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<![CDATA[Potensi Implementasi Pembelajaran Berdiferensiasi Berorientasi ESD dalam Projek IPAS Aspek Zat dan Perubahannya ]]>
<![CDATA[Latifah, Nur]]>;
<![CDATA[Hayat, Muhammad Syaipul]]>;
<![CDATA[Khoiri, Nur]]>
<![CDATA[ Jurnal Penelitian Pembelajaran Fisika Vol 14, No 2 (2023): SEPTEMBER 2023 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jp2f.v14i2.16955
<![CDATA[This study aims to analyze the potential implementation of ESD-oriented differentiated learning (Education for Sustainable Development) in the IPAS Project, aspects of substances and their changes. This research is a type of qualitative descriptive research. Interview, survey and documentation methods were chosen as data collection techniques. The results of the data collection were analyzed using data triangulation. 26 teachers of the Science Project in Jepara Regency were randomly selected as respondents. From the survey results, 88% understood and implemented differentiated learning in the IPAS Project, aspects of substances and their changes. However, there are 77% of teachers consider the implementation of differentiated learning to take a lot of time so that the available lesson hours are insufficient, 65% consider the implementation of differentiated learning very troublesome for teachers because there are many stages to do, 65% already understand the concept of ESD-oriented learning in the IPAS Project, 85% of teachers use waste items or simple tools obtained in the surrounding environment in substance learning and the changes. In addition, 96% of students are able to utilize unused used items into practice materials for substance and change projects, and 88% of teachers stated that learning aspects of substances and changes is ESD-oriented able to instill the value of attitudes, appearance and awareness of paying attention to life for the next generation. Another fact based on interviews found that some teachers do not implement a differentiated learning approach due to the difficulty of making teaching modules and LKPD.]]>
<![CDATA[Pengaruh Perkuliahan Fisika Berbasis Proyek Terhadap Keterampilan Generik Sains Mahasiswa ]]>
<![CDATA[Khoiri, Nur]]>
<![CDATA[ Jurnal Penelitian Pembelajaran Fisika Vol 14, No 1 (2023): APRIL 2023 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jp2f.v14i1.14879
<![CDATA[This study aims to determine the effectiveness of project-based lecture programs to develop students' generic science skills in making teaching aids in physics learning. The method used in this research is quasi experiment. The sample of this research was college students consisting of 30 students, and formed into 10 groups. The required data requirements are determined by appropriate assessment techniques, namely observation, practice tests, and group assignments. The results showed that all aspects of the assessment of teaching aids that had been made by students were in a very good category, in addition to that the average score of the students' generic science skills was also good because students designed their own practical activity guides, so that students had constructed knowledge about the aspects of generic science skills that were appear at activity stages. Lecture activities that reflect science attitudes and behavior have had an impact on improving students' generic science skills.Keywords: physics learning, project based learning, generic science skills]]>
<![CDATA[Pengaruh Pemanfaatan Video Tracker Terhadap Keterampilan Generik Sains Peserta Didik Pada Pembelajaran Gerak Lurus Beraturan ]]>
<![CDATA[Febrianti, Fira Rosmaliana]]>;
<![CDATA[Khoiri, Nur]]>;
<![CDATA[Patonah, Siti]]>;
<![CDATA[Setiawan, Didik]]>
<![CDATA[ Jurnal Penelitian Pembelajaran Fisika Vol 14, No 1 (2023): APRIL 2023 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jp2f.v14i1.13956
