Pub Date : 2023-02-07DOI: 10.21831/jppfa.v10i2.55561
Nurul Fahmi, N. Nurlina, Sulfasyah Sulfasyah
This study aims to develop valid, effective, and practical student worksheets based on scientific literacy. The type of research used in this study is Research and Development (R D) with the ADDIE development model. The subjects used in this study were fourth-grade students, totaling 31 students. The instruments used in this study were learning instruments, student worksheets, and data collection instruments, namely validation questionnaires and teacher and student response questionnaires. The analysis of validity based on data filling in the instrument by expert and practitioner tests both in terms of design and material shows that the scientific literacy-based student worksheets are considered very valid. The practicality of student responses to the module includes several aspects. Namely, the instructions for using the module are obtained in an efficient category, and based on their effectiveness, they are obtained in a very effective category with effective category. Based on the results of data analysis shows that student learning outcomes in class IV.
{"title":"Development of scientific literacy-based modules to improve class IV learning outcomes","authors":"Nurul Fahmi, N. Nurlina, Sulfasyah Sulfasyah","doi":"10.21831/jppfa.v10i2.55561","DOIUrl":"https://doi.org/10.21831/jppfa.v10i2.55561","url":null,"abstract":"This study aims to develop valid, effective, and practical student worksheets based on scientific literacy. The type of research used in this study is Research and Development (R D) with the ADDIE development model. The subjects used in this study were fourth-grade students, totaling 31 students. The instruments used in this study were learning instruments, student worksheets, and data collection instruments, namely validation questionnaires and teacher and student response questionnaires. The analysis of validity based on data filling in the instrument by expert and practitioner tests both in terms of design and material shows that the scientific literacy-based student worksheets are considered very valid. The practicality of student responses to the module includes several aspects. Namely, the instructions for using the module are obtained in an efficient category, and based on their effectiveness, they are obtained in a very effective category with effective category. Based on the results of data analysis shows that student learning outcomes in class IV.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72651190","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 : 2023-02-07DOI: 10.21831/jppfa.v10i2.55581
Salmia Salmia, S. Sudarmin, Y. Samsuddin
The study aimed to determine student learning outcomes with problem-based learning through a realistic mathematical approach in mathematics subjects for class V students. This type of research was quasi-experimental because in this study, no specific treatment (treatment) was given, but only revealed the symptoms that had been reported. It existed at the time this research was conducted, so there was no direct control over the independent variables. Data collection methods used are learning outcomes tests and documentation. The data analysis technique is the first using a descriptive statistical approach and paired sample test. The results showed that learning mathematics using problem-based learning through a realistic mathematics approach obtained an average of 80.00 students' mathematics learning outcomes, with students in the medium category with a percentage of 100%. The average normalized gain of 0.29 was convection into high, medium, and low categories, so the average normalized gain of students was in the medium category. This means that problem-based learning combined with a realistic mathematical approach to learning outcomes for fifth-grade students is in the medium category. The significance value of Asiymp. Sig. (2-tailed) is 0.09, which is greater than 0.05. Then according to the basis of decision-making in the Kolmogorov-Smirnov normality test above, it can be concluded that the data are normally distributed. Thus, the assumptions or requirements for normality distributed data in the regression model have been met.
{"title":"Problem-based learning combined with realistic mathematics approach grade V elementary school","authors":"Salmia Salmia, S. Sudarmin, Y. Samsuddin","doi":"10.21831/jppfa.v10i2.55581","DOIUrl":"https://doi.org/10.21831/jppfa.v10i2.55581","url":null,"abstract":"The study aimed to determine student learning outcomes with problem-based learning through a realistic mathematical approach in mathematics subjects for class V students. This type of research was quasi-experimental because in this study, no specific treatment (treatment) was given, but only revealed the symptoms that had been reported. It existed at the time this research was conducted, so there was no direct control over the independent variables. Data collection methods used are learning outcomes tests and documentation. The data analysis technique is the first using a descriptive statistical approach and paired sample test. The results showed that learning mathematics using problem-based learning through a realistic mathematics approach obtained an average of 80.00 students' mathematics learning outcomes, with students in the medium category with a percentage of 100%. The average normalized gain of 0.29 was convection into high, medium, and low categories, so the average normalized gain of students was in the medium category. This means that problem-based learning combined with a realistic mathematical approach to learning outcomes for fifth-grade students is in the medium category. The significance value of Asiymp. Sig. (2-tailed) is 0.09, which is greater than 0.05. Then according to the basis of decision-making in the Kolmogorov-Smirnov normality test above, it can be concluded that the data are normally distributed. Thus, the assumptions or requirements for normality distributed data in the regression model have been met.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86898103","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 : 2023-02-07DOI: 10.21831/jppfa.v10i2.29309
Yogi Prihandoko
Perkembangan teknologi informasi yang cepat menjadi kekhawatiran orang tua pada saat anak-anak tidak bisa melepaskan ketergantungan dari kemudahan yang ditawarkan teknologi. Pendidikan moral di sekolah memiliki peran yang vital, saat kesibukan orang tua serta kecepatan penyebaran informasi dapat dengan mudah meracuni moral anak. Cognitive moral menjadi salah satu solusi tepat untuk membelajarkan moralitas. Pendekatan cognitive moral merupakan pembelajaran moral yang menekankan pada aspek penalaran dan pengambilan keputusan-keputusan untuk pemecahan masalah yang berkaitan dengan moral. Pengambilan keputusan tersebut tidak hanya didasarkan pada pilihan dan pemikiran spontanitas, namun menuntut pertimbangan yang merupakan proses kognisi kompleks. Tujuan dari pendekatan ini adalah merangsang perkembangan penalaran moral siswa menuju jenjang di atasnya sampai menuju kematangan moral. Kohlberg konsisten merumuskan teori tingginya penalaran moral seseorang berdampak pula pada kematangan moral, termasuk pada komponen tindakan (acting) dan perhatian (caring) moralnya. Operasionaliasi pendekatan ini dalam pembelajaran adalah menggunakan pengembangan cerita dilematis moral yang sesuai dengan taraf perkembangan siswa serta konteks kehidupan sehari-hari.
