CRITICAL JOURNAL REVIEW

IMPROVING STUDENT ACTIVITY AND LEARNING OUTCOMES

WITH THE APPLICATION OF LEARNING MODELS
BASED ON PROBLEMS IN GENERAL PHYSICS COURSE I

Physics Teaching and Learning Models

Lecturer: Yeni Megalina, S.Pd., M. Si.

by:

Jessica Kristanti Hartono (4183121036)

BILINGUAL PHYSICS 2018

FACULTY OF MATH AND SCIENCE

STATE UNIVERSITY OF MEDAN

2020
 FOREWORD

Praise my gratitude to the presence of God Almighty because with His grace, grace, and
knowledge and guidance the author can complete the assignment of the Physics Teaching
and Learning Models course entitled "INCREASING STUDENT ACTIVITIES AND
LEARNING OUTCOMES WITH THE APPLICATION OF LEARNING MODELS
BASED ON PROBLEMS IN GENERAL PHYSICS I COURSE". The author thanks
Mother Yeni Megalina, S.Pd., M. Si. as a lecturer who teaches this course.

The author really hopesThis critical journal review can be useful in order to add
insight and knowledge. The author is also fully aware that in this journal review there are
shortcomings and it is far from perfect. Therefore, the author hopes that there will be
criticism, suggestions and suggestions for improving journal reviews that the author makes
in the future, considering that nothing is perfect without constructive suggestions.
Hopefully this simple journal review can be understood by anyone who reads it.

Medan, 16 October 2020

Author

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 TABLE OF CONTENTS

FOREWORD.................................................................................................................i

TABLE OF CONTENTS.............................................................................................ii

CHAPTER I INTRODUCTION

1.1 Background...................................................................................................1

1.2 Journal Identity.............................................................................................2

CHAPTER II SUMMARY OF JOURNAL CONTENT...........................................3

CHAPTER III ADVANTAGES OF JOURNALS

3.1 Linkages Between Chapters..........................................................................4

3.2 Update of Journal Contents...........................................................................6

CHAPTER IV WEAKNESS OF JOURNAL

4.1 Linkages Between Chapters..........................................................................7

4.2 Update of Journal Contents...........................................................................7

CHAPTER V IMPLICATIONS FOR

5.1 Theory...........................................................................................................8

5.2 Development Program in Indonesia..............................................................9

5.3 Student Analysis...........................................................................................9

CHAPTER VI CLOSING

6.1 Conclusion.....................................................................................................10

6.2 suggestions....................................................................................................10

REFERENCES..............................................................................................................11

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 CHAPTER I
INTRODUCTION

1.1 Background

Without adequate mastery of General Physics I, prospective teacher students will

experience difficulties in teaching high school level physics material and solving problems
in the classroom, especially in explaining Kinematics, Dynamics, Effort and Energy,
Momentum and Impulses, Rotation Dynamics of Firm Objects, Fluid Mechanics,
Temperature and Heat, as well as the kinetic theory of gases (TKG) and the Law of
Thermodynamics. This course contributes to understanding mechanics and
thermodynamics in the following odd semester. Based on the researcher's experience
during being a team of teaching General Physics I courses, students still lack ability in
understanding course material. This can be seen from the results obtained by students in
the previous 2014/2015 odd semester, where there were 7 students who got an A grade, 23
students got a B grade,
This is because students are generally low in mastery of physics concepts when in high
school and learning has not yet maximized students' cognitive abilities in solving physics
problems.One of the external factors that can affect the cognitive development of students
is the lecturer. This is in accordance with what was stated by Slameto (2003), namely,
teachers (lecturers) play an important role in improving the quality of students (students) in
student learning and lecturers must really pay attention, think about and at the same time
plan an interesting teaching and learning process for students. , so that students are
interested and enthusiastic about learning and want to be involved in the teaching and
learning process, so that the teaching becomes effective. In an effort to improve the quality
of education, various breakthroughs are needed, both in curriculum development, learning
innovation, and fulfilling educational facilities and infrastructure so that students are
interested and challenged to learn.