<![CDATA[Learning that exercises generic science skills will result in students being able to understand concepts in solving problems and other scientific activities, as well as being able to learn independently efficiently. The purpose in this study was to determine the effect of using a video tracker in improving students' generic science skills in learning uniform rectilinear motion. In this study using the One-Group Pretest-Posttest Design. The sampling technique in this study is Non-Probability Sampling. The population of this study were students in class X MIPA SMA Al Fattah Terboyo Semarang. The sample of this research was 28 students in class X MIPA SMA Al Fattah Terboyo Semarang. Data collection techniques in the form of tests and observations. Data analysis techniques in this study were normality test, homogeneity test, gain test and hypothesis testing with paired sample t test. Based on the results of the study, there is an effect of using a video tracker on students' generic science skills in learning uniform rectilinear motion. It is known from the results of the analysis of the calculation of the average value of the pretest-posttest increase of 22.12% and from the observations made by the observer, the average value is 80.88% with very good criteria. From the results of the gain test analysis, a value of 0.37 is obtained in the moderate category. The results of the normality test obtained a significance value of 0.85 > 0.05, then H0 was accepted and Ha was rejected. And the results of the homogeneity test obtained a significance value of 0.46 > 0.05, then H0 was accepted and Ha was rejected. Therefore it was concluded that there was a significant influence on students' generic science skills at SMA Al Fattah Terboyo Semarang.Keywords: Tracker, Science Generic Skills, GLB.]]>
<![CDATA[Efektivitas Strategi Pembelajaran Inkuiri terhadap Sikap Ilmiah dan Keterampilan Proses Sains ]]>
<![CDATA[Khoiri, Nur]]>
<![CDATA[ Jurnal Penelitian Pembelajaran Fisika Vol 12, No 1 (2021): APRIL 2021 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jp2f.v12i1.8313
<![CDATA[Keterampilan proses sains sangat penting dalam rangka membangun konsep sains yang baik bagi siswa. Keterampilan proses sains bisa dimunculkan melalui pembelajaran yang interaktif, salahsatu pembelajaran interaktif dalam pembelajaran sains adalah model pembelajaran inkuiri. Penelitian bertujuan untuk mengukur dampak pembelajarn inkuiri terhadap sikap dan keterampilan proses sains. Penelitian menggunakan metode quasi ekperimen. Sasaran penelitian siswa yang berjumlah 360 siswa sekolah menengah atas di kabupaten Brebes. Data utama sikap ilmiah dan keterampilan proses sains siswa didapatkan dari hasil pengamatan saat pembelajaran dan penilaian hasil belajar siswa. Rata-rata penilaian sikap ilmiah kelas siswa di kelas eksperiment 49,7 sedangkan kelas kontrol 42.1. saedangkan rata-rata keterampilan proses sains siswa kelas eksperiment adalah 76,8 dan kelas kontrol 57,8. Sedangkan berdasarkan hasil analisis uji t untuk kelas eksperimen dan kelas kontrol didapatkan skor 0.04 artinya terdapat perbedaan nyata antara kelas eksperiment dan kelas kontrol. Simpulan penelitian bahwa dampak pemanfaata model inkuiri terhadap sikap ilmiah dan keterampilan proses sains siswa sangat nyata.]]>
<![CDATA[E-comic as a media to build an understanding of newtons concepts ]]>
<![CDATA[Khoiri, Nur]]>;
<![CDATA[Lilyani, Feby Sella Tutut]]>;
<![CDATA[Wijayanto, Wijayanto]]>
<![CDATA[ Momentum: Physics Education Journal Vol. 8 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Kanjuruhan Malang ]]>
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DOI: 10.21067/mpej.v8i1.8478
<![CDATA[This research aims to create effective physics e-comic learning media to help students understand Newton’s concepts. The Research and Development method was used in conjunction with a 4-D development model that consists of four stages: definition, design, development, and dissemination. At the definition stage, a series of needs analysis was carried out, collecting and analyzing information. After a series of definitions had been formulated, the next step was to design. This stage involved designing the product that would be created in accordance with the previously completed definition formula. After the design stage was completed, the designing stage consisted of two steps, namely expert appraisal (expert assessment), accompanied by revisions and developmental testing (development trials) up to the deployment stage. A limited trial on 27 students of class VIII from SMP Negeri 15 Semarang resulted in an increase of 80% in student learning outcomes in final physics learning with the criteria “very feasible.†Based on limited trials, the e-comic media developed was effective and could be used as a physics learning medium to build understanding of Newtonian material physics concepts. This research could serve as a foundation for several other studies that employed diverse and innovative learning media, such as e-comics, which could have ramifications for readers’ understanding of several concepts related to their cognitive abilities.]]>