{"title":"Cognitive moral: Merangsang perkembangan perilaku moral siswa sekolah dasar melalui pendekatan kognitif","authors":"Yogi Prihandoko","doi":"10.21831/jppfa.v10i2.29309","DOIUrl":"https://doi.org/10.21831/jppfa.v10i2.29309","url":null,"abstract":"Perkembangan teknologi informasi yang cepat menjadi kekhawatiran orang tua pada saat anak-anak tidak bisa melepaskan ketergantungan dari kemudahan yang ditawarkan teknologi. Pendidikan moral di sekolah memiliki peran yang vital, saat kesibukan orang tua serta kecepatan penyebaran informasi dapat dengan mudah meracuni moral anak. Cognitive moral menjadi salah satu solusi tepat untuk membelajarkan moralitas. Pendekatan cognitive moral merupakan pembelajaran moral yang menekankan pada aspek penalaran dan pengambilan keputusan-keputusan untuk pemecahan masalah yang berkaitan dengan moral. Pengambilan keputusan tersebut tidak hanya didasarkan pada pilihan dan pemikiran spontanitas, namun menuntut pertimbangan yang merupakan proses kognisi kompleks. Tujuan dari pendekatan ini adalah merangsang perkembangan penalaran moral siswa menuju jenjang di atasnya sampai menuju kematangan moral. Kohlberg konsisten merumuskan teori tingginya penalaran moral seseorang berdampak pula pada kematangan moral, termasuk pada komponen tindakan (acting) dan perhatian (caring) moralnya. Operasionaliasi pendekatan ini dalam pembelajaran adalah menggunakan pengembangan cerita dilematis moral yang sesuai dengan taraf perkembangan siswa serta konteks kehidupan sehari-hari.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88705867","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 : 2023-02-03DOI: 10.21831/jppfa.v10i2.53511
I. Irfandi, Almasdi Syahza, Zetra Hainul Putra
Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan STEM terintegrasi model pembelajaran terhadap hasil belajar peserta didik pada setiap jenjang pendidikan. Jenis penelitian ini adalah meta analisis. Meta analisis adalah penelitian yang dilakukan dengan cara merangkum, mengkaji, dan menganalisis data dari beberapa penelitian yang telah dilakukan. Sampel penelitian terdiri dari 30 artikel yang telah memiliki ISSN yang terdiri dari 20 artikel internasional dan 10 artikel nasional. Teknik analisis data yang digunakan dalam penelitian ini adalah dengan menghitung hasil penelitian dari setiap artikel. Berdasarkan hasil data yang dianalisis dapat disimpulkan bahwa integrasi pendekatan STEM model Problem Based Learning lebih efektif diterapkan dibandingkan model lainnya dengan rata-rata nilai 1,13 dengan kategori tinggi, integrasi pendekatan STEM terhadap hasil belajar lebih efektif diterapkan pada jenjang SMA dengan rata-rata nilai 0,67. Berdasarkan analisis Hasil Belajar STEM, Type Integrasi, Jenjang Pendidikan dan Tahun Publikasi menunjukan Penggunaan STEM integrasi model pembelajaran dapat dilakukan sebagai analisis pendahuluan dan dasar penelitian di bidang STEM. Hasil belajar STEM terintegrasi untuk membekali peserta didik dalam kesiapan bekerja dan keterampilan belajar abad ke-21.AbstractThis study aims to determine the effect of the STEM approach integrated learning model on student learning outcomes at every level of education. This type of research is meta-analysis. Meta-analysis is research conducted by summarizing, reviewing, and analyzing data from several studies that have been conducted. The research sample consisted of 30 articles, with an ISSN consisting of 20 international and ten national articles. The data analysis technique used in this research is to calculate the results of each article. Based on the results of the data analysis, integrating the STEM approach with the Problem-Based Learning (PBL) model is more effective than other models. PBL average score is 1.13 in the high category. The integration of the STEM approach to learning outcomes is more effectively applied at the high school level, with an average value of 0.67. The analysis of STEM, learning outcomes, type of integration, education level, and year of publication shows that integrated STEM learning models can be used as a preliminary analysis and basis for research in the STEM field. STEM learning outcomes are integrated to equip students with work readiness and 21st-century learning skills.
