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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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Integrasi Problem Based Learning dalam STEM Education Berorientasi pada Aktualisasi Literasi Lingkungan dan Kreativitas Ratna Farwati; Anna Permanasari; Harry Firman; Tatang Suhery
Seminar Nasional Pendidikan IPA Tahun 2021 Vol 1, No 1 (2017): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Tahun 2021

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.317 KB)

Abstract

Kunci keberhasilan pembelajaran terletak pada strategi pembelajaran yang dirancang. Strategi pembelajaran tersebut dikembangkan dengan berorientasi pada kurikulum, materi ajar, dan karakteristik mahasiswa. Kurikulum dan materi ajar menjadi dasar penentuan capaian pembelajaran atau kemampuan yang dapat dibekalkan kepada mahasiswa. Kurikulum dan materi ajar pada mata kuliah Kimia Lingkungan, misalnya, dapat mengakomodasi pengembangan literasi lingkungan dan kreativitas mahasiswa. Kimia Lingkungan mengkaji penyelesaian masalah-masalah lingkungan dari berbagai sudut pandang bidang ilmu. Dengan demikian, Kimia Lingkungan sangat tepat diselenggarakan dengan pendekatan multidisiplin seperti gabungan dari science, technology, engineering, dan mathematics (STEM). Mengangkat masalah-masalah lingkungan sangat tepat dilakukan dengan pendekatan problem based learning (PBL). Integrasi PBL dalam STEM sangat memungkinkan mengaktualisasi literasi lingkungan dan kreativitas mahasiswa.
VALIDITAS DAN RELIABILITAS TES DISPOSISI BERPIKIR KRITIS DALAM BIOLOGI PERGURUAN TINGGI Jayanti Syahfitri; Harry Firman; Sri Redjeki; Siti Sriyati
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2018: SEMINAR NASIONAL PENDIDIKAN SAINS DAN TEKNOLOGI
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.095 KB)

Abstract

The purpose of this study was to look at the content validity and reliability of Critical Thinking Disposition Tests (CTDT). The CTDT consists of 10 groups of questions, each of which consists of 7 questions that lead to CTD. This research was conducted at two Universities in Bengkulu involving biological education students. The total number of respondents is 526 students taken from the level of study, namely the 1st, 2nd, 3rd and 4th year. After being validated by some experts the results show that content validity of CTDT has valid. In addition reliability test results show that CTDT overall has a high reliability of 0.978. While, the reliability value is based on Composite Reliability (CR) and Cronbach Alpha for each indicator in sequence, truth seeking (CR = 0.96 and Cronbach = 0.962), open mind (CR = 0.94 and Cronbach = 0.937), analicity ( CR = 0.97 and Cronbach = 0.969), sistematicity (CR = 0.96 and Cronbach = 0.957), self confidence (CR = 0.98 and Cronbach = 0.979), inquisitiveness (CR = 0.93 and Cronbach = 0.926) and maturity (CR = 0.97 and Cronbach = 0.967).The best score for disposition is on open mind and most students have an ambivalent. Keywords: validitas, reliabilitas, disposisi berpikir kritis
COLLABORATIVE LEARNING TO IMPROVE PRESERVICE TEACHERS’ KNOWLEDGE ABOUT CHEMISTRY CONTENT IN THE AUTOMOTIVE VOCATIONAL CONTEXT Antuni Wiyarsi; Sumar Hendayana; Harry Firman; Sjaeful Anwar
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI OKTOBER 2015, TH. XXXIV, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3335.656 KB) | DOI: 10.21831/cp.v3i3.7337

