Tujuan penelitian ini adalah untuk mengetahui dampak dari penerapan bimbingan melalui Workshop di SDN 12 Dusun Besar tahun 2022/2023 bagi para guru dalam upaya meningkatkan kemampuan guru untuk menetapkan standar kriteria ketercapaian minimum. Metode penelitian ini adalah penelitian tindakan (action research) yang bertujuan untuk meningkatkan kemampuan guru menetapkan Kriteria Ketuntasan Minimal melalui Workshop di SDN 12 Dusun Besar tahun 2022/2023. Tindakan yang akan dilakukan adalah Workshop Peningkatan Kemampuan Guru dalam Menetapkan Kriteria Ketuntasan Minimal. Jenis penelitian tindakan yang dipilih adalah jenis emansipatori. Jenis emansipatori ini dianggap paling tepat karena penelitian ini dilakukan untuk mengatasi permasalah pada wilayah kerja penliti sendiri berdasarkan pengalaman sehari-hari. Berdasarkan hasil observasi, repleksi diri, guru bersedia melakukan perubahan sehingga kinerjanya sebagai pendidik akan mengalami perubahan secara meningkat. Rancangan penelitian yang digunakan adalah rancangan model Kemmis yang terdiri atas empat langkah, yaitu perencanaan, pelaksanaan, observasi dan repleksi. Berdasarkan hasil penelitian dan analisis yang dilakukan peneliti, maka diperoleh hasil bahwa terjadi peningkatan kesiapan dan Kinerja guru dalam menetapkan kriteria ketuntasan minimal dari siklus I ke siklus II. Ketercapaian indikator kinerja terdapat pada tindakan II. Oleh karena itu dapat disimpulkan bahwa melalui workshop dapat meningkatkan Kinerja guru dalam menetapkan kriteria ketuntasan minimal di SDN 12 Dusun Besar Tahun Pelajaran 2022/2023 Dengan demikian dapat disarankan kepada pengawas atau peneliti yang lain bahwa kegiatan workshop dapat dipakai sebagai salah satu alternatif dalam meningkatkan Kinerja guru dalam menetapkan kriteria ketuntasan minimal.
{"title":"PENERAPAN BIMBINGAN DALAM MENINGKATKAN KEMAMPUAN GURU MENETAPKAN KRITERIA KETUNTASAN MINIMAL (KKM) SDN 12 DUSUN BESAR","authors":"Molkan","doi":"10.60132/jip.v1i1.9","DOIUrl":"https://doi.org/10.60132/jip.v1i1.9","url":null,"abstract":"Tujuan penelitian ini adalah untuk mengetahui dampak dari penerapan bimbingan melalui Workshop di SDN 12 Dusun Besar tahun 2022/2023 bagi para guru dalam upaya meningkatkan kemampuan guru untuk menetapkan standar kriteria ketercapaian minimum. Metode penelitian ini adalah penelitian tindakan (action research) yang bertujuan untuk meningkatkan kemampuan guru menetapkan Kriteria Ketuntasan Minimal melalui Workshop di SDN 12 Dusun Besar tahun 2022/2023. Tindakan yang akan dilakukan adalah Workshop Peningkatan Kemampuan Guru dalam Menetapkan Kriteria Ketuntasan Minimal. Jenis penelitian tindakan yang dipilih adalah jenis emansipatori. Jenis emansipatori ini dianggap paling tepat karena penelitian ini dilakukan untuk mengatasi permasalah pada wilayah kerja penliti sendiri berdasarkan pengalaman sehari-hari. Berdasarkan hasil observasi, repleksi diri, guru bersedia melakukan perubahan sehingga kinerjanya sebagai pendidik akan mengalami perubahan secara meningkat. Rancangan penelitian yang digunakan adalah rancangan model Kemmis yang terdiri