本研究旨在探讨STEM方法将学习模式融入每个教育阶段的学习者学习成果的影响。这种研究类型是元分析。Meta分析是研究的总结、回顾和分析数据的方法做了一些研究。研究样本的30篇文章组成的ISSN 20组成国际和国家10篇文章。本研究中使用的数据分析技术是通过计算每一篇文章的研究很感兴趣。根据分析数据，可以得出结论，基于学习的STEM方法的整合比其他模型更有效，平均得分为1.13级，学习方法对高中的平均得分为0.67分。根据分析结果学习STEM,融合型教育和鹤年出版物展示使用所谓STEM学习模式可以作为进行初步分析和整合STEM领域的基础研究。集成学习STEM的结果提供学习者在21世纪的准备工作和学习技能。AbstractThis study aims to个重大效应》所谓STEM进近集成学习模型在学生学习outcomes at每级教育厅。这是研究的元分析类型。Meta-analysis是研究conducted由summarizing、reviewing analyzing从好几个研究那已被conducted数据。30 articles研究样品consisted》里,用一个ISSN consisting of 20 international and ten国家articles。这项研究使用的数据分析技术是分析每一篇文章的结果。results》改编自数据分析,集成《Problem-Based STEM进近和学习(PBL)是更有效的模型比其他models。PBL平均得分是13《高中类别1。所谓STEM接近的地方去学习outcomes积分》是应用at The more effectively高中里,用0。67的平均价值的水平。STEM学习outcomes,分析》式积分,教育水平,一年出版的著作百科全书》节目集成STEM学习models可以成为美国过去一份分析和基地的所谓STEM for research in The field。所谓STEM学习outcomes是集成到装备学生工作readiness和21st-century学习技能。
{"title":"Integrasi model pembelajaran dan pendekatan STEM (Science, technology, angineering and mathematic) terhadap hasil belajar","authors":"I. Irfandi, Almasdi Syahza, Zetra Hainul Putra","doi":"10.21831/jppfa.v10i2.53511","DOIUrl":"https://doi.org/10.21831/jppfa.v10i2.53511","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan STEM terintegrasi model pembelajaran terhadap hasil belajar peserta didik pada setiap jenjang pendidikan. Jenis penelitian ini adalah meta analisis. Meta analisis adalah penelitian yang dilakukan dengan cara merangkum, mengkaji, dan menganalisis data dari beberapa penelitian yang telah dilakukan. Sampel penelitian terdiri dari 30 artikel yang telah memiliki ISSN yang terdiri dari 20 artikel internasional dan 10 artikel nasional. Teknik analisis data yang digunakan dalam penelitian ini adalah dengan menghitung hasil penelitian dari setiap artikel. Berdasarkan hasil data yang dianalisis dapat disimpulkan bahwa integrasi pendekatan STEM model Problem Based Learning lebih efektif diterapkan dibandingkan model lainnya dengan rata-rata nilai 1,13 dengan kategori tinggi, integrasi pendekatan STEM terhadap hasil belajar lebih efektif diterapkan pada jenjang SMA dengan rata-rata nilai 0,67. Berdasarkan analisis Hasil Belajar STEM, Type Integrasi, Jenjang Pendidikan dan Tahun Publikasi menunjukan Penggunaan STEM integrasi model pembelajaran dapat dilakukan sebagai analisis pendahuluan dan dasar penelitian di bidang STEM. Hasil belajar STEM terintegrasi untuk membekali peserta didik dalam kesiapan bekerja dan keterampilan belajar abad ke-21.AbstractThis study aims to determine the effect of the STEM approach integrated learning model on student learning outcomes at every level of education. This type of research is meta-analysis. Meta-analysis is research conducted by summarizing, reviewing, and analyzing data from several studies that have been conducted. The research sample consisted of 30 articles, with an ISSN consisting of 20 international and ten national articles. The data analysis technique used in this research is to calculate the results of each article. Based on the results of the data analysis, integrating the STEM approach with the Problem-Based Learning (PBL) model is more effective than other models. PBL average score is 1.13 in the high category. The integration of the STEM approach to learning outcomes is more effectively applied at the high school level, with an average value of 0.67. The analysis of STEM, learning outcomes, type of integration, education level, and year of publication shows that integrated STEM learning models can be used as a preliminary analysis and basis for research in the STEM field. STEM learning outcomes are integrated to equip students with work readiness and 21st-century learning skills.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75157392","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 : 2022-12-20DOI: 10.21831/jppfa.v10i1.55255
fitrialrasi fitri, I. W. Karta, Nurhasanah Nurhasanah
Perkembangan sosial emosional merupakan perkembangan yang penting dan muncul sepanjang perkembangan anak usia dini. Tujuan penelitian ini untuk menguji ada atau tidaknya pengaruh permainan tradisional bakiak terhadap anak kelompok B di RA Babussalam Seganteng Cakranegara, menguji ada atau tidaknya pengaruh permainan engklek terhadap anak kelompok B, menguji pengaruh secara bersama permainan tradisional bakiak dan engklek terhadap perkembangan sosial emosional anak kelompok B di RA Babussalam Seganteng Cakranegara. Penelitian ini menggunakan metode kuantitatif eksperimen pre-experimental design dengan desain one grup pretest-posttetst design. Sampel dalam peneleitian ini adalah anak kelompok B di RA Babussalam Seganteng Cakranegara, sejumlah 15 anak. Tehnik pengumpulan data berupa observasi dan dokumentasi. Tehnik analisis data menggunakan analisis regresi linier berganda. Hasil penelitian hipotesis pertama menunjukkan bahwa nilai thitung 4,145 ttabel 2,145 maka terdapat pengaruh positif permainan tradisional bakiak terhadap perkembangan sosial emosional anak kelompok B, kemudian hipotesis kedua nilai thitung 3,685 ttabel 2,145 maka terdapat pengaruh positif permainan tradisional engklek terhadap perkembangan sosial emosional anak kelompok B, selanjutnya hipotesis ketiga bahwa nilai fhitung 17,298 ftabel 3,68 artinya terdapat pengaruh positif permainan tradisional bakiak dan permainan engklek secara bersama-sama terhadap perkembangan sosial emsional anak kelompok B di RA Babussalam Seganteng Cakranegara.AbstractSocial-emotional development is an important development and occurs throughout early childhood development. The purpose of this study was to examine whether or not there was an influence of traditional bakiak games on group B children at RA Babussalam Seganteng Cakranegara, to test whether or not there was an effect of hopscotch games on group B children, to examine the joint effect of bakiak and hopscotch games on the social-emotional development of group B children. at RA Babussalam Seganteng Cakranegara. This study uses a quantitative experimental method Pre-experimental Design with one group pretest-posttest design. The sample in this study was group B children at RA Babussalam Seganteng Cakranegara, a total of 15 children. Data collection techniques in the form of observation and documentation. The data analysis technique uses multiple linear regression analysis. The results of the first hypothesis research show that the tcount is 4.145 ttable 2.145, so there is a positive influence of the traditional bakiak game on the social-emotional development of group B children. , then the third hypothesis is that the value of fcount is 17.298 ftable 3.68, meaning that there is a positive influence of traditional bakiak and hopscotch games together on the social-emotional development of group B children in RA Babussalam Seganteng Cakranegara.