Abstract

Abstract: This study was aimed to examine the effectiveness of collaborative problem-solving-based learning to improve knowledge about chemistry content in the automotive vocational context. The study design used was one-group pretest-posttest design and applied to Vocational Chemistry subjects. Data analysis was performed by using the normalized gain-test formula and t-test using SPSS software version 21. The findings showed that collaborative learning is effective to improve pre-service teachers’ knowledge about chemistry content of petroleum and polymer chemistry. The mastery level of basic knowledge about the petroleum and polymers is fairly good. However, the knowledge of the content of petroleum and polymer applications in the automotive field is not satisfactory. Although the application content knowledge increased with the moderate criterion for the application of petroleum and with the low criterion for polymer applications, the mastery level of pre-service teachers at the end of the course was still low. Factors that allegedly become the causes of the low mastery of application content knowledge are the characteristic factor of the content, conceptual learning difficulties and the experience factor. Keywords: content knowledge, chemistry in the vocational context, preservice chemistry teachers, petroleum, polymers PEMBELAJARAN KOLABORATIF UNTUK MENINGKATKAN PENGETAHUAN KONTEN KIMIA KONTEKS KEJURUAN OTOMOTIF CALON GURU KIMIA Abstrak: Penelitian ini bertujuan untuk mengkaji efektivitas pembelajaran kolaboratif berbasis pemecahan masalah dalam meningkatkan pengetahuan konten kimia konteks kejuruan otomotif. Desain penelitian yang digunakan adalah one group pretes-postes design dan diterapkan pada mata kuliah Kimia SMK. Analisis data dilakukan dengan uji t menggunakan software SPPS edisi 21 dengan menggunakan rumus gain-test yang dinormalisasi. Hasil penelitian menunjukkan bahwa pembelajaran kolaboratif efektif dalam meningkatkan pengetahuan konten minyak bumi dan polimer bagi mahasiswa calon guru kimia. Tingkat penguasaan pengetahuan dasar tentang minyak bumi dan polimer cukup baik. Namun, untuk pengetahuan konten aplikasi minyak bumi dan polimer dalam bidang otomotif belum memberikan hasil yang menggembirakan. Meskipun pengetahuan konten aplikasi tersebut meningkat dengan kriteria peningkatan sedang untuk aplikasi minyak bumi dan kriteria rendah untuk aplikasi polimer, tingkat penguasaan calon guru di akhir perkuliahan masih rendah. Faktor yang diduga menjadi penyebab rendahnya penguasaan pengetahuan konten aplikasi ini adalah faktor karakteristik konten, kesulitan belajar konseptual, dan faktor pengalaman. Kata Kunci: pengetahuan konten, kimia konteks kejuruan, calon guru kimia, minyak bumi, polimer
PENGEMBANGAN INSTRUMEN PENILAIAN DIRI DAN PENILAIAN TEMAN-SEJAWAT UNTUK MENILAI KINERJA SISWA SMK PADA PRAKTIKUM KIMIA N Nahadi; Harry Firman; Karomah Khilda
Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia Vol 4, No 2 (2017)
Publisher : Chemistry Education Study Program Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jppk.v4i2.8410

Abstract

Pengembangan Instrumen Penilaian Diri Dan Penilaian Teman-Sejawat Untuk Menilai Kinerja Siswa Smk Pada Praktikum Kimia. Penelitian ini bertujuan untuk mengembangkan instrumen penilaian diri dan penilaian kinerja siswa SMK yang memenuhi kriteria validitas dan reliabilitas pada praktikum identifikasi pengaruh konsentrasi terhadap laju reaksi. Penelitian ini dilakukan disalah satu SMK Negeri bidang keahlian teknologi dan rekayasa di Bandung dengan subjek penelitian 24 siswa SMK kelas XI yang telah mempelajari materi faktor-faktor yang mempengaruhi laju reaksi. Penelitian ini menggunakan metode pengembangan dan validasi. Tahap pengembangan meliputi analisis kebutuhan materi dan keterampilan kinerja pada praktikum pengaruh konsentrasi terhadap laju reaksi hingga diperoleh draft awal dengan 21 aspek kinerja yang dikembangkan. Tahap validasi meliputi validitas isi dan reliabilitas. Berdasarkan uji validitas isi dengan menggunakan Content Validity Ratio (CVR) pada nilai kritis 0,736 diperoleh 20 aspek kinerja yang memiliki nilai CVR hitung sebesar 1,00 sehingga dinyatakan valid. Tahap Uji reliabilitas dilakukan tiga kali uji coba yaitu uji coba observer menilai dua kelompok, uji coba observer menilai tiga kelompok, dan uji coba penilaian teman sejawat. Nilai Cronbach Alpha secara keseluruhan untuk ketiga uji coba berturut-turut 0,9, 0,78, dan 0,91. Nilai tersebut menunjukkan instrumen penilaian diri dan penilaian teman sejawat yang dikembangkan reliabel. Dari hasil aplikasi instrumen menunjukkan hasil kinerja siswa menggunakan penilaian diri terdapat 19 siswa atau 79% mendapatkan nilai pada kategori baik dan hasil kinerja siswa menggunakan penilaian teman sejawat terdapat 20 siswa atau 83% siswa memiliki nilai pada kategori baik.
PENGEMBANGAN DAN VALIDASI INSTRUMEN EVALUASI LITERASI LINGKUNGAN Ratna Parwati; Anna Permanasari; Harry Firman; Tatang Suhery
Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia Vol 5, No 1 (2018)
Publisher : Chemistry Education Study Program Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jppk.v5i1.8415

Abstract

Artikel ini mendeskripsikan tentang pengembangan instrumen evaluasi literasi lingkungan yang diujicobakan pada mahasiswa calon guru kimia. Instrumen ini dibuat dengan merujuk pada konsep literasi sains, yang terdiri dari kompetensi lingkungan, pengetahuan lingkungan, dan sikap terhadap lingkungan. Penelitian ini menggunakan metode pengembangan dan validasi. Instrumen ini divalidasi konten oleh tujuh orang ahli dan diuji coba kepada 158 mahasiswa. Hasil penelitian menunjukkan bahwa 42% item dari instrumen tersebut dinyatakan layak oleh ahli, sedangkan 58% lainnya harus diperbaiki. Setelah dilakukan uji coba, instrumen evaluasi   literasi   lingkungan   memiliki  reliabilitas  sebesar   0,7,   yang  artinya acceptable untuk digunakan. Lebih rinci lagi ditemukan bahwa 12 dari 20 item soal esai telah layak digunakan untuk mengukur  kompetensi lingkungan  mahasiswa [reliabilitas, ? = 0,71]. Enam belas dari 24 item soal pilihan ganda telah layak digunakan untuk mengukur pengetahuan lingkungan mahasiswa [? = 0,71]. Lima belas dari 25 item pernyataan sikap telah layak digunakan untuk mengevaluasi sikap mahasiswa terhadap lingkungan [? = 0,78]. Temuan penelitian ini menunjukkan bahwa instrumen evaluasi literasi lingkungan layak digunakan. Instrumen evaluasi ini masih mungkin untuk diuji coba pada skala yang lebih besar agar tingkat kelayakannya dapat menjadi lebih baik.
The Importance of Stem Based Education in Indonesia Curriculum Oktian Fajar Nugroho; Anna Permanasari; Harry Firman; Riandi Riandi
Pedagonal : Jurnal Ilmiah Pendidikan Vol 5, No 2 (2021): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagonal.v5i2.3779

