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Journal : Empiricism Journal

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Pengaruh Model Problem Posing dengan Context-Rich Problem terhadap Kemampuan Berpikir Divergen dan Konvergen Siswa Hatimah, Husnul; Asmawati, Asmawati; Maeni, Maeni; Khery, Yusran; Khaeruman, Khaeruman
Empiricism Journal Vol. 2 No. 2: December 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v2i2.586

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Posing dengan Context-Rich Problem terhadap kemampuan berpikir divergen dan kemampuan berpikir konvergen siswa. Penelitian ini merupakan penelitian eksperimen semu (quasy eksperimental) dengan rancangan penelitian posttest-only control group design. Sampel penelitian ini adalah 85 siswa kelas X SMAN 7 Mataram yang dipilih menggunakan teknik purposive sampling yang terbagi dalam 3 kelompok. Kelompok eksperimen I terdiri dari 26 siswa dibelajarkan dengan model pembelajaran Problem Posing dengan Context-Rich Problem, kelompok eksperimen II terdiri dari 29 siswa dibelajarkan dengan model Problem Posing, sedangkan kelompok kontrol terdiri dari 30 siswa dibelajarkan dengan model konvensional dengan Context-Rich Problem. Data dikumpulkan menggunakan lembar observasi keterlaksanaan pembelajaran dan tes kemampuan berpikir divergen dan konvergen. Teknik analisis data menggunakan uji varian dua jalur (two way ANOVA). Hasil penelitian menunjukan bahwa (1) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh (Fhitung= 4,128 > Ftabel= 3,26) terhadap kemampuan berpikir divergen siswa; (2) skor rata-rata kelompok eksperimen I (mean= 55,38) lebih tinggi dari pada kelompok eksperimen II (mean= 40,91) dan kelompok kontrol (mean= 42,23); (3) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem tidak berpengaruh (Fhitung= 0,449 < Ftabel= 3,26) terhadap kemampuan berpikir konvergen siswa; (4) skor rata-rata kelompok eksperimen I (mean= 34,5) lebih tinggi dari pada kelompok eksperimen II (mean= 33,25) dan kelompok kontrol (mean= 24,99). Penelitian ini menyimpulkan bahwa model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh terhadap kemampuan berpikir divergen, namun tidak berpengaruh signifikan terhadap kemampuan berpikir konvergen siswa. The Effect of Problem Posing Model with Context-Rich Problem toward Students’ Divergent and Convergent Thinking Ability Abstract This study aims to determine the effect of the Problem Posing learning model with Context-Rich Problems on students' divergent thinking and convergent thinking abilities. This research is a quasi-experimental research with a posttest-only control group design. The sample of this study was 85 students of class X SMAN 7 Mataram who were selected using a purposive sampling technique which was divided into 3 groups. The experimental group I consisted of 26 students taught with the Problem Posing learning model with Context-Rich Problems, the experimental group II consisted of 29 students taught with the Problem Posing model, while the control group consisted of 30 students taught using the conventional model with the Context-Rich Problem. Data were collected using observation sheets on the implementation of learning and divergent and convergent thinking skills tests. The data analysis technique used a two-way ANOVA test. The results showed that (1) the use of the Problem Posing learning model with Context-Rich Problem had an effect (Fcount = 4.128 > Ftable = 3.26) on students' divergent thinking abilities; (2) the average score of the experimental group I (mean= 55.38) was higher than that of the experimental group II (mean= 40.91) and the control group (mean= 42.23); (3) the use of Problem Posing learning model with Context-Rich Problem has no effect (Fcount = 0.449 < Ftable = 3.26) on students' convergent thinking ability; (4) the average score of the experimental group I (mean= 34.5) was higher than the experimental group II (mean= 33.25) and the control group (mean= 24.99). This study concludes that the Problem Posing learning model with Context-Rich Problems has an effect on divergent thinking skills, but has no significant effect on students' convergent thinking abilities.
Korelasi Kesadaran Metakognisi dan Hasil Belajar Kognitif Peserta Didik dalam Pembelajaran Kimia selama Pandemi Covid-19 Muhali, Muhali; Ulfanita, Mila; Khaeruman, Khaeruman; Khery, Yusran
Empiricism Journal Vol. 3 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v3i1.767

