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All Journal PROSIDING SEMINAR NASIONAL Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pengajaran MIPA Kreatif Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian Pembelajaran Fisika Unnes Science Education Journal Seminar Nasional Pendidikan IPA PAEDAGOGIA Orbital: Jurnal Pendidikan Kimia DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR International Journal of Research in Counseling and Education Jurnal Sosial Humaniora Journal of Educational Chemistry (JEC) Indonesian Journal of Social Research (IJSR) Journal of Educational Sciences KAFFAH: Jurnal Pendidikan dan Sosio Keagamaan Jurnal Elementaria Edukasia International Journal of Instructions and Language Studies Jurnal Pendidikan MIPA
Mr Sumar Hendayana
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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ANALISIS PROSES PEMBELAJARAN MELALUI LESSON STUDY FOR LEARNING COMMUNITY BERBASIS TRANSKRIP BASED LEARNING ANALYSIS (TBLA) Veny Agustini Prianggita; Hendayana, Sumar; Jihaduddin; Riswanto, Dody
Kaffah: Jurnal Pendidikan dan Sosio Keagamaan Vol 1 No 1 (2022): Kaffah: Jurnal Pendidikan dan Sosio Keagamaan
Publisher : Fakultas Agama Islam, Universitas Mathla'ul Anwar

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Abstract

Lesson Study for Learning Community (LSLC) activities have the potential to encourage many parties to do their best in improving the quality of learning. LSLC activities based on Transcript Based Learning Analysis (TBLA) are a way to enable teachers to sharpen their learning lenses intensively and comprehensively from various perspectives. The problems studied were "how is the learning process through TBLA-based LSLC" and "what are the results of the analysis of the learning process for Student Center Learning (SCL) or Teacher Center Learning (TCL)?". The objectives of this research are: 1. To produce an analysis of the learning process whether learning activities are in the form of SCL or TCL learning based on TBLA through LSLC, 2. To help teachers and schools to improve the quality of learning. The method used is Action Research which includes the stages of Plan-Do-See-Making Transcripts-Analyzing. The instrument used is Lesson Study using learning transcripts. The data analysis technique used is descriptive analysis. The results of this study are: (1). Planning has taken place by making Lesson Design together, opening classes for observation, and holding warm reflections, 2. Based on the results of the Analytical Transcript, it shows that the learning process is still dominated by the teacher (TCL) who tends to confirm student answers and repeat students' answers.
Didactical Design Based on Sharing and Jumping Tasks on Reaction Rate Law Sazaliana, Ade; Hendayana, Sumar; Supriatna, Asep; Nofri Yuhelman
Journal of Educational Chemistry (JEC) Vol. 6 No. 2 (2024)
Publisher : Department of Chemistry Education, Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/journalofeducationalchemistry(jec).2024.6.2.23319

