Abstract This research aims to produce science teaching materials in junior level with Energy in The Body as the theme using Four Steps Teaching Material Development (4STMD). The material is presented in an integrated way so that students can think holistically and contextually. The method used in this study is Research and Development. In this R&D methods is used 4STMD. There are four steps done on the development of teaching materials, the selection step, structuring step, characterization, and didactic reduction. Selection step includes the selection of indicators in accordance with the demands of the curriculum which is then developed with the selection of concepts and values that are integrated with the concept of science. Structuring step includes make macro structures, concept maps, and multiple representations. Characterization's step includes preparation instruments, then trial to students to identify difficult concepts. The last, didactic reduction was done by neglect and the annotations in the form of sketches.The test results readability aspect instructional materials lead to the conclusion that by determining the main idea, the legibility of teaching materials reached 67%, with moderate readability criteria. Test results of feasibility aspects based on the results of questionnaires to the 11 teachers lead to the conclusion that the overall, level of eligibility teaching materials reached 91% with the eligibility criteria well. Keywords: teaching materials; energy; 4STMD Abstrak Penelitian ini bertujuan untuk menghasilkan bahan ajar IPA SMP pada tema Energi dalam Tubuh menggunakan metode Four Steps Teaching Material Development (4STMD). Materi disajikan secara terpadu sehingga memacu siswa untuk berpikir secara holistik dan kontekstual. Metode penelitian yang digunakan pada penelitian ini adalah metode penelitian dan pengembangan. Dalam penelitian dan pengembangan yang ini, digunakan metode Four Steps Teaching Material Development (4STMD). Terdapat empat tahap yang dilakukan pada pengembangan bahan ajar, yakni tahap seleksi, strukturisasi, karakterisasi, dan reduksi didaktik. Tahap seleksi meliputi pemilihan indikator yang sesuai dengan tuntutan kurikulum yang kemudian dikembangkan dengan pemilihan konsep dan nilai yang diintegrasikan dengan konsep IPA. Tahap strukturisasi meliputi pembuatan struktur makro, peta konsep, dan multipel representasi dari materi. Tahap karakterisasi meliputi penyusunan instrumen karakterisasi, kemudian uji coba kepada siswa untuk mengidentifikasi konsep sulit. Tahap terakhir, yaitu reduksi didaktik konsep terhadap konsep sulit. Reduksi didaktik yang dilakukan berupa pengabaian dan penggunaan penjelasan berupa sketsa. Hasil uji aspek keterbacaan bahan ajar menghasilkan kesimpulan bahwa berdasarkan penentuan ide pokok, keterbacaan bahan ajar mencapai 67%, dengan kriteria keterbacaan tinggi. Hasil uji aspek kelayakan berdasarkan hasil angket terhadap 11 orang guru menghasilkan kesimpulan bahwa secara kesel
摘要本研究旨在运用教材开发四步法(4STMD)制作以“身体中的能量”为主题的初中科学教材。材料以一种综合的方式呈现，以便学生能够整体地和上下文地思考。本研究使用的方法是研究与开发。本文采用的研发方法是4STMD。教材的开发有四个步骤:选择步骤、组织步骤、描述步骤和教学简化步骤。选择步骤包括根据课程要求选择指标，然后随着与科学概念相结合的概念和价值观的选择而发展。结构步骤包括制作宏观结构、概念图和多种表示。表征的步骤包括准备工具，然后试着让学生识别困难的概念。最后，说教式的还原是通过忽略和以速写形式的注释来完成的。对教材可读性方面的测试结果得出结论:通过确定主旨，教材的可读性达到67%，可读性标准适中。可行性方面的测试结果基于对11名教师的问卷调查结果得出的结论是，总体而言，教材的合格水平达到91%，合格标准良好。关键词:教材;能源;摘要Penelitian ini bertujuan untuk menghasilkan bahan ajar IPA SMP pada tema Energi dalam Tubuh menggunakan方法教材开发四步法(4STMD)。本题的意思是:本题的意思是本题的意思是本题的意思是本题的意思是本题的意思。我的意思是，我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思。教材开发四步法(4STMD)。Terdapat empat tahap yang dilakukan padpengembangan bahan ajar, yakni tahap seleksi, struckturisasi, karakterisasi, dan reduksi didaktik。Tahap seleksi meliputi penilihan指标yang sesuai dungan tuntuntan kurikulum yang kemudian dikembangkan dungan penilihan konsep dannilai yang diintegrasikan dungan konsep IPA。塔塔结构是一种新型的结构，它是一种新型的结构，是一种新型的结构，是一种新型的结构。Tahap karakterisasi meliputi penyusunan instrument karakterisasi, kemudian uji coba kepada siswa untuk mengidentifikasi konsep sulit。Tahap terakhir, yitu reduksi didaktik konsep terhadap konsep sulit。Reduksi didaktik yang dilakukan berupa pengabaian penggunaan penjelasan berupa sketsa。Hasil uji说keterbacaan bahan ajar menghasilkan kespulpan bahwa berdasarkan penentuan ide pokok, keterbacaan bahan ajar mencapai 67%，登干标准keterbacaan tinggi。哈西尔·乌吉说，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语，喀拉雅肯语。Kata Kunci: bahan ajar;energi;4STMD永久链接/DOI: http://dx.doi.org/10.15408/es.v8i2.2039
{"title":"PENGEMBANGAN BAHAN AJAR IPA SMP PADA TEMA ENERGI DALAM TUBUH MENGGUNAKAN METODE 4STMD","authors":"Gia Juniar Nur Wahidah, Sjaeful Anwar","doi":"10.15408/ES.V8I2.2039","DOIUrl":"https://doi.org/10.15408/ES.V8I2.2039","url":null,"abstract":"Abstract This research aims to produce science teaching materials in junior level with Energy in The Body as the theme using Four Steps Teaching Material Development (4STMD). The material is presented in an integrated way so that students can think holistically and contextually. The method used in this study is Research and Development. In this R&D methods is used 4STMD. There are four steps done on the development of teaching materials, the selection step, structuring step, characterization, and didactic reduction. Selection step includes the selection of indicators in accordance with the demands of the curriculum which is then developed with the selection of concepts and values that are integrated with the concept of science. Structuring step includes make macro structures, concept maps, and multiple representations. Characterization's step includes preparation instruments, then trial to students to identify difficult concepts. The last, didactic reduction was done by neglect and the annotations in the form of sketches.The test results readability aspect instructional materials lead to the conclusion that by determining the main idea, the legibility of teaching materials reached 67%, with moderate readability criteria. Test results of feasibility aspects based on the results of questionnaires to the 11 teachers lead to the conclusion that the overall, level of eligibility teaching materials reached 91% with the eligibility criteria well. Keywords: teaching materials; energy; 4STMD Abstrak Penelitian ini bertujuan untuk menghasilkan bahan ajar IPA SMP pada tema Energi dalam Tubuh menggunakan metode Four Steps Teaching Material Development (4STMD). Materi disajikan secara terpadu sehingga memacu siswa untuk berpikir secara holistik dan kontekstual. Metode penelitian yang digunakan pada penelitian ini adalah metode penelitian dan pengembangan. Dalam penelitian dan pengembangan yang ini, digunakan metode Four Steps Teaching Material Development (4STMD). Terdapat empat tahap yang dilakukan pada pengembangan bahan ajar, yakni tahap seleksi, strukturisasi, karakterisasi, dan reduksi didaktik. Tahap seleksi meliputi pemilihan indikator yang sesuai dengan tuntutan kurikulum yang kemudian dikembangkan dengan pemilihan konsep dan nilai yang diintegrasikan dengan konsep IPA. Tahap strukturisasi meliputi pembuatan struktur makro, peta konsep, dan multipel representasi dari materi. Tahap karakterisasi meliputi penyusunan instrumen karakterisasi, kemudian uji coba kepada siswa untuk mengidentifikasi konsep sulit. Tahap terakhir, yaitu reduksi didaktik konsep terhadap konsep sulit. Reduksi didaktik yang dilakukan berupa pengabaian dan penggunaan penjelasan berupa sketsa. Hasil uji aspek keterbacaan bahan ajar menghasilkan kesimpulan bahwa berdasarkan penentuan ide pokok, keterbacaan bahan ajar mencapai 67%, dengan kriteria keterbacaan tinggi. Hasil uji aspek kelayakan berdasarkan hasil angket terhadap 11 orang guru menghasilkan kesimpulan bahwa secara kesel","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48150225","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}