{"title":"Pengaruh permainan tradisional bakiak dan engklek terhadap perkembangan sosial emosional anak","authors":"fitrialrasi fitri, I. W. Karta, Nurhasanah Nurhasanah","doi":"10.21831/jppfa.v10i1.55255","DOIUrl":"https://doi.org/10.21831/jppfa.v10i1.55255","url":null,"abstract":"Perkembangan sosial emosional merupakan perkembangan yang penting dan muncul sepanjang perkembangan anak usia dini. Tujuan penelitian ini untuk menguji ada atau tidaknya pengaruh permainan tradisional bakiak terhadap anak kelompok B di RA Babussalam Seganteng Cakranegara, menguji ada atau tidaknya pengaruh permainan engklek terhadap anak kelompok B, menguji pengaruh secara bersama permainan tradisional bakiak dan engklek terhadap perkembangan sosial emosional anak kelompok B di RA Babussalam Seganteng Cakranegara. Penelitian ini menggunakan metode kuantitatif eksperimen pre-experimental design dengan desain one grup pretest-posttetst design. Sampel dalam peneleitian ini adalah anak kelompok B di RA Babussalam Seganteng Cakranegara, sejumlah 15 anak. Tehnik pengumpulan data berupa observasi dan dokumentasi. Tehnik analisis data menggunakan analisis regresi linier berganda. Hasil penelitian hipotesis pertama menunjukkan bahwa nilai thitung 4,145 ttabel 2,145 maka terdapat pengaruh positif permainan tradisional bakiak terhadap perkembangan sosial emosional anak kelompok B, kemudian hipotesis kedua nilai thitung 3,685 ttabel 2,145 maka terdapat pengaruh positif permainan tradisional engklek terhadap perkembangan sosial emosional anak kelompok B, selanjutnya hipotesis ketiga bahwa nilai fhitung 17,298 ftabel 3,68 artinya terdapat pengaruh positif permainan tradisional bakiak dan permainan engklek secara bersama-sama terhadap perkembangan sosial emsional anak kelompok B di RA Babussalam Seganteng Cakranegara.AbstractSocial-emotional development is an important development and occurs throughout early childhood development. The purpose of this study was to examine whether or not there was an influence of traditional bakiak games on group B children at RA Babussalam Seganteng Cakranegara, to test whether or not there was an effect of hopscotch games on group B children, to examine the joint effect of bakiak and hopscotch games on the social-emotional development of group B children. at RA Babussalam Seganteng Cakranegara. This study uses a quantitative experimental method Pre-experimental Design with one group pretest-posttest design. The sample in this study was group B children at RA Babussalam Seganteng Cakranegara, a total of 15 children. Data collection techniques in the form of observation and documentation. The data analysis technique uses multiple linear regression analysis. The results of the first hypothesis research show that the tcount is 4.145 ttable 2.145, so there is a positive influence of the traditional bakiak game on the social-emotional development of group B children. , then the third hypothesis is that the value of fcount is 17.298 ftable 3.68, meaning that there is a positive influence of traditional bakiak and hopscotch games together on the social-emotional development of group B children in RA Babussalam Seganteng Cakranegara.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73305493","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 : 2022-12-20DOI: 10.21831/jppfa.v10i2.55193
Pruwita Sari, I. W. Karta, N. Nurhasanah
Penelitian ini bertujuan untuk menguji pengaruh secara parsial dan simultan permainan LEGO dan penggunaan media balok terhadap perkembangan motorik halus pada anak kelompok B TK Dharma Wanita Persatuan Gilik Desa Kawo. Penelitian ini menggunakan pendekatan eksperiment one group pretest -posttest. Subjek dalam penelitian ini adalah anak kelompok B TK Dharma Wanita Persatuan Gilik Desa Kawo yang berjumlah 15 orang anak. Pengumpulan data dalam penelitian dilakukan dengan medote observasi, dokumentasi serta menggunakan teknik analisis regresi linier berganda yakni uji normalitas, uji liniearitas, dan uji hipotesis. Hasil penelitian menunjukkan bahwa pada hipotesis 1 nilai thitung 12,191 t-tabel 2,179, maka Ha diterima yang berarti ada pengauh positif permainan lego terhadap perkembangan motorik halus. Kemudian hipotesis 2 nilai thitung 9,597 ttabel 2,179, maka Ha diterima yang berarti ada pengaruh positif penggunaan media balok terhadap perkembangan motorik halus. Hipotesis 3 nilai fhitung 115,304 ftabel 3,81 yang berarti H0 ditolak, sehingga dapat disimpulkan bahwa terdapat pengaruh positif dan signifikan permainan LEGO dan penggunaan media balok terhadap perkembangan motorik halus pada anak kelompok B TK Dharma Wanita Persatuan Gilik Desa Kawo. Implikasi dari penelitian ini diharapkan kepada tenaga pendidik untuk dapat menerapkan permainan LEGO dan penggunaan media balok dalam meningkatkan perkembangan motorik halus anak.AbstractThis study aims to examine the partial and simultaneous effect of LEGO games and the use of block media on fine motor development in group B children at the Dharma Wanita Unity Kindergarten, Gilik Village, Kawo. This study used a one-group pretest-posttest experimental approach. The subjects in this study were the children of Group B Kindergarten of the Dharma Wanita Association of Gilik, Kawo Village, which consisted of 15 children. Data collection in the study was carried out using observation methods, documentation, and multiple linear regression analysis techniques, namely the normality test, linearity test, and hypothesis testing. The results showed that in hypothesis 1, the tcount was 12.191 ttable 2.179, then Ha was accepted, which means lego games positively influence fine motor development. Then hypothesis 2 tcount 9.597 ttable 2.179, then Ha is accepted, which means there is a positive effect of using block media on fine motor development. Hypothesis 3: fcount 115.304 ftable 3.81, which means H0 is rejected, so it can be concluded that there is a positive and significant effect of LEGO games and the use of block media on fine motor development in group B children in Kindergarten Dharma Wanita Unity Gilik, Kawo Village. The implications of this research are expected for educators to be able to apply LEGO games and block media to improve children's fine motor development.
