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All Journal Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN Jurnal Edukasi Matematika dan Sains Jurnal Pendidikan Prosiding SNPF (Seminar Nasional Pendidikan Fisika)
Erawan Kurniadi
IKIP PGRI MADIUN
Education Mathematics Physics Social Sciences

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Journal : Jurnal Pendidikan

 1 
Pengembangan Kemandirian Belajar Mahasiswa Melalui Presentasi Tugas dan Diskusi Pada Mata Kuliah Elektronika II Erawan Kurniadi
Jurnal Pendidikan Vol 17, No 1 (2011)
Publisher : Jurnal Pendidikan

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Abstract

Learning Bology is focussed on the students’ involvement and activeness to make them easier to understand the instructional materials on the concepts of biology. To develop the existing teaching methodology at SMP Negeri I Karanganyar, Recoprocal Teaching is implemented as one of cooperative teaching strategy which enables the mutual activities of teachers and students under four understanding strategy, i.e. summerizing, questioning, clarifying and predicting. This research is intended to to identify the strategic significance of Reciprocal Teaching on the biology achievement of the seven graders of SMP Negeri 1 Karanganyar. The sample of this reserach are students of class VIIA and VIIB who are determined by random sampling technique. The t-test analysis technique results in computation that working t is 1.902 and table t is 1.675 under the level of sihnificance of 5%. The result shows that reciprocal Teaching has a significant influence on the achievement in biology of the students of VII graders of SMP Negeri 1 Karanganyar.
MENGATASI MISKONSEPSI DINAMIKA DENGAN KONFLIK KOGNITIF MELALUI METODE DEMONSTRASI Erawan Kurniadi
Jurnal Pendidikan Vol 14, No 1 (2008)
Publisher : Jurnal Pendidikan

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Abstract

This research  serves an analysis  on showing  and identifying the profile  of students'  misconception  on dynamics  materials  and its causes.  The  analysis  is also  set  to  measure  to  what  extent  is the students'    misconception    able  to be reduced   by making   use  of cognitive  conflict  under demonstration   method. The analysis  results in  conclusion    that  diagnostic   test  and  interview   catch  dynamic misconception.  Identified essential misconceptions  belong to 7 profile types  under  causes  which  are limited  by Newton  Law, the  wrong mathematic   formulation   for  Newton   Law.  Cognitive   learning   by demonstration    method  can  tentatively   reduce  the  misconception. Misconceptions   obtained  before cognitive  conflict  by demonstration method  are 91 % made by the students  of Physics,  and 60%  made by students  of mathematics.  After cognitive  conflict  learning  strategy, the misconceptions   can be reduced  to 36.5% and 14% repectiveJy.
Penerapan Pembelajaran Elektronika I Berbasis Konflik Kognitif Melalui Metode Percobaan, Demonstrasi, Ceramah dan Diskusi Erawan Kurniadi
Jurnal Pendidikan Vol 16, No 2 (2010)
Publisher : Jurnal Pendidikan

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Abstract

The main factor owing to the low quality of learning on electronics is the lack and misconception of the prerequisite subjects. The other supporting factors are the unfamiliarity of electronic components among students, the low skill in arranging electronic components and the poor capability in applying electronic measurement device. All of the mentioned factors have become the presumptions leading to the students’ failure in learning. Yet, the real causes of the students’ failure are worth searching. This research is then attempted to set learning model through observation on students’ problems.             This research is carried out within the framework of lesson study 2010 program funded by the dikti on the Electronics I subject, semester VA, the Physics Study Program. This research is packed under classroom action research design, with 1 lecturer model and 2 observers. The problems are overcome by cognitive conflict-based learning method posing experiments, demonstrations, preaching and discussion.             The analysis results in conclusions: 1) 50% of students are not capable in using measurement device and in arranging electronic components, 2) the use of LCD infocus helps students observe the demonstration, even from re4atively far places, 3) discussion can encourage students to make cognitive conflicts to reach the most proper concepts, 4) preaching method given in more than 30 minutes makes students get bored, which is then resolved by combination of 10 minutes preaching and 10 minutes discussion respectively.
Co-Authors Farida Huriawati Jeffry Handhika Miftahul Jannah Mislan Sasono Mufliq Mufliq