atas empat langkah, yaitu perencanaan, pelaksanaan, observasi dan repleksi. Berdasarkan hasil penelitian dan analisis yang dilakukan peneliti, maka diperoleh hasil bahwa terjadi peningkatan kesiapan dan Kinerja guru dalam menetapkan kriteria ketuntasan minimal dari siklus I ke siklus II. Ketercapaian indikator kinerja terdapat pada tindakan II. Oleh karena itu dapat disimpulkan bahwa melalui workshop dapat meningkatkan Kinerja guru dalam menetapkan kriteria ketuntasan minimal di SDN 12 Dusun Besar Tahun Pelajaran 2022/2023 Dengan demikian dapat disarankan kepada pengawas atau peneliti yang lain bahwa kegiatan workshop dapat dipakai sebagai salah satu alternatif dalam meningkatkan Kinerja guru dalam menetapkan kriteria ketuntasan minimal.\u0000 ","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88166979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.21831/jipi.v8i1.45860
Widodo Setiyo Wibowo, Megeng Anung Wasana, Fikri Nur Muhammad
Tantangan abad ke-21 mengharuskan seseorang memiliki kemampuan berpikir tingkat tinggi (HOTS). Hasil analisis menunjukkan kemampuan HOTS peserta didik kelas VIII A SMP N 4 Pakem perlu ditingkatkan. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir tingkat tinggi dengan menerapkan model Discovery Learning berbantuan LKPD online berbasis Google Docs. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan desain spiral Kemmis dan MC Taggart yang meliputi tahap Perencanaan, Implementasi dan Observasi, serta Refleksi. Pembelajaran dilakukan dalam dua siklus, yang masing-masing siklus terdiri dari dua pertemuan. Subjek penelitiannya adalah peserta didik kelas VIII A semester ganjil pada tahun pelajaran 2021/2022 berjumlah 32. Data dikumpulkan menggunakan instrumen lembar observasi keterlaksanaan pembelajaran dan soal pretest-postest kemampuan HOTS. Data dianalisis secara deskriptif kuantitatif dan kualitatif untuk menentukan ketercapaian indikator keberhasilan. Hasil penelitian menunjukkan bahwa keterlaksanaan model discovery learning dalam pembelajaran telah mencapai kategori sangat baik pada siklus II. Hasil tes juga menunjukkan bahwa kemampuan HOTS peserta didik mengalami peningkatan dalam kategori sedang di siklus II. Selain Itu, sebanyak 78% peserta didik juga telah mencapai KKM sebasar 80 untuk nilai kemampuan HOTS nya. Oleh karenanya dapat disimpulkan bahwa penerapan model discovery learning berbantuan LKPD online berbasis Google Docs mampu meningkatkan kemampuan HOTS peserta didik.
21世纪的挑战需要有高水平的思考（HOTS）。分析表明，HOTS参与者在VIII A SMP N 4 Pakem课程中的能力需要提高。本研究旨在通过应用基于谷歌文档的发现学习模型来提高高思维能力。本研究是一项集体诉讼研究（PTK），采用Kemmis和MC Taggart螺旋设计，涵盖规划、实施、观察和反思阶段。学习分为两个周期，每个周期包括两次会议。他的研究对象是2021/2022学年一个奇怪学期的八年级a级学生，共32名。使用学习适用性观察表工具和测试前测试后HOTS能力收集数据。对数据进行定量和定性描述分析，以确定成功指标的可靠性。研究表明，发现学习模型在学习中的应用在第二周期已经达到了非常好的水平。测试结果还表明，受过教育的参与者的HOTS能力在第二阶段有所提高。此外，78%受过教育的参与者的HOTS能力也达到了高达80的KKM。因此，可以得出结论，应用基于LKPD的在线发现学习模型可以提高HOTS参与者的受教育能力。
