Electronic Theses and Dissertation

Dalam pembelajaran fisika, pemahaman konsep dan keterampilan proses sains harus dikembangkan untuk mencapai tujuan pembelajaran serta meningkatkan kualitas peserta didik yang dapat dilakukan melalui kegiatan eksperimen. untuk mengembangkan pemahaman konsep dan keterampilan proses sains bagi peserta didik di sman tersebut membutuhkan pengembangan model- model pembelajaran yang relevan, di antaranya model discovery learning berbasis phet. tujuan dari penelitian ini adalah untuk mengetahui penerapan model pembelajaran discovery learning berbasis phet dalam peningkatan pemahaman konsep dan keterampilan proses sains dalam pembelajaran fisika pada sman 9 banda aceh. metode yang digunakan dalam penelitian ini adalah quasi eksperimen dengan desain the nonequivalent control group design. populasi dalam penelitian ini adalah semua peserta didik kelas xi ipa di sman 9 banda aceh. sampel diambil dengan teknik purposive sampling dengan sampel peserta didik kelas x ipa1 dan x ipa2. pengumpulan data dilakukan dengan telaah dokumen, pretest dan posttest. data dianalisis dengan menggunakan uji gain kemudian dilakukan uji t, setelah dilakukan uji homogenitas dan normalitas. hasil olah data peningkatan pemahaman konsep pada kelas eksperimen didapatkan thitung = 4,678 > ttabel = 1,668 dengan nilai signifikansi dua sisi (sig. 2-tailed) lebih kecil dari alpha = 0,05 yaitu 0,001, artinya peningkatan pemahaman konsep peserta didik di kelas kontrol dan eksperimen terdapat perbedaan yang signifikan, maka ha diterima dan h0 ditolak. pengujian hipotesis peningkatan keterampilan proses sains memiliki thitung = 4,820 > ttabel = 1,668 dengan nilai signifikansi dua sisi (sig. 2-tailed) lebih kecil dari alpa = 0,05 yaitu 0,001, artinya peningkatan keterampilan proses sains peserta didik pada kelas kontrol dan eksperimen terdapat perbedaan yang signifikan, maka pada hasil belajar ha diterima dan h0 ditolak. hasil analisis data menunjukkan bahwa terdapat perbedaan peningkatan minat pemahaman konsep dan keterampilan proses sains antara peserta didik yang ajarkan dengan model discovery learning berbasis phet dan kelas tanpa menggunakan media phet. dapat disimpulkan bahwa adanya pengaruh yang ditimbulkan dengan penerapan model discovery learning berbasis phet.

In learning Physics, understanding concepts and science process skills must be developed to achieve learning objectives and improve the quality of students which can be done through experimental activities. To develop understanding concepts and science process skills for students at the SMAN requires the development of relevant learning models, including the PhET-based discovery learning model. The purpose of this study was to determine the application of the PhET-based discovery learning model in improving the understanding of concepts and science process skills in learning physics at SMAN 9 Banda Aceh. The method used in this study is a quasi-experimental design with The Nonequivalent Control Group Design. The population in this study were all students of class XI IPA at SMAN 9 Banda Aceh. The sample was taken by purposive sampling technique with a sample of students in class X IPA1 and X IPA2. Data was collected by means of document review, pretest and posttest. The data were analyzed using the gain test and then the t test was performed, after the homogeneity and normality tests were carried out. The results of data processing on increasing concept understanding in the experimental class obtained tcount = 4.678 > ttable = 1.668 with a two-sided significance value (Sig. 2-tailed) smaller than = 0.05, i.e. 0.001, meaning that the increase in students' conceptual understanding in the control class and there is a significant difference in the experiment, then Ha is accepted and H0 is rejected. Testing the hypothesis of increasing science process skills has tcount = 4.820 > ttable = 1.668 with a two-sided significance value (Sig. 2-tailed) smaller than = 0.05, which is 0.001, meaning that there is an increase in students' science process skills in the control and experimental classes. significant difference, then in the learning outcomes Ha is accepted and H0 is rejected. The results of data analysis showed that there were differences in the increasing interest in understanding concepts and science process skills between students who were taught with PhET-based discovery learning models and classes without using PhET media. It can be concluded that there is an influence caused by the application of the PhET-based discovery learning model.