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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JUPE : Jurnal Pendidikan Mandala Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) INTELEKTIVA Jurnal Ilmiah Wahana Pendidikan JURNAL ILMIAH GLOBAL EDUCATION NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Jurnal Hukum, Politik dan Ilmu Sosial (JHPIS) Gemilang: Jurnal Manajemen dan Akuntansi DEVOTE: Jurnal Pengabdian Masyarakat Global Biocaster : Jurnal Kajian Biologi Educatoria : Jurnal Ilmiah Ilmu Pendidikan Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Education: Jurnal Sosial Humaniora dan Pendidikan Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan Jurnal Asimilasi Pendidikan Jurnal Sains, Teknologi dan Kesehatan UNITY: Journal of Community Service Jurnal Pendidikan dan Sosial Humaniora
MULIA RASYIDI
Institut Pendidikan Nusantara Global
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Journal : INTELEKTIVA

 1 
PENGEMBANGAN MODUL IPA TERPADU SAINTIFIK LEARNING TERHADAP PENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA KELAS VII MTS SABILURROSYAD BARABALI MULIA RASYIDI
JURNAL EKONOMI, SOSIAL & HUMANIORA Vol 1 No 12 (2020): INTELEKTIVA : JURNAL EKONOMI, SOSIAL DAN HUMANIORA (EDISI, JULI 2020 )
Publisher : KULTURA DIGITAL MEDIA ( Research and Academic Publication Consulting )

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Abstract

The objectives of this study were: 1) the characteristics of the science-based learning module on the interaction between living things and the environment; 2) the feasibility of the science-based learning module on the material of the interaction of living things with the environment that has been developed in science learning; 3) the effectiveness of the science-based learning module on the interaction between living things and the environment. The research carried out is research and development (R&D). The development model implemented is the Four-D model adapted from Thiagarajan (1974) which consists of four stages including: define, design, develop, and disseminate. The subject of a limited trial was carried out on 9 students of class VII F at MTs Sabilurrosyad Barabali and a wide-scale trial was implemented for 30 students in class VII D at MTs Sabilurrosyad Barabali. The trial use used pre-experimental design type One-Shot Case Study. The analysis technique implemented is descriptive qualitative-quantitative. The results of the research show that: 1) the characteristics of the science-based learning module to improve critical thinking skills and learning outcomes on the interaction between living things and the environment have been successfully developed using the Four-D development model, 2) the module eligibility results are validated by expert validators, education practitioners, peers, and the responses given by educators and students after learning using modules, the results are that the modules are categorized as very good and feasible to be implemented in learning, 3) The effectiveness of the modules can be seen from a high level of readability and according to ability or mastery. Students' understanding of the module being developed, in this study, what was tested was the effectiveness of the module on critical thinking skills and student learning outcomes. The effectiveness of the module can be seen from the average percentage of students' high critical thinking skills in each learning activity, namely KB I 76, 97% in sufficient categories, KB II has increased 85.72% in good categories, and in KB III increased 89, 32% with good category. The average learning outcomes of students in the knowledge aspect of KB I-KBIII increased, with details in KB I 85% of students have reached KKM, KB II 83.34% of students have reached KKM, KB III 96.64% of students have reached KKM. the average student learning outcomes in the attitude aspect increased from KB I to KB III to 3.25 consecutively; 3.36; 3.47 with good criteria. The average skills aspect of the students' learning outcomes increased from KB I - KB III to 3.07; 3.30; 3.45 with good criteria. It can be concluded that the integrated science learning module is effective for improving critical thinking skills and student learning outcomes.
TINGKAT PEMAHAMAN GURU TERHADAP PENDEKATAN SAINTIFIK DAN IMBASNYA DALAM PENERAPAN PEMBELAJARAN DI MADRASAH TSANAWIYAH MULIA RASYIDI
JURNAL EKONOMI, SOSIAL & HUMANIORA Vol 1 No 03 (2019): INTELEKTIVA : Jurnal Ekonomi, Sosial dan Humaniora E-ISSN 2686-5661
Publisher : KULTURA DIGITAL MEDIA ( Research and Academic Publication Consulting )

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Abstract

The implementation of the 2013 Curriculum in Indonesia defines several cores, namely the application of an integrated thematic learning process, using a scientific approach in learning, and authentic assessment. Some of the results of previous research on the application of the 2013 Curriculum, among others, were found that teachers who are less able to utilize resources to learn from the natural surroundings and teachers tend to maintain conventional teaching habits. From that, through this research, the researcher wants to describe how the teacher's understanding of the scientific approach; how teachers make plans for implementing learning; how the teacher applies an approach that uses science in learning, and is there a contribution between understanding the scientific approach to the application of the learning process carried out by the teacher. The research method used is the Mixed Method Research model "Embedded Design". The results of this study can be concluded, namely: (1) In general, the teacher has understood the scientific approach, but has not understood how to implement this approach in learning in; (2) the lesson plan (RPP) made by the teacher has not been described in the implementation of learning activities oriented to a scientific approach; (3) The implementation of the learning carried out by the teacher does not reflect the application of the scientific approach; (4) Understanding the scientific approach contributes 13% to the implementation of learning. Therefore, to be able to apply a scientific approach is not only determined by understanding, but the teacher's efforts are needed to always seek other knowledge that can increase and increase self-efficacy.
Co-Authors Agus Muliadi Alpi Zaidah Alpi Zaidah, Alpi Alpiana Hidayatulloh Ardiansyah, Bakhtiar Arianti, Dina Asrorul Azizi Aswari Almahera Bachtiar Ardiansyah Bakhtiar Ardiansyah Bakhtiar Ardiansyah Fena Prayunisa Fena Prayunisa, Fena Fitriani, Esi Hamidi Hamidi Hamidi Hamidi Hidayatulloh, Alpiana Irwansah Iswari Fauzi Iswari Fauzi Iswari Pauzi Joni Rokhmat Joni Rokhmat Khaerus Syahidi Kholida Ismatulloh Kholisho, Yosi Nur M. Yadi Saputra Mahariyanti, Ermila Muh. Zaini Hasanul Muttaqin Muh. Zaini Hasnul Muttaqin Muhammad Sarjan Muhammad Sarjan Muhammad Sarjan Muhammad Yamin Muhammad Yamin Muhammad Yamin Muhsinun Pauzi, Iswari Pusaka, Semerdanta Rahmatiah, Rindu Rindu Rahmatiah Rindu Rahmatiah Sudirman Sudirman Sudirman Sudirman Sumardiana, Sumardiana Tsamarul Hizbi, Tsamarul Yusran Khery Yusran Khery Yusran Khery, Yusran