{"title":"Pengaruh permainan LEGO dan media balok terhadap motorik halus","authors":"Pruwita Sari, I. W. Karta, N. Nurhasanah","doi":"10.21831/jppfa.v10i2.55193","DOIUrl":"https://doi.org/10.21831/jppfa.v10i2.55193","url":null,"abstract":"Penelitian ini bertujuan untuk menguji pengaruh secara parsial dan simultan permainan LEGO dan penggunaan media balok terhadap perkembangan motorik halus pada anak kelompok B TK Dharma Wanita Persatuan Gilik Desa Kawo. Penelitian ini menggunakan pendekatan eksperiment one group pretest -posttest. Subjek dalam penelitian ini adalah anak kelompok B TK Dharma Wanita Persatuan Gilik Desa Kawo yang berjumlah 15 orang anak. Pengumpulan data dalam penelitian dilakukan dengan medote observasi, dokumentasi serta menggunakan teknik analisis regresi linier berganda yakni uji normalitas, uji liniearitas, dan uji hipotesis. Hasil penelitian menunjukkan bahwa pada hipotesis 1 nilai thitung 12,191 t-tabel 2,179, maka Ha diterima yang berarti ada pengauh positif permainan lego terhadap perkembangan motorik halus. Kemudian hipotesis 2 nilai thitung 9,597 ttabel 2,179, maka Ha diterima yang berarti ada pengaruh positif penggunaan media balok terhadap perkembangan motorik halus. Hipotesis 3 nilai fhitung 115,304 ftabel 3,81 yang berarti H0 ditolak, sehingga dapat disimpulkan bahwa terdapat pengaruh positif dan signifikan permainan LEGO dan penggunaan media balok terhadap perkembangan motorik halus pada anak kelompok B TK Dharma Wanita Persatuan Gilik Desa Kawo. Implikasi dari penelitian ini diharapkan kepada tenaga pendidik untuk dapat menerapkan permainan LEGO dan penggunaan media balok dalam meningkatkan perkembangan motorik halus anak.AbstractThis study aims to examine the partial and simultaneous effect of LEGO games and the use of block media on fine motor development in group B children at the Dharma Wanita Unity Kindergarten, Gilik Village, Kawo. This study used a one-group pretest-posttest experimental approach. The subjects in this study were the children of Group B Kindergarten of the Dharma Wanita Association of Gilik, Kawo Village, which consisted of 15 children. Data collection in the study was carried out using observation methods, documentation, and multiple linear regression analysis techniques, namely the normality test, linearity test, and hypothesis testing. The results showed that in hypothesis 1, the tcount was 12.191 ttable 2.179, then Ha was accepted, which means lego games positively influence fine motor development. Then hypothesis 2 tcount 9.597 ttable 2.179, then Ha is accepted, which means there is a positive effect of using block media on fine motor development. Hypothesis 3: fcount 115.304 ftable 3.81, which means H0 is rejected, so it can be concluded that there is a positive and significant effect of LEGO games and the use of block media on fine motor development in group B children in Kindergarten Dharma Wanita Unity Gilik, Kawo Village. The implications of this research are expected for educators to be able to apply LEGO games and block media to improve children's fine motor development.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80816350","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 : 2022-11-03DOI: 10.21831/jppfa.v10i1.46381
I. Kartika, Elvara Norma Aroyandini, Slamet Maulana, Siti Fatimah
Penelitian ini bertujuan untuk menganalisis penerapan teori pembelajaran konstruktivisme dalam pembelajaran fisika berbasis Science, Technology, Engineering, Art, and Mathematics (STEAM). Penelitian ini merupakan penelitian kualitatif dengan 40 mahasiswa semester V Pendidikan Fisika Universitas Islam Negeri (UIN) Sunan Kalijaga sebagai responden penelitian. Pengumpulan data penelitian dilakukan melalui teknik observasi, wawancara, dan angket terbuka, dimana ketiga teknik pengambilan data tersebut sekaligus sebagai triangulasi untuk mengecek keabsahan data yang dikumpulkan. Data penelitian dianalisis menggunakan teknik analisis interaktif yang dikembangkan oleh Miles dan Huberman yang tahapannya yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil analisis menunjukkan bahwa pembelajaran berbasis STEAM yang dilakukan telah menerapkan prinsip-prinsip konstruktivisme seperti menggunakan permasalahan dalam kehidupan sehari-hari untuk menstimulasi proses belajar, adanya proses inkuiri melalui pengkajian dan eksperimen, ada dorongan untuk bertanya dan berinteraksi dengan dosen, hingga memberikan peluang kepada mahasiswa untuk menemukan pengetahuan baru. Pembelajaran STEAM memberikan kontribusi yang besar terhadap perkembangan kemampuan berpikir mahasiswa, diantaranya yaitu mengaktifkan mahasiswa, meningkatkan kemampuan komunikasi dan kerja sama, meningkatkan kemampuan berpikir tingkat tinggi, serta mengembangkan sikap ilmiah mahasiswa. Meskipun begitu, pembelajaran STEAM juga memiliki kendala, diantaranya yaitu membutuhkan waktu pembelajaran yang cukup lama.AbstractThis study aims to analyze the application of constructivism learning theory in physics learning based on Science, Technology, Engineering, Art, and Mathematics (STEAM). This research is qualitative research with 40 fifth-semester students of Physics Education at the State Islamic University (UIN) Sunan Kalijaga as research respondents. Research data was collected through observation, interview, and open questionnaire techniques. The three data collection techniques also served as triangulation to check the validity of the data collected. The research data were analyzed using interactive analysis techniques developed by Miles and Huberman, the stages of data collection, data reduction, data presentation, and conclusion. The results of the analysis show that STEAM-based learning has implemented constructivism principles such as using problems in everyday life to stimulate the learning process, there is a process of inquiry through assessment and experimentation, there is an encouragement to ask questions and interact with lecturers, providing opportunities for students to discover new knowledge. STEAM learning contributes significantly to developing students' thinking skills, including activating students, improving communication and collaboration skills, increasing higher-order thinking skills, and developing students' scientific attitudes. Even so, STEAM has