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2.1. Journal Identity

Title IMPROVING STUDENT ACTIVITIES AND

LEARNING OUTCOMES WITH THE APPLICATION
OF PROBLEM-BASED LEARNING MODELS IN
GENERAL PHYSICS I COURSE

Journal Journal of the Medan State University Physics Alumni

Association
ISSN P-ISSN 2461-1247
e-ISSN 2477-5142

Volume and Pages Vol.2 No.1 , pages 44 - 49

Year January-March 2016

Author Deo Demonta Panggabean and Irfandi

CHAPTER II
SUMMARY OF JOURNAL CONTENT

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 The aim of this study :
(1) To determine the increase in student learning outcomes by using a problem-based
learning model in the General Physics course I.
(2) To determine the increase in student learning activities by using a learning model based
on problems in the General Physics course I.
This research was carried out with the flow of classroom action research (PTK). The
number of cycles used includes 2 cycles, namely cycle I with material: Kinematics and
cycle II with material:
Dynamics. The data collection tools used in this study consisted of a learning
outcome test instrument and student activity observation sheets. The test instrument used
consists of the kinematics test instrument and the dynamics test instrument, each of which
consists of 25 multiple choice questions that have been tested on students and the results
are declared valid and have very high reliability. From the results of research through the
student activity observation sheet and student learning outcomes, it was found that the
average score of student activity in each cycle had increased. Furthermore, the average
value and gain value of student learning outcomes also increased in cycle I and cycle II.

CHAPTER III
JOURNAL ADVANTAGES

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3.1 Linkages Between Chapters

1. Introduction

This section has the advantage that it contains the basis for why the authors conducted
research, namely that students are still lacking in their ability to understand general
PHYSICS I course material. There are 7 grades of A, 23 of them in B, and 2 of them per
class, all of them 32 people. This is because students are generally low in mastery of
physics concepts when in high school and learning has not yet maximized students'
cognitive abilities in solving physics problems.
This section also provides a solution to overcome the low ability of students in
understanding the subject matter of the I GENERAL PHYSICS course by applying model
learning based on problems (Problem Based Learning) which is a learning approach that
uses real-world problems as a context for students to learn about critical thinking and
problem solving skills, as well as to acquire essential knowledge and concepts from the
subject matter. This model is very effective becauseSeveral studies have shown the
positive impact of implementing problem solving for students.

2. Research Methods
This section has the advantage that the author describes the population in the study,
namely students in the physics department of the Faculty of Mathematics and Natural
Sciences Unimed TA 2015/2016, the type of research is classroom action research (PTK),
the research sample is one class consisting of 43 students of physics education program in
the eye General Physics lecture I, the research flow is carried out with the classroom action
research (CAR) proposed by Kemmis & Mc Taggart and explaining clearly The stages in
this research include:

1. Conducting the initial test aims to determine the students' initial abilities before learning
begins.

2. Providing subject matter by applying problem-based learning models, utilizing media

and learning resources.
3. Forming student study groups to work on student worksheets that have been prepared by
the researcher.

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4. Conducting a posttest at the end of each cycle aims to determine the percentage of
student learning outcomes improvement in the scope of General Physics I material for
cycle I to the next cycle

3. Results and Discussion

This section has the advantage that the writer describes the results of the research
clearly and in detail in the form of tables and graphs of learning outcome data and student
activity observation data by applying a problem-based learning model. which includes the
pretest scores in Cycle I and Cycle II, Student Activity Values, Student Activities in Each
Cycle, Posttest Values in Cycle I and Cycle II, and Gain Value for Cycle I and Cycle II.

This section also has the advantage that the writer explains where the discussion is
clear and in detail The results obtained from this study indicate that there is an increase in
student learning outcomes by applying a problem-based learning model. The increase in
learning outcomes is calculated using the normal gain formula (Hake, 1998). The average
pretest learning outcomes cycle I 27.81 and the average post-test learning outcomes cycle I
72.19. The increase in learning outcomes in the first cycle can be seen from the gain value
of 0.62 with a moderate interpretation. Furthermore, in the second cycle the average pretest
was 22.98 and the average post-test was 78.14. The increase in learning outcomes in the
second cycle was seen from the gain value of 0.71 with a high interpretation. Furthermore,
the average value of the activity in the cycle was I65.8 with a fairly good interpretation and
the average cycle II increased to 81.7 with a good interpretation. From the explanation
above and the results of the study, it can be concluded that the application of a learning
model based on problems in the learning process can increase learning activities and
student learning outcomes

4.Cover
This section has the advantage that the author is able to make conclusions based on
the results of research and discussion, namely:

1. There is an increase in student learning outcomes by applying a learning model based on

problems in general physics courses I

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2. There is an increase in student learning activities by applying a problem-based learning
model in general physics I courses.

