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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA)
Bambang Subali
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Physics

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EFFECTIVENESS OF PROJECT-BASED LEARNING AND 5E LEARNING CYCLE INSTRUCTIONAL MODELS Kijambu John Baptist; D. N. Utami; Bambang Subali; S. Aloysius
Jurnal Kependidikan Vol 4, No 1 (2020)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (495.423 KB) | DOI: 10.21831/jk.v4i1.27107

Abstract

This study was aimed at determining and comparing the effectiveness of project-based learning and 5E learning cycle instructional models in improving the acquisition of new biological knowledge related to the human immune system. This quasi experiment study with a pretest-posttest non-equivalent control group design was conducted in SMAN 1 and SMAN 8 Yogyakarta, Indonesia during the academic year 2018/2019. A cluster sampling technique was used to select 3 eleventh grade classes of natural science from each school. The criterion referenced essay test was used to measure the students’ learning achievements and the data collected were analyzed using SPSS version 23. The results show that both PjBL and 5E learning instructional models were effective to improve the students’ ability to acquire new biological knowledge related to the human immune system. PjBL model was more effective than 5E learning cycle model in improving the students’ ability to acquire new biological knowledge related to the human immune system.
The Differences of Analytical Thinking Skills on Biodiversity Material in Guided Inquiry Model with Conventional Class Rama Cahyati; Bambang Subali
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 1 (2022): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i1.1076

Abstract

This study aims to compare whether there are differences in analytical thinking skills between classes that use guided inquiry models and conventional classes that use discussion methods and to find out whether guided inquiry models can improve analytical thinking skills in class X SMA. This type of the research is a quasi experimental research that uses a pretest posttest control group design. The population of this research were students of class X SMA Negeri 1 Kalasan and class X SMA Negeri 1 Prambanan. The sample in this research were 4 classes with a total of 104 students. Sampling in this research was conducted by cluster random sampling. The results of the t test obtained the value of sig. (2-tailed) of 0.000, the probability value is less than 0.05, which means that there are differences in analytical thinking skills in the guided inquiry class and the conventional class. The gain score test results obtained a value of 0.71 with a high category, meaning that the use of the guided inquiry model can improve analytical thinking skills in class X SMA
Measuring the divergent thinking ability in biology science process skills of elementary school students based on tutoring activities Ikhsanudin Ikhsanudin; Bambang Subali
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 11, No 1 (2023): VOLUME 11 NOMOR 1 JUNI 2023
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/eds.v11i1.6282

Abstract

Learning in the current era is often directed at developing creativity. Increasing creativity is very close to divergent thinking skills. This study aims at measuring the divergent thinking ability in biology science process skills of the sixth-grade students at elementary schools in one regency in relation to the tutoring activities along with the effect of gender and parent’s occupations. This study is a descriptive quantitative study employing a survey method. The sample includes 603 sixth grade students at 18 elementary schools in one regency which was determined using a purposive sampling technique. The divergent thinking ability is indicated by the scores of the open-ended test. The tutoring programs, gender, and parent’s professions of the samples were obtained from questionnaires. Scoring guidelines and descriptive statistics were used for data analysis. The mean of testee joining the tutoring program is relatively low (mean=17.93/40.00, SD=6.02). This empirically shows that the development of divergent thinking ability in biology science process skills at elementary school is not optimal yet, particularly in the research samples. There is a relationship between the gender and parent’s occupations with the student’s divergent thinking ability of biology science process skills regarding the tutoring activities. This can be studied and examined further.
Estimation of Cronbach reliability based on sample size, gender, and the grades Ikhsanudin Ikhsanudin; Bambang Subali; Heri Retnawati; Edi Istiyono
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.24895

Abstract

The study tries to see the effect of different sample sizes on the reliability of creativity tests using Cronbach’s alpha. In addition, the background of the sample (gender and grade) is also detected. The study has a practical significance for designing a sample for estimating reliability using Cronbach alpha. The secondary data are used for analysis. The sample of creativity test is determined purposively, that is, has been administered to 1,960 students. The α-coefficient calculation uses the SPSS program. The result proves in the total sample, the creativity test is reliable (α=0.852). In small sample sizes, the α-coefficients values vary greatly in the different test groups. In the larger sample size, the α-coefficients are closer to constant in the different test groups. For a polytomous scale test with a length of 20 items, the α-coefficients obtained close to constant on the sample size of more than 80 testees. This result indicates for the optimum result the sample size is at least four times larger than the number of test items in reliability analysis, especially Cronbach alpha. Based on the gender aspect, descriptively the α-coefficient in the male group (0.846) was almost equal to the female group (0.851). By grouping the testees based on the grades, there are slight differences in α-coefficients in class IV (0.850), class V (0.841), and class VI (0.809). Regarding the results of this study, in the reliability estimation of test development, it is suggested to consider the adequacy and the characteristic of samples.
Co-Authors D. N. Utami Edi Istiyono Heri Retnawati Ikhsanudin, Ikhsanudin Kijambu John Baptist Rama Cahyati S. Aloysius