Articles
<![CDATA[Analisis Keterampilan Bertanya Siswa Kelas VIII pada Mata Pelajaran IPA ]]>
<![CDATA[Afifah Naura Salamah]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Enny Susiyawati]]>
<![CDATA[ PendIPA Journal of Science Education Vol 6 No 3 (2022): July - October ]]>
Publisher : <![CDATA[UNIB Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33369/pendipa.6.3.704-711
<![CDATA[This study aims to describe the quality of 8th grade students’ questioning skills in science subjects and the factors affecting it. This descriptive study with a quantitative approach involved 22 students of 8th grade students in an A-accredited school located in Waru District, Sidoarjo Regency. The instrument used was test and interview guidelines. The data collection techniques used was interviews and document analysis. Data analysis was done by grouping student questions based on cognitive level in Revised Bloom's Taxonomy. The results of the study showed that students' questioning skills at the cognitive level of C1 Remembering was 53.6%, C2 Understanding was 31%, C3 Applying was 7%, C4 Analyzing was 6.79%, C5 Evaluating was 2 %. As for the cognitive level of C6 Creating, it did not appear. Moreover, factors that influence the students' questioning skills were their interest in the texts, how important and close the text topics to the students' lives. In conclusion, the students' questioning skills were at low-level with interest in the text as the biggest influence on the students’ questions quality. The implication of this research is in learning, students should make high-level questions at C3 to C6 levels after reading science text.]]>
<![CDATA[PENDAMPINGAN PENGEMBANGAN MODUL AJAR BERDIFERENSIASI UNTUK GURU MATA PELAJARAN IPA SMP/SEDERAJAT BERORIENTASI ESD ]]>
<![CDATA[Muhamad Arif Mahdiannur]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Martini Martini]]>;
<![CDATA[Tutut Nurita]]>;
<![CDATA[Laily Rosdiana]]>;
<![CDATA[Ahmad Qosyim]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 4 (2022) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (327.529 KB)
|
DOI: 10.31949/jb.v3i4.3409
<![CDATA[Ide No Child is Left Behind (NCLB) yang dilanjutkan dengan program Education for Sustainable Development (ESD) telah menjadi agenda global yang harus dicapai tahun 2030. Pembelajaran berdiferensiasi adalah konsep yang telah lama dikenal sejak NCLB (2002-2015), kemudian dikuatkan kembali dalam Kurikulum Merdeka. Tujuan kegiatan pendampingan ini untuk meningkatkan pengetahuan dan pemahaman para guru IPA SMP/Sederajat dalam mengembangkan modul ajar berdiferensiasi. Pembelajaran berdiferensiasi erat kaitannya dengan agenda pendidikan global, yakni menekankan pada literasi sains yang berasosiasi dengan isu-isu sosiosaintifik. Peserta kegiatan ini adalah 38 guru yang tergabung dalam satu Musyawarah Guru Mata Pelajaran (MGMP) IPA di salah satu Kabupaten yang ada di Jawa Timur. Kegiatan pendampingan menggunakan one-group pre-and post-test workshop design dengan sesi paparan materi dan sesi praktik dengan metode peer instruction. Kegiatan pendampingan ini disimpulkan efektif karena mampu meningkatkan gain peserta pada kategori sangat memuaskan. Selain itu, para guru juga mengalami pemahaman, kemampuan beradaptasi, dan fleksibilitas dalam mengembangkan modul ajar berdiferensiasi. Implikasi dari kegiatan ini adalah para guru IPA harus memunculkan kesadaran kolektif untuk terus belajar secara mandiri, sesuai prinsip ESD.]]>
<![CDATA[Analysis of higher-order thinking skills of science students at Madrasyah Tsanawiyah Muslim Nahdatul Ulama during the Covid-19 Pandemic ]]>
<![CDATA[Adinda Dwi Saputri Sugino]]>;
<![CDATA[Erman Erman]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 17 No. 5 (2022): September 2022 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29303/jpm.v17i5.3607
<![CDATA[This study aims to describe the higher-order thinking skills of Muslim students of Madrasyah Tsanawiyah Muslim Nahdatul Ulama Sidoarjo Indonesia during the Covid-19 pandemic. The type of research is descriptive analysis with a quantitative approach by analyzing students' higher-order thinking skills on the structure and function of plant tissues, vibrations and waves, and the circulatory system. The subjects of this study were one science teacher and 36 students in the eighth grade. The research instrument consisted of a HOTS test sheet, questionnaire, and interview sheet. The interview sheet consists of 9 questions analyzed with NVIVO 12 software and a test containing five questions on each material, including the HOTS indicator. The data analysis technique used is descriptive statistics. The results showed a decrease in students' HOTS abilities during the pandemic. It is marked by the achievement of average scores and students' abilities in the creative component, which tended to be low in the three materials measured. The decline in students' HOTS abilities before and during the pandemic occurred in the three indicators with the most significant reduction, namely the creating indicator, followed by analysis and evaluation. During the pandemic, the implementation of HOTS-based learning takes place with various forms of adaptation. The difference in implementing HOTS-based learning lies in the frequency of implementing HOTS-based learning for each material and learning model used, and the learning steps. The results of this study can be used as input for science teachers to implement HOTS-based learning during the pandemic.]]>
<![CDATA[Students perception of augmented reality learning media on solar system topics ]]>
<![CDATA[Muhammad Andika Putra]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Enny Susiyawati]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 17 No. 5 (2022): September 2022 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29303/jpm.v17i5.3660