<![CDATA[PERAN KEPEMIMPINAN TRANSFORMASIONAL TERHADAP PENGEMBANGAN INOVASI DAN WORK CULTURE DALAM ORGANISASI PENDIDIKAN: The role of transformational leadership towards innovation development and Work Culture in Educational Organizations ]]>
<![CDATA[Hidayah, Fitriyatun]]>;
<![CDATA[Khoiri, Nur]]>
<![CDATA[ Jurnal Manajemen Pendidikan Islam Al-Idarah Vol. 9 No. 01 (2024): JMPI2024 ]]>
Publisher : <![CDATA[STIT PRINGSEWU ]]>
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DOI: 10.54892/jmpialidarah.v9i01.340
<![CDATA[Abstract Innovation in Education is an effort to develop and update the quality of education in order to achieve the expected goals. This process requires cooperation by all members under the auspices of a school. To be a transformational leader, a leader must work to acquire all four internal components. This can be achieved in several ways, including: (1) Formulate a clear vision. (2) Manage the implementation of the vision to establish a clear vision. (3) Provide motivation to all components, (4) Be creative and innovative, (5) Create a learning-oriented organizational culture. The leadership management system can develop a work culture by applying several strategic methods as follows: (1) Creating and implementing a vision and concept of work that is competitive and dynamic in an organizational institution, (2) Building good communication skills, (3) Establishing cooperation with several communities and organizations. The writing of this article uses the Literature Study method with literature review and descriptive. The results describe the role of transformational leadership in the development of innovation and Work Culture in educational organizations. Abstrak Inovasi dalam Pendidikan menjadi Upaya untuk mengembangkan dan memperbaharui kualitas Pendidikan agar tercapai tujuan yang diharapkan. Proses ini diperlukan Kerjasama oleh seluruh anggota yang bernaung dalam suatu sekolah. Untuk menjadi pemimpin transformasional, seorang pemimpin harus bekerja untuk memperoleh keempat komponen internal tersebut. Hal tersebut dapat ditempuh dengan beberapa cara, diantaranya: (1) Merumuskan visi yang jelas. (2) Mengelola implementasi visi untuk menetapkan visi yang jelas. (3) Memberikan motivasi kepadal seluruh komponen, (4) Bersikap kreatif dan inovatif, (5) Menciptakan budaya organisasi yang berorientasi pada pembelajaran. Adapun system manajemen kepemimpinan dapat mengembangkan budaya kerja dengan menerapkan beberapa metode strategies sebagai berikut: (1) Menciptakan dan menerapkan sebuah visi dan konsep bekerja yang bersifat kompetitif dan dinamis dalam suatu Lembaga organisasi, (2) Membangun kemampuan komunikasi yang baik, (3) Menjalin kerja sama dengan beberapa komunitas dan organisasi. Penulisan artikel ini menggunakan metode Studi Pustaka dengan kajian literatur dan deskriptif. Hasil penelitian mendeskripsikan peran kepemimpinan transformasional terhadap pengembangan inovasi dan Work Culture dalam organisasi Pendidikan.]]>
<![CDATA[Pengaruh Model Pembelajaran Creative Problem Solving terhadap Kemampuan Pemecahan Masalah Matematis Siswa ]]>
<![CDATA[Dian Cahyani, Sisvina]]>;
<![CDATA[Khoiri, Nur]]>;
<![CDATA[Sari Setianingsih3, Eka]]>
<![CDATA[ MIMBAR PGSD Undiksha Vol. 7 No. 2 (2019): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jjpgsd.v7i2.17496
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran creative problem solving terhadap kemampuan pemecahan masalah matematis siswa kelas V SD N Pandeanlamper 01 Semarang. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen. Desain yang digunakan adalah pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas V SD N Pandeanlamper 01 Semarang tahun ajaran 2018/2019 yang terdiri dari kelas eksperimen dan kelas kontrol. Pengambilan sampel dengan menggunakan teknik random sampling. Instrumen yang digunakan untuk memperoleh data yaitu (1) wawancara (2) Dokumentasi (3) Tes dan (4) Observasi. Analisis Data menggunakan uji normalitas awal, uji normalitas akhir, uji homogenitas awal, uji homogenitas akhir, dan uji hipotesis (uji-t dua sampel). Uji normalitas awal dan akhir digunakan untuk mengetahui kelas tersebut berdistribusi normal atau tidak. Uji homogenitas awal dan akhir digunakan untuk mengetahui kelas tersebut mempunyai varian sama dan bersifat homogen atau tidak. Uji hipotesis menggunakan uji t dua sampel. Hasil pengujian hipotesis pada hasil tes menunjukkan bahwa thitung 2,1323 dan ttabel 2,02269 dengan taraf signifikan 5%. Karena thitung > ttabel yaitu 2,1323 > 2,02269 sehingga H0 ditolak. Karena H0 ditolak, maka kesimpulannya yaitu kemampuan pemecahan masalah matematis siswa kelas eksperimen lebih baik daripada kelas kontrol. Sehingga model pembelajaran creative problem solving berpengaruh positif terhadap kemampuan pemecahan masalah matematis siswa kelas V SD N Pandeanlamper 01 Semarang. Kata Kunci : model pembelajaran Creative Problem Solving (CPS) ,kemampuan pemecahan masalah matematis.]]>