Abstract The purpose of the study is to find out the implementation of environmental awareness attitude of senior high school students for ecology and environment pollution concept through the implementation of the society technology science (STS) model. The method used in this study was classroom action research (CAR), which comprised with two cycle. The result shows the achievement of the students’ environmental awareness attitude by implementing the STM model, based on the observation sheet, that in the cycle I, indicator 1 is 49%, indicator 2 is 71%, indicator 3 is 70%, and indicator 4 is 71%. Whereas, the achievement in cycle II is that indicator 1 is 51%, indicator 2 is 67%, indicator 3 is 77%, and indicator 4 is 76%. Based on questionnaire result, the students’ environmental awareness attitude in cycle I and cycle II have high category, with percentage 27,7% in cycle I and 97,9% in cycle II. The improvement treatment given in cycle II was beside nametag, the students were also given identity mark on their table to ease the assesment on the observation sheet. Beside that, only one group of students presented their results, while the others could give advices and questions. This improvement made the learning run more effectively and let the observer to assess more easily. Keywords: environmental awareness attitude; society technology science (STS); ecology and environment pollution Abstrak Tujuan penelitian ini adalah untuk mengetahui penerapan sikap kepedulian lingkungan peserta didik SMA pada konsep ekologi dan pencemaran lingkungan melalui penerapan model pembelajaran Sains Teknologi Masyarakat (STM). Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang terdiri atas dua siklus. Hasil penelitian menunjukkan ketercapaian sikap kepedulian lingkungan peserta didik dengan menerapkan model pembelajaran STM berdasarkan pada lembar observasi pada siklus I yaitu indikator 1 49%, indikator 2 71%, indikator 3 70%, dan indikator 4 71%. Sedangkan capaian pada siklus II adalah indikator 1 51%, indikator 2 67%, indikator 3 77%, dan indikator 4 76%. Berdasarkan hasil angket, sikap peduli terhadap lingkungan siswa pada siklus I memiliki kategori tinggi dengan persentase sebesar 27,7% dan pada siklus II sebesar 97,9%. Tindakan perbaikan yang dilakukan pada siklus II yaitu selain diberikan nametag, peserta didik juga diberikan tanda pengenal di meja kerjanya untuk memudahkan penilaian pada lembar observasi. Selain itu pada siklus II, hanya satu kelompok peserta didik yang mempresentasikan hasil data kelompoknya, sedangkan kelompok yang lain boleh menambahkan dan bertanya. Perbaikan ini membuat kegiatan pembelajaran yang dilakukan lebih efektif dan memudahkan observer untuk melakukan penilaian. Kata Kunci: sikap kepedulian lingkungan; Sains Teknologi Masyarakat (STM); ekologi dan pencemaran lingkungan Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.3730
摘要本研究的目的是通过实施社会技术科学(STS)模型，了解高中生对生态与环境污染概念的环境意识态度实施情况。本研究采用课堂行动研究(CAR)方法，分为两个周期。结果表明，根据观察表，实施STM模型对学生环境意识态度的影响，在循环I中，指标1为49%，指标2为71%，指标3为70%，指标4为71%。而第二周期的成就是指标1为51%，指标2为67%，指标3为77%，指标4为76%。从问卷结果来看，学生在第一和第二阶段的环境意识态度类别较高，第一阶段占27.7%，第二阶段占97.9%。第二阶段的改善措施是在学生的姓名标签旁边，并在他们的桌子上给予身份标记，以减轻观察表上的评估。除此之外，只有一组学生展示他们的结果，而其他学生可以提出建议和问题。这种改进使学习更有效地进行，并让观察者更容易地进行评估。关键词:环境意识态度;社会技术科学;[摘要]土娟，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染，生态环境污染Metode yang digunakan dalam penelitian ini adalah penelitian Tindakan Kelas (PTK) yang terdiri atas dua klus。Hasil penelitian menunjukkan ketercapan sikap kepedulian lingkungan peserta didik dengan menerapkan模型pembelajaran STM berdasarkan ppadlebar observasi ppadsikus 1指标1 49%，指标2 71%，指标3 70%，指标4 71%。Sedangkan capapada sikus II指标1占51%，指标2占67%，指标3占77%，指标4占76%。Berdasarkan hasil angket, sikap peduli terhadap lingkungan siswa paada siklus I memiliki kategori tinggi dengan代表sebesar 27,7% paada siklus II sebesar 97,9%。我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是，我想说的是。Selain itu padadsiklus II, hanya satu kelompok peserta didik yang mempresentasikan hasil data kelompokya, sedangkan kelompok yang lain boleh menambahkan dan bertanya。佩尔巴坎尼的成员，佩尔巴坎尼的代表，佩尔巴坎尼的代表，佩尔巴坎尼观察员，佩尔巴坎尼的代表。卡塔昆慈:卡塔昆慈;Sains Teknologi Masyarakat (STM);生态学dan pencemaran lingkungan Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.3730
{"title":"PENERAPAN SIKAP KEPEDULIAN LINGKUNGAN DALAM MODEL SAINS TEKNOLOGI MASYARAKAT DALAM KONSEP EKOLOGI DAN PENCEMARAN LINGKUNGAN","authors":"R. Rahmawati, Sugiarti Sugiarti, Y. Herlanti","doi":"10.15408/ES.V8I2.3730","DOIUrl":"https://doi.org/10.15408/ES.V8I2.3730","url":null,"abstract":"Abstract The purpose of the study is to find out the implementation of environmental awareness attitude of senior high school students for ecology and environment pollution concept through the implementation of the society technology science (STS) model. The method used in this study was classroom action research (CAR), which comprised with two cycle. The result shows the achievement of the students’ environmental awareness attitude by implementing the STM model, based on the observation sheet, that in the cycle I, indicator 1 is 49%, indicator 2 is 71%, indicator 3 is 70%, and indicator 4 is 71%. Whereas, the achievement in cycle II is that indicator 1 is 51%, indicator 2 is 67%, indicator 3 is 77%, and indicator 4 is 76%. Based on questionnaire result, the students’ environmental awareness attitude in cycle I and cycle II have high category, with percentage 27,7% in cycle I and 97,9% in cycle II. The improvement treatment given in cycle II was beside nametag, the students were also given identity mark on their table to ease the assesment on the observation sheet. Beside that, only one group of students presented their results, while the others could give advices and questions. This improvement made the learning run more effectively and let the observer to assess more easily. Keywords: environmental awareness attitude; society technology science (STS); ecology and environment pollution Abstrak Tujuan penelitian ini adalah untuk mengetahui penerapan sikap kepedulian lingkungan peserta didik SMA pada konsep ekologi dan pencemaran lingkungan melalui penerapan model pembelajaran Sains Teknologi Masyarakat (STM). Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang terdiri atas dua siklus. Hasil penelitian menunjukkan ketercapaian sikap kepedulian lingkungan peserta didik dengan menerapkan model pembelajaran STM berdasarkan pada lembar observasi pada siklus I yaitu indikator 1 49%, indikator 2 71%, indikator 3 70%, dan indikator 4 71%. Sedangkan capaian pada siklus II adalah indikator 1 51%, indikator 2 67%, indikator 3 77%, dan indikator 4 76%. Berdasarkan hasil angket, sikap peduli terhadap lingkungan siswa pada siklus I memiliki kategori tinggi dengan persentase sebesar 27,7% dan pada siklus II sebesar 97,9%. Tindakan perbaikan yang dilakukan pada siklus II yaitu selain diberikan nametag, peserta didik juga diberikan tanda pengenal di meja kerjanya untuk memudahkan penilaian pada lembar observasi. Selain itu pada siklus II, hanya satu kelompok peserta didik yang mempresentasikan hasil data kelompoknya, sedangkan kelompok yang lain boleh menambahkan dan bertanya. Perbaikan ini membuat kegiatan pembelajaran yang dilakukan lebih efektif dan memudahkan observer untuk melakukan penilaian. Kata Kunci: sikap kepedulian lingkungan; Sains Teknologi Masyarakat (STM); ekologi dan pencemaran lingkungan Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.3730 ","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41495785","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}
Abstract This study aimed to reveal the difference of the basic ability of scientific work development between students who are teached using discovery learning and conventional learning. This study used quasy experiment with The Non Equivalent Pretest-Posttest Design. The subyek which are 58 VIII grade students in one of junior high school in Palu City are chosen with simple random sampling. Data were collected by observation sheets (check list) and were analyzed by normality, homogenity, and t-test using IBM SPSS Statistic 22 program. The result shows that the significance of Sig (2-tailed) is 0.00 < 0.005, which means that H0 is rejected and H1 was accepted. In addition, the data of the basic ability of scientific work development showed that the value for students teached by the discovery learning model is 58.28% and students teached by the conventional learning model is 47.13%, so it can be concluded that there is a significant difference on the basic ability of scientific work development between students who are teached using discovery learning and conventional learning in the material of sight and optical devices. Keywords: discovery learning; basic skills of scientific work; optic Abstrak Penelitian ini bertujuan untuk mengungkapkan perbedaan perkembangan keterampilan dasar bekerja ilmiah pada siswa di kelas yang mendapat model pembelajaran discovery dibandingkan dengan kelas konvensional. Penelitian ini menggunakan metode quasi eksperiment dengan desain penelitian the non equivalen, pretest-postest design. Sampel penelitian terdiri dari 58 orang siswa kelas VIII dari salah satu SMPN di Kota Palu. Teknik pengambilan sampel yang digunakan adalah simple random sampling. Teknik pengumpulan data yaitu menggunakan lembar observasi penilaian (daftar cek). Teknik analisis data menggunakan uji Normalitas, uji Homogenitas, uji t dengan menggunakan program IBM SPSS Statistics 22. Hasil penelitian menunjukkan nilai signifikansi Sig (2-Tailed) adalah 0.00 < 0,05 yang berarti H0 ditolak dan H1 diterima. Diperoleh dari data perbedaan perkembangan keterampilan dasar bekerja ilmiah untuk siswa yang menggunakan model pembelajaran discovery sebesar 58.28% dan untuk siswa yang menggunakan model pembelajaran konvensional sebesar 47.13% Sehingga dapat disimpulkan bahwa terdapat perbedaan perkembangan yang signifikan terhadap keterampilan dasar bekerja ilmiah siswa yang menggunakan model pembelajaran konvensional dengan siswa yang menggunakan model pembelajaran discovery pada materi indera penglihatan dan alat optik. Kata Kunci: discovery learning; keterampilan dasar bekerja ilmiah; optik Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1817
{"title":"IMPLEMENTASI MODEL PEMBELAJARAN DISCOVERY UNTUK MENGEMBANGKAN KETERAMPILAN DASAR BEKERJA ILMIAH PADA MATERI INDERA PENGLIHATAN DAN ALAT OPTIK","authors":"M. Mirnawati, D. Rusdiana","doi":"10.15408/es.v8i2.1817","DOIUrl":"https://doi.org/10.15408/es.v8i2.1817","url":null,"abstract":"Abstract This study aimed to reveal the difference of the basic ability of scientific work development between students who are teached using discovery learning and conventional learning. This study used quasy experiment with The Non Equivalent Pretest-Posttest Design. The subyek which are 58 VIII grade students in one of junior high school in Palu City are chosen with simple random sampling. Data were collected by observation sheets (check list) and were analyzed by normality, homogenity, and t-test using IBM SPSS Statistic 22 program. The result shows that the significance of Sig (2-tailed) is 0.00 < 0.005, which means that H0 is rejected and H1 was accepted. In addition, the data of the basic ability of scientific work development showed that the value for students teached by the discovery learning model is 58.28% and students teached by the conventional learning model is 47.13%, so it can be concluded that there is a significant difference on the basic ability of scientific work development between students who are teached using discovery learning and conventional learning in the material of sight and optical devices. Keywords: discovery learning; basic skills of scientific work; optic Abstrak Penelitian ini bertujuan untuk mengungkapkan perbedaan perkembangan keterampilan dasar bekerja ilmiah pada siswa di kelas yang mendapat model pembelajaran discovery dibandingkan dengan kelas konvensional. Penelitian ini menggunakan metode quasi eksperiment dengan desain penelitian the non equivalen, pretest-postest design. Sampel penelitian terdiri dari 58 orang siswa kelas VIII dari salah satu SMPN di Kota Palu. Teknik pengambilan sampel yang digunakan adalah simple random sampling. Teknik pengumpulan data yaitu menggunakan lembar observasi penilaian (daftar cek). Teknik analisis data menggunakan uji Normalitas, uji Homogenitas, uji t dengan menggunakan program IBM SPSS Statistics 22. Hasil penelitian menunjukkan nilai signifikansi Sig (2-Tailed) adalah 0.00 < 0,05 yang berarti H0 ditolak dan H1 diterima. Diperoleh dari data perbedaan perkembangan keterampilan dasar bekerja ilmiah untuk siswa yang menggunakan model pembelajaran discovery sebesar 58.28% dan untuk siswa yang menggunakan model pembelajaran konvensional sebesar 47.13% Sehingga dapat disimpulkan bahwa terdapat perbedaan perkembangan yang signifikan terhadap keterampilan dasar bekerja ilmiah siswa yang menggunakan model pembelajaran konvensional dengan siswa yang menggunakan model pembelajaran discovery pada materi indera penglihatan dan alat optik. Kata Kunci: discovery learning; keterampilan dasar bekerja ilmiah; optik Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1817 ","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49182131","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}
