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All Journal PROSIDING SEMINAR NASIONAL Cakrawala Pendidikan Jurnal Pengajaran MIPA Journal of Education and Learning (EduLearn) Jurnal Inspirasi Pendidikan Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian dan Pembelajaran IPA Jurnal Penelitian Pendidikan Kimia Unnes Science Education Journal JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Seminar Nasional Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal Bioedukatika Journal of Science Learning Eduscience : Jurnal Ilmu Pendidikan JURNAL EKSAKTA PENDIDIKAN (JEP) Pedagonal : Jurnal Ilmiah Pendidikan INTELEKTIUM KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Journal of Educational Sciences Jurnal Pengabdian Isola JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Harry Firman
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Electrical & Electronics Engineering Energy Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Jurnal Pengajaran MIPA

 1 
PENGEMBANGAN TES DIAGNOSTIK TWO-TIER BERBASIS PIKTORIAL UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT Siswaningsih, Wiwi; Firman, Harry; Rofifah, Rifa
Jurnal Pengajaran MIPA Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.36236

Abstract

ABSTRAKPenelitian ini bertujuan untuk mengembangkan tes diagnostik two-tier berbasis piktorial yang dapat mengidentifikasi miskonsepsi siswa pada materi larutan elektrolit dan nonelektrolit, atau disebut Tes Diagnostik Miskonsepsi Larutan Elektrolit dan Nonelektrolit (TDM-LENON). Penelitian ini menggunakan metode Development and Validation. Validasi butir soal meliputi validitas isi dan reliabilitas. Berdasarkan validitas isi, 19 butir soal dinyatakan valid dengan nilai CVR (Content Validity Ratio) untuk masing-masing butir soal sebesar 1. Berdasarkan uji reliabilitas, diperoleh 18 soal yang secara keseluruhan memiliki nilai Cronbach’s Alpha sebesar 0,706 yang menunjukkan bahwa tes yang dikembangkan masuk ke dalam kategori dapat diterima. Butir soal yang telah memenuhi kriteria validitas isi dan reliabilitas diaplikasikan kepada 34 siswa kelas X di salah satu SMA Negeri di Kota Bandung. Berdasarkan hasil aplikasi tersebut, teridentifikasi miskonsepsi yang yang dialami siswa pada materi larutan elektrolit dan nonelektrolit, dengan miskonsepsi bahwa semua elektrolit merupakan senyawa ion adalah miskonsepsi yang paling banyak terjadi (64,7%). ABSTRACTThe aim of of this research was to develop two-tier pictorial-based diagnostics test to identify students’ misconception about the concept of electrolyte and non-electrolyte, or Diagnostics Test for Misconception about Electrolyte and Non-Electrolyte Solution (TDM-LENON). Research method was Development and Validation. Questions were validated its content validity and reliability. Based on content validity, 19 questions were deemed valid with 1 Content Validity Ratio (CVR) value. In terms of its reliability, 18 questions were deemed reliable with Cronbach’s Alpha value 0,706. All validated questions were applied to 34 students in one of Senior High Schools in Bandung. Based on this application results, students’ misconceptions regarding electrolyte and non-electrolyte solution were discovered, with misconception that all electrolyte are ionic compound was found as common misconception in the students (64,7%).
DAMPAK UJIAN BERISIKO TINGGI TERHADAP PROSES MENGAJAR DAN BELAJAR KIMIA DI SEKOLAH MENENGAH ATAS Firman, Harry; Ahmad, Mustaffa; Kassim, Abu Hassan
Jurnal Pengajaran MIPA Vol 17, No 1 (2012): JPMIPA: Volume 17, Issue 1, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.36058