{"title":"Peningkatan Higher Order Thinking Skills Peserta didik Melalui Pembelajaran IPA Berbasis Discovery Learning Berbantuan E-LKPD pada Materi Usaha dan Pesawat Sederhana","authors":"Widodo Setiyo Wibowo, Megeng Anung Wasana, Fikri Nur Muhammad","doi":"10.21831/jipi.v8i1.45860","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.45860","url":null,"abstract":"Tantangan abad ke-21 mengharuskan seseorang memiliki kemampuan berpikir tingkat tinggi (HOTS). Hasil analisis menunjukkan kemampuan HOTS peserta didik kelas VIII A SMP N 4 Pakem perlu ditingkatkan. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir tingkat tinggi dengan menerapkan model Discovery Learning berbantuan LKPD online berbasis Google Docs. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan desain spiral Kemmis dan MC Taggart yang meliputi tahap Perencanaan, Implementasi dan Observasi, serta Refleksi. Pembelajaran dilakukan dalam dua siklus, yang masing-masing siklus terdiri dari dua pertemuan. Subjek penelitiannya adalah peserta didik kelas VIII A semester ganjil pada tahun pelajaran 2021/2022 berjumlah 32. Data dikumpulkan menggunakan instrumen lembar observasi keterlaksanaan pembelajaran dan soal pretest-postest kemampuan HOTS. Data dianalisis secara deskriptif kuantitatif dan kualitatif untuk menentukan ketercapaian indikator keberhasilan. Hasil penelitian menunjukkan bahwa keterlaksanaan model discovery learning dalam pembelajaran telah mencapai kategori sangat baik pada siklus II. Hasil tes juga menunjukkan bahwa kemampuan HOTS peserta didik mengalami peningkatan dalam kategori sedang di siklus II. Selain Itu, sebanyak 78% peserta didik juga telah mencapai KKM sebasar 80 untuk nilai kemampuan HOTS nya. Oleh karenanya dapat disimpulkan bahwa penerapan model discovery learning berbantuan LKPD online berbasis Google Docs mampu meningkatkan kemampuan HOTS peserta didik.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47192034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-11DOI: 10.21831/jipi.v8i1.49224
D. Darmaji, A. Astalini, D. A. Kurniawan*, Elza Triani
This study aims to determine the comparison of students' learning skills in each class and students' argumentative abilities in each class and to determine the effect of students' science process skills on students' argumentation abilities. This type of research is using the Mixed Method with an explanatory design. The number of samples studied were 70 students of class 11 science. With the sampling technique of simple random sampling. The results of data analysis using parametric statistics t test obtained sig value. (2-tailed) 0.034 0.05, so it can be said that the students' argumentative abilities in XI IPA 4 and IPA 1 are different, and for the variable science process skills students get sig. (2-tailed) 0.043 0.05 so that the students' science process skills in each class are different. The results of the regression test obtained the results of the sig value. 0.025 in class XI IPA 1 and class XI IPA 4 obtained a sig value. 0.030 where the value of sig. The means that the skills affect the students' argumentation skills, this is also the result of the interviews conducted. The conclusion is that improving the good skills of students will make students better in conveying their arguments.