Abstract The aims of the research are analyze the improvement of students’ concept mastery and science process skills through the implementation of Brain based Learning using integrated instruction of webbed and connected types on the topic of Global Warming. The method adopted was quasi experiment with the pretest-posttest control group design. The research instruments employed consisted of written tests of concept mastery and science process skills in the forms of multiple choice questions, observation sheets of the implementation of instruction for teachers and students, and response questionnaires for teachers and students. Research results show that there was not significant difference between the use of Brain based Learning model of connected compare to webbed types in improving students’ science process skills and concept mastery, with mean N-Gain scores for students’ both of them in the webbed-integrated and connected-integrated classes were both categorized as moderate. In addition, results of teachers’ and students’ response questionnaires reveal good responses to the learning model. Keywords: discovery learning; concept mastery; science process skills; shared-integrated; webbedintegrated Abstrak Tujuan penelitian ini adalah menganalisis peningkatan penguasaan konsep dan keterampilan proses sains (KPS) peserta didik melalui penerapan Brain based Learning dengan menggunakan pembelajaran terpadu tipe webbed dan connected pada materi Pemanasan Global. Menggunakan metode penelitian Quasi Experiment dengan desain Pretest-Posttest Control Group Design. Instrumen penelitian menggunakan tes penguasaan konsep dan tes KPS berbentuk tes tertulis jenis pilihan ganda, lembar observasi keterlaksanaan pembelajaran bagi guru dan peserta didik, serta angket tanggapan guru dan peserta didik. Hasil penelitian menunjukkan tidak terdapat perbedaan yang signifikan antara penerapan Brain based Learning tipe keterpaduan webbed dibandingkan dengan tipe keterpaduan connected untuk meningkatkan keterampilan proses sains peserta didik dan penguasaan konsep dimana rerata N-Gain baik untuk KPS maupun penguasaan konsep pada kelas keterpaduan connected dan kelas keterpaduan webbed berada pada kriteria sedang. Hasil angket tanggapan guru dan peserta didik memberikan tanggapan baik terhadap model pembelajaran. Kata Kunci: brain based learning; penguasaan konsep; keterampilan proses sains; keterpaduan connected; keterpaduan webbed Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1811
{"title":"PENERAPAN MODEL PEMBELAJARAN BRAIN BASED LEARNING MENGGUNAKAN PEMBELAJARAN IPA TERPADU TIPE WEBBED DAN CONNECTED PADA MATERI PEMANASAN GLOBAL UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KPS","authors":"Yesi Nofla Meri, A. R. Wulan","doi":"10.15408/ES.V8I2.1811","DOIUrl":"https://doi.org/10.15408/ES.V8I2.1811","url":null,"abstract":"Abstract The aims of the research are analyze the improvement of students’ concept mastery and science process skills through the implementation of Brain based Learning using integrated instruction of webbed and connected types on the topic of Global Warming. The method adopted was quasi experiment with the pretest-posttest control group design. The research instruments employed consisted of written tests of concept mastery and science process skills in the forms of multiple choice questions, observation sheets of the implementation of instruction for teachers and students, and response questionnaires for teachers and students. Research results show that there was not significant difference between the use of Brain based Learning model of connected compare to webbed types in improving students’ science process skills and concept mastery, with mean N-Gain scores for students’ both of them in the webbed-integrated and connected-integrated classes were both categorized as moderate. In addition, results of teachers’ and students’ response questionnaires reveal good responses to the learning model. Keywords: discovery learning; concept mastery; science process skills; shared-integrated; webbedintegrated Abstrak Tujuan penelitian ini adalah menganalisis peningkatan penguasaan konsep dan keterampilan proses sains (KPS) peserta didik melalui penerapan Brain based Learning dengan menggunakan pembelajaran terpadu tipe webbed dan connected pada materi Pemanasan Global. Menggunakan metode penelitian Quasi Experiment dengan desain Pretest-Posttest Control Group Design. Instrumen penelitian menggunakan tes penguasaan konsep dan tes KPS berbentuk tes tertulis jenis pilihan ganda, lembar observasi keterlaksanaan pembelajaran bagi guru dan peserta didik, serta angket tanggapan guru dan peserta didik. Hasil penelitian menunjukkan tidak terdapat perbedaan yang signifikan antara penerapan Brain based Learning tipe keterpaduan webbed dibandingkan dengan tipe keterpaduan connected untuk meningkatkan keterampilan proses sains peserta didik dan penguasaan konsep dimana rerata N-Gain baik untuk KPS maupun penguasaan konsep pada kelas keterpaduan connected dan kelas keterpaduan webbed berada pada kriteria sedang. Hasil angket tanggapan guru dan peserta didik memberikan tanggapan baik terhadap model pembelajaran. Kata Kunci: brain based learning; penguasaan konsep; keterampilan proses sains; keterpaduan connected; keterpaduan webbed Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1811","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44975112","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}