<![CDATA[The purpose of this study was to describe students' perceptions of augmented reality learning media in solar system topics. The type of research used was descriptive research. The participants involved in this study were 32 students from class 8C of State Junior High School 3 Sidoarjo, Indonesia. The instruments used consist of a student perception questionnaire and an interview. The questionnaire has been validated previously and consists of 5 questions about the concept of planets and the concept of the moon concerning augmented reality learning media. The results showed indicators 1, 4, and 6 obtained the highest score of 97%. It means that students can easily understand these indicators using augmented reality. Indicator 2 got the lowest result of 72%, meaning that students have little difficulty understanding the indicator using augmented reality but are still in the good category. As many as 87% of students rated that augmented reality learning media is very helpful in understanding the material of the solar system. Data from interviews with six students also support this result. They stated that augmented reality is the most effective learning media in studying solar system topics because students considered it more transparent, more interesting, more comfortable to use, and more accessible for students to understand. In conclusion, augmented reality learning media has proven to be effectively used in learning solar system topics. It also can be applied to other abstract science topics that are difficult for students to find in everyday life.]]>
<![CDATA[EKSPLORASI PENGETAHUAN GURU IPA SMP TENTANG PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA : PENGUKURAN BERDASARKAN COMPLEX MULTIPLE-CHOICE SURVEY ]]>
<![CDATA[Muhamad Arif Mahdiannur]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Martini Martini]]>;
<![CDATA[Tutut Nurita]]>;
<![CDATA[Laily Rosdiana]]>
<![CDATA[ JURNAL TARBIYAH Vol 29, No 2 (2022) ]]>
Publisher : <![CDATA[UIN Sumatera Utara Medan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30829/tar.v29i2.1812
<![CDATA[Changes in the national education curriculum and learning approaches in the Merdeka Curriculum become problems for teachers. In contrast, the key to successful curriculum implementation depends on the understanding and ability of teachers to translate and develop the curriculum itself. This study purposed to reveal science teachers’ knowledge and understanding on differentiated learning and the Merdeka Curriculum. This study involved sixty-five participants with a professional background as science teachers at the Lower Secondary School level. Small-scale surveys were conducted using complex multiple-choice item questions. This study reveals the average science teacher’s understanding of differentiated learning and the changes in science subjects in terms of content and process according to the Merdeka Curriculum only 37.85%. Furthermore, the findings show that current training had minimal impact on the science teachers’ preexisting knowledge. Therefore, according to the Merdeka Curriculum, the training pattern’s vital role must be concerned with developing teacher knowledge and understanding of changes in science subjects for the Lower Secondary School and the learning process. However, despite some limitations, we also think that the spaces for teachers’ curriculum agency patterns can be used to improve the science teachers’ knowledge and understanding on differentiated learning and the Merdeka Curriculum.]]>
<![CDATA[IDENTIFIKASI MISKONSEPSI DALAM MATERI SISTEM PERNAPASAN PADA SISWA SMP ]]>
<![CDATA[Aisya Muawana]]>;
<![CDATA[Erman Erman]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 11 No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research aimed to identify students' misconceptions about Respiratory System. This research was survey research involving 64 students of class VIII from two classes at Junior High School 5 Gresik who has just finished studying the Human Respiratory System. Data collection techniques through a test results, interviews, and document analysis includes analysis of science textbooks and student notebooks. The results showed that there were students' misconceptions about the Human Respiratory System consisted of the concepts of respiratory volume, respiratory mechanism, respiratory disorders, respiratory frequency, and respiratory organs. The research concluded that there were misconceptions in the Human Respiratory System with a low category. This was evidenced by the characteristics of various misconceptions with diverse characteristics so that it can be known that the cause of students' misconceptions themselves were the result of incomplete or incorrect reasoning.]]>
<![CDATA[PENGGUNAAN MEDIA ELEKTRONIK DALAM PEMBELAJARAN DARING IPA UNTUK MENINGKATKAN HASIL BELAJAR SISWA ]]>
<![CDATA[Olvin Novella]]>;
<![CDATA[Erman Erman]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 11 No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research aimed to determine the improvement of student learning outcomes through online learning electronic media. This was a pre-experimental with one group pretest-posttest design. Data collected using written tests and response questionnaires. The learning outcomes data were analyzed using the Wilcoxon test and calculated the N-Gain score. The results of this study, namely: (1) there was an increase in student learning outcomes as evidenced by the average N-Gain score on high criteria; (2) Wilcoxon Signed Ranks test results show a significant difference between pretest and posttest results. Based on the results obtained, it can be concluded that the implementation of the science learning electronic media (E-PIPA) can improve student learning outcomes.]]>
