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All Journal Saintifika Lantanida Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan COMPTON: Jurnal Ilmiah Pendidikan Fisika Jurnal Pendidikan Fisika dan Teknologi Jurnal Eduscience (JES) Pancaran Pendidikan Jurnal Pendidikan MIPA
Supeno Supeno
University of Jember
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Other

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Student Worksheet Science Based On Process Image Of Light Concept For Learning In Junior High Schools Muh. Zainuri; Sutarto Sutarto; Supeno Supeno; Indrawati Indrawati; Jekti Prihatin
Pancaran Pendidikan Vol 6, No 4 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.453 KB) | DOI: 10.25037/pancaran.v6i4.83

Abstract

Student worksheet science based on process image is a printed material that presents a series of images of objects (objects, events, or phenomena), the images in the series between each other always appear to be relatively different in terms (state, position, shape, Combinations) which as a whole illustrate a coherent stage of events in a unified whole. A student worksheet is able to facilitate students in reviewing the material independently, so that materialised learning the science of student centred learning. The purpose of this study is to examine the use of student worksheet based on the image of light concept process for practical and effective junior high school student learning. This research design uses one group pretest-posttest design. The result of the research shows that learning activity is increasing up to reach 83,18%, and respondent gives a positive response with 'good' criterion. N-gain increased understanding of the concept of light by 0.628 on moderate criteria and supported with retention of 99.6%. The use of student worksheets based on the image of light concept process is practical and effective for improving students' understanding, as well as knowledge can be stored for longer in student memory.
The Analysis of Implementation Project-Based Learning Model of Teaching Integrated with Computer Programming in Improving Computational Thinking Skills in a Classical Mechanics Course Zainur Rasyid Ridlo; Supeno Supeno; Sri Wahyuni; I Ketut Mahardika; Iwan Wicaksono; Efrika Marsya Ulfa
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 4 (2022): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i4.1789

Abstract

This research aims to explore student computational thinking skills in implementing a project-based learning model of teaching integrated with computer programming in classical mechanics course in projectile motion topic. The research design uses one group pretest and post-test design. The computational thinking skills have five indicators: abstraction, generalization, decomposition, algorithm, and debugging. The computational thinking indicator was analyzed from the result of Pretest and post-test scores and a comparison between manual solution and numerical solution from computer programming. The instruments used in this study were tasks, rubrics, and questionnaires.  The result shows the average score of the Pretest is 53.05, and the post-test score is 80.22. The student computational thinking skills in algorithm and debugging in Pretest are 29.70% and 24.30% and 59.00%, and 54.00% in the post-test stage. This result indicates the implementation of PBL model of Teaching integrated with computer programming has a significant impact on student computational thinking skills
Bahasa Inggris Supeno Supeno; Trapsilo Prihandono; I Ketut Mahardika; Sudarti Sudarti; Lailatul Nuraini
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 6 (2022): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i6.2595