Abstract This research aimed to know the influence of using contextual based student worksheet towards student learning outcomes on human movement system concept. This research was conducted at SMAN 10 Kota Tangerang Selatan. The research method used quasi experiment with pretest-posttest control group design. The sampling method was simple random sampling. The research sample were 37 students for experiment class by using contextual based student worksheet and 35 students for control class by using non contextual student worksheet. The instrument of this research consist of 20 multiple choice test and non test as activity observation sheet of teacher, student responses, attitude and performance assessment. The data analysis used t-test, obtained tarithmetic 2,17 and using ttable on a significant level α = 0,05 amounted 1,99, then tarithmetic > ttable. There was influence of using contextual based student worksheet towards student learning outcomes on human movement system concept. Contextual based student worksheet to facilitate the students to constructed knowledge and have the retention on human movement system concept. Keywords: student worksheet; contextual; learning outcomes Abstrak Penelitian ini bertujuan untuk melihat pengaruh penggunaan lembar kerja siswa (LKS) berbasis kontekstual terhadap hasil belajar siswa pada konsep sistem gerak manusia. Penelitian ini dilaksanakan di SMAN 10 Kota Tangerang Selatan. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian pretest posttest control group design. Pengambilan sampel dilakukan dengan teknik simple random sampling. Sampel penelitian untuk kelas eksperimen berjumlah 37 orang dengan menggunakan LKS berbasis kontekstual dan kelas kontrol berjumlah 35 orang dengan menggunakan LKS non kontekstual. Instrumen penilaian yang digunakan yaitu tes dan non tes. Tes yang diberikan berupa tes pilihan ganda sebanyak 20 butir soal dan instrumen non tes berupa lembar observasi aktivitas guru, respon siswa, penilaian sikap dan kinerja. Teknik analisis data menggunakan uji-t, diperoleh hasil thitung 2,17 dan ttabel pada taraf signifikansi α = 0,05 sebesar 1,99, maka thitung > ttabel. Hal ini menunjukkan bahwa terdapat pengaruh LKS berbasis kontekstual terhadap hasil belajar pada konsep sistem gerak manusia. LKS berbasis kontekstual dapat mempermudah siswa dalam mengkonstruksi pengetahuan dan memiliki retensi terhadap konsep sistem gerak. Kata Kunci: lembar kerja siswa; kontekstual; hasil belajar Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1823
摘要本研究旨在了解使用基于情境的学生工作表对学生学习结果对人类运动系统概念的影响。这项研究是在SMAN10 South Tangering Cities进行的。研究方法采用准实验和前后测对照组设计。抽样方法为简单随机抽样。研究样本为37名使用基于上下文的学生工作表的实验班学生和35名使用非上下文的学生表的对照班学生。本研究的工具包括20个选择题和非选择题，作为教师、学生反应、态度和表现评估的活动观察表。数据分析使用了t检验，得到了2，17的算术平均值，在显著水平上使用的ttableα=0.05达到了1，99，然后算术平均值>ttable。使用基于情境的学生工作表对学生的学习结果对人类运动系统概念有影响。基于情境的学生工作表，有助于学生构建知识，并对人体运动系统概念有保留。关键词：学生工作表；语境；学习成果Abstrak本研究旨在观察基于情境的学生工作表（LKS）的使用对学生学习成果对人类运动系统概念的影响。这项研究是在南都十年中期进行的。所采用的研究方法是实验力与前测后测对照组设计研究设计。采样采用简单的随机采样技术。研究样本为37名使用上下文LKS的实验班和35名使用非语境LKS的对照班。所使用的评估工具包括测试和非测试。该测试由20道题和非测试工具组成，包括教师活动观察表、学生反应、态度评估和表现。使用t检验的数据分析技术，获得2,17和ttabel结果，显著性水平α=0.05等于1,99，然后大腿>ttabel。这表明LKS对人类运动系统概念的学习结果有上下文影响。情境LKS可以使学生更容易地构建知识，并对运动系统的概念有约束。关键词：学生工作表；上下文研究结果：副本/DOI：http://dx.doi.org/10.15408/es.v8i2.1823
{"title":"PENGARUH PENGGUNAAN LEMBAR KERJA SISWA (LKS) BERBASIS KONTEKSTUAL TERHADAP HASIL BELAJAR SISWA PADA KONSEP SISTEM GERAK MANUSIA","authors":"I. Suryani, Yuke Mardiati, Y. Herlanti","doi":"10.15408/ES.V8I2.1823","DOIUrl":"https://doi.org/10.15408/ES.V8I2.1823","url":null,"abstract":"Abstract This research aimed to know the influence of using contextual based student worksheet towards student learning outcomes on human movement system concept. This research was conducted at SMAN 10 Kota Tangerang Selatan. The research method used quasi experiment with pretest-posttest control group design. The sampling method was simple random sampling. The research sample were 37 students for experiment class by using contextual based student worksheet and 35 students for control class by using non contextual student worksheet. The instrument of this research consist of 20 multiple choice test and non test as activity observation sheet of teacher, student responses, attitude and performance assessment. The data analysis used t-test, obtained tarithmetic 2,17 and using ttable on a significant level α = 0,05 amounted 1,99, then tarithmetic > ttable. There was influence of using contextual based student worksheet towards student learning outcomes on human movement system concept. Contextual based student worksheet to facilitate the students to constructed knowledge and have the retention on human movement system concept. Keywords: student worksheet; contextual; learning outcomes Abstrak Penelitian ini bertujuan untuk melihat pengaruh penggunaan lembar kerja siswa (LKS) berbasis kontekstual terhadap hasil belajar siswa pada konsep sistem gerak manusia. Penelitian ini dilaksanakan di SMAN 10 Kota Tangerang Selatan. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian pretest posttest control group design. Pengambilan sampel dilakukan dengan teknik simple random sampling. Sampel penelitian untuk kelas eksperimen berjumlah 37 orang dengan menggunakan LKS berbasis kontekstual dan kelas kontrol berjumlah 35 orang dengan menggunakan LKS non kontekstual. Instrumen penilaian yang digunakan yaitu tes dan non tes. Tes yang diberikan berupa tes pilihan ganda sebanyak 20 butir soal dan instrumen non tes berupa lembar observasi aktivitas guru, respon siswa, penilaian sikap dan kinerja. Teknik analisis data menggunakan uji-t, diperoleh hasil thitung 2,17 dan ttabel pada taraf signifikansi α = 0,05 sebesar 1,99, maka thitung > ttabel. Hal ini menunjukkan bahwa terdapat pengaruh LKS berbasis kontekstual terhadap hasil belajar pada konsep sistem gerak manusia. LKS berbasis kontekstual dapat mempermudah siswa dalam mengkonstruksi pengetahuan dan memiliki retensi terhadap konsep sistem gerak. Kata Kunci: lembar kerja siswa; kontekstual; hasil belajar Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1823 ","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42354687","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}
Abstract Modeling and laboratory simulation can help overcome of cost obstacle, time, safety and other constraints in laboratory experiments. Many skills also had the opportunity to be fostered and promoted, especially in connection with the construction of thinking skills. However, the implementation of this program required an evaluation, in order to decided whether the program will be continuing or not, in addition its needed to found the focused of on overall quality of learning in order to make a recommendation in the decision making. This research was conducted by the mixed-method approached with triangulation design, in order to evaluate the effectiveness, problems or any obstacles of the implementation of the program. The population in this study was the third semester of pre-service chemistry students at UIN Syarif Kasim Sultan Riau, which was supported by lecturers, assistant laboratory and staf. The sample selection was done using random sampling techniques. Program evaluation in this study was conducted by the CIPP model (Context, Input, Process, Product). The results showed that the program was running quite effective when viewed from the overall average grades. The evaluation about context, inputs, processes and products had the good and very good score, in which the evaluation score of context and input, get the better score than process and product evaluation. This study recommends to be a continuing improvement program of modeling and simulation laboratories, both as an exercise before the experiments or replace the real experiments. Keywords: modeling; simulation lab; chemistry experiment Abstrak Pemodelan dan