https://journal-center.litpam.com/index.php/empiricism/issue/feed Empiricism Journal 2021-10-07T17:39:30+00:00 Taufik Samsuri empiric.journal@gmail.com Open Journal Systems <p>Empiricism Journal (ISSN. <a href="https://portal.issn.org/resource/ISSN/2745-7613" target="_blank" rel="noopener">2745-7613</a>) is an open-access peer-reviewed scrientific journal that published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM). This journal publishes empirical original research papers in the field of education, social science, and natural science. Empiricism Journal publish twice a year (bianually) in June and December. This journal has OAI address: <a href="https://journal-center.litpam.com/index.php/empiricism/oai">https://journal-center.litpam.com/index.php/empiricism/oai</a></p> https://journal-center.litpam.com/index.php/empiricism/article/view/473 Penerapan Pendekatan STML dengan Strategi Siklus Belajar Empiris-Induktif untuk Meningkatkan Hasil Belajar dan Literasi Sains-Teknologi Siswa 2021-09-25T13:24:15+00:00 M. Muhali muhali@ikipmataram.ac.id Muhammad Asy'ari muhammadasyari@ikipmataram.ac.id <p>Penelitian ini bertujuan untuk (1) meningkatkan hasil belajar siswa, (2) meningkatkan literasi sains teknologi (LST) siswa, dan (3) mendeskripsikan respon siswa terhadap penerapan pendekatan Sains Teknologi Masyarakat dan Lingkungan (STML) dengan strategi siklus belajar empiris-induktif dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Penelitian ini merupakan penelitian tindakan kelas, yang dilaksanakan dalam 2 (dua) siklus. Subyek penelitian ini adalah siswa kelas X MAN 3 Lombok Tengah tahun pelajaran 2020/2021 yang berjumlah 45 siswa. Instrument penelitian yang digunakan dalam penelitian ini berupa tes hasil belajar, tes literasi sains dan teknologi, dan angket respon. Data penelitian dianalisis secara deskriptif kuntitatif. Hasil penelitian menunjukkan bahwa penerapan pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan (1) hasil belajar, (2) LST dan (3) respon posistif siswa berdasarkan tinjauan peningkataan siklus I dan siklus II. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan hasil belajar, LST, dan respon positif siswa dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm.</p> <p><strong><em>Application of STML Approach with Empirical-Inductive Learning Cycle Strategy to Improve Student's Learning Outcomes and Science-Technology Literacy</em></strong></p> <p><strong><em>Abstract</em></strong></p> <p><em>This study aimed to (1) improve student learning outcomes, (2) improve students' science technology literacy (LST), and (3) describe student responses to the application of the Community and Environmental Science Technology (STML) approach with an empirical-inductive learning cycle strategy in learning physics on electrical circuit material and Ohm's law. This research is a classroom action research, which is carried out in 2 (two) cycles. The subjects of this study were students of class X MAN 3 Central Lombok in the academic year 2020/2021, totaling 45 students. The research instruments used in this study were learning outcomes tests, scientific and technological literacy tests, and response questionnaires. The research data were analyzed descriptively and quantitatively. The results showed that the application of the STML approach with an empirical-inductive learning cycle strategy could improve (1) learning outcomes, (2) LST and (3) students' positive responses based on a review of the improvement in cycle I and cycle II. Based on the results of the study, it can be concluded that the STML approach with the empirical-inductive learning cycle strategy can improve student learning outcomes, LST, and positive responses of students in learning physics on electrical circuits and Ohm's law material.</em></p> 2021-06-30T00:00:00+00:00 Copyright (c) 2021 M. Muhali, Muhammad Asy'ari https://journal-center.litpam.com/index.php/empiricism/article/view/515 Pengaruh Penggunaan Model Pembelajaran Inkuiri Terbimbing terhadap Prestasi Belajar Fisika Siswa SMP 2021-10-07T17:39:30+00:00 Jono Iskandar m.asyari@litpam.com Syifaul Gummah syifaulgummah@undikma.ac.id Saiful Prayogi saifulprayogi@undikma.ac.id Muhammad Asy'ari m.asyari@litpam.com <p>Pembelajaran di dalam kelas yang cenderung berpusat pada guru disinyalir menjadi penyebab rendahnya prestasi belajar siswa. Penggunaan mode pembelajaran yang tepat diharapkan mampu membuat siswa berperan aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap prestasi belajar fisika siswa. Jenis penelitian ini adalah quasi eksperimen dengan pretest-posttest control group design. Siswa pada kelas VIII<sup>4</sup> (34 siswa) dijadikan sebagai kelompok eksperimen dan siswa pada kelas VIII<sup>6</sup> (34 siswa) sebagai kelompok control yang dipilih menggunakan claster random sampling technique. Data penelitian dikumpulkan menggunakan instrumen tes objektif yang telah diuji validitas, reliabilitas, daya pembeda dan indeks kesukaran. Perbedaan prestasi belajar siswa dianalisis menggunakan uji-t setelah dinyatakan memenuhi uji prasyarat normalitas dan homogenitas data. Berdasarkan hasil analisis data, diperoleh skor rata-rata pretest kelompok eksperimen sebesar 36,17 dan kelompok kontrol sebesar 39,5. Sedangkan skor rata-rata posttest kelompok eksperimen sebesar 65,41 dan kelas kontrol sebesar 50. Hasil uji-t menunjukkan t<sub>hitung</sub> = 6,07 &gt; t<sub>tabel</sub> = 2,00, sehingga dapat disimpulkan bahwa penggunaan metode pembelajaran Inkuiri Terbimbing berpengaruh secara signifikan terhadap prestasi belajar fisika siswa SMP.</p> <p><strong><em>The Effect of the Use of Guided Inquiry Learning Model on the Physics Learning Achievement of Junior High School Students</em></strong></p> <p><em><strong>Abstract</strong></em></p> <p><em>Learning in the classroom that tends to be teacher-centered is allegedly the cause of the low student achievement. The use of appropriate learning modes is expected to be able to make students play an active role in the learning process. This study aims to determine the effect of the guided inquiry learning model on students' physics learning achievement. This type of research is a quasi-experimental with a pretest-posttest control group design. Students in class VIII4 (34 students) were used as the experimental group and students in class VIII6 (34 students) as the control group were selected using the cluster random sampling technique. The research data were collected using an objective test instrument that had been tested for validity, reliability, discriminatory power and difficulty index. Differences in student achievement were analyzed using t-test after being declared to meet the prerequisite tests for normality and data homogeneity. Based on the results of data analysis, the average pretest score of the experimental group was 36.17 and the control group was 39.5. While the posttest average score of the experimental group is 65.41 and the control class is 50. The t-test results show t<sub>count</sub> = 6.07 &gt; t<sub>table</sub> = 2.00, so it can be concluded that the use of guided inquiry learning model has a significant effect on junior high school students’ physics learning achievement.</em></p> 2021-06-30T00:00:00+00:00 Copyright (c) 2021 Jono Iskandar, Syifaul Gummah, Saiful Prayogi, Muhammad Asy'ari