{"title":"The effect of Science Process Skills of Students Argumentation Skills","authors":"D. Darmaji, A. Astalini, D. A. Kurniawan*, Elza Triani","doi":"10.21831/jipi.v8i1.49224","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.49224","url":null,"abstract":"This study aims to determine the comparison of students' learning skills in each class and students' argumentative abilities in each class and to determine the effect of students' science process skills on students' argumentation abilities. This type of research is using the Mixed Method with an explanatory design. The number of samples studied were 70 students of class 11 science. With the sampling technique of simple random sampling. The results of data analysis using parametric statistics t test obtained sig value. (2-tailed) 0.034 0.05, so it can be said that the students' argumentative abilities in XI IPA 4 and IPA 1 are different, and for the variable science process skills students get sig. (2-tailed) 0.043 0.05 so that the students' science process skills in each class are different. The results of the regression test obtained the results of the sig value. 0.025 in class XI IPA 1 and class XI IPA 4 obtained a sig value. 0.030 where the value of sig. The means that the skills affect the students' argumentation skills, this is also the result of the interviews conducted. The conclusion is that improving the good skills of students will make students better in conveying their arguments.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43903253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.21831/jipi.v8i1.43389
Kiki Septaria
Reading activities for junior high school students in Indonesia are carried out at school when the instructor requests that they study the learning topic being taught, therefore learners may become bored due to the thickness of the available books. Indonesian students are more likely to read when they encounter visualizations in the form of images and a small amount of text, which are commonly referred to as comics. There are numerous popular comics that students like reading, such as manga and webtoons, but it is extremely uncommon to discover a popular comic that teaches the subject of a certain discipline, particularly natural sciences, which has a tough scientific picture. The purpose of this study is to examine the many forms of manga comics and webtoons that may be utilized as alternative student learning modules when students study from home without regard for space or time constraints in the midst of the covid-19 epidemic. The descriptive qualitative research approach was applied. Manga comics, particularly Dr. Stone's manga, were shown to be more acceptable for use as alternative scientific learning modules in junior high schools, both in terms of completeness of module parts and learning contexts. Comic Dr. Stone is able to boost learners' cognitive and psychomotor skills by vividly seeing daily situations. This research is intended to be expanded by further researchers in order to give more alternative module alternatives for students and to aid teachers in educating Indonesian learners.
{"title":"Manga Versus Webtoon: Alternative Science Learning Module Based on Dr. Stone","authors":"Kiki Septaria","doi":"10.21831/jipi.v8i1.43389","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.43389","url":null,"abstract":"Reading activities for junior high school students in Indonesia are carried out at school when the instructor requests that they study the learning topic being taught, therefore learners may become bored due to the thickness of the available books. Indonesian students are more likely to read when they encounter visualizations in the form of images and a small amount of text, which are commonly referred to as comics. There are numerous popular comics that students like reading, such as manga and webtoons, but it is extremely uncommon to discover a popular comic that teaches the subject of a certain discipline, particularly natural sciences, which has a tough scientific picture. The purpose of this study is to examine the many forms of manga comics and webtoons that may be utilized as alternative student learning modules when students study from home without regard for space or time constraints in the midst of the covid-19 epidemic. The descriptive qualitative research approach was applied. Manga comics, particularly Dr. Stone's manga, were shown to be more acceptable for use as alternative scientific learning modules in junior high schools, both in terms of completeness of module parts and learning contexts. Comic Dr. Stone is able to boost learners' cognitive and psychomotor skills by vividly seeing daily situations. This research is intended to be expanded by further researchers in order to give more alternative module alternatives for students and to aid teachers in educating Indonesian learners.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44970465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.21831/jipi.v8i1.43458
K. Dewi, D. N. Sudjito, A. Pattiserlihun
It is enabled to conduct practicum in the Covid-19 pandemic learning, so that virtual laboratory was offered. Many virtual physics laboratory applications are offered, one of it is Golabz and Crocodile Physics. This research aims to design online physics learning about about RLC series circuit using Golabz which integrates Crocodile Physics and to investigate the effectivity of it towards students’ understanding. The research method used here is the development research with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The online physics learning design based on inquiry learning about RLC series circuit using Golabz consists of three learning activities according to the learning objectives. Each learning has five steps, i.e. orientation, conceptualization, investigation, discussion, and conclusion. The research instruments are observation sheet, evaluation, questionairre, and validation sheet for the material and media. Based on the research above, the results of learning observation indicates that all respondents can follow the learning well with an average of 82% and gave positive responses to at least 70% of the statements with an average of 98%; some students were able to obtain evaluation results of more than 70% with an average of 71.88%. Thus, all indicators of success are achieved and the online physics learning design about RLCseries circuits using Golabz is said to be effective and sufficient to help students understand the material of RLC series circuits.
