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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Journal of Science Education Research
Susilowati Susilowati
Program Studi Pendidikan IPA FMIPA Universitas Negeri Yogyakarta
Education Mathematics Social Sciences

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Analisis Pedagogical Content Knowledge Guru IPA SMP Kelas VIII dalam Implementasi Kurikulum 2013 Susilowati Susilowati; Purwanti Widhy H
Jurnal Pendidikan Matematika dan Sains Vol 3, No 1 (2015): June 2015
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v5i1.7238

Abstract

Penelitian ini bertujuan untuk mengetahui proses pembelajaran IPA ditinjau dari pedagogical content knowledge pada implementasi kurikulum 2013 dan mengetahui hambatan guru IPA dalam melaksanakan pembelajaran sesuai pada Kurikulum 2013. Penelitian ini menggunakan penelitian kualitatif dengan studi kasus (qualitative case study) untuk memperoleh informasi yang mendalam mengenai implementasi Kurikulum 2013. Penelitian dilakukan di SMP N 8 Yogyakarta dan dipilih melalui teknik purposive sampling. Subjek penelitian ini terdiri dari satu guru  IPA dan dua siswa kelas VIII. Instrumen yang digunakan meliputi lembar observasi proses pembelajaran IPA, lembar wawancara guru dan siswa serta kuisioner untuk guru. Data dianalisis dengan teknik analisis Miles dan Huberman yang meliputi reduksi data, display data, dan penarikan kesimpulan. Keabsahan data dilakukan melalui triangulasi data dari teknik observasi, wawancara, dan kuisioner. Dalam merencanakan pembelajaran, guru IPA menggunakan RPP yang sudah disusun dari MGMP dan disesuaikan lagi dengan waktu tiap sekolah. Guru sudah berupaya mengembangkan kreativitas. Indikator kreatifitas yang belum dikembangkan meliputi make generalization, inventing, making analogy, hipotesis, sintesis, generating idea. Aspek kreatiftas yang muncul antara lain visualisasi dan relating. Kegiatan pembelajaran yang dilakukan sudah berbasis scientific. Kegiatan pembelajaran yang dilakukan sudah menuntun siswa untuk mencari tahu (discovery learning). Tetapi, tahap identifikasi masalah belum dimunculkan. Keterpaduan IPA sudah dimunculkan tetapi masih terkendala dengan faktor penguasaan ilmu sesuai dengan latar belakang keilmuan guru. Hambatan guru IPA kelas 8 Yogyakarta antara lain: kesulitan melakukan penilaian otentik, kesulitan memadukan beberapa tema, kesulitan menguasai materi keterpaduan yang bukan bidang keahliannya, kesulitan mengembangkan pertanyaan analisis, dan kesulitan mengembangkan berpikir kritis siswa. Guru juga mengalami kesulitan memahami materi sifat bahan dan pemanfaatannya.Kata kunci: analisis, pedagogical content knowledge, kurikulum 2013
THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS Riyani Septi Indriyana; Susilowati Susilowati
Journal of Science Education Research Vol 4, No 1 (2020): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v4i1.34232

Abstract

The research aimed to (1) analyzes the effects of model project-based learning approach on  STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA  test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.
The Effects of Model Project-Based Learning Approach on STEM (Science, Technology, Engineering, Mathematic) on Natural Science Learning to Junior High School Student’s Critical Thinking Skills And Cooperative Skills at SMP N 1 Berbah Riyani Septi Indriyana; Susilowati Susilowati
Journal of Science Education Research Vol 4, No 2 (2020): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v4i2.35717

Abstract

This research aimed to (1) analyzes the effect of model project-based learning approach STEM (science, technology, engineering, mathematics) on natural science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effect of model project-based learning on STEM (science, technology, engineering, mathematics) on natural science learning to junior high school student’s critical thinking skills and cooperative skills. This research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. Sampling selection technique used cluster random sampling techniques and obtained class VIII B as an experimental class and class VIII C as a control class. Learning in the experimental class project-based learning model was STEM-oriented, and the control class used a scientific approach. The data were pretest and posttest critical thinking, observation sheets of cooperative. The analysis used the normality test, homogeneity test, MANOVA test, and effect size. The results showed that: (1) there was an effect of project-based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project-based learning model on STEM approach on critical thinking and collaborative skill was on medium category.
Development of Student Worksheet Based on Discovery Learning to Improve Student’s Concept Understanding D. Anggraini; S. Susilowati
Journal of Science Education Research Vol 6, No 2 (2022): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v6i2.48320

Abstract

This research aimed to (1) produce student worksheet based on discovery learning to improve students’ conceptual understanding, (2) analyze the practicality of student worksheet based on students’ responses, and (3) test the effectiveness of student worksheet to improve students’ conceptual understanding. The research used research and development (R and D) method with a 4D model. The trial design used a one-group pretest-posttest. The instruments were the eligibility validation sheet of student worksheets, student response questionnaires, observation sheets, and instrument tests. The data analysis techniques were a five-scale score conversion, implementation of the lesson plan, the percentage of the practicality of the student worksheet, Wilcoxon signed rank test, and n-Gain. The result showed that (1) student worksheet based on discovery learning was feasible to use with the result of the assessment from material and media experts in the very good category, (2) the practicality of the student worksheet was practical with a practicality percentage of 64% in a practical category, and (3) the student worksheet was effective to improve students’ conceptual understanding as seen by the result of the Wilcoxon signed rank test asymp. Sig (2-tailed) 0.001 less than 0.025. So, there were differences in understanding concepts before and after using the student worksheets. The result was strengthened by the n-Gain analysis of 0.4 with a medium category, and there is a significant increase in conceptual understanding.
Co-Authors D. Anggraini Purwanti Widhy H Riyani Septi Indriyana