NURFITTA KINANTI, SEKAR (2024) PENGARUH PENERAPAN PROBLEM BASED LEARNING DENGAN KONSEP GAMIFIKASI PADA MATERI KINEMATIKA UNTUK MENINGKATKAN KEMAMPUAN INTERPRETASI GRAFIK. S1 thesis, Universitas Sultan Ageng Tirtayasa.
![[img]](https://eprints.untirta.ac.id/style/images/fileicons/text.png) |
Text
SEKAR NURFITTA KINANTI_2280200016_CP.pdf.pdf Restricted to Registered users only Download (11MB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_Fulltext.pdf Restricted to Registered users only Download (8MB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_01.pdf Restricted to Registered users only Download (1MB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_02.pdf Restricted to Registered users only Download (562kB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_03.pdf Restricted to Registered users only Download (350kB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_04.pdf Restricted to Registered users only Download (399kB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_05.pdf Restricted to Registered users only Download (123kB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_Ref.pdf Restricted to Registered users only Download (174kB) |
|
Text
Sekar Nurfitta Kinanti_2280200016_Lampiran.pdf Restricted to Registered users only Download (1MB) |
Abstract
This research focuses on students' graphic interpretation abilities so the aim is to find out how to improve graphic interpretation abilities for classes that use the problem based learning model with the concept of gamification (experiment) with problem based learning/conventional (control) classes and how are the effectiveness of the both models. The method used was an experiment with a quantitative descriptive approach with a non-equivalent group quasi-experimental research design. The instrument used is a test taken from the TUG-K (Test of Understanding Graphs Kinematics) questions which have been developed by Beichner, Zavala, Tajeda, & Barniol (2018). The research subjects were 72 students SMAIT Putri Al-Hanif Cilegon school of class 10 who were subdivided into 36 students for class 10 A and 10 B. The research results from the Mann Whitney test showed Asym. Sig. (2-tailed) has a value of 0.514 which indicates that the value is greater than 0.05, which implies both classes, have no influence on increasing students' graphic interpretation abilities. Even though the average gain value for the control class (38.07) was greater than the experimental class (34.93), students from both classes did not experience a significant increase in their graphic interpretation abilities.
| Item Type: | Thesis (S1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Contributors: |
|
|||||||||
| Additional Information: | Penelitian ini berfokus pada kemampuan interpretasi grafik peserta didik sehingga tujuan dilakukannya adalah untuk mengetahui bagaimana peningkatan kemampuan interpretasi grafik untuk kelas yang menggunakan model problem based learning dengan konsep gamifikasi (eksperimen) dengan kelas problem based learning/konvensional (kontrol) dan bagaimana keefektifan dari kedua model pembelajaran tersebut. Metode yang digunakan adalah eksperimen dengan pendekatan deskriptif kuantitatif dengan desain penelitian kuasi eksperimen non equivalent group. Instrumen yang digunakan berupa tes yang diambil dari soal TUG-K (Test of Understanding Graphs Kinematics) yang telah dikembangkan oleh Beichner, Zavala, Tajeda, & Barniol (2018). Subjek penelitian telah ditentukan dari pihak sekolah SMAIT Putri Al-Hanif Cilegon dengan 72 peserta didik kelas 10 yang terbagi kembali menjadi 36 peserta didik kelas 10 A (kontrol) dan 36 peserta didik kelas B (eksperimen). Hasil penelitian dari uji Mann Whitney menunjukkan Asym. Sig. (2-tailed) bernilai 0.514 yang mengindikasikan bahwa nilai tersebut lebih besar daripada 0.05, sehingga kedua kelas baik model problem based learning dengan konsep gamifikasi dan model pembelajaran konvensional tidak memiliki pengaruh terhadap peningkatan kemampuan interpretasi grafik peserta didik. Walaupun nilai rata-rata gain kelas kontrol (38.07) lebih besar daripada kelas eksperimen (34.93), peserta didik dari kedua kelas tidak mengalami peningkatan kemampuan interpretasi grafik yang signifikan. | |||||||||
| Uncontrolled Keywords: | Gamification, Graphic Interpretation, Kinematics of Rectilinear Motion, Problem Based Learning, TUG-K Gamifikasi, Interpretasi Grafik, Kinematika Gerak Lurus, Problem Based Learning, TUG-K | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 84203-Jurusan Pendidikan Fisika |
|||||||||
| Depositing User: | SEKAR KINANTI NURFITTA | |||||||||
| Date Deposited: | 12 Aug 2024 16:06 | |||||||||
| Last Modified: | 12 Aug 2024 16:06 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/39674 |
Actions (login required)
 |
View Item |