{"title":"E-module design based on golabz for online physics learning About rlc series circuits","authors":"K. Dewi, D. N. Sudjito, A. Pattiserlihun","doi":"10.21831/jipi.v8i1.43458","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.43458","url":null,"abstract":"It is enabled to conduct practicum in the Covid-19 pandemic learning, so that virtual laboratory was offered. Many virtual physics laboratory applications are offered, one of it is Golabz and Crocodile Physics. This research aims to design online physics learning about about RLC series circuit using Golabz which integrates Crocodile Physics and to investigate the effectivity of it towards students’ understanding. The research method used here is the development research with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The online physics learning design based on inquiry learning about RLC series circuit using Golabz consists of three learning activities according to the learning objectives. Each learning has five steps, i.e. orientation, conceptualization, investigation, discussion, and conclusion. The research instruments are observation sheet, evaluation, questionairre, and validation sheet for the material and media. Based on the research above, the results of learning observation indicates that all respondents can follow the learning well with an average of 82% and gave positive responses to at least 70% of the statements with an average of 98%; some students were able to obtain evaluation results of more than 70% with an average of 71.88%. Thus, all indicators of success are achieved and the online physics learning design about RLCseries circuits using Golabz is said to be effective and sufficient to help students understand the material of RLC series circuits.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42145866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.21831/jipi.v8i1.42820
E. Murdani, A. Widodo, A. Suhandi
The Rumah Innovation program has been developed with the validation criteria of 'Good' based on expert judgment. The Innovation House was developed using the ADDIE method (Analysis, Design, Develop, Implement and Evaluate). The vision of the Innovation House is to produce teacher developers who are reflectors, problem solvers, and decision makers in science learning. The purpose of the Innovation House is to improve the competence of science teachers in developing curriculum esspecially lesson planning (objectives, steps, and assessments). On average, 80% of the lesson plans made by teachers were in accordance with the content and construct of the lesson plans, while at the beginning of the program, where teachers collected the lesson plans they had made, the average was 56%. Obtained N-gain of 0.5 with a moderate increase category. Based on the average assessment of teacher participants' lesson plans content and constructs of 80%, which means the Innovation House Program is effective in increasing teacher competence in making Innovative RPP results of reflection, problem-solving and decision-making. From the aspect of teacher participant responses during the program it was 'very impressive' and gave a 'positive response' based on the attitude scale instrument.
{"title":"Development of innovation house to improve the competence of developer teachers","authors":"E. Murdani, A. Widodo, A. Suhandi","doi":"10.21831/jipi.v8i1.42820","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.42820","url":null,"abstract":"The Rumah Innovation program has been developed with the validation criteria of 'Good' based on expert judgment. The Innovation House was developed using the ADDIE method (Analysis, Design, Develop, Implement and Evaluate). The vision of the Innovation House is to produce teacher developers who are reflectors, problem solvers, and decision makers in science learning. The purpose of the Innovation House is to improve the competence of science teachers in developing curriculum esspecially lesson planning (objectives, steps, and assessments). On average, 80% of the lesson plans made by teachers were in accordance with the content and construct of the lesson plans, while at the beginning of the program, where teachers collected the lesson plans they had made, the average was 56%. Obtained N-gain of 0.5 with a moderate increase category. Based on the average assessment of teacher participants' lesson plans content and constructs of 80%, which means the Innovation House Program is effective in increasing teacher competence in making Innovative RPP results of reflection, problem-solving and decision-making. From the aspect of teacher participant responses during the program it was 'very impressive' and gave a 'positive response' based on the attitude scale instrument.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45690723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.21831/jipi.v8i1.48211
Wahyu Maulana Endris, S. Suhartini
This study aims to: (1) produce learning multimedia; (2) determine the feasibility of learning multimedia; (3) determine the effectiveness of multimedia learning biology to increase independence, motivation, and learning outcomes of biology in class X Arthropoda students of SMA Negeri 1 Jetis, Bantul. This development research uses the ADDIE model, namely the analysis, design, development, implementation, and evaluation stages. Data collection techniques in the study used observation sheets, interview guides, learning style questionnaires, cognitive tests, learning independence questionnaires, learning motivation questionnaires, and experience questionnaires using media. Quantitative data on learning outcomes were obtained and then analyzed using paired t-test. The results showed that: (1) the product was a learning multimedia with the URL address http://biologionline.tk; (2) multimedia learning on Arthropod material is suitable for use in biology learning; (3) learning using multimedia is effective in increasing the independence, motivation, and learning outcomes of biology students at SMA Negeri 1 Jetis, Bantul.
