Analysis of The Use of Discussion And Question And Answer Methods  As an Effort to Improve Student Physics Learning Outcomes

Delia Sapitri; Siti Indriyati

doi:10.57092/ijetz.v2i2.63

Authors

Delia Sapitri UIN Sulthan Thaha Saifuddin Jambi
Siti Indriyati UIN Sulthan Thaha Saifuddin Jambi

DOI:

https://doi.org/10.57092/ijetz.v2i2.63

Keywords:

Learning Outcomes, Learning Physics, Question and Answer Method

Abstract

This study aims to find out how the views of teachers and students regarding the use of discussion and question-and-answer methods in learning physics as an effort to improve student learning outcomes, especially in the wave material on class XI MIA students at Madrasah Aliyah Negeri 2 Muaro Jambi for the 2022/2023 academic year. The population in this study were students of class XI MIA with a total of 22 students, with 11 male students and 11 female students. Sampling in research This method uses total sampling, where the entire population is used as a sample. Data was collected through observation through a questionnaire containing items, questions, and teacher interviews. Research results show that the views of teachers and students on how to use the discussion and question method answer in physics subjects are categorized quite well. The average students say that this method is suitable for use in physics lessons but still hesitates to say that using this method of discussion and question and answer can help them better understand the material. Still, the students also do not think negatively about the method. This, too, was put forward by the physics subject teacher at the school; he said that the use of discussion and question-and-answer methods is quite good and effective.

Downloads

Download data is not yet available.

References

Aminah, A. (2018). Peningkatan Hasil Belajar IPA Melalui Model Pembelajaran Interaktif Dengan Metode Tanya Jawab. Journal of Natural Science and Integration, 1(1), 121–131. https://doi.org/10.24014/jnsi.v1i1.5200

Azizah, R., Yuliati, L., & Latifah, E. (2015). Kesulitan Pemecahan Masalah Fisika Pada Siswa Sma. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 5(2), 44. https://doi.org/10.26740/jpfa.v5n2.p44-50

Emda, A. (2018). Kedudukan Motivasi Belajar Siswa Dalam Pembelajaran. Lantanida Journal, 5(2), 172. https://doi.org/10.22373/lj.v5i2.2838

Febnasari, S. D., Arifin, Z., & Setianingsih, E. S. (2019). Efektifitas Penggunaan Metode Pembelajaran Diskusi Kelas dengan Strategi “TPS” untuk Meningkatkan Motivasi Belajar. Jurnal Ilmiah Sekolah Dasar, 3(3), 315. https://doi.org/10.23887/jisd.v3i3.19456

Handayani, D. (2022). Peningkatan Motivasi dan Hasil Belajar Siswa Melalui Metode Tanya Jawab Kritis pada Materi Listrik Dinamis. Jurnal Penelitian Sains Dan Pendidikan (JPSP), 2(1), 98–105. https://doi.org/10.23971/jpsp.v2i1.3985

Hayes, D. (2015). Against critical thinking pedagogy. Arts and Humanities in Higher Education, 14(4), 318–328. https://doi.org/10.1177/1474022215592248

Heinrich, W. F., Habron, G. B., Johnson, H. L., & Goralnik, L. (2015). Critical Thinking Assessment Across Four Sustainability-Related Experiential Learning Settings. Journal of Experiential Education, 38(4), 373–393. https://doi.org/10.1177/1053825915592890

Johnston, J. S. (2014). John Dewey and science education. In International Handbook of Research in History, Philosophy and Science Teaching. https://doi.org/10.1007/978-94-007-7654-8_75

Lawson, T. J., Jordan-Fleming, M. K., & Bodle, J. H. (2015). Measuring Psychological Critical Thinking: An Update. Teaching of Psychology, 42(3), 248–253. https://doi.org/10.1177/0098628315587624

Lehavi, Y., & Eylon, B.-S. (2018). Integrating Science Education Research and History and Philosophy of Science in Developing an Energy Curriculum. https://doi.org/10.1007/978-3-319-62616-1_9

Malone, K. L. (2008). Correlations among knowledge structures, force concept inventory, and problem-solving behaviors. Physical Review Special Topics - Physics Education Research, 4(2), 1–15. https://doi.org/10.1103/PhysRevSTPER.4.020107

Mbonyiryivuze, Agnes L., Campus, R., Education, P., Campus, R., Mbonyiryivuze, A.,Yadav, L. L., Amadalo, M. M., & Info, A. (2021). Students ’ attitudes towards physics in Nine Years Basic Education in Rwanda. 10(2), 648–659. https://doi.org/10.11591/ijere.v10i2.21173

Munawwarah, A. Al, & Arafah, K. (2018). Pengaruh metode diskusi kelompok terhadap hasil belajar fisika peserta didik kelas XI SMA Negeri 8 Makassar. Jurnal Sains Dan Pendidikan Fisika, April, 11–15. https://ojs.unm.ac.id/JSdPF/article/view/6331

Nurhatta, D. (2021). Efektifitas Metode Diskusi Pada Pembelajran PAI di SMA Negeri 6 Padang Sidimpuan Sebagai paya. 3(3), 26–31.

Nurrita, T. (2018). Pengembangan Media Pembelajaran Untuk Meningkatkan Hasil Belajar Siswa. MISYKAT: Jurnal Ilmu-Ilmu Al-Quran, Hadist, Syari’ah Dan Tarbiyah, 3(1), 171. https://doi.org/10.33511/misykat.v3n1.171

Pembelajaran SKI Untuk Meningkatkan Keaktifan Belajar Siswa Kelas VII - H MTs Al- Mahrusiyah Lirboyo Kediri. Jurnal Intelektual: Jurnal Pendidikan Dan Studi Keislaman, 8(3), 451–466. https://doi.org/10.33367/intelektual.v8i3.743

Purba, F. J. (2020). Penggunaan Metode Diskusi dalam Meningkatkan Hasil Belajar. Jurnal Inovasi Pembelajaran Fisika (INPAFI), 8(1), 26.

Rais, H., & Ferinaldi. (2019). Pengaruh minat belajar terhadap pemahaman konsep matematis pada mata kuliah teori bilangan mahasiswa pendidikan matematika. MatEdukasia: Jurnal Pendidikan Matematika, 4(1), 71–77.

Ramlo, S. (2008). Validity and reliability of the force and motion conceptual evaluation. American Journal of Physics, 76(9), 882–886. https://doi.org/10.1119/1.2952440

Scott, T. F., & Schumayer, D. (2017). Conceptual coherence of non-Newtonian worldviews in Force Concept Inventory data. Physical Review Physics Education Research, 13(1), 1–12. https://doi.org/10.1103/PhysRevPhysEducRes.13.010126

Suwela, I. G. M. (2016). Efektivitas Penerapan Metode Tanya Jawab dengan Variasi Media Pembelajaran Terhadap Peningkatan Hasil Belajar Siswa dalam Mata Pelajaran PKN Khusus dalam Materi Ideologi Pancasila. Jurnal Edukasi 2(4), 409–414.