simulasi laboratorium dapat membantu mengatasi kendala biaya, waktu, alasan keselamatan dan kendala lainnya dalam praktikum di laboratorium kimia. Beragam kemampuan lain juga berkesempatan untuk ditumbuh-kembangkan terutama dalam kaitannya dengan konstruksi berfikir. Meskipun demikian, implementasi pelaksanaan program ini memerlukan evaluasi, guna memutuskan apakah program ini layak dilanjutkan ataukah tidak, selain karena diperlukannya penemuan terhadap fokus peningkatan kualitas pembelajaran secara menyeluruh guna menghasilkan rekomendasi dalam menentukan keputusan. Penelitian ini dilakukan dengan menggunakan pendekatan mixed-method desain triangulasi, guna mengevaluasi sebab-sebab efektifitas, kendala ataupun kegagalan pelaksanaan program. Populasi dalam penelitian ini adalah mahasiswa semester III jurusan Pendidikan Kimia UIN Sultan Syarif Kasim Riau, yang didukung oleh dosen, asisten laboratorium dan laboran dan pemilihan sampel dilakukan menggunakan teknik random sampling. Evaluasi program dalam penelitian ini dilakukan menggunakan model CIPP (Context, Input, Process, Product). Hasil penelitian menunjukkan bahwa program ini berjalan cukup efektif jika dilihat dari rata-rata keseluruhan nilai, mulai dari context, input, proses dan produk yang berada pada skor baik dan sangat baik, di mana skor evaluasi context dan inp
摘要建模和实验室仿真可以帮助实验室实验克服成本、时间、安全等方面的限制。许多技能也有机会得到培养和提升，特别是在思维技能的建设方面。然而，该计划的实施需要进行评估，以决定该计划是否继续进行，此外还需要找到对整体学习质量的关注，以便在决策中提出建议。本研究采用三角形设计的混合方法进行，以评估该方案实施的有效性，问题或任何障碍。本研究的研究对象是该校第三学期的职前化学专业学生，由讲师、助理实验室和工作人员提供支持。样本选择采用随机抽样技术。本研究的项目评估采用CIPP模型(Context, Input, Process, Product)。结果表明，从总体平均成绩来看，该计划运行相当有效。情境、投入、过程和产品的评价得分分别为好和非常好，其中情境和投入的评价得分高于过程和产品的评价。本研究建议将建模与仿真实验室作为一项持续的改进计划，既可以作为实验前的练习，也可以替代真实的实验。关键词:建模;仿真实验室;【化学实验】【摘要】Pemodelan与模拟实验室的实验研究】【摘要】模拟实验室的实验研究。Beragam kemampuan lain juga berkesempatan untuk ditumbuh-kembangkan terutama dalam kaitannya dengan konstruksi berfikir。Meskipun demikian，实施了一项计划，并对其进行了评估，将其用于评估，将其用于评估，将其用于评估，将其用于评估，将其用于评估，并将其用于评估。Penelitian ini dilakukan dengan menggunakan pendekatan混合方法设计三角，guna mengevaluasi sebab-sebab efektifitas, kendala ataupun kegagalan pelaksanaan程序。Populasi dalam penelitian ini adalah mahasiswa学期III jurusan Pendidikan Kimia un Sultan Syarif Kasim Riau, yang didukung oleh dodosen，协助实验室dan laboran dan pemilihan样本dilakukan menggunakan teknik随机抽样。基于环境、输入、过程、产品(CIPP)模型的评价程序设计。Hasil penelitian menunjukkan bahwa程序ini berjalan cuup efektif jika dilihat dari rata-rata keseluuhan nilai, mulai dari context，输入，procesdan product yang berada ada skor baik dan sangat baik, di mana skor evaluation context，输入，lebih baik dibanding procesdan product。penelititian ini，成员，建议，untuk terus脑膜炎，penggunaan pemodelan和模拟实验室kimia, baik sebagai, latian sebelum praktium maupun menggantikan praktium yang sesungguhnya。Kata Kunci: pemodelan;simulasi公司;木兰花永久链接/DOI: http://dx.doi.org/10.15408/es.v8i2.4394
{"title":"EVALUASI PROGRAM PEMODELAN DAN SIMULASI LABORATORIUM KIMIA PADA MAHASISWA CALON GURU","authors":"Yenni Kurniawati, Yuni Fatisa","doi":"10.15408/ES.V8I2.4394","DOIUrl":"https://doi.org/10.15408/ES.V8I2.4394","url":null,"abstract":"Abstract Modeling and laboratory simulation can help overcome of cost obstacle, time, safety and other constraints in laboratory experiments. Many skills also had the opportunity to be fostered and promoted, especially in connection with the construction of thinking skills. However, the implementation of this program required an evaluation, in order to decided whether the program will be continuing or not, in addition its needed to found the focused of on overall quality of learning in order to make a recommendation in the decision making. This research was conducted by the mixed-method approached with triangulation design, in order to evaluate the effectiveness, problems or any obstacles of the implementation of the program. The population in this study was the third semester of pre-service chemistry students at UIN Syarif Kasim Sultan Riau, which was supported by lecturers, assistant laboratory and staf. The sample selection was done using random sampling techniques. Program evaluation in this study was conducted by the CIPP model (Context, Input, Process, Product). The results showed that the program was running quite effective when viewed from the overall average grades. The evaluation about context, inputs, processes and products had the good and very good score, in which the evaluation score of context and input, get the better score than process and product evaluation. This study recommends to be a continuing improvement program of modeling and simulation laboratories, both as an exercise before the experiments or replace the real experiments. Keywords: modeling; simulation lab; chemistry experiment Abstrak Pemodelan dan simulasi laboratorium dapat membantu mengatasi kendala biaya, waktu, alasan keselamatan dan kendala lainnya dalam praktikum di laboratorium kimia. Beragam kemampuan lain juga berkesempatan untuk ditumbuh-kembangkan terutama dalam kaitannya dengan konstruksi berfikir. Meskipun demikian, implementasi pelaksanaan program ini memerlukan evaluasi, guna memutuskan apakah program ini layak dilanjutkan ataukah tidak, selain karena diperlukannya penemuan terhadap fokus peningkatan kualitas pembelajaran secara menyeluruh guna menghasilkan rekomendasi dalam menentukan keputusan. Penelitian ini dilakukan dengan menggunakan pendekatan mixed-method desain triangulasi, guna mengevaluasi sebab-sebab efektifitas, kendala ataupun kegagalan pelaksanaan program. Populasi dalam penelitian ini adalah mahasiswa semester III jurusan Pendidikan Kimia UIN Sultan Syarif Kasim Riau, yang didukung oleh dosen, asisten laboratorium dan laboran dan pemilihan sampel dilakukan menggunakan teknik random sampling. Evaluasi program dalam penelitian ini dilakukan menggunakan model CIPP (Context, Input, Process, Product). Hasil penelitian menunjukkan bahwa program ini berjalan cukup efektif jika dilihat dari rata-rata keseluruhan nilai, mulai dari context, input, proses dan produk yang berada pada skor baik dan sangat baik, di mana skor evaluasi context dan inp","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46936408","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}