Abstract

This article describes the importance of the concept of STEM-based education in the Indonesia curriculum. STEM-based education is an educational concept that integrates the concept of education into a single unit between Science, Technology, engineering and Mathematics, the concept of STEM education has been developed in various developing and developed countries today. STEM education does not mean only strengthening educational practice in the fields of education separately, but rather developing an educational approach by integrating several subjects such as science, technology, engineering, and mathematics, by focusing more on the educational process on solving real problems in everyday life. By developing various aspects of attitudes, knowledge and skills as well as increasing critical thinking power and being able to form logical thinking in various fields of knowledge based on the applicable 2013 curriculum.  
Program Belajar berbasis STEM untuk Pembelajaran IPA: Tinjauan Pustaka, dengan Referensi di Indonesia Oktian Fajar Nugroho; Anna Permanasari; Harry Firman
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 3 No 2 (2019): JEP : Jurnal Eksakta Pendidikan
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol3-iss2/328

Abstract

The scenario of Industry 4.0 and 21st century skills show rapidly increase and informed. In this century, the main goal of our educational system should be able to answer students needed for living in the world. In recent years, STEM Education has received growing attention to be considered to understand STEM Education. In the South East Asia, Indonesia is one of the biggest country has a large number of human resources that should be developed. This study was aimed to examine the movement of STEM education in Indonesia within the scope of 21st century skills categories by using the content analysis method, examine best practice of STEM education for teachers by investigating engineering design skills training and reviewed the literature from 1990 to 2016 that has emphasized on development of STEM education around the world. The findings showed that STEM Education has been developed around Indonesia and has a positive impact to enhance students’ concept comprehension, literacy, and creativity. Many researches provide evidence the best practice for science teacher to implement STEM Education. STEM has a close to daily life and increase student awareness with the environment.
Construct validity of critical thinking disposition test in biology Jayanti Syahfitri; Harry Firman; Sri Redjeki; Siti Sriyati
JURNAL BIOEDUKATIKA Vol 8, No 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i1.11031

Abstract

This Research includes seven indicators of Critical Thinking Disposition (CTD), namely truth seeking, open mind, analicity, systematicity, self confidence, inquisitiveness, and maturity. The purpose of this study is to look at the construct validity tests of CTD in biology at Bengkulu State University. This study involved 206 respondents, those are biology education students from Bengkulu State University with a level of study (years 1, 2, 3 and 4). After being analyzed by a Confirmatory Factor Analysis (CFA), the result showed that CTD Test had suitable construct validity. This result is supported by the received value of Convergent Validity which includes factor loading values of more than 0.5, while the Composite Relibility (CR) and Average Extract Variance (AVE) values for the seven indicators of CTD in sequence are Truth Seeking (CR = 0.96, AVE = 0.74), Open Mind (CR = 0.95, AVE = 0.67), Analicity (CR = 0.95, AVE = 0.68), Sistematicity (CR = 0.96, AVE = 0.70), Self Confidence (CR = 0.96, AVE = 0.70), Inquisitiveness (CR = 0.98, AVE = 0.82) and Maturity (CR = 0.95, AVE = 0.66). From the results can be concluded that the construct validity and composite reliability obtained by the test is good.
CTDBT Instruments to Measure The Critical Thinking Disposition Based on Gender in Biology Education Student Jayanti Syahfitri; Harry Firman
Jurnal Penelitian Pendidikan IPA Vol 8 No 5 (2022): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i5.1650

Abstract

Critical thinking disposition is an important part of someone's critical thinking. This study aims to determine the differences in critical thinking dispositions of students in biology education based on gender. This research was conducted at Muhammadiyah of Bengkulu University involving 73 biology students as respondents, which is consisting of 19 male and 54 female. This research is a quasi-experimental type with one group. The instrument used in this study was the Critical Thinking Disposition in Biology Test (CTDBT), which is the first test instrument developed to see the critical thinking disposition in biology. The data obtained were analyzed through non-parametric statistics, namely the Mann-Withney test with the help of the SPSS version 20 application. The results showed that in general there was no significant difference in the disposition of biological critical thinking among male and female male and female students, except for the analyticity indicator. The results of this study can contribute to lecturers and stakeholders in making decisions to improve the quality of graduates at the University
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 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