Abstract
The aims of this research are to identify student’s interest in the Cavendish Balance of Aids in physics learning. This research uses Design One Group Pretest-Posttest; Samples used are class D semester I Mathematics Education academic year 2015/2016 of 30 students, Instrument Questionnaire in this study using a questionnaire of student interest. The results showed the use of a aids in the learning of physics effect in to assist students in understanding the material being taught. In addition, the students' interest in learning also improved with the application of visual aids, it can be seen from 96.7% of students stated strongly agree and agree on the statement While 3.3% of students feel disagree with the statement, it is also supported on the value of tcalculate more bigger than ttable with ttable = 2,042 with tcalculate = 20,477. It can be concluded that there is a significant improvement in learning outcomes on the used Cavendish balance of aids so that students' interest in learning becomes better.
Highlights
The aims of this research are to identify student’s interest in the Cavendish Balance of Aids in physics learning
This research uses Design One Group Pretest-Posttest; Samples used are class D semester I Mathematics Education academic year 2015/2016 of 30 students, Instrument Questionnaire in this study using a questionnaire of student interest
The results showed the use of a aids in the learning of physics effect in to assist students in understanding the material being taught
Summary
Fisika sebagai bagian dari ilmu pengetahuan alam merupakan salah satu ilmu yang sangat berperan penting dalam upaya penguasaan ilmu dan teknologi. Alternatif ini berpedoman pada pandangan bahwa yang paling penting dalam pembelajaran sains di sekolah ialah memberi bekal kepada mahasiswa untuk belajar sains, sehingga respon mahasiswa menjadi lebih baik (Shui-fong Lam, 2009). Alat peraga dalam pembelajaran fisika pada mahasiswa diharapkan dapat meningkatkan motivasi, minat dan perhatian mahasiswa terhadap materi yang diajarkan. Toheri & Azis, (2012) menjelaskan bahwa media atau alat peraga merupakan sebuah alat yang dapat membantu mahasiswa dalam memahami dan membangun konsep serta perilaku dalam pembelajaran, perilaku yang dimaksud. Hal ini didukung oleh (Puspitorini, Prodjosantoso, Subali, & Jumadi, 2014), (Vebrianto & Osman, 2011) menyatakan bahwa media belajar atau alat peraga dapat digunakan untuk menjelaskan fakta dan fenomena yang ada dilingkungan mahasiswa. Hal ini didukung oleh (Puspitorini, Prodjosantoso, Subali, & Jumadi, 2014), (Vebrianto & Osman, 2011) menyatakan bahwa media belajar atau alat peraga dapat digunakan untuk menjelaskan fakta dan fenomena yang ada dilingkungan mahasiswa. Rasul, Bukhsh, & Batool, (2011), (King, Kendall Brown, Lindsay, & Van Hecke, 2007) mengemukakan bahwa belajar adalah kemampuan mendemonstrasikan dan menghubungkan informasi ke konteks yang lebih perspektif, misalnya kemampuan menghubungkan ide dengan kondisi nyata, masa lalu dengan masa sekarang, serta kondisi abstrak dengan kondisi konkret
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
