Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 281
Main step is the learning phase in which teachers with students actively involved in learning activities. This step should based on scientific approach
scientific,
which consists of
observing
,
questioning
,
associating
,
experimenting
,
networking
. In this step about 43.33 of the lesson plans were represented active learning.
Most of the lesson plans were commonly used lecture method to transfer all of the knowledges to the students although they stated before they using other methods which they
claimed active learning. And the active learning was appeared in evaluation only and not in learning process.
Closing step in learning is the final part of the learning process consisting of five activities, namely 1 concluded, 2 conduct reflection, 3 provide feedback on the process and
learning outcomes, 4 provide follow-up in the form of duties, both individual and group assignments; and 5 inform the learning activities planned for the next meeting. In this step,
about 63.33 of the lesson plans were represented active learning.
4. Conclusion
Based on observations and data analysis on the lesson plans that preparation step was 36.67, main step was 43.33, and closing step wass 63.33` represeted active learning. So
the conclussion that science teachers competence to design active learning were lower and quantitatively were about 51.11.
References
Bradford, A. 2015, Science the Scientific Method: A Definition.
Live Science
. On line 28 July 2015,
http:www.livescience.com20896-science-scientific-method.html Chickering, W., Gamson, Z,F., 1993,
Active Learning: Getting Students to Work and Think in the Classroom
. Speaking of Teaching, FALL, Vol. 5 - 1 Center for Research on Learning and Teaching, 2014,
Active Learning
.
on line 15 Juni 2015,
http:www.crlt.umich.edutstrategiestsal Eison, J. 2010.
Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning
. Jones, J. 1998.
Lesson Planning: Towards Purposeful Learning and Effective Teaching
. On Line 15 Juni 2015,
Milkova, S. 2015, Center for Research on Learning and Teaching. On Line 15 Juni 2015, http:www.crlt.umich.edugsisp2_5
Osborne, R.,Freyberg, P. 1985,
Learning in Science: The Implicationc of Chieldr
en’s Science. Auckland: Heinemann.
Study Guides and Strategies, 2015, Learning to learn series: Active Learning, on line 15 Juni 2015,
http:www.studygs.netactivelearn.htm
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 282
THE INFLUENCE MODEL OF LEARNING AND LEARNING MOTIVATION TOWARD LEARNING ACHIEVEMENT BASIC PHYSICS I STUDENTS
DEPARTMENT OF PHYSICS
Ferdy Dungus
1
1
Department of Physics, Faculty of Mathematics and Natural Sciences, State University of Manado, Minahasa, Indonesia
ferdydungusgmail.com
Abstract This study aims to determine the effect of learning models and learning motivation on learning
achievement of the first students Department of Physics. This research is a kind of experimental research. The study population was a first semester student class of 2014 Department of Physics, 64
samples were taken at random. Retrieval of research data through questionnaires and tests. Analysis of data using ANOVA test 2 x 2 treatment by level. The results showed that: 1 Basic Physics I study
results using cooperative learning model TPS is higher than the results of studying Physics I using conventional learning models, 2 there is an interaction between the model of learning and motivation
to learn, 3 learning achievement Basic Physics I use cooperative learning model TPS with high learning motivation is higher than the results of studying Basic Physics I using conventional learning
models with high learning motivation, 4 the results of studying Physics I use cooperative learning model TPS with low learning motivation is lower than Basic Physics I learn the results using
conventional learning models with low learning motivation. Keywords: Models of Learning, Learning Motivation and Learning Achievement
1. Introduction