<![CDATA[Efektivitas Model Pembelajaran Inkuiri Terhadap Hasil Belajar: The Effectiveness of the Inquiry Learning Model on Learning Outcomes ]]>
<![CDATA[Khoiri, Nur]]>
<![CDATA[ Jurnal Inovasi Pembelajaran di Sekolah Vol 2 No 1 (2021): Jurnal Inovasi Pembelajaran di Sekolah ]]>
Publisher : <![CDATA[Persatuan Guru Republik Indonesia Kota Semarang ]]>
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DOI: 10.51874/jips.v2i1.21
<![CDATA[The purpose of the research is to know the effectiveness of inquiry learning model on student learning outcomes. Determination of the sample using cluster random sampling technique to obtain the experimental class and control class. Test for normality using Lilliefors test and test for homogeneity using Bartllet test. Hypothesis testing using t test and effectiveness of inquiry learning model showed by Gain test. Based on the analysis data, the result of this research is gotten with score tcount > ttable (4.93> 1.67), so Ho is rejected. This shows that the inquiry learning model is effective on learning outcomes. Gain analysis of an experimental class has high criterion (0.70) and the control class has medium criteria (0.48).]]>
<![CDATA[Profil Pelaksanaan Pembelajaran Berdiferensiasi di SMK Negeri 3 Jepara ]]>
<![CDATA[Latifah, Nur]]>;
<![CDATA[Roshayanti, Fenny]]>;
<![CDATA[Hayat, Muhammad Syaipul]]>;
<![CDATA[Khoiri, Nur]]>
<![CDATA[ Jurnal Inovasi Pembelajaran di Sekolah Vol 4 No 2 (2023): Jurnal Inovasi Pembelajaran di Sekolah ]]>
Publisher : <![CDATA[Persatuan Guru Republik Indonesia Kota Semarang ]]>
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DOI: 10.51874/jips.v4i2.97
<![CDATA[This study aims to determine the implementation of differentiated learning at SMK Negeri 3 Jepara. This type of research is qualitative research. Interview, survey and documentation methods were chosen as data collection techniques. The results of data collection were analyzed using data triangulation. In carrying out the research at SMK Negeri 3 Jepara, 42 teachers were involved as respondents who were selected randomly. From the survey results, information was obtained that 80.96% of teachers had heard of differentiated learning. 71.42% of teachers have understood the concept of differentiated learning, 60% better understand the application of differentiated learning strategies, but only 33.33% of teachers carry out differentiated learning. 52.38% of teachers consider differentiated learning to support student characteristics, but the teacher's workload increases. 71.43% still think that the application of differentiated learning requires more time in learning activities. Another fact based on interviews found that there were still a few teachers who carried out differentiated learning because they found many obstacles in its implementation, including difficulties in making the tools, especially student worksheets (LKPD).]]>
<![CDATA[Pengaruh Diversitas Gender Terhadap Sustaianble Awareness Siswa SMK: The Influence of Gender Diversity on Sustainable Awareness of Vocational School Students ]]>
<![CDATA[Siskawati, Dyah]]>;
<![CDATA[Khoiri, Nur]]>;
<![CDATA[Hayat, Muhammad Syaipul]]>
<![CDATA[ Jurnal Inovasi Pembelajaran di Sekolah Vol 4 No 2 (2023): Jurnal Inovasi Pembelajaran di Sekolah ]]>
Publisher : <![CDATA[Persatuan Guru Republik Indonesia Kota Semarang ]]>
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DOI: 10.51874/jips.v4i2.137
<![CDATA[This article aims to analyze the influence of gender diversity on vocational high school students' sustainability awareness. In this era of globalization and rapid development, it is important for students to have a high awareness of sustainable issues, including in the context of gender. This research involved a sample of Vocational High School students from various gender backgrounds, with the aim of understanding whether gender diversity contributes to increasing students' sustainable awareness.]]>
