Karst: Jurnal Pendidikan Fisika dan Terapannya https://ejournals.umma.ac.id/index.php/karts <h3>Karst : Jurnal Pendidikan Fisika dan Terapannya</h3> <div>Jurnal Karst merupakan &nbsp;media komunikasi bagi para Peneliti, Dosen, Guru, Praktisi dan Mahasiswa untuk menyampaikan hasil kajian dan diutamakan hasil penelitian pada bidang Pendidikan Fisika, Ilmu Fisika dan Fisika Terapan. Jurnal Karst diterbitkan oleh Program&nbsp; Studi Pendidikan Fisika FKIP Universitas Muslim Maros. Diterbitkan dua kali dalam setahun, yaitu pada bulan Juni dan Desember. Redaksi menerima naskah yang belum pernah diterbitkan dalam jurnal lain.</div> <div> <div>Diterbitkan oleh : Program Studi Pendidikan Fisika FKIP Universitas Muslim Maros<strong><em><br> e-ISSN :&nbsp;2655-1276 (online)<br> p-ISSN :&nbsp;2622-9641 (cetak)</em></strong></div> <div><strong><em>DOI :&nbsp;<a href="https://doi.org/10.46918/karts" target="_blank" rel="noopener">https://doi.org/10.46918/karts</a></em></strong></div> </div> <div>&nbsp;</div> <div><strong>Alamat Redaksi<br> </strong>Program Studi Pendidikan Fisika FKIP Universitas Muslim Maros<br> Jl. Dr. Ratulangi No. 62 Maros Telp. (0411) 372161 Email: jurnalkarst@umma.ac.id</div> Program Studi Pendidikan Fisika FKIP Universitas Muslim Maros en-US Karst: Jurnal Pendidikan Fisika dan Terapannya 2622-9641 <p><strong>Karst : Jurnal Pendidikan Fisika dan Terapannya</strong>,&nbsp;adalah Jurnal Akses Terbuka (<em>Open Access Journal</em>).&nbsp;Penulis yang menerbitkan artikelnya dalam jurnal ini setuju dengan ketentuan berikut:</p> <p><strong><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Lisensi Creative Commons"></a><br></strong>This work is licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> <p><strong>You are free to:</strong></p> <ul class="license-properties"> <li class="license share show"><strong>Share</strong>&nbsp;— copy and redistribute the material in any medium or format</li> <li class="license remix show"><strong>Adapt</strong>&nbsp;— remix, transform, and build upon the material for any purpose, even commercially.</li> </ul> <div id="deed-conditions" class="row"><strong>Under the following terms:</strong> <div id="deed-conditions" class="row"> <ul class="license-properties col-md-offset-2 col-md-8" dir="ltr"> <li class="license by show"><strong>Attribution</strong>&nbsp;—&nbsp;You must give&nbsp;appropriate credit, provide a link to the license, and&nbsp;indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.<span id="by-more-container"></span></li> <li class="license sa show"><strong>ShareAlike</strong>&nbsp;— If you remix, transform, or build upon the material, you must distribute your contributions under the&nbsp;same license&nbsp;as the original.</li> <li class="license sa show"><span id="sa-more-container"></span><strong>No additional restrictions</strong>&nbsp;— You may not apply legal terms or&nbsp;technological measures&nbsp;that legally restrict others from doing anything the license permits.</li> </ul> </div> </div> PENGEMBANGAN RUBRIK PENILAIAN RESPONSI PRAKTIKUM ELEKTRONIKA DASAR BERBASIS GOOGLE SPREADSHEET https://ejournals.umma.ac.id/index.php/karts/article/view/1925 <p><strong>Abstrak: Pengembangan Rubrik Penilaian Responsi Praktikum Elektronika Dasar Berbasis <em>Google Spreadsheet</em>.</strong> Penelitian ini merupakan <em>Research and Development </em>(R&amp;D) yang bertujuan untuk mengembangkan rubrik penilaian responsi praktikum elektronika dasar berbasis <em>google spreadshee</em>t yang memenuhi kriteria valid dan praktis. Model pengembangan yang digunakan yaitu <em>formative research</em>. Subjek penelitian terdiri dari subjek utama yang berjumlah 2 orang validator dan subjek uji coba yang berjumlah 7 orang pendamping praktikum Elektronika tahun ajaran 2022/2023. Hasil penelitian menunjukkan bahwa tingkat validitas produk yang dikembangkan berada pada kategori tinggi dengan nilai validitas sebesar 0,87. Hasil analisis kepraktisan menunjukkan bahwa terdapat 90% dari 7 orang pendamping praktikum yang memberikan tanggapan sangat praktis terhadap produk yang dikembangkan. Berdasarkan hasil yang diperoleh maka dapat disimpulkan bahwa rubrik penilaian responsi berbasis <em>google spreadsheet</em> telah memenuhi kriteria valid dan praktis.