Charm Sains: Jurnal Pendidikan Fisika

Efektivitas Model Kooperatif TGT Berbantuan Baamboozle terhadap Hasil Belajar Materi Usaha dan Energi

2026-10-31T10:35:15+00:00

The use of the cooperative learning model of Teams Games Tournament (TGT) supported by Baamboozle media has the potential to increase student engagement through discussion, collaboration, and game-based activities. This study examines the effectiveness of the TGT model supported by Baamboozle media in improving students' learning outcomes in the topic of Work and Energy at SMA Negeri 2 Tondano. The study used a quasi-experimental method with a non-equivalent pretest-posttest control group design. The sample consisted of 30 students divided into an experimental class and a control class, with 15 students in each class. The descriptive analysis showed that the average score in the experimental class increased from 30.6 to 78.93, while the average score in the control class increased from 26.46 to 69.46. The average N-Gain score was 0.6991 in the experimental class and 0.5949 in the control class. Both classes were in the moderate category, but the improvement in learning outcomes was greater in the experimental class than in the control class. These findings indicate that the TGT model supported by Baamboozle media can be an alternative teaching strategy for improving student learning outcomes. The implication of this study is that the TGT model supported by Baamboozle media can be considered for use in physics learning to create an interactive and collaborative learning environment that encourages active student participation

Pengembangan Modul Ajar Discovery Learning Berbasis Lingkungan Pada Materi Suhu dan Kalor

2026-11-02T10:35:48+00:00

Physics learning on temperature and heat still faces challenges in connecting concepts with real phenomena that are closely related to students’ learning environment. This condition indicates the need for contextual learning materials that can encourage students to understand concepts through meaningful learning experiences. This study aimed to develop and determine the feasibility, practicality, and effectiveness of an environmental micro-classroom-based discovery learning module on temperature and heat in improving students’ conceptual understanding. The module was developed using the ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. The research subjects were 29 eleventh-grade students of SMA Negeri 1 Tutuyan, consisting of 15 students in the experimental group and 14 students in the control group. Data were collected through interviews, curriculum analysis, student characteristics analysis, expert validation sheets, student response questionnaires, and pretest and posttest assessments. Data were analyzed using quantitative descriptive analysis, N-Gain, and a paired sample t-test. The validation results showed that the module obtained feasibility percentages of 100% from the material expert and 94.4% from the media expert, both categorized as highly feasible. The practicality test showed a positive student response of 84%. The mean N-Gain was 0.6563 (65.63%) for the experimental group and 0.5139 (51.39%) for the control group, both categorized as moderate, with a higher achievement in the experimental group. The paired sample t-test indicated a significant improvement in learning outcomes in both the experimental and control groups, with p < 0.001. These findings indicate that the environmental micro-classroom-based discovery learning module is highly feasible and practical for use and can support the improvement of students’ conceptual understanding of temperature and heat.

Penerapan Jigsaw dan Problem Based Learning untuk Meningkatkan Hasil Belajar Siswa Pada Fluida Statis

2026-11-02T10:36:16+00:00

Learning the topic of Static Fluids requires an approach that encourages students to actively understand concepts, solve problems, and collaborate throughout the learning process. The use of learning models that involve students less actively may lead to lower learning outcomes; therefore, a model that can optimize student engagement and understanding is needed. One alternative is cooperative learning using the Jigsaw model combined with Problem Based Learning (PBL). The implementation of Jigsaw cooperative learning and PBL in the topic of Static Fluids aimed to assess changes in students’ learning outcomes. This study was conducted at SMA Kristen Kotamobagu and involved 24 eleventh-grade students. The study employed a pre-experimental method with a one-group pre-test post-test design, while the sample was selected using purposive sampling. The study was conducted in three sequential stages: a pre-test to identify students’ initial abilities, treatment through the implementation of Jigsaw and Problem Based Learning, and a post-test to measure students’ learning outcomes after the treatment. Data analysis showed an increase in the students’ mean score from 35.08 on the pre-test to 83.42 on the post-test. The N-Gain score of 0.7494 was categorized as high, while the effectiveness level of 74.9384% was categorized as moderately effective. The paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between students’ learning outcomes before and after the implementation of the learning models. Thus, the implementation of Jigsaw cooperative learning and Problem Based Learning was effective in improving students’ learning outcomes in the topic of Static Fluids.