Abstract

ABSTRAKPenelitian ini menguji dampak dari masuknya kimia dalam ujian nasional (UN) sebagai pengujian berisiko tinggi pada beberapa aspek kimia pengajaran serta aspek psikodinamik belajar kimia di tingkat sekolah menengah atas. Kausal-komparatif desain penelitian digunakan untuk penelitian ini. Untuk melakukan studi dua lima-poin Likert-jenis skala yang dikembangkan dan divalidasi, yaitu skala mengajar guru (TT-Scale) dan aspek psikodinamik skala belajar siswa (PSL-Skala). Sampel dalam penelitian ini adalah guru kimia 110 serta 240 siswa jurusan IPA di provinsi Jawa Barat digambar dengan multi-stage cluster sampling prosedur. Analisis data menggunakan t-test dan ANCOVA dilakukan untuk menguji signifikansi perbedaan rata-rata: tindakan pedagogis Guru sebelum vs setelah kimia termasuk dalam UN, aspek psikodinamik belajar siswa kelas 11 (lemah terpapar oleh UN) vs 12 grader (kuat terpapar oleh UN). Ditemukan bahwa perubahan pengujian berisiko tinggi secara signifikan pada berikut: Konten harus diajarkan lebih fokus pada konten pemeriksaan, proses mengajar menjadi lebih berpusat pada siswa, dan masalah latihan pemecahan menjadi lebih dominan dalam mengajar. Berkaitan dengan aspek psikodinamik belajar siswa, terungkap bahwa siswa kelas 12 cenderung memiliki tingkat yang lebih tinggi dalam berikut: Sikap terhadap belajar, motivasi belajar, self-efficacy, dan belajar mandiri. Namun, itu juga menunjukkan bahwa siswa mengembangkan kepercayaan yang tidak pantas pada pembelajaran yang efektif. Namun, efek dari tinggi-saham pengujian pada kecemasan tes siswa tidak dibuktikan.ABSTRACTThis study examined the impact of the inclusion of chemistry in national examination (NE) as a highstakes testing on some aspects of teaching chemistry as well as psychodynamic aspects of learning of chemistry at senior secondary school level. Causal-comparative research design was employed for this study. To conduct the study two five-points Likert-type scales were developed and validated, i.e. the teacher teaching scale (TT-Scale) and psychodynamic aspects of student learning scale (PSLScale). Samples for this study were 110 chemistry teachers as well as 240 science stream students in province of West Java drawn with multi-stage cluster sampling procedure. Data analysis using t-test and ANCOVA were conducted to examine the significance of mean differences of: Teacher’s pedagogical actions before vs. after chemistry included in the NE; Psychodynamic aspects of students’ learning of 11th graders (weaker exposed by NE) vs. 12th graders (stronger exposed by NE). It was found that the high-stakes testing changes significantly in the followings: Content to be taught more focused on examination content, teaching processes become more student-centered, and problem solving exercises become more dominant in teaching. With regards to psychodynamic aspects of student learning, it was revealed that 12th grade students tend to have higher level in the followings: Attitudes toward learning, motivation to learn, self-efficacy, and independent learning. Yet, it was also indicated that the students developed inappropriate beliefs on effective learning. However, the effect of high-stake testing on student’s test anxiety was not evidenced.
TRANSFORMING TRAINING INTO PRACTICE: TEACHER PROFESSIONAL DEVELOPMENT PARTICIPANTS’ CLASSROOM PRACTICE IN APPLYING THEMATIC LEARNING FOR TEACHING ENVIRONMENTAL ISSUES Marisa Christina Tapilouw; Harry Firman; Sri Redjeki; Didi Teguh Chandra
Jurnal Pengajaran MIPA Vol 24, No 1 (2019): JPMIPA: Volume 24, Issue 1, 2019
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v24i1.17073

Abstract

Teacher Professional development or TPD is a program that develops teachers’ competency to teach. This study observed how teachers who previously completed the TPD program applied thematic learning for teaching environmental issues. Classroom practice of five junior high school teachers who recently completed 32 hours of TPD was observed. Classroom observation suggested that classroom activity was varied. Their decision in designing their lesson brings about a difference in their students’ ability to understand and communicate current environmental issues. All teachers use a problem-based learning approach, which they believe to be challenging to implement before participating in TPD.
Co-Authors Abu Hassan Kassim Ahmad Aminudin Anna Permanasari Antuni Wiyarsi Arini Rosa Sinensis Asep B.D. Nandiyanto Asep Supriatna Chandra, Didi Teguh Cuyun Suslianti Didit Ardianto Firmansyah, Dea Rian Frantius, Deklin Fuji Ilyadi Hendri Kurniadi Ida Hamidah Ida Hamidah Karomah Khilda Lilit Rusyati Marisa Christina Tapilouw Momo Rosbiono Mr Sjaeful Anwar Mr Sumar Hendayana Muslim Muslim Muslim Muslim Mustaffa Ahmad N Nahadi Nahadi Nugroho, Oktian Fajar Nurfatihah, Rahmawati Oktian Fajar Nugroho Oktian Fajar Nugroho R. Auliya Ulul 'ilmi Fernandi R. Riandi, R. Rakhmawan, Aditya Ratih Permana Sari Ratna Farwati Ratna Farwati, Ratna Ratna Parwati Riandi Riandi Riandi Rifa Rofifah, Rifa Rini Solihat Saeful Anwar Seprianto Siti Sriyati Siti Sriyati Sri Mulyani Sri Redjeki Sri Redjeki Sri Redjeki Syahfitri, Jayanti Tatang Suhery Tatang Suhery Tatang Suhery, Tatang Triannisa Rahmawati Wiji Adji Wiwi Siswaningsih Yaya Sonjaya Yustika Syabandari Zaldy, Ari