</p> <p><strong>Kata kunci:</strong> Elektronika Dasar<em>; Google Spreadsheet</em>; Responsi; Rubrik Penilaian.</p> Muh. Syihab Ikbal Imam Permana Lisna Lisna Fitriani Kadir Andi Uswatun Hasanah ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2023-12-19 2023-12-19 6 2 49 62 10.46918/karst.v6i2.1925 PENYELIDIKAN WEAK ZONE MENGGUNAKAN METODE WELL LOGGING DIKECAMATAN MONTASIK DAN INGIN JAYA, ACEH BESAR https://ejournals.umma.ac.id/index.php/karts/article/view/2078 <p><em>Weak zone investigation using well logging method in Montasik and Ingin Jaya sub-districts, Aceh Besar has been conducted at ten borehole points. In this study, the well logging method was used to obtain and determine the presence of weak zones in ten boreholes in Aceh Besar District. The subsurface data obtained from this well logging method is in the form of cutting data, namely subsurface rock lithology and electrical logging data, namely resistivity log values. Based on the results of data analysis and interpretation, these ten boreholes have weak zones and the most significant ones are found at four borehole points, namely boreholes T1, T2, T5, and T10. Point T1 is located at a depth of 76 - 106 m, which is a clay layer with a resistivity value of 105 - 289 Ωm. Point T2 is at a depth of 45 - 57 m, which is a sand layer with a resistivity value of 32 - 38 Ωm. Point T5 is at a depth of 0 - 40 m, which is a clay layer with a resistivity value of 26 - 184 Ωm. Point T10 is at a depth of 60 - 62.5 m and 62.5 - 80 m, namely there are layers of sand and passive clay with resistivity values of 3 - 117 Ωm and 3 - 111 Ωm.</em></p> <p><strong><em>keywords:</em></strong><em> Aceh Besar, resistivity value, Well Logging, Weak Zone </em></p> AMSIR AMSIR ZAKIA MASRURAH NURUL AZMI MUHAMMAD SYUKRI CUT ZAHARA ROZA ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2023-12-19 2023-12-19 6 2 63 69 10.46918/karst.v6i2.2078 PENGARUH PENERAPAN STRATEGI MEANS ENDS ANALYSIS (MEA) TERHADAP KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK DI SMA NEGERI 9 PONTIANAK https://ejournals.umma.ac.id/index.php/karts/article/view/1825 <p>Penelitian ini mengkaji pengaruh strategi <em>Means Ends Analysis</em> (MEA) terhadap kemampuan pemecahan masalah peserta didik pada materi usaha dan energi. Metode penelitian ini adalah pre eksperimen design (<em>one group pretest-posttest design</em>) dengan sampel 31 orang peserta didik kelas X IPA 3 SMAN 9 Pontianak yang diambil dengan teknik <em>cluster random sampling</em>.&nbsp; Instrumen penelitian terdiri dari 5 soal <em>essay</em>. Berdasarkan analisis data, kemampuan pemecahan masalah pada <em>pretest</em> diperoleh skor sebesar 48,94 berada pada kategori rendah dan <em>posttest</em> diperoleh skor sebesar 79,10 pada kategori tinggi. Meningkat pada kategori sedang dengan skor N-Gain 0,6. Uji <em>Paired Sample t-test</em> menunjukkan perbedaan yang signifikan terhadap kemampuan pemecahan masalah setelah diterapkan strategi <em>Means Ends Analysis</em> (MEA) pada materi usaha dan energi. Keefektifan strategi MEA dalam meningkatkan kemampuan pemecahan masalah dikategorikan efektif dengan harga <em>effect size</em> sebesar 0,3 (kategori sedang). Hasil Penelitian ini diharapkan dapat menjadi alternatif dalam upaya meningkatkan kemampuan pemecahan masalah fisika peserta didik dengan menggunakan strategi pemecahan masalah <em>Means Ends Analysis</em> (MEA).</p> Dhea Rahmayani ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2023-12-25 2023-12-25 6 2 70 79 10.46918/karst.v6i2.1825 TEORI FISIKA ATOM SEBAGAI MATERI PENDIDIKAN BERDASARKAN PERSPEKTIF HADIS NABI MUHAMMAD SAW https://ejournals.umma.ac.id/index.php/karts/article/view/2074 <p><strong><em>Atomic Physics Theory as Educational Material Based on the Hadith Perspective of the Prophet Muhammad Saw.