本研究旨在：（1）制作学习多媒体；（2） 确定学习多媒体的可行性；（3） 确定多媒体学习生物学的有效性，以提高班图省杰蒂斯市SMA Negeri 1号节肢动物学校X班学生的生物学独立性、动机和学习成果。本开发研究采用ADDIE模型，即分析、设计、开发、实施和评估阶段。研究中的数据收集技术使用了观察表、访谈指南、学习风格问卷、认知测试、学习独立性问卷、学习动机问卷和使用媒体的经验问卷。获得学习结果的定量数据，然后使用配对t检验进行分析。结果表明：（1）该产品是一个具有URL地址的学习型多媒体http://biologionline.tk；（2） 节肢动物材料的多媒体学习适用于生物学习；（3） 使用多媒体学习可以有效地提高班图省杰蒂斯市SMA Negeri 1生物系学生的独立性、动机和学习成果。
{"title":"Developing multimedia learning on concept arthropoda to increase students self-regulation and motivation","authors":"Wahyu Maulana Endris, S. Suhartini","doi":"10.21831/jipi.v8i1.48211","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.48211","url":null,"abstract":"This study aims to: (1) produce learning multimedia; (2) determine the feasibility of learning multimedia; (3) determine the effectiveness of multimedia learning biology to increase independence, motivation, and learning outcomes of biology in class X Arthropoda students of SMA Negeri 1 Jetis, Bantul. This development research uses the ADDIE model, namely the analysis, design, development, implementation, and evaluation stages. Data collection techniques in the study used observation sheets, interview guides, learning style questionnaires, cognitive tests, learning independence questionnaires, learning motivation questionnaires, and experience questionnaires using media. Quantitative data on learning outcomes were obtained and then analyzed using paired t-test. The results showed that: (1) the product was a learning multimedia with the URL address http://biologionline.tk; (2) multimedia learning on Arthropod material is suitable for use in biology learning; (3) learning using multimedia is effective in increasing the independence, motivation, and learning outcomes of biology students at SMA Negeri 1 Jetis, Bantul.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42099053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.21831/jipi.v8i1.46476
L. L. Sarah
Due to the Covid19 outbreak, the Indonesian Government decreed that students learn online. There are many models of online learning. Some models require a synchronous mode using online meetings, some use an asynchronous mode, and some use a mixed-mode. Online learning does require students to be more active in independent learning. However, resources to support independent student learning in Indonesia are limited. This research examines the implementation, and evaluation of an online learning resource for senior high school students in physics education. The focus topic of the study is developing students' understanding of the physics concept of center of mass. A Web-based E-Scaffolding Enhance Learning (ESEL) was identified and implemented. This study used a quasi-experiment, one group, pretest-posttest methodology. Forty-one students from one Indonesian public and one Indonesian private school participated in the research. The ESEL model involved four phases: sense-making, process management, articulation, and reflection. A Google Classroom site where students undertook ESEL based activity was developed for the online asynchronous mode implementation. Google Meet was used for synchronous meetings and sharing learning results. Data analysis shows that the web-based ESEL model supported online learning of the center of mass concept, though some improvements are possible. Specifically, learning outcomes increased with a significant value increase between the pre-test and post-test, and a normalized gain score of 0.73 indicated effective learning in high criteria. This research shows that the web-based ESEL approach is an effective self-directed learning tool for online physics classrooms.