本研究旨在分析以科学、技术、工程、艺术和数学为基础的物理学习理论的应用。该研究是一项定性研究，研究对象是中国伊斯兰大学物理教育40学期的学生。研究数据收集是通过观察、采访和公开评分技术进行的，这三种数据检索技术同时作为三角测量来验证收集数据的有效性。研究数据是使用迈尔斯和胡伯曼开发的一系列交互分析技术来分析的。分析结果表明,基于STEAM的学习做了这样的原则是在日常生活中使用问题来激发学习的过程,inkuiri通过研究和实验过程的存在,有问的冲动与讲师互动,直到发现新知识的机会给学生。蒸汽学习对学生思维能力的发展做出了巨大贡献，其中包括激活学生、提高沟通和合作能力、提高高级思维能力和培养学生的科学态度。然而，STEAM学习也有障碍，其中包括需要相当长的时间的学习。分析物理学习技术、技术、工程、艺术和数学的应用知识。这是一项为期40个学期的物理教育研究，在美国伊斯兰大学研究院初修40年。研究数据是通过观察、采访和开放提问技术收集的。三种数据收集技术还提供了一个三角来检查数据的有效性。研究数据是通过迈尔斯和胡伯曼开发的，数据收集、折扣率、数据提交和结论的状态。results》分析秀那STEAM-based学习了implemented constructivism原理用problems in美国这样的日常生活到stimulate《探究学习的过程,有一个过程是通过评估和experimentation,那里是一个encouragement to问问题和interact with lecturers新知识,为学生提供opportunities to discover。开发思维技巧、包括主动学习、改进沟通与合作技能、增长的更高层次的思考技巧和开发科学知识。事实上，学习的时间包括增广的学习时间。
{"title":"Analisis prinsip konstruktivisme dalam pembelajaran fisika berbasis Science, Technology, Engineering, Art, and Mathematics (STEAM)","authors":"I. Kartika, Elvara Norma Aroyandini, Slamet Maulana, Siti Fatimah","doi":"10.21831/jppfa.v10i1.46381","DOIUrl":"https://doi.org/10.21831/jppfa.v10i1.46381","url":null,"abstract":"Penelitian ini bertujuan untuk menganalisis penerapan teori pembelajaran konstruktivisme dalam pembelajaran fisika berbasis Science, Technology, Engineering, Art, and Mathematics (STEAM). Penelitian ini merupakan penelitian kualitatif dengan 40 mahasiswa semester V Pendidikan Fisika Universitas Islam Negeri (UIN) Sunan Kalijaga sebagai responden penelitian. Pengumpulan data penelitian dilakukan melalui teknik observasi, wawancara, dan angket terbuka, dimana ketiga teknik pengambilan data tersebut sekaligus sebagai triangulasi untuk mengecek keabsahan data yang dikumpulkan. Data penelitian dianalisis menggunakan teknik analisis interaktif yang dikembangkan oleh Miles dan Huberman yang tahapannya yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil analisis menunjukkan bahwa pembelajaran berbasis STEAM yang dilakukan telah menerapkan prinsip-prinsip konstruktivisme seperti menggunakan permasalahan dalam kehidupan sehari-hari untuk menstimulasi proses belajar, adanya proses inkuiri melalui pengkajian dan eksperimen, ada dorongan untuk bertanya dan berinteraksi dengan dosen, hingga memberikan peluang kepada mahasiswa untuk menemukan pengetahuan baru. Pembelajaran STEAM memberikan kontribusi yang besar terhadap perkembangan kemampuan berpikir mahasiswa, diantaranya yaitu mengaktifkan mahasiswa, meningkatkan kemampuan komunikasi dan kerja sama, meningkatkan kemampuan berpikir tingkat tinggi, serta mengembangkan sikap ilmiah mahasiswa. Meskipun begitu, pembelajaran STEAM juga memiliki kendala, diantaranya yaitu membutuhkan waktu pembelajaran yang cukup lama.AbstractThis study aims to analyze the application of constructivism learning theory in physics learning based on Science, Technology, Engineering, Art, and Mathematics (STEAM). This research is qualitative research with 40 fifth-semester students of Physics Education at the State Islamic University (UIN) Sunan Kalijaga as research respondents. Research data was collected through observation, interview, and open questionnaire techniques. The three data collection techniques also served as triangulation to check the validity of the data collected. The research data were analyzed using interactive analysis techniques developed by Miles and Huberman, the stages of data collection, data reduction, data presentation, and conclusion. The results of the analysis show that STEAM-based learning has implemented constructivism principles such as using problems in everyday life to stimulate the learning process, there is a process of inquiry through assessment and experimentation, there is an encouragement to ask questions and interact with lecturers, providing opportunities for students to discover new knowledge. STEAM learning contributes significantly to developing students' thinking skills, including activating students, improving communication and collaboration skills, increasing higher-order thinking skills, and developing students' scientific attitudes. Even so, STEAM has ","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85539466","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 : 2022-09-07DOI: 10.21831/jppfa.v10i1.46695
Dyahsih Alin Sholihah
School well-being merupakan penilaian individu yang bersifat subjektif terhadap rasa terpenuhinya kebutuahan dasar di sekolah untuk melakukan kegiatan belajar yang meliputi having, loving, being, dan health. Penelitian ini bertujuan untuk mengeksplorasi bagaimana school well-being siswa sekolah dasar yang termasuk dalam kategori siswa berprestasi tinggi dalam bidang matematika. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Penelitian ini dilakukan dengan melibatkan sumber data primer dan sekunder. Sumber data primer terdiri dari dua orang siswa yang berprestasi dalam bidang (mata pelajaran) matematika. Pengumpulan data dilaksanakan dengan dengan wawancara terstruktur dan observasi. Kemudian data dianalisis dengan menggunakan model analisis interaktif. Keabsahan data yang digunakan adalah triangulasi sumber data. Hasil penelitian menunjukkan bahwa kedua subjek merasakan kenyamanan dalam belajar di sekolah karena meraka mampu beradaptasi dengan baik terhadap segala kondisi dan lingkungan sekolah, mereka menganggap segala kekurangan yang ada di sekolah bukan sebagai hambatan dalam proses belajar. Perasaan sejahtera dan nayaman yang dialami siswa di sekolah menyebabkan siswa menikmati untuk belajar, sehingga berdampak pada prestasi belajarnya.AbstractSchool well-being is a subjective individual assessment of the sense of fulfillment of basic needs at school to carry out learning activities, including having, loving, being, and health. This study aims to explore the school well-being of elementary school students included in the category of high achieving students in mathematics. The research uses a qualitative approach with the type of case study. This research was conducted by involving primary and secondary data sources. Primary data sources consist of two students who excel in mathematics (subjects). Data collection was carried out with structured interviews and observations. Then the data were analyzed using an interactive analysis model. The validity of the data used is a triangulation of data sources. The results showed that the two subjects felt comfortable learning at school because they could adapt well to all conditions and the school environment. They considered all the shortcomings that existed at school, not as obstacles in the learning process. The feeling of well-being and comfort experienced by students at school causes them to enjoy learning, so it impacts their learning achievement.