</em></strong><em> This study aims to understand the concept of educational material in general, hadith related to educational material, especially on the theory of atomic physics and to know the content and explanation of hadith in relation to the world of education. The method used in this study is in the form of pure literature with the techniques used in collecting data based on documentation through written heritage evidence such as writings or manuscripts, archives, books on opinions, theories, concepts as well as propositions and related laws. with the formulation of the study problem. Based on these data, it shows that educational material is everything that contains information that has been compiled and the material in education as a whole comes from the Koran and Hadith, including scientific material, especially the theory of atomic glasses. Hadith related to atoms is Hadith Sahih Muslim No. 3947 which contains information regarding the theory of atomic physics and is in line with al-Qquran Saba' verse 3 and the Hadith is authentic. Scientific material, especially the theory of atomic physics, can be used to reveal the mystery of the universe which is proof of the power of Allah SWT.</em></p> Napsawati Napsawati Arifuddin Ahmad Erwin Hafid Irma Sakti Yusdarina Yusdarina ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2023-12-25 2023-12-25 6 2 80 86 10.46918/karst.v6i2.2074 PENGEMBANGAN PERANGKAT PEMBELAJARAN YANG BERFOKUS PADA CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK https://ejournals.umma.ac.id/index.php/karts/article/view/2107 <p>T<em>his research represents an effort in research and development with the main objectives of (i) developing a reliable and valid contextual-based learning tool, (ii) assessing the improvement of students' critical thinking skills after being taught using the developed tool, and (iii) evaluating students' responses to the learning tool. The developed learning tool includes Lesson Implementation Plans (RPP), Student Learning Materials (BAPD), and Student Activity Sheets (LKPD). The development of the learning tool follows the model formulated by Kemp, Morrison, and Ross, consisting of nine development elements, namely instructional problems, student characteristics, task analysis, instructional objectives, sequence content, instructional strategies, instructional delivery, evaluation instruments, and instructional resources. The tool was tested on students in grade XI IPA1 at SMA Negeri 6 Pinrang. The data analysis results indicate that (i) the profile of contextual-based learning tools, including Lesson Implementation Plans, Student Learning Materials, and Student Activity Sheets, is valid and reliable; (ii) there is a significant improvement in students' critical thinking skills with an increase of 0.42, categorized as a moderate improvement; (iii) students' responses to the learning tool and the implementation of learning activities </em></p> Ayu Zulpiah Sulaiman Afdalia Afdalia Rosita Rosita Sri Anggriani ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2023-12-29 2023-12-29 6 2 87 93 10.46918/karst.v6i2.2107 PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY UNTUK MENINGKATKAN KEMAMPUAN BERARGUMENTASI ILMIAH MAHASISWA PADA TOPIK KALOR https://ejournals.umma.ac.id/index.php/karts/article/view/2108 <p><strong>Abstract:&nbsp; </strong>Argument-Driven Inquiry (ADI) is a learning model that can train scientific argumentation skills. The ADI model is applied to the topic “Heat” in the Matter and Energy course. The aim of this study is to determine the development of pre-service teachers’ scientific argumentation skills after implementing the ADI model. This research is a quasi-experimental with The Pretest-Posttest Nonequivalent Group Design. Data was collected through essay test of scientific argumentation skills. Findings indicated a significantly higher mean normalized gain of students’ scientific argumentation skills in Experimental Group who were instructed using <em>ADI</em> compared to students in Control Group who received traditional instruction. The mean normalized gain of scientific argumentation skills of students in Experimental Group is 0,69 (medium-level) and in Control Group is 0,38 (medium-level). Based on hypothesis testing, it shows that the increase in scientific argumentation skills of students who have learned using the ADI model is significantly higher than who have learned using guided inquiry model. Thus, it can be concluded that learning using the ADI model can further enchance students' scientific argumentation abilities.</p> St. Mutia Alfiyanti Muhiddin Agussalim Agussalim ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2023-12-29 2023-12-29 6 2 94 106 10.46918/karst.v6i2.2108