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Implementasi teori konstruktivisme dalam pembelajaran IPA melalui pemanfaatan bahan ajar elektronik Herianto Herianto; Diah Puji Lestari
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 9, No 1 (2021): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v9i1.38024

Tujuan penelitian ini yaitu mengetahui bagaimana teori konstruktivisme diimplem-entasikan dalam pembelajaran IPA melalui pemanfaatan bahan ajar elektronik berupa e-book multimedia interaktif. Penelitian ini melibatkan 32 peserta didik SMP, yang mengikuti mata pelajaran IPA pada materi kalor dan perpindahannya, tahun ajaran 2019/2020. Penelitian dilakukan di salah satu SMP Negeri di kota Yogyakarta. Teknik observasi dan perekaman video dilakukan untuk mengetahui bagaimana proses pembelajaran di kelas saat menggunakan bahan ajar elektronik berupa e-book multimedia interaktif. Hasil observasi dan video dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa teori konstruktivisme dapat diimplementasikan sebagai pendekatan untuk mengintegrasikan teknologi dalam pembelajaran IPA. Adanya kegiatan diskusi yang dilakukan peserta didik dalam kelompoknya, menjadi salah satu ciri adanya penerapan teori konstruktivisme sosial. Ciri dari pembelajaran konstruktivisme lainnya yang terlihat dalam penelitian ini yaitu peserta didik aktif membangun pengetahuannya sendiri dengan membaca materi ataupun mengamati gambar, animasi, dan video yang terdapat dalam bahan ajar elektronik.AbstractThis study aims to find out how constructivism theory is implemented in science learning through electronic teaching materials in the form of interactive multimedia e-books. This study involved 32 junior high school students who took science subjects in the subject of heat and its transfer in the 2019/2020 school year. The research was conducted at one of the state junior high schools in Yogyakarta. The observation and video recording techniques were carried out to find out how the learning process in the classroom when using electronic teaching materials in the form of interactive multimedia e-books. The results of observations and videos were analyzed descriptively and qualitatively. The results showed that constructivism theory could be implemented as an approach to integrating technology in science learning. The existence of discussion activities carried out by students in their groups is one of the characteristics of the application of social constructivism theory. Another characteristic of constructivist learning in this study is that students actively build their knowledge by reading material or observing images, animations, and videos contained in electronic teaching materials.

The correlation between students' curiosity and generic science skills in science learning Herianto Herianto; Insih Wilujeng
Jurnal Inovasi Pendidikan IPA Vol 6, No 2: October 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i2.37382

Curiosity is an attitude and action that seeks to know more deeply and broadly from something learned and acts as a driving force for learning. Generic science skills are thinking skills in intellectual abilities resulting from a combination of scientific knowledge and skills based on scientific knowledge. The purpose of this study was to determine the correlation between curiosity and students' generic science skills in science learning. This study uses a quantitative approach to explore the correlation between the variables studied. The total sample was 64 junior high school students, who were selected by random cluster sampling. Measurement of students' curiosity was carried out using a questionnaire, while generic science skills used multiple-choice test questions. The data obtained were then analyzed using simple linear regression on SPSS to determine the correlation between the two variables. The results showed that curiosity correlated with students' generic science skills (R = .389), with the category “low positive correlation.” The effect of curiosity on generic science skills is 15.1%, while other variables influence the rest.

PEMBELAJARAN KONSTRUKTIVISME MENGGUNAKANVIRTUAL LABORATORY IPA KOMBINASI PRAKTIKUM REAL UNTUK MENINGKATKAN BERPIKIR KRITIS Diah Puji Lestari; Herianto Herianto
Jurnal Pendidikan (Teori dan Praktik) Vol 6 No 1 (2021): Vol. 6 No. 1 (2021): Volume 6, Nomor 1, April 2021
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

This study aims to determine constructivism-based learning using a science virtual laboratory combination with demonstration to improve the critical thinking skills of junior high school students. The design in this study is the pretest-posttest control group design. The trial was conducted on students of SMP class VIII, which consisted of three classes, two classes as the experimental class and one class as the control class which were taken randomly (cluster random sampling) from a homogeneous population. The data collection technique used in this research is the multiple choice test method with reasoned questions to measure the critical thinking skills of junior high school students. The pretest and posttest data were analyzed using one-way ANOVA. The results showed that constructivism-based learning using a virtual laboratory science demonstration combination had a positive impact on the critical thinking skills of junior high school students with a significance value of <0.05. Meanwhile, students who only used the science virtual laboratory and demonstrations did not experience a significant increase in critical thinking skills.

PEMBELAJARAN KONSTRUKTIVISME MENGGUNAKANVIRTUAL LABORATORY IPA KOMBINASI PRAKTIKUM REAL UNTUK MENINGKATKAN BERPIKIR KRITIS Diah Puji Lestari; Herianto Herianto
Jurnal Pendidikan (Teori dan Praktik) Vol 6 No 1 (2021): Vol. 6 No. 1 (2021): Volume 6, Nomor 1, April 2021
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v6n1.p17-22

This study aims to determine constructivism-based learning using a science virtual laboratory combination with demonstration to improve the critical thinking skills of junior high school students. The design in this study is the pretest-posttest control group design. The trial was conducted on students of SMP class VIII, which consisted of three classes, two classes as the experimental class and one class as the control class which were taken randomly (cluster random sampling) from a homogeneous population. The data collection technique used in this research is the multiple choice test method with reasoned questions to measure the critical thinking skills of junior high school students. The pretest and posttest data were analyzed using one-way ANOVA. The results showed that constructivism-based learning using a virtual laboratory science demonstration combination had a positive impact on the critical thinking skills of junior high school students with a significance value of <0.05. Meanwhile, students who only used the science virtual laboratory and demonstrations did not experience a significant increase in critical thinking skills.

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