{"title":"The Implementation of Web Based E-Scaffolding Enhance Learning (ESEL) on Centre of Mass Concept Understanding","authors":"L. L. Sarah","doi":"10.21831/jipi.v8i1.46476","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.46476","url":null,"abstract":"Due to the Covid19 outbreak, the Indonesian Government decreed that students learn online. There are many models of online learning. Some models require a synchronous mode using online meetings, some use an asynchronous mode, and some use a mixed-mode. Online learning does require students to be more active in independent learning. However, resources to support independent student learning in Indonesia are limited. This research examines the implementation, and evaluation of an online learning resource for senior high school students in physics education. The focus topic of the study is developing students' understanding of the physics concept of center of mass. A Web-based E-Scaffolding Enhance Learning (ESEL) was identified and implemented. This study used a quasi-experiment, one group, pretest-posttest methodology. Forty-one students from one Indonesian public and one Indonesian private school participated in the research. The ESEL model involved four phases: sense-making, process management, articulation, and reflection. A Google Classroom site where students undertook ESEL based activity was developed for the online asynchronous mode implementation. Google Meet was used for synchronous meetings and sharing learning results. Data analysis shows that the web-based ESEL model supported online learning of the center of mass concept, though some improvements are possible. Specifically, learning outcomes increased with a significant value increase between the pre-test and post-test, and a normalized gain score of 0.73 indicated effective learning in high criteria. This research shows that the web-based ESEL approach is an effective self-directed learning tool for online physics classrooms.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.21831/jipi.v8i1.46155
May Yarni, Berliana Cakra Kusuma
This study aims to determine the improvement of student learning outcomes, through the Application of Online-Based Hypnoteaching Learning Methods. The method used is a quasi-experimental. Samples were taken using cluster random sampling technique. The sample consisted of 35 experimental class students and 34 control class students. The experimental class n-gain test has an index score of 59.1% including the "fairly effective" category, while the control class has an index score of 31.0% including the "ineffective" category. Collecting data using pre-test and post-test with learning outcomes test instruments. Learning outcomes between the experimental class and the control class there are significant differences. The average of the experimental class on the initial test was 50.14% and the final test was 80.14%. While the average of the initial test control class is 46.91% and the final test is 64.26%. student response in using the models,strongly the agree (49.12%. ) and agree (43.00%.).Test the normality of the experimental class X-count (3.2) with = 0.05 and dk 5 of 11.07. It can be concluded that X count X0.05. In the control class the value of X-count (8.0) with 0.05 dk 5 is 11.07. Then it is concluded that X-count X0.05, meaning that the two classes are normally distributed. Homogeneous test of the two classes obtained Xcount X0.05, (1.02 1.78) and it can be interpreted that the variance of the two classes is homogeneous. Hypothesis test is obtained T-count (4.46) T-table (1.99), indicating the influence of the application online-based hypnoteaching learning model in improving the learning outcomes of student class XI.
{"title":"The influence of online-based hypnoteaching methods on the biology learning outcomes of class xi students","authors":"May Yarni, Berliana Cakra Kusuma","doi":"10.21831/jipi.v8i1.46155","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.46155","url":null,"abstract":"This study aims to determine the improvement of student learning outcomes, through the Application of Online-Based Hypnoteaching Learning Methods. The method used is a quasi-experimental. Samples were taken using cluster random sampling technique. The sample consisted of 35 experimental class students and 34 control class students. The experimental class n-gain test has an index score of 59.1% including the \"fairly effective\" category, while the control class has an index score of 31.0% including the \"ineffective\" category. Collecting data using pre-test and post-test with learning outcomes test instruments. Learning outcomes between the experimental class and the control class there are