{"title":"School well-being pada siswa berprestasi tinggi dalam bidang matematika (studi kasus di sekolah dasar)","authors":"Dyahsih Alin Sholihah","doi":"10.21831/jppfa.v10i1.46695","DOIUrl":"https://doi.org/10.21831/jppfa.v10i1.46695","url":null,"abstract":"School well-being merupakan penilaian individu yang bersifat subjektif terhadap rasa terpenuhinya kebutuahan dasar di sekolah untuk melakukan kegiatan belajar yang meliputi having, loving, being, dan health. Penelitian ini bertujuan untuk mengeksplorasi bagaimana school well-being siswa sekolah dasar yang termasuk dalam kategori siswa berprestasi tinggi dalam bidang matematika. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Penelitian ini dilakukan dengan melibatkan sumber data primer dan sekunder. Sumber data primer terdiri dari dua orang siswa yang berprestasi dalam bidang (mata pelajaran) matematika. Pengumpulan data dilaksanakan dengan dengan wawancara terstruktur dan observasi. Kemudian data dianalisis dengan menggunakan model analisis interaktif. Keabsahan data yang digunakan adalah triangulasi sumber data. Hasil penelitian menunjukkan bahwa kedua subjek merasakan kenyamanan dalam belajar di sekolah karena meraka mampu beradaptasi dengan baik terhadap segala kondisi dan lingkungan sekolah, mereka menganggap segala kekurangan yang ada di sekolah bukan sebagai hambatan dalam proses belajar. Perasaan sejahtera dan nayaman yang dialami siswa di sekolah menyebabkan siswa menikmati untuk belajar, sehingga berdampak pada prestasi belajarnya.AbstractSchool well-being is a subjective individual assessment of the sense of fulfillment of basic needs at school to carry out learning activities, including having, loving, being, and health. This study aims to explore the school well-being of elementary school students included in the category of high achieving students in mathematics. The research uses a qualitative approach with the type of case study. This research was conducted by involving primary and secondary data sources. Primary data sources consist of two students who excel in mathematics (subjects). Data collection was carried out with structured interviews and observations. Then the data were analyzed using an interactive analysis model. The validity of the data used is a triangulation of data sources. The results showed that the two subjects felt comfortable learning at school because they could adapt well to all conditions and the school environment. They considered all the shortcomings that existed at school, not as obstacles in the learning process. The feeling of well-being and comfort experienced by students at school causes them to enjoy learning, so it impacts their learning achievement.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74930190","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 : 2022-09-05DOI: 10.21831/jppfa.v10i1.48366
S. Suryadi
Seni budaya debus Banten adalah warisan budaya nenek moyang yang berasal dari Banten. Tujuan penelitian ini untuk mengetahui pendidikan karakter dan nilai religius siswa melalui seni budaya debus Banten. Penelitian ini menggunakan metode penelitian kualitatif etnografi. Sumber data penelitian adalah: sumber tertulis, sumber lisan, dokumen, dan rekaman. Teknik pengumpulan data dengan observasi, wawancara, dan dokumentasi. Analisis data dilakukan sejak, sebelum, selama, dan sesudah penelitian dengan teknik deskriptif kualitatif. Hasil penelitian ini menemukan bahwa pendidikan karakter dan nilai religius siswa melalui seni budaya debus Banten meliputi: pendidikan karakter kerja keras, ketekunan, sabar, kemandirian, kerja keras, disiplin, dan nilai-nilai agama. Pendidikan karakter pada siswa dilakukan di rumah, masyarakat, dan sekolah. Melalui seni budaya debus Banten, pendidikan karakter siswa dan nilai religius siswa mampu tertanam dalam kepribadian siswa, sebagai salah satu media pendidikan karakter siswa. Seni budaya debus dan kearifan lokal Banten diharapkan dapat dimanfaatkan oleh guru untuk menumbuh kembangkan pendidikan karakter siswa.AbstractDebus Banten art is the cultural heritage of the ancestors who came from Banten. This study aimed to determine the character education and religious values of students through the arts and culture of Debus Banten. This study uses ethnographic qualitative research methods. Research data sources are written, oral, documents, and recordings. Data collection techniques by observation, interviews, and documentation. Data analysis was carried out before, during, and after the study with qualitative descriptive techniques. The results of this study found that character education and religious values of students through the cultural arts of Debus Banten include: character education of hard work, perseverance, patience, independence, hard work, discipline, and religious values. Character education for students is carried out at home, community, and in school. Through the cultural arts of Banten Debus, students' character education and religious values can be embedded in students' personalities as one of the media for student character education. Debus cultural arts and Banten local wisdom are expected to be used by teachers to develop student character education.
