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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Journal of Education and Learning (EduLearn) JPS Unimus
Diah Puji Lestari
Universitas Negeri Yogyakarta
Humanities Chemistry Education Environmental Science Library & Information Science Physics Social Sciences Other

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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

Abstract

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.
Edible Coating Starch Making for Preserving Fruit as an Alternative for Junior High School Science Practicum on Additives Substance Material Diah Puji Lestari; Insih Wilujeng
JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG Vol 10, No 1 (2022): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia Unimus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.10.1.2022.1-8

Abstract

This research aimed to study the edible coating starch making for preserving fruit as an alternative for junior high school science practicum on additives substance material. The edible coating is a thin layer that can be consumed, inhibits microbial growth, and provides physical protection to the coated fruit. The steps to make edible coating starch carried out by the researchers are as follows: producing an eatable coating solution from cassava starch, making citronella extract fragrant, and application on fruit. Based on the results of research, edible coating starch with the addition of 30% citronella grass extract was the best treatment. Grapes could last up to 14 days of storage and showed a decrease in water content and fruit sugar by 72.22% and 4.80%, respectively. Based on the questionnaire of the teacher's responses to the manufacture of edible coating starch as an alternative to the science practicum, the results on the material aspects were in the marvelous category (90.62%), practical aspects were in a good category (79.01%), the cost and safety aspects were in the good category (85.11%). Therefore, it was possible to apply edible coating practice in schools.
Effect of the inquiry-based nature of science argumentation instructional model in scientific literacy skills Diah Puji Lestari; Paidi Paidi; Suwarjo Suwarjo
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21024

Abstract

The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills.
Co-Authors Herianto Herianto Insih Wilujeng Paidi Paidi Suwarjo, Suwarjo