Abstract

In improving the quality of learning, it is necessary to develop a learning design that can facilitate the characteristics of students. The didactical design can facilitate the characteristics of students through sharing and jumping tasks. Sharing task is used to facilitate slow learner while jumping task is used to facilitate fast learner. Jumping task is not only beneficial for students with high academic ability, but also provides benefits for students with low academic ability. The purpose of this study is to develop the didactical design based on sharing and jumping tasks to enhance learning quality on the topic of reaction rate low. The research method used is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysis of didactical situation before learning (prospective), (b) analysis of didactical situation during learning (metapedadidactical), and (c) analysis of didactical situation after learning (retrospective). The data was collected by test, observation, interview, documentation and recording (audio and video). The result showed that the didactical design on the topic of reaction was valid 
Using Transcript Based Lesson Analysis to Analyze Students' Critical Thinking Skills on Hydrostatic Pressure Nurmalasari, Santy; Hendayana, Sumar; Supriatna, Asep
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to analyze the profile of students' critical thinking skills that appear during hydrostatic pressure learning with the discovery learning model in junior high school. The critical thinking skill indicator used is based on the Paul and Elder version. The method used in this research is descriptive qualitative. This research was conducted in one of the junior high schools in Sumedang Regency, West Java. The research subjects consisted of 16 students from class VIII. The instruments used are observation and video recording during the learning process. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results showed that during the learning process eight elements of reasoning and critical thinking skills could be observed, but the percentage was still small. The introductory session found four indicators of critical thinking skills activity with a percentage of 30.53%. In group discussion activities found eight indicators of critical thinking with a percentage of 40.27%. And in the closing session found five indicators of critical thinking skills activity with a percentage of 32.29%. The low achievement indicators of students' critical thinking skills are caused because students are still not accustomed to expressing what is on their minds and the teacher cannot still ask questions that encourage students to think. Activity analysis and dialogue during learning can be used as reflection material for teachers to evaluate and improve on further learning to make it better. Keywords: TBLA, discovery learning, critical thinking skills, hydrostatic pressure. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp519-528
Critical Thinking Analysis of Junior High School Students on Temperature Topic during Virtual Learning Solehudin, Aji; Riandi, Riandi; Hidayat, Arif; Hendayana, Sumar
Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This article aims to analyze students' critical thinking skills of temperature topic through virtual learning at junior high schools. The method used in this research was descriptive qualitative with a case study approach. This research was conducted at seventh grade of the junior high school in Bandung, West Java. The instruments used is observation. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA) to analyze student’s dialogue. The results indicated that two out of the twelve indicators of critical thinking skills during virtual learning were developed. The two indicators are focusing on questions and the second is asking and answering questions. The low achievement of students' critical thinking skills is due to the limited time on virtual learning. Which is limited, so that teachers often apply learning method through transferring knowledge. Analysis of student activities and dialogue during virtual learning can be a source of teacher’s reflection for making further improvement.Keywords: critical thinking skill, temperature topic, virtual learning. DOI: http://dx.doi.org/10.23960/jpmipa/v22i2.pp305-314
Profile of Students’ Critical Thinking Skills on the Concept of Pressure through Collaborative Sharing and Jumping Task Rahayu, Yuyu; Supriatna, Asep; Riandi, Riandi; Hendayana, Sumar
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

This study aims to analyze the profile of critical thinking skills students in science learning with collaborative learning design sharing and jumping tasks. Indicators of critical thinking skills used are based on Ennis (1985). The method used is descriptive qualitative. Lesson design sharing & jumping tasks consist of three core activities: sharing task 1, sharing task 2, and jumping task. The instruments used are observation and audio recording of the learning process. Data were analyzed by Transcript Based Lesson Analysis (TBLA). The results of the analysis show that the collaborative learning design of sharing and jumping tasks can bring up students' critical thinking skills. The profile of students' critical thinking skills in sharing task 1 activities found 6 indicators with the highest percentage at 58%, on sharing task 2 found 12 indicators with the highest percentage at 100%, and jumping task found 9 indicators with the highest percentage at 75%. Keywords: lesson design, critical thinking skills, TBLA, sharing & jumping task. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp701-711
Co-Authors Aji Solehudin Anna Permanasari Antuni Wiyarsi Arif Hidayat Arif Hidayat Asep Supriatna Asep Supriatna, Asep Bayong Tjasyono Buchari Buchari Danora, Yunita Dijaya, Arisna Oktavia Eneng Rahmayanti Eri Sarimanah Ermila Gustina Friska, Reski Ivon H. Riandi Harry Firman Harry Firman HERNANI - Herwantono I Nyoman Try Upayogi Ida Kaniawati Iin Hindun Indarini Dwi Pursitasari Indra Gunawan Jihaduddin Leni Marlina Leni Yulianingsih Liliasari , LP Ario Nugroho Mr Sjaeful Anwar Nofri Yuhelman Nurmalasari, Santy Nurwidodo Nurwidodo Nurwidodo, Nurwidodo Omay Sumarna Parsaoran Siahaan R Riandi R. Riandi, R. Rahayu, Yuyu Rahmayanti, Eneng Riandi Riandi Riandi Riandi Riandi Riswanto, Dody Rizky Brehnaputrifajar Khaerudin Santy Nurmalasari Sazaliana, Ade Selvies L Babutta Siswahyudianto Sofwan Gozali Solehudin, Aji Tatang Herman, Tatang Veithzal Rivai Zainal Veny Agustini Prianggita Wiworo Retnadi Rias Hayu, Wiworo Retnadi Rias