<![CDATA[UNSUR-UNSUR PENDEKATAN SAINTIFIK DALAM BUKU SISWA IPA MATERI ZAT ADITIF DAN ADIKTIF ]]>
<![CDATA[Miftakhul Wahyu Ramadhani]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Wahyu Budi Sabtiawan]]>
<![CDATA[ PENSA: E-JURNAL PENDIDIKAN SAINS Vol 11 No 1 (2023) ]]>
Publisher : <![CDATA[Jurusan IPA, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Science teaching materials for additive and addictive substances should be reviewed from the content of the elements of a scientific approach in order to develop the ability of students to think. The purpose of this study was to identify the elements of a scientific approach contained in the science textbooks of SMP class VIII materials for additives and addictive substances. This research is a qualitative research. The object of this research comes from sources of 3 (three) books for class VIII science in junior high school which are determined on the basis of the books used in teaching science and addictive and addictive materials. This study uses the elements of a scientific approach from 5M (observing, asking, trying, analyzing and communicating). The analytical technique used in this research is content analysis by reading, studying and analyzing. The results showed that the elements of a scientific approach in the Education Unit Level Curriculum (KTSP) version of the book contained two elements, namely observing and asking questions, while in the Contextual Teaching and Learning (CTL) version there were four elements, namely observing, asking, trying and analyzing, for the 2013 Curriculum book (K-13) there are all elements ranging from observing, asking, trying, analyzing and communicating which have been presented well. The element of a scientific approach that must appear in every book is the element of observing and questioning which is the most basic skill..]]>
<![CDATA[Analisis Kemampuan Literasi Sains Siswa SMP Umar Masud ]]>
<![CDATA[Muhammad Azimul Anshar]]>;
<![CDATA[Yuni Sri Rahayu]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Karimah Karimah]]>;
<![CDATA[Aunur Rofiq]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 2 (2023): February ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29303/jppipa.v9i2.2667
<![CDATA[Scientific literacy is the main key in facing the challenges of the 21st century. The reason for the low ability of students in scientific literacy is the lack of scientific literacy content in teaching materials. The importance of students' knowledge of scientific literacy skill information is to provide solutions to problems in the field of literacy. This study aimed to determine the scientific literacy abilities of Class VII students of the Umar Mas'ud Sangkapura School. A combination descriptive research method was used in this study. Under the direction of the Umar Mas'ud School, a cluster random sampling method was used to select the research sample, which included 40 seventh graders from MTS Umar Mas'ud and SMP Umar Mas'ud. The instrument was carried out by testing scientific literacy questions and interview guideline sheets. The results of the scientific literacy tests and interviews were carried out using data analysis techniques by giving a score to each student's answer. The data obtained were interpreted into two categories, scientific literacy scores, and interview results. The average grade VII grade IPA students of the Umar Mas'ud Sangkapura Foundation are 32,563, placing them in the low category. There are several factors that cause students' low scientific literacy skills, including a lack of interest in reading, instructional media that do not prioritize scientific literacy, and a lack of direction from the teacher]]>
<![CDATA[Implementation of project-based learning models to improve science literacy of junior high school students ]]>
<![CDATA[Durotun Ayu Fauziah]]>;
<![CDATA[Erman Erman]]>;
<![CDATA[Enny Susiyawati]]>;
<![CDATA[Mohammad Budiyanto]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 18 No. 2 (2023): March 2023 ]]>
Publisher : <![CDATA[Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29303/jpm.v18i2.4795
<![CDATA[This study aims to provide an overview of students' scientific literacy effectiveness through project-based learning (PjBL). The type of research used is pre-experimental design research through one group pretest-postest design. The subjects in this study were 22 students of class VII A in junior high school SMP Negeri 3 Sumberejo, Bojonegoro, in the 2022/2023 academic year. The data collection techniques used were tests and questionnaires. Research instruments are science literacy tests and student response questionnaire sheets. The results were analyzed using the N-Gain and t-paired tests with effect size. The implementation observation sheet and the response questionnaire were analyzed descriptively and quantitatively. The results showed that the science literacy ability of grade VII A students of SMP Negeri 3 Sumberejo increased from an average pretest score of 30.6 to 38,03 at the post-test. Students' science literacy ability is in a low category with an average N-Gain of 0.10 with an effect size of 0.63 in the moderate category. Improving students' science literacy skills is also supported by implementing learning that is carried out correctly. The application of project-based learning received a positive response from students. Students find learning using project-based learning environmental pollution material fun, attractive, and easy to understand and use, helping to understand the concept of environmental pollution and practicing science literacy. The implication of this study's results is that students should practice many scientific literacy questions referred to as indicators of scientific literacy competency.]]>