{"title":"Penerapan pendidikan karakter dan nilai religius siswa melalui seni budaya Debus Banten","authors":"S. Suryadi","doi":"10.21831/jppfa.v10i1.48366","DOIUrl":"https://doi.org/10.21831/jppfa.v10i1.48366","url":null,"abstract":"Seni budaya debus Banten adalah warisan budaya nenek moyang yang berasal dari Banten. Tujuan penelitian ini untuk mengetahui pendidikan karakter dan nilai religius siswa melalui seni budaya debus Banten. Penelitian ini menggunakan metode penelitian kualitatif etnografi. Sumber data penelitian adalah: sumber tertulis, sumber lisan, dokumen, dan rekaman. Teknik pengumpulan data dengan observasi, wawancara, dan dokumentasi. Analisis data dilakukan sejak, sebelum, selama, dan sesudah penelitian dengan teknik deskriptif kualitatif. Hasil penelitian ini menemukan bahwa pendidikan karakter dan nilai religius siswa melalui seni budaya debus Banten meliputi: pendidikan karakter kerja keras, ketekunan, sabar, kemandirian, kerja keras, disiplin, dan nilai-nilai agama. Pendidikan karakter pada siswa dilakukan di rumah, masyarakat, dan sekolah. Melalui seni budaya debus Banten, pendidikan karakter siswa dan nilai religius siswa mampu tertanam dalam kepribadian siswa, sebagai salah satu media pendidikan karakter siswa. Seni budaya debus dan kearifan lokal Banten diharapkan dapat dimanfaatkan oleh guru untuk menumbuh kembangkan pendidikan karakter siswa.AbstractDebus Banten art is the cultural heritage of the ancestors who came from Banten. This study aimed to determine the character education and religious values of students through the arts and culture of Debus Banten. This study uses ethnographic qualitative research methods. Research data sources are written, oral, documents, and recordings. Data collection techniques by observation, interviews, and documentation. Data analysis was carried out before, during, and after the study with qualitative descriptive techniques. The results of this study found that character education and religious values of students through the cultural arts of Debus Banten include: character education of hard work, perseverance, patience, independence, hard work, discipline, and religious values. Character education for students is carried out at home, community, and in school. Through the cultural arts of Banten Debus, students' character education and religious values can be embedded in students' personalities as one of the media for student character education. Debus cultural arts and Banten local wisdom are expected to be used by teachers to develop student character education.","PeriodicalId":30921,"journal":{"name":"Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75432470","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 : 2022-09-05DOI: 10.21831/jppfa.v10i1.29490
T. Tasrif
Penelitian ini bertujuan untuk memahami konsep Higher Order Thinking Skills (HOTS) dalam pembelajaran social studies di sekolah menengah atas. Jenis penelitian adalah deskriptif dengan menggunakan kualitatif. Penelitian menggunakan teknik purposive sampling. Ada dua sumber data yang digunakan dalam penelitian, yaitu data primer dan data sekunder. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan model interaktif Miles dan Huberman. Hasil penelitian ini menunjukkan bahwa high order thinking skills mengandung pemikiran secara kritis, kreatif, dan analitis terhadap informasi dan data dalam memecahkan permasalahan. Dalam konteks pembelajaran social studies di sekolah menengah atas, siswa mampu mencapai pemikiran tingkat tinggi melalui desain pembelajaran inquiry, discovery learning, dan student centered yang dapat memicu siswa mencapai pemikiran tingkat tinggi. Melalui higher order thinking skills siswa memiliki kemampuan untuk mengamati, menanya, menalar, mencoba, mengkomunikasikan, dan menganalisis materi. Selain itu, kemampuan dan konsep higher order thinking skills perlu dikembangkan sejak dini. Pendekatan semacam ini yang sangat sesuai dengan anjuran kurikulum 2013 dan Kurikulum Merdeka.AbstractThis study aims to understand the concept of Higher Order Thinking Skills (HOTS) in social studies learning in high school. This type of research is descriptive using qualitative. The research used a purposive sampling technique. Two sources of data were used in the study, namely primary and secondary data. Data collection techniques using interviews, observation, and documentation. The data analysis technique uses an interactive model of Miles and Huberman. The results of this study indicate that high-order thinking skills contain critical, creative, and analytical thinking towards information and data in solving problems. In the context of social studies learning in high school, students can achieve higher-order thinking through inquiry, discovery learning, and student-centered learning designs that can trigger students to achieve higher-order thinking. Students can observe, ask questions, reason, try, communicate, and analyze material through higher-order thinking skills. In addition, the ability and concept of higher-order thinking skills need to be developed early. This kind of approach is very much in line with the recommendations of the 2013 curriculum and the Independent Curriculum.
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