the Test of Logical Thinking (TOLT). The total research sample is 70 people, consisting of 27 male and 43 female students. The results showed that male students have a higher logical thinking ability than female students. The implication of the result is discussed.Keywords: Logical Thinking, Gender, Physics Teachers Prospective Student, Medan State University

scholarly journals The Effectiveness of E-Learning Usage in Classroom Teaching to Promote Critical Thinking Ability

2020 ◽  
Vol 8 (4) ◽  
pp. 61
Author(s):  
Saiful Prayogi ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Physics Education ◽  
Research Result ◽  
Private Higher Education ◽  
Classroom Teaching ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
E Learning

The use of e-learning has been believed to be a teaching tool to help the learning process be easier, practical, interesting, interactive, and motivating. E-learning is seen as one of the modes of teaching that helps students learn independently over the times and technological advances, so that its use has been widespread. However, its wide use seems to be a concern, where network availability, user access, and users become obstacles in its application in teaching. This study aimed to explore the effectiveness of e-learning usage in classroom teaching process to promote students’ critical thinking ability at the Institute of Teacher Training and Education Mataram (IKIP Mataram) - Indonesia, which is a private higher education institution in Indonesia. This study is an experimental research with the design of “one group pretest-posttest design”. The research sample consisted of 17 students in the physics education program at IKIP Mataram. Students' critical thinking ablity was assessed using the critical thinking ability test instrument adapted from the Ennis-Weir Critical Thinking Essay Test. The data of critical thinking ability were analyzed statistically, where homogeneity, normality, and t-test were conducted. The research result showed that the use of e-learning was effective in promoting students' critical thinking ability. In this study the researchers also evaluated the use of the internet among lecturers in the learning process. The results analysis are explained further in this article.

scholarly journals KEEFEKTIFAN PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING DITINJAU DARI KEMAMPUAN BERPIKIR LOGIS DAN KRITIS

2015 ◽  
Vol 2 (1) ◽  
pp. 107 ◽  
Author(s):  
Tantan Sutandi Nugraha ◽  
Ali Mahmudi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Conventional Approach ◽  
Problem Posing ◽  
Logical Thinking ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Sample Test ◽  
Better Than

Penelitian ini bertujuan mendeskripsikan keefektifan pembelajaran matematika berbasis masalah, problem posing, dan pendekatan konvensional serta perbandingan keefektifannya ditinjau dari kemampuan berpikir logis dan kritis. Jenis penelitian adalah quasi experiment dengan pretest-posttest with nonequivalent group design. Populasi penelitian adalah 240 siswa kelas VIII SMP Negeri 2 Ciamis. Tiga kelas diambil secara acak untuk sampel penelitian, kemudian ditentukan lagi secara acak kelas eksperimen pertama, kelas eksperimen kedua, dan kelas kontrol. Instrumen yang digunakan adalah tes kemampuan berpikir logis dan tes kemampuan berpikir kritis yang terdiri atas soal pretest dan posttest. Teknik analisis data meliputi t-one sample test untuk menguji keefektifan masing-masing pendekatan pembelajaran dan MANOVA untuk menguji perbedaannya yang dilanjutkan dengan uji  univariat. Semua uji menggunakan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa: (1) pembelajaran berbasis masalah dan problem posing keduanya efektif ditinjau dari kemampuan berpikir kritis tetapi tidak efektif ditinjau dari kemampuan berpikir logis sedangkan pembelajaran konvensional tidak efektif ditinjau dari kemampuan berpikir logis maupun kemampuan berpikir kritis; (2) ditinjau dari kemampuan berpikir logis, tidak ada perbedaan yang signifikan antara pembelajaran berbasis masalah dan problem posing tetapi keduanya lebih unggul dibandingkan pembelajaran konvensional sedangkan jika ditinjau dari kemampuan berpikir kritis, pembelajaran berbasis masalah lebih unggul dibandingkan pembelajaran problem posing dan pembelajaran konvensional serta pembelajaran problem posing lebih unggul dibandingkan pembelajaran konvensional. Kata Kunci: pembelajaran berbasis masalah, problem posing, kemampuan berpikir logis, kemampuan berpikir kritis   THE EFFECTIVENESS OF PROBLEM-BASED LEARNING AND PROBLEM POSING IN TERM OF THE LOGICAL AND CRITICAL THINKING ABILITY Abstract This study aims to describe the effectiveness of mathematics instruction through the problem-based learning, problem posing, and conventional learning approach with their effectiveness compa-ration in terms of logical and critical thinking ability. This research was a quasi-experimental study using the pretest-posttest with nonequivalent group design. The population of this research was all 240 students of grade VIII SMPN 2 Ciamis. Three classes were randomly established as the research sample, later established randomly the first experimental class, second experimental class, and control class. The instruments used in the research were a logical thinking ability test and critical thinking ability test, consisting of a pretest and posttest. The data analysis techniques consisted of the t-one sample test to investigate the effectiveness of each learning approaches and MANOVA to investigate their difference and continue by univariate test. All of tests use the 5% of significance level. The results of the research show that: (1) both of the problem-based learning and problem posing are effective in terms of critical thinking but they are not effective in terms of logical thinking and the conventional approach is not effective in terms of both the logical and critical thinking; (2) in terms of logical thinking, there are not signifficant difference between problem-based learning and problem posing approaches but they are better than conventional approach and in terms of critical thinking, problem-based learning is better than both of problem posing and conventional approaches and problem posing is better than the conventional approach. Keywords: problem-based learning, problem posing, logical thinking ability, critical thinking ability

scholarly journals Identifikasi Kemampuan Berpikir Logis Mahasiswa Calon Guru Fisika Menggunakan Instrument TOLT

2021 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Rahmawati Rahmawati ◽  
Edy Kurniawan ◽  
A. Muafiah Nur
Keyword(s):  
Physics Education ◽  
Probabilistic Reasoning ◽  
Proportional Reasoning ◽  
Thinking Skills ◽  
Standard Test ◽  
Logical Thinking ◽  
Physics Teacher ◽  
Learning Assessments ◽  
Thinking Ability ◽  
Quantitative Descriptive

This study aimed to identify the type of reasoning and the level of prospective physics teacher students’ logical thinking ability. This type of research was a field study with a quantitative descriptive method. The test was the technique used in collecting data of this study. The instrument used in this study was the standard test like Test of Logical Thinking (TOLT). This test consists of 10 questions that measured five types of reasoning, namely proportional reasoning, variable control, probabilistic reasoning, correlation reasoning, and combination reasoning. The level of logical thinking ability was distinguished into concrete, transitional, and formal thinking operational. The sample of this study was students of physics teacher candidates at the first-year level, totaling 30 students.  All of data was analyzed by quantitative descriptive. In general, students tend to the type of proportional reasoning and controlling variables and less on probabilistic reasoning. Based on the level of logical thinking ability, the results showed that the percentage of 30 students who were in the concrete, transitional, and formal categories, respectively, were 30%, 30%, and 60%. This data becomes the basis for consideration in the development of learning models and learning assessments used in lectures, especially in Department of Physics Education in one of the University in Makassar city, so that they are able to contribute to the development of students' level of logical thinking skills as a provision for the next life.

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