Abstract

Lesson study was a practical approach to improve the quality of instruction and use widely in professional development programs for teachers. This article presents an innovative approach to developing the instruction ability and skills of science teacher candidates when actual teaching practice in a classroom through lesson study. Based on the lesson study approach, science teacher candidates worked collaboratively to understand the curriculum and state the desired learning outcomes; design lesson plans; teach a common lesson in 4 different classrooms; and conduct reflection to share, discuss, and refine their lesson. The teaching abilities and skills are assessed based on knowledge of the subject matter, quality of lesson plans, and learning practices. The result showed that the lesson study approach was a vital structure that helped science teacher candidates improve their teaching skills and ability. The research result gives implications for development programs for science teacher candidates will be discussed in light of these findings.  
Problem-Based vs Design-Based Learning: Which Better Develops Computational Thinking in Middle School Science Students? Rizka Elan Fadilah; Supeno Supeno; Rusdianto Rusdianto; Ulin Nuha; Soraya Firdausi; Ferry Budi Prasetya; Nuril Ayyamil Izza; Siti Khasfiyatin
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Computational thinking has become a crucial skill for students because it gives them the tools to solve complicated issues using organized methods. Implementing Problem-based learning and Design-based learning in science learning has significantly enhanced students' skills. This research aims to ascertain which of the two models is better for facilitating computational thinking skills among middle school students in science learning. The study used a sample of 69 middle school students selected through random sampling. This research employs a quasi-experimental, multi-group, post-test-only design. The instrument utilized in this research is a computational thinking skills test comprising five questions. The data were analyzed using one-way ANOVA to test the hypotheses. Tukey test results indicate that the mean difference score between the PBL and DBL groups is 1.2609, with a significance value greater than 0.05. The study confirms that Problem-based learning is more effective than Design-based learning in facilitating students' computational thinking skills. However, the difference between the two is not particularly noteworthy. PBL and DBL represent viable pedagogical approaches that can enhance middle school students' computational thinking skills in science learning.         Keywords: problem-based learning, design-based learning, computational thinking skill. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1214-1223
Development of E-Modules to Improve Scientific Explanation Skills in Science Learning for Junior High School Students Lailatul Mardhiyyah; Supeno Supeno; Zainur Rasyid Ridlo
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Scientific explanation skill is one of the essential skills for students in science learning today. Scientific explanation is a reasoning skill that relates claims, evidence, and reasoning. Students can understand, articulate, and explain scientific phenomena accompanied by evidence and reasoning with scientific explanation skills. However, in reality, students are still lacking in scientific explanation skills. In an effort to improve scientific explanation skills, teaching material is needed to be developed in the form of e-modules. The use of e-modules in learning is expected to train students' thinking skills, one of which is scientific explanation skills. This study aims to determine the validity, practicality, and effectiveness of e-modules to improve the scientific explanation skills of junior high school students in science learning. The development of the e-module is carried out in three stages, namely preliminary research, prototyping stage, and assessment phase. The results showed that e-modules were included in the valid, practical, and effective categories. Thus, the e-module can be used and applied to develop science learning outcomes and scientific explanation skills.Keywords: scientific explanation skill, e-module, science learning.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp34-44
Development of E-Modules to Improve Scientific Explanation Skills in Science Learning for Junior High School Students Lailatul Mardhiyyah; Supeno Supeno; Zainur Raisyah Ridlo
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Scientific explanation skill is one of the essential skills for students in science learning today. Scientific explanation is a reasoning skill that relates claims, evidence, and reasoning. Students can understand, articulate, and explain scientific phenomena accompanied by evidence and reasoning with scientific explanation skills. However, in reality, students are still lacking in scientific explanation skills. In an effort to improve scientific explanation skills, teaching material is needed to be developed in the form of e-modules. The use of e-modules in learning is expected to train students' thinking skills, one of which is scientific explanation skills. This study aims to determine the validity, practicality, and effectiveness of e-modules to improve the scientific explanation skills of junior high school students in science learning. The development of the e-module is carried out in three stages, namely preliminary research, prototyping stage, and assessment phase. The results showed that e-modules were included in the valid, practical, and effective categories. Thus, the e-module can be used and applied to develop science learning outcomes and scientific explanation skills. Keywords: scientific explanation skill, e-module, science learning. DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.p
Analyzing Written Communication Skills in Pre-service Science Teachers: A Gender Perspective Aris Singgih Budiarso; Supeno Supeno; I Ketut Mahardika; Bevo Wahono; Ana Yuniasti Retno Wulandari
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study explores the characteristics of Written Communication Skills (WCS) of pre-service science teachers from a gender perspective. WCS is a skill related to the ability to convey ideas in writing so that they can express their ideas, information, and arguments. WCS is important for pre-service science teachers to succeed in their studies and the workplace, especially when they teach in the classroom. This research is based on the differences in communication characteristics of female and male pre-service science teachers that have the potential to influence the way they write on the blackboard media. However, until now, references related to the characteristics of WCS, especially pre-service science teachers and their gender roles, have not been explored. To explore in depth the WCS of both gender groups with more flexibility, explorative is the method used in this study. This study involved 101 pre-service science teachers from three universities with similar regional characteristics. The data collection methods used included written tests. Exploratory results illustrate that pre-service science teachers covering the components of organization, development, expression, and content are at moderate and very good WCS levels. Mann-Whitney analysis showed that gender had no significant effect on WCS. However, the mean review illustrates that in the organization and development components, the mean of female is higher than male. In contrast, male have a higher mean than female in the expression and content components. Thus, there is no need for special treatment by considering gender differences when honing WCS. To increase the level of WCS of pre-service science teachers, educators in universities are seen as only needing to provide opportunities for pre-service science teachers to carry out problem formulation and self-group reflection.        Keywords: pre-service science teachers, written communication skills, and gender roles. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1397-1409
Co-Authors A N Sari A S Nudzikrinia Albertus Djoko Lesmono Ana Yuniasti Retno Wulandari Aris Singgih Budiarso Berliana Oni Imaniar Bevo Wahono Dewi Kurnia Fitriani Diah Wahyuni E. Yuliani Efrika Marsya Ulfa Ferry Budi Prasetya Fiska Anjani Ghozi Aminurrahman Afif H Ruspitasari I Ketut Mahardika Indrawati Indrawati Jekti Prihatin Lailatul Mardhiyyah Lailatul Nuraini Laili Widya Rohma Marlina Puji Rahayu Muh. Zainuri Nuril Ayyamil Izza Prastowo, Sri Handono Budi R Setianingrum Rahayuningsih Rahayuningsih Rizka Elan Fadilah, Rizka Elan Rusdianto Rusdianto S N Mahbubiyah Royani Siti Khasfiyatin Soraya Firdausi Sri Wahyuni Subiki Subiki Sudarti Sudarti Suryadi Suryadi Sutarto Sutarto Trapsilo Prihandono Ulin Nuha W Munawaroh Wicaksono, Iwan Zainur Raisyah Ridlo Zainur Rasyid Ridlo