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All Journal Jurnal Pendidikan Vokasi Pedagogi: Jurnal Ilmu Pendidikan INTECOMS: Journal of Information Technology and Computer Science International Journal of Educational Dynamics (IJEDS) Journal of Applied Engineering and Technological Science (JAETS) MOTIVECTION : Journal of Mechanical, Electrical and Industrial Engineering Jurnal SAINTIKOM (Jurnal Sains Manajemen Informatika dan Komputer) Jurnal Ipteks Terapan : research of applied science and education Jurnal Vokasi Mekanika
Rizky Ema Wulansari
Universitas Negeri Padang
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BIINER LEARNING MODEL TO IMPROVE STUDENT’S SCIENTIFIC ATTITUDE Rahmatul Husna Arsyah; Ambiyar; Faeza Rezi; Rizky Ema Wulansari
Jurnal Ipteks Terapan Vol. 17 No. 3 (2023): Jurnal Ipteks Terapan
Publisher : Lembaga Layanan Pendidikan Tinggi Wilayah X

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22216/jit.v17i3.2431

Abstract

This study aims to assess the effectiveness of the BIINER Learning model in shaping students' scientific attitudes. This study uses a type of quasi-experimental experiment. Data was collected through questionnaires and observations. Data on students' scientific attitudes between the BIINER Learning group and the Project based learning group were analyzed using the T test. The results of the data analysis show that the value of tcount (5.772) is greater than ttable (2.381), which means that there is a significant difference in scientific attitude between the BIINER Learning group and the Project based learning group. Thus, it can be concluded that the BIINER Learning model is more effective in cultivating students' scientific attitudes than the Project based Learning model. Observational data also supports this conclusion. The scientific attitude of students in the BIINER Learning group showed a percentage of 8.3% (moderate), 47.2% (high), and 44.4% (very high), while the Project based learning group showed a percentage of 22.2% (moderate), 50% (high), and 27.7% (very high). Thus, students' scientific attitudes in the BIINER Learning model tend to be higher than Project based learning in the very high category, while in the medium and high categories, the percentage of students' scientific attitudes in the Project based learning model is higher than BIINER Learning. In conclusion, the use of the BIINER Learning model is more recommended because it is proven to be more effective in shaping students' scientific attitudes. Thus, it can be expected that students' scientific attitudes can develop better through the application of this learning model
KONTRIBUSI PEMBELAJARAN BERBASIS PROYEK DAN MINAT BELAJAR PADA KEMAMPUAN BERFIKIR KREATIF SISWA PEMBELAJARAN PRODUK KREATIF DAN KEWIRAUSAHAAN Farel Candra; Waskito Waskito; Nelvi Erizon; Rizky Ema Wulansari
Jurnal Vokasi Edukasi (VomEk) Vol 5 No 4 (2023): Jurnal Vokasi Mekanika
Publisher : Departemen Teknik Mesin Fakultas Teknik Unversitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/vomek.v5i4.586

Abstract

Pendidikan adalah upaya pelatihan terhadap individu untuk membangun pengetahuan, keterampilan juga kemampuan berfikir kreatif siswa. Kemampuan berfikir kreatif sangat diperlukan untuk meningkatkan keahlian pada diri siswa. Siswa yang mempunyai keterampilan berpikir kreatif akan memiliki pola pikir dan daya tangkap yang tinggi jika dibandingkan siswa yang tidak mempunyai keterampilan berpikir kreatif. Untuk meningkatkan kemampuan berfikir kreatif siswa, guru di sekolah menerapkan pembelajaran berbasis proyek. Penelitian ini mengungkapkan kontribusi Project-based Learning dan minat pembelajaran pada kemampuan berfikir kreatif siswa pembelajaran Produk Kreatif dan Kewirausahaan di SMK. Penelitian memakai metode survey berjenis penelitian korelasi, subjek research ini ialah siswa kelas XI teknik las di SMKN 1 Guguk, SMKN 2 Payakumbuh, dan SMKN 1 Bukittinggi dengan total sampel 59 siswa. Teknik mengambil sampel ialah propotional random sampling. Instrumen research ialah angket dengan 45 butir pernyataan tentang pembelajaran berbasis proyek, minat pembelajaran, dan keterampilan berfikir kreatif. Hasil research memperlihatkan: (1) Project-based Learning kontribusi signifikansi pada kemampuan berfikir kreatif siswa sebesar 28% dengan nilai r = 0,530 dan bernilai signifikan = 0,001<0,05 jadi Ha terterima dan Ho tertolak. (2) Minat belajar berkontribusi signifikan terhadap kemampuan berfikir kreatif siswa sebesar 34% dengan nilai r = 0,588 dan bernilai signifikan = 0,001<0,05 apabila Ha terterima dan Ho tertolak. (3) Pembelajaran berbasis proyek dan minat belajar berkontribusi secara simultan terhadap kemampuan berfikir kreatif siswa sebesar 35% dengan nilai r = 0,593 dan bernilai Sig. F change = 0,001<0,05 maka Ha terterima dan Ho tertolak.
Co-Authors Agung Agung Ambiyar, Ambiyar Asmar Yulastri Buala Jefriana Waruwu Budi Syahri Bulkia Rahim Doni Pernanda Eko Indrawan Ernal Nofiandri Faeza Rezi Fahmi Rizal Farel Candra Febri Prasetya Ferdi Syaputra S Hafiz Elmi Hansi Effendi Hasan Maksum Indah Rahmatika Sari Indah Kyaw Zay Ya Mahesi Agni Zaus Muhibbudin N. Syah Nelvi Erizon Nizwardi Jalinus Purwanto, Wawan Purwantono Purwantono Rahmatul Husna Arsyah Remon Lapisa Remon Lapisa RH Sakti Rifelino Rifelino Sukardi, Sukardi Syahril Syahril Syaiful Haq Syaiful Islami Tze Kiong Tee Vitrus Kirichal W. Wakhinuddin Waskito Waskito Waskito Yufrizal Yufrizal Yuzia Eka Putri