Abstract This study aimed to develop the teaching material for integrated natural science learning in junior high school using 4 steps teaching material development (4STMD) method. There were four steps that should be conducted comprised of selection, structuring, characterization, and didactic reduction. The method used in this study was Research and Development (R&D), so that understanding test was conducted more then once, which are before and after didactic reduction step. The first understanding test result in the average of percentage that are 53,7% and 53,8%. After didactic reduction, the second understanding test result in the average of percentage that is 65,8%. The next test was the feasability test of the teaching material that result in the average of percentage 76,9%, which is in the very good category. Keywords: teaching material; understanding; feasibility Abstrak Penelitian ini bertujuan untuk mengembangkan bahan ajar untuk pembelajaran IPA terpadu di SMP menggunakan metode 4 Steps Teaching Material Development (4STMD). Ada empat tahapan yang harus dilakukan pada metode pengembangan bahan ajar tersebut yaitu seleksi, strukturisasi, karakterisasi dan reduksi didaktik. Metode penelitian yang digunakan yaitu Research and Development (R&D), sehingga pengujian keterpahaman dilakukan lebih dari satu kali yaitu sebelum dan sesudah dilakukannya tahapan reduksi didaktik. Uji keterpahapaman tahap pertama menghasilkan nilai rerata persentasi 53,7% dan 53,8%. Setelah reduksi didaktik, dilakukan uji keterpahaman kedua yang menghasilkan rerata persentasi 65,8%. Uji selanjutnya merupakan uji kelayakan bahan ajar yang menghasilkan rerata persentasi 76,9% yang berada pada kategori sangat baik. Kata Kunci: bahan ajar; keterpahaman; kelayakan Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1818
{"title":"UJI KETERPAHAMAN DAN KELAYAKAN BAHAN AJAR IPA TERPADU","authors":"N. Ashri, Lilik Hasanah","doi":"10.15408/ES.V8I2.1818","DOIUrl":"https://doi.org/10.15408/ES.V8I2.1818","url":null,"abstract":"Abstract This study aimed to develop the teaching material for integrated natural science learning in junior high school using 4 steps teaching material development (4STMD) method. There were four steps that should be conducted comprised of selection, structuring, characterization, and didactic reduction. The method used in this study was Research and Development (R&D), so that understanding test was conducted more then once, which are before and after didactic reduction step. The first understanding test result in the average of percentage that are 53,7% and 53,8%. After didactic reduction, the second understanding test result in the average of percentage that is 65,8%. The next test was the feasability test of the teaching material that result in the average of percentage 76,9%, which is in the very good category. Keywords: teaching material; understanding; feasibility Abstrak Penelitian ini bertujuan untuk mengembangkan bahan ajar untuk pembelajaran IPA terpadu di SMP menggunakan metode 4 Steps Teaching Material Development (4STMD). Ada empat tahapan yang harus dilakukan pada metode pengembangan bahan ajar tersebut yaitu seleksi, strukturisasi, karakterisasi dan reduksi didaktik. Metode penelitian yang digunakan yaitu Research and Development (R&D), sehingga pengujian keterpahaman dilakukan lebih dari satu kali yaitu sebelum dan sesudah dilakukannya tahapan reduksi didaktik. Uji keterpahapaman tahap pertama menghasilkan nilai rerata persentasi 53,7% dan 53,8%. Setelah reduksi didaktik, dilakukan uji keterpahaman kedua yang menghasilkan rerata persentasi 65,8%. Uji selanjutnya merupakan uji kelayakan bahan ajar yang menghasilkan rerata persentasi 76,9% yang berada pada kategori sangat baik. Kata Kunci: bahan ajar; keterpahaman; kelayakan Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1818 ","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113935","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}
Abstract The study aimed to find out the quality of prospective biology teacher lesson plan based on component standard of lesson plan (BSNP). The sample was the VI semester biology education student choosen by stratified random sampling. The data was collected through 10 component of checklist. The result shows: 1) the form of lesson plan made is valued 10 (18,18%), 8 (27,27%), and 5 (3,03%); 2) the learning indicator development, 27,27% are appropriate with KI/KD; 3) in cognitive skill indicator development, C2 is the highest (55,12%), and C6 is the lowest (0,79%); 4) the clarity in detailing the scientific based teaching-learning situation, 18,18% are very detail, systematic, and relevant to indicators 5) the conformity in choosing and using the learning method reaches 39,39%, and 30,30% students can connect the learning media and the learning method, KI/KD, and indicator; 6) 18,18% students used the various learning source; 7) 33,33% material selection is approriate with the indicator; 8) 48,48% students can detail the time allocation in teaching-learning scenario; 9) in the evaluation aimed, 48,08% refers to science concept (science product), 15,38% (science process), 36,54% scientific attitude; 10) in the learning evaluation technic, 34,67% (essay), 26,67% (observation), and 24% (performance assesment). Overall, the ability of prospective biology teachers in compossing standard lesson plan are in quite good category, but the conformity of indicators with KI/KD, method chose, media, the learning source, and the proper materials are need to be improved. The selection of learning technic evaluation are various. Keywords: lesson plan analysis; prospective teacher Abstrak Penelitian bertujuan untuk mengetahui kualitas RPP mahasiswa calon guru biologi sesuai standar komponen RPP (BSNP). Sampel merupakan mahasiswa biologi semester VI, stratified random sampling. Pengumpulan data melalui checklist dengan 10 komponen. Diperoleh hasil: 1) Format RPP yang dibuat, nilai 10 (18,18%), 8 (27,27%), dan 5 (3,03%), 2) Pengembangan indikator pembelajaran, 27,27% sesuai dengan KI/KD, 3) Pengembangan indikator kemampuan kognitif, tertinggi C2 (55,12%), dan terendah C6 (0,79%), 4) Kejelasan merinci KBM berbasis pendekatan ilmiah, 18.18% sangat rinci, sistematis, relevan dengan indikator; 5) Kesesuaian memilih dan menggunakan metode belajar untuk pencapaian indikator 39,39% dan 30,30% mampu merelevansikan antara media/alat belajar dengan metode belajar serta KI/KD dan indikator, 6) 18,18% menggunakan sumber belajar bervariasi, 7) Pemilihan materi pembelajaran sesuai indikator (33,33%), 8) Kemampuan merinci alokasi waktu dalam skenario KBM (48,48%), 9) Sasaran penilaian yang dituju, 48.08% mengacu pada konsep sains (produk sains), 15.38% (proses sains), dan 36,54% (sikap ilmiah), 10) Pemilihan teknik evaluasi pembelajaran, 34,67% (tes uraian), 26,67% (teknik observasi), dan 24% (asesmen kinerja). Secara keseluruhan, kemampuan mahasiswa calon guru Biologi dalam men