Abstract

Peneltian ini bertujuan untuk mengevaluasi hubungan antara kesadaran metakognisi dan hasil belajar peserta didik dalam pembelajaran kimia selama masa pandemic Covid-19 pada Tahun Pelajaran 2021-2022. Penelitian ini dilaksanakan dengan pendekatan ex-post facto dengan kerangka penelitian korelasional. Penelitian dilaksanakan di SMAN 1 Bolo dengan melibatkan 66 orang peserta didik kelas X sebagai subjek penelitian yang diambil secara jenuh. Data dianalisis secara deskriptif dan analisis korelasi product moment. Hasil penelitian menunjukkan bahwa rata-rata kesadaran metakognisi peserta didik sebesar 71. Hasil belajar peserta didik kelas pada semester ganjil dan genap berturut-turut 70 dan 63. Akan tetapi tidak ada korelasi antara kesadaran metakognisi dan hasil belajar kognitif peserta didik. Korelasi metakognisi terhadap hasil belajar peserta didik baik pada semester ganjil maupun genap, dengan nilai product moment berturut-turut -0,025 dan -0,094, lebih rendah daripada r kritis sebesar 0,239 pada DK 64 dan nilai signifikansi (p) 5 %. Hal ini menunjukkan bahwa pembelajaran Kimia di SMAN 1 Bolo selama masa pandemic covid-19 tidak seiring dengan pengembangan kesadaran metakognisi peserta didik terhadap pembelajaran. Correlation between Students Metacognitive Awareness and Cognitive Learning Outcomes on Chemistry Learning While Covid-19 Pandemic Abstract This study aims to evaluate the relationship between metacognitive awareness and student learning outcomes in chemistry learning during the Covid-19 pandemic in the 2021-2022 Academic Year. This research was carried out using an ex-post facto approach with a correlational research framework. The research was conducted at SMAN 1 Bolo involving 66 students of class X as research subjects who were taken saturated. Data were analyzed descriptively and product moment correlation analysis. The results showed that the average metacognitive awareness of students was 71. The average of students’ cognitive learning outcomes in odd and even semester was 70 and 63 respectively. However, there is no correlation between metacognitive awareness and students' cognitive learning outcomes. The correlation between metacognitive awareness and students' cognitive learning outcomes both in odd and even semester, with r product moment value -0.025 and -0.094 respectively, was lower than r critical 0,239 with df 64 and significance value (p) 5%. This shows that learning Chemistry at SMAN 1 Bolo during the COVID-19 pandemic is not in line with the development of students' metacognitive awareness of learning.
Integrasi Kearifan Lokal dalam Kurikulum untuk Menumbuhkan Literasi Budaya Siswa: Kajian Etnopedagogis Khaeruman, Khaeruman; Suastra, I Wayan; Arnyana, Ida Bagus Putu; Suma, I Ketut; Mariam, Siti; Nurhidayati, Siti
Empiricism Journal Vol. 5 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v5i2.1998

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dampak integrasi kearifan lokal dalam kurikulum terhadap literasi budaya siswa di sekolah menengah atas. Menggunakan pendekatan campuran (mixed methods), data dikumpulkan melalui kuesioner, wawancara semi-terstruktur, observasi kelas, dan analisis dokumentasi kurikulum. Hasil penelitian menunjukkan bahwa integrasi kearifan lokal dalam kurikulum memiliki dampak positif yang signifikan terhadap pemahaman siswa mengenai literasi budaya lokal, meningkatkan motivasi belajar, serta memperkuat identitas budaya siswa. Sebagian besar siswa (75%) menunjukkan pemahaman yang baik mengenai kearifan lokal, sementara 80% siswa merasa pembelajaran menjadi lebih menarik dan relevan. Selain itu, 70% siswa melaporkan peningkatan motivasi belajar. Wawancara dengan guru dan kepala sekolah mengungkapkan bahwa integrasi ini memudahkan siswa untuk memahami materi pelajaran melalui konteks budaya yang dikenal, meskipun terdapat tantangan dalam penyediaan sumber daya dan pelatihan guru. Observasi kelas menunjukkan peningkatan partisipasi siswa dan penggunaan metode pembelajaran kontekstual yang efektif. Dokumentasi kurikulum dan bahan ajar mendukung temuan bahwa kearifan lokal diintegrasikan dengan baik dalam berbagai mata pelajaran. Kesimpulannya, integrasi kearifan lokal dalam kurikulum dapat meningkatkan literasi budaya siswa. Integration of Local Wisdom in the Curriculum to Develop Students' Cultural Literacy: Ethnopedagogical StudiesAbstractThis study aims to explore the impact of local wisdom integration in the curriculum on students' cultural literacy in senior high schools. Using a mixed methods approach, data were collected through questionnaires, semi-structured interviews, classroom observations, and analysis of curriculum documentation. The results showed that the integration of local wisdom in the curriculum had a significant positive impact on students' understanding of local cultural literacy, increased learning motivation, and strengthened students' cultural identity. Most students (75%) showed a good understanding of local wisdom, while 80% of students felt that learning became more interesting and relevant. In addition, 70% of students reported increased learning motivation. Interviews with teachers and principals revealed that this integration made it easier for students to understand the subject matter through a familiar cultural context, despite challenges in providing resources and teacher training. Classroom observations showed increased student participation and the use of effective contextual learning methods. Curriculum documentation and teaching materials supported the findings that local wisdom was well integrated into various subjects. In conclusion, the integration of local wisdom in the curriculum can improve students' cultural literacy.
Co-Authors Asmawati Asmawati Bayani, Faizul Bilad, Muhammad Roil Citra Ayu Dewi Dewi Yuliatin Edi Muhammad Abduh Ely Rohayani Lestari Fitriani, Herdiyana Hulyadi, Hulyadi Hunaepi, Hunaepi Husnul Hatimah, Husnul I Ketut Suma I Made Sutajaya I Wayan Suastra Ida Bagus Putu Arnyana Ketut Suma Lukitasari, Diah M. Muhali Maeni, Maeni SITI MARIAM SITI MARYAM Siti Nurhidayati Sukiastini, I Gusti Ayu Ngurah Kade Suryati Suryati Taufik Samsuri Ulfanita, Mila Wardani, Ketut Sri Kusuma Yeti Kurniasih Yuliana, Depi Yusran Khery, Yusran