5. Advice
This section has the advantage that the author is able to make suggestions based on
the results of research and discussion, namely:

1. It is recommended that lecturers apply problem-based learning as an alternative to

learning in general physics courses I.
2. This research is still limited to student activities and learning outcomes, it is hoped that
further research can be carried out to see an increase in students' critical thinking skills and
creative thinking skills.

3.2 Update of Journal Contents

This journal has correct, very good and very constructive theories in providing
more insight to the reader, especially lecturers, myself and physics students everywhere,
this is because this journal has material that is quite complete as a reference and basic
guidelines in working and This journal is also an up to date journal because it was
published in 2016 and contains a lot of bibliography as reference material.

CHAPTER IV
WEAKNESS OF JOURNAL

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4.1 Linkages Between Chapters
The journals that I summarize have deficiencies between chapters, but there are not
many shortcomings in this journal, even there are almost no errors because this journal is
carefully compiled by the author in his field. So from several chapters I conclude the
drawback is that the author does not explain how the data is processed. use formulas such
as the formula to find the average value, gain value, pretest and posttest values in the
research and discussion results section.

4.2 Journal Updates

This journal does have a positive impact on readers, especially physics students, in
overcoming their lack of abilitystudents in understanding the subject matter of GENERAL
PHYSICS IHowever, if we talk about the weaknesses of this journal, it still does not give
the reader the desire to read it even though it has been designed so well.

CHAPTER V
IMPLICATIONS

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5.1 THEORY
This journal has several theories and concepts such as building and providing more
insight intomproblem based learning that we can find in the introduction, namely as
follows :
Mproblem based learning (Problem Based Learning) is a learning approach that uses real-
world problems as a context for students to learn about critical thinking and problem
solving skills, as well as to acquire essential knowledge and concepts from the subject
matter. This model is very effective because Several studies have shown the positive
impact of implementing problem solving for students.

Problem-solving methods (problem-based learning), namely:

1) Formulating the problem, namely the student's steps to determine the problem to be
solved.
2) Analyzing the problem, namely the student's steps to critically review the problem from
various points of view
3) Formulating hypotheses, namely students' steps to various possible solutions according
to their knowledge
4) Collecting data, which is the student's steps to find and describe the information needed
for problem solving
5) Hypothesis testing, namely the steps students take or formulate conclusions in
accordance with the acceptance and rejection of the proposed hypothesis
6) Formulating problem-solving recommendations, namely student steps to describe
recommendations that can be carried out according to the formulation of the results of
submitting hypotheses and formulating conclusions
It can be concluded that the implications for the theory are that the theory in this
journal can help physics students in overcoming lack of ability students in understanding
the subject matter of GENERAL PHYSICS I.

5.2 Development Program in Indonesia

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 This journal is very good and very importantin overcoming lack of ability students
in understanding the subject matter of PHYSICS GENERAL I and also this journal are
very constructive as a medium for broader knowledge and understanding for Indonesian
students and lecturers.

5.3 Student Analysis

The model used makes a positive contribution to the learning process. This can be
seen from the results of the research showing that problem-based learning can be
overcoming lack of ability students in understanding the subject matter of GENERAL
PHYSICS I.
I am of the opinion that if the principles and theories of the problem-based learning
model are understood and applied in lectures, especially in physics learning, students will
not experience difficulties in learning General Physics I because this model forms student
bplay an active role in understanding a topic or teaching material, so learning is no longer
centered on lecturers and shaping students to learn about critical thinking and problem
solving skills, and to acquire essential knowledge and concepts from the subject matter

CHAPTER VI

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 CLOSING

6.1 CONCLUSION
Conclusions based on the results of research and discussion are:

1. There is an increase in student learning outcomes by applying a learning model based on

problems in general physics courses I

2. There is an increase in student learning activities by applying a problem-based learning

model in general physics I courses.

From the explanation above, it can be concluded that the application of a problem-
based learning model in the learning process can increase learning activities and student
learning outcomes

6.2 ADVICE
The author's suggestion or hope is that in the world of education, especially in the
world of Physics Education, it is hoped that the principles and theories of the problem-
based learning model will be understood and applied in lectures, especially in learning
physics, so students will not experience difficulties in learning General Physics I .

REFERENCES

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Adeyemo, Sunday. 2008. Students’ Ability Level and Their Competence in Problem-
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Branca, N. A. (1980). Problem solving as a goal, process, and basic skill. In S.Krulik and
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