{"title":"ANALISIS RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MAHASISWA CALON GURU BIOLOGI","authors":"R. Suciati, Y. Astuti","doi":"10.15408/ES.V8I2.4059","DOIUrl":"https://doi.org/10.15408/ES.V8I2.4059","url":null,"abstract":"Abstract The study aimed to find out the quality of prospective biology teacher lesson plan based on component standard of lesson plan (BSNP). The sample was the VI semester biology education student choosen by stratified random sampling. The data was collected through 10 component of checklist. The result shows: 1) the form of lesson plan made is valued 10 (18,18%), 8 (27,27%), and 5 (3,03%); 2) the learning indicator development, 27,27% are appropriate with KI/KD; 3) in cognitive skill indicator development, C2 is the highest (55,12%), and C6 is the lowest (0,79%); 4) the clarity in detailing the scientific based teaching-learning situation, 18,18% are very detail, systematic, and relevant to indicators 5) the conformity in choosing and using the learning method reaches 39,39%, and 30,30% students can connect the learning media and the learning method, KI/KD, and indicator; 6) 18,18% students used the various learning source; 7) 33,33% material selection is approriate with the indicator; 8) 48,48% students can detail the time allocation in teaching-learning scenario; 9) in the evaluation aimed, 48,08% refers to science concept (science product), 15,38% (science process), 36,54% scientific attitude; 10) in the learning evaluation technic, 34,67% (essay), 26,67% (observation), and 24% (performance assesment). Overall, the ability of prospective biology teachers in compossing standard lesson plan are in quite good category, but the conformity of indicators with KI/KD, method chose, media, the learning source, and the proper materials are need to be improved. The selection of learning technic evaluation are various. Keywords: lesson plan analysis; prospective teacher Abstrak Penelitian bertujuan untuk mengetahui kualitas RPP mahasiswa calon guru biologi sesuai standar komponen RPP (BSNP). Sampel merupakan mahasiswa biologi semester VI, stratified random sampling. Pengumpulan data melalui checklist dengan 10 komponen. Diperoleh hasil: 1) Format RPP yang dibuat, nilai 10 (18,18%), 8 (27,27%), dan 5 (3,03%), 2) Pengembangan indikator pembelajaran, 27,27% sesuai dengan KI/KD, 3) Pengembangan indikator kemampuan kognitif, tertinggi C2 (55,12%), dan terendah C6 (0,79%), 4) Kejelasan merinci KBM berbasis pendekatan ilmiah, 18.18% sangat rinci, sistematis, relevan dengan indikator; 5) Kesesuaian memilih dan menggunakan metode belajar untuk pencapaian indikator 39,39% dan 30,30% mampu merelevansikan antara media/alat belajar dengan metode belajar serta KI/KD dan indikator, 6) 18,18% menggunakan sumber belajar bervariasi, 7) Pemilihan materi pembelajaran sesuai indikator (33,33%), 8) Kemampuan merinci alokasi waktu dalam skenario KBM (48,48%), 9) Sasaran penilaian yang dituju, 48.08% mengacu pada konsep sains (produk sains), 15.38% (proses sains), dan 36,54% (sikap ilmiah), 10) Pemilihan teknik evaluasi pembelajaran, 34,67% (tes uraian), 26,67% (teknik observasi), dan 24% (asesmen kinerja). Secara keseluruhan, kemampuan mahasiswa calon guru Biologi dalam men","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830392","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}
AbstractThis study aims to identify the increasing mastery of skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning. The method used was pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument was like pretest and posttest to measure the increase of science process skills, finished learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve skills of science process skills of junior high school students. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0,65), interpretating (0,58), applying the concept (0,36) and communicating (0,35).These results indicated the model of Experiential Learning is one of learning model that can improve students' mastery KPS.Keywords: connected; experiential learning; science process skillsAbstrakPenelitian ini bertujuan untuk mengidentifikasi peningkatan keterampilan proses sains siswa SMP setelah penerapan model experiential learning pada pembelajaran IPA Terpadu. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain one-group pretest-posttest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa semester 2 Tahun Ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan keterampilan proses sains, lembar observasi untuk keterlaksanaan pembelajaran, dan lembar angket untuk mengetahui tanggapan siswa terhadap pelaksanaan. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model experiential learning dapat meningkatkan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain KPS adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator KPS memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35). Hasil-hasil ini menunjukkan model experiential learning merupakan salah satu model pembelajaran yang dapat meningkatkan keterampilan proses sains siswa.Kata Kunci: connected; experiential learning; keterampilan proses sains Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1802
{"title":"Pembelajaran IPA Terpadu dengan Tipe Connected dengan Model Experiential Learning untuk Meningkatkan Keterampilan Proses Sains Siswa SMP","authors":"Surya Warni Ridyah, Siti Sriyati","doi":"10.15408/es.v8i2.1802","DOIUrl":"https://doi.org/10.15408/es.v8i2.1802","url":null,"abstract":"AbstractThis study aims to identify the increasing mastery of skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning. The method used was pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument was like pretest and posttest to measure the increase of science process skills, finished learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve skills of science process skills of junior high school students. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0,65), interpretating (0,58), applying the concept (0,36) and communicating (0,35).These results indicated the model of Experiential Learning is one of learning model that can improve students' mastery KPS.Keywords: connected; experiential learning; science process skillsAbstrakPenelitian ini bertujuan untuk mengidentifikasi peningkatan keterampilan proses sains siswa SMP setelah penerapan model experiential learning pada pembelajaran IPA Terpadu. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain one-group pretest-posttest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa semester 2 Tahun Ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan keterampilan proses sains, lembar observasi untuk keterlaksanaan pembelajaran, dan lembar angket untuk mengetahui tanggapan siswa terhadap pelaksanaan. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model experiential learning dapat meningkatkan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain KPS adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator KPS memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35). Hasil-hasil ini menunjukkan model experiential learning merupakan salah satu model pembelajaran yang dapat meningkatkan keterampilan proses sains siswa.Kata Kunci: connected; experiential learning; keterampilan proses sains Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1802 ","PeriodicalId":31079,"journal":{"name":"EDUSAINS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48831324","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}
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