significant differences. The average of the experimental class on the initial test was 50.14% and the final test was 80.14%. While the average of the initial test control class is 46.91% and the final test is 64.26%. student response in using the models,strongly the agree (49.12%. ) and agree (43.00%.).Test the normality of the experimental class X-count (3.2) with = 0.05 and dk 5 of 11.07. It can be concluded that X count X0.05. In the control class the value of X-count (8.0) with 0.05 dk 5 is 11.07. Then it is concluded that X-count X0.05, meaning that the two classes are normally distributed. Homogeneous test of the two classes obtained Xcount X0.05, (1.02 1.78) and it can be interpreted that the variance of the two classes is homogeneous. Hypothesis test is obtained T-count (4.46) T-table (1.99), indicating the influence of the application online-based hypnoteaching learning model in improving the learning outcomes of student class XI.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49408642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-15DOI: 10.21831/jipi.v8i1.42000
M. D. W. Ernawati, Aulia Sanova, D. A. Kurniawan*, Yulita Dwi Citra
This study aims to 1) determine the attitudes and self-efficacy of students towards science subjects, 2) find out the difference between student attitudes in both class VIII A and class VIII B at SMP Negeri 30 Muaro Jambi, 3) find out differences in students' self-efficacy towards subjects science lessons in class VIII A and class VIII B at SMP Negeri 30 Muaro Jambi, 4) knowing the differences in students' attitudes and self-efficacy, 5) knowing the relationship between students' attitudes and self-efficacy towards science subjects in class VIII A and class VIII B. To achieve all the objectives in this study, the researchers used data analysis methods in the form of descriptive statistical tests and inferential statistical tests. Based on the results of data analysis in the form of a T test, it was found that there were differences in students' attitudes towards science subjects in class VIII A and class VIII B. In addition, based on the analysis test in the form of a T test on students' self-efficacy, it was found that there were differences in students' self-efficacy in science subjects. in class VIII A and class VIII B. Based on the correlation test between attitudes and self-efficacy, it was found that there was a relationship between students' attitudes and self-efficacy towards science subjects in class VIII A and class VIII B.
本研究旨在1)确定学生对科学科目的态度和自我效能感，2)找出SMP Negeri 30 Muaro Jambi的VIII A班和VIII B班学生态度的差异，3)找出SMP Negeri 30 Muaro Jambi的VIII A班和VIII B班学生对学科科学课程的自我效能感的差异，4)了解学生态度和自我效能感的差异。5)了解八A班和八b班学生对科学科目的态度与自我效能感之间的关系。为了达到本研究的所有目的，研究者采用了描述性统计检验和推理统计检验的数据分析方法。根据T检验形式的数据分析结果，我们发现八a班和八b班的学生对科学科目的态度存在差异。此外，根据学生自我效能感的T检验形式的分析检验，我们发现学生对科学科目的自我效能感存在差异。通过态度与自我效能感的相关检验，发现学生对科学科目的态度与自我效能感之间存在一定的关系。
{"title":"Students’ Attitudes and Self-Efficacy towards Science Subjects at SMPN 30 Muaro Jambi","authors":"M. D. W. Ernawati, Aulia Sanova, D. A. Kurniawan*, Yulita Dwi Citra","doi":"10.21831/jipi.v8i1.42000","DOIUrl":"https://doi.org/10.21831/jipi.v8i1.42000","url":null,"abstract":"This study aims to 1) determine the attitudes and self-efficacy of students towards science subjects, 2) find out the difference between student attitudes in both class VIII A and class VIII B at SMP Negeri 30 Muaro Jambi, 3) find out differences in students' self-efficacy towards subjects science lessons in class VIII A and class VIII B at SMP Negeri 30 Muaro Jambi, 4) knowing the differences in students' attitudes and self-efficacy, 5) knowing the relationship between students' attitudes and self-efficacy towards science subjects in class VIII A and class VIII B. To achieve all the objectives in this study, the researchers used data analysis methods in the form of descriptive statistical tests and inferential statistical tests. Based on the results of data analysis in the form of a T test, it was found that there were differences in students' attitudes towards science subjects in class VIII A and class VIII B. In addition, based on the analysis test in the form of a T test on students' self-efficacy, it was found that there were differences in students' self-efficacy in science subjects. in class VIII A and class VIII B. Based on the correlation test between attitudes and self-efficacy, it was found that there was a relationship between students' attitudes and self-efficacy towards science subjects in class VIII A and class VIII B.","PeriodicalId":30901,"journal":{"name":"Jurnal Inovasi Pendidikan IPA","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47888045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：