Articles
<![CDATA[Development of Learning Web to Improve Junior High School Students' Scientific Literacy ]]>
<![CDATA[Robi Mulya Gunawan]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Irvan Permana]]>
<![CDATA[ JSEP (Journal of Science Education and Practice) Vol 6, No 2 (2022): December 2022 ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jsep.v6i2.5942
<![CDATA[This study aims to produce a learning web that can improve the scientific literacy of junior high school students. This study used the Research and Development method with a 4D design modified into 3D: the definition stage, the design stage, and the development stage. The research subjects were 35 eighth-grade students in junior high school. The instruments used in this study consisted of a multiple-choice test to capture the achievement of the content, students' science competence and knowledge, an attitude scale to capture students' scientific attitudes, and student response questionnaires to the learning web. The results showed that learning science using the learning web could improve scientific literacy skills in the medium category. Based on the results and data analysis, the increase in learning outcomes calculated using the N-Gain Test with an average gain of 55.89% is in the medium criteria, indicating a positive difference between learning outcomes before and after learning activities. The responses from students and teachers to the learning web are generally positive and supportive of its development and use.]]>
<![CDATA[Peningkatan Kreativitas Tenaga Pendidik Melalui Efikasi Diri Dan Pelatihan ]]>
<![CDATA[Lia Yulianti]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Rais Hidayat]]>;
<![CDATA[Yuyun Elizabeth Patras]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6103
<![CDATA[Increasing The Creativity of Educators through Self-Efficiency and TrainingThe purpose of this study was to determine the relationship between self-efficacy and training with the creativity of educators at the Setukpa Lemdiklat Polri Sukabumi. The research population was 149 educators and a sample of 109 educators. Collecting data for each variable studied uses a questionnaire with a rating scale. The data analysis technique uses descriptive statistical analysis techniques and inferential statistical analysis techniques. The results showed: a) there was a positive and significant relationship between self-efficacy and creativity of educators where the correlation coefficient was ry. 1 = 0.358, and the regression equation = 64,494 + 0.627X1. The contribution of self-efficacy to the creativity of educators is 12%, b) there was a significant positive relationship between personality and creativity of educators where the correlation coefficient was ry. 2 = 0.435 and the regression equation = 59.594 + 0.632X2, the contribution of personality to the creativity of educators was 18.2%, and c) there was a significant positive relationship between self-efficacy and personality together with the creativity of educators where the correlation coefficient was R = 0.456 and the regression equation = 79.552 + 0.682.X1 + 1.161.X2. The contribution of self-efficacy and personality together to the creativity of educators is 19.3%.]]>
<![CDATA[Peningkatan Inovasi Guru Melalui Kepemimpinan Transformasional Kepala Sekolah Dan Motivasi Berprestasi ]]>
<![CDATA[Andi Supriyana]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Herfina Herfina]]>
<![CDATA[ JURNAL MANAJEMEN PENDIDIKAN Vol 10, No 2 (2022): Jurnal Manajemen Pendidikan ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jmp.v10i2.6105
<![CDATA[Improving Teacher Innovation through Transformational Leadership of School Principles and Achievement MotivationThis study aims to formulate concrete efforts in order to improve teacher innovation through a study on the relationship between; 1) transformational leadership and teacher innovation, 2) achievement motivation and teacher innovation, 3) transformational leadership and achievement motivation together with teacher innovation. This research was carried out at a private junior high school in Bogor Tengah District, Bogor City. This study was taken in correlational research using a quantitative approach. The population in this study were all permanent teachers of the Bogor City Private Junior High School foundation; 165 of 15 private junior high schools. The research sample was 117 people taken by proportional random sampling technique. The results of the study at a significant level of 5% showed that: 1) transformational leadership had a positive effect on teacher innovation where the correlation coefficient was ry1 = 0.53 and transformational leadership contributed 27.8% to teacher innovation, 2) achievement motivation had a positive effect on innovation teachers where the correlation coefficient was ry2 = 0.24 and achievement motivation contributed 5.9% to teacher innovation, 3) transformational leadership and achievement motivation together with teacher innovation as indicated by the correlation coefficient ry12 = 0.54 and transformational leadership and achievement motivation simultaneously contributed 29.1% to teacher innovation. The conclusion is that the higher the level of transformational leadership and achievement motivation, the higher the innovation of the teacher.]]>
<![CDATA[Increasing Organizational Citizenship Behavior Through Strengthening Transformational Leadership in High School Teachers ]]>
<![CDATA[Rohimah]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Widodo Sunaryo]]>
<![CDATA[ INTERNATIONAL JOURNAL OF ECONOMICS, MANAGEMENT, BUSINESS, AND SOCIAL SCIENCE (IJEMBIS) Vol. 2 No. 3 (2022): September 2022 ]]>
Publisher : <![CDATA[CV ODIS ]]>
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<![CDATA[Building human resources is a major responsibility of a country and it is a process that must be carried out sustainably, starting from the preschool, primary, secondary, and tertiary levels. The level of learning cannot guarantee the competitive advantage of human resources in Indonesia to compete against other countries in this era of global competition. One of the government's ways to balance the competition is to create a nine-year compulsory education program while improving systems, facilities, and infrastructure in educational institutions. Human resources or foreign terms are often referred to as "Human Resources" and are one of the main elements of a system that exists within a company or organization. In achieving organizational success, it does not only require qualified and competitive people but also requires resources that have a behavior that is then referred to as Organizational Citizenship Behavior (OCB). OCB itself can improve job performance because this behavior is the lubricant of the social engine in the organization. The reality in the field is that someone who is a teacher does not yet understand and have Organizational Citizenship Behavior (OCB) in school organization. This research is expected to find the efforts that are practiced to improve the Organizational Citizenship Behavior of teachers by identifying and developing the variables that affect the Organizational Citizenship Behavior of teachers, especially the transformational leadership variable.]]>
<![CDATA[Apakah inkuiri ilmiah berbasis investigasi kelompok dapat meningkatkan kerja ilmiah dan literasi sains siswa? ]]>
<![CDATA[Bibin Rubini]]>;
<![CDATA[Haris Suhartoyo]]>;
<![CDATA[Anna Permanasari]]>
<![CDATA[ Jurnal Inovasi Pendidikan IPA Vol 4, No 2: October 2018 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jipi.v4i2.20780
<![CDATA[Materi listrik (utamanya listrik dinamis) di SMP merupakan materi yang tergolong sulit. Kurangnya inovasi guru dalam membelajarkan materi ini merupakan salahsatu faktor penyebabnya. Demikian pula, kurangnya guru melatihkan kerja ilmiah sebagai ciri dari pembelajaran sains menyebabkan pemahaman siswa terhadap sains menjadi kurang bermakna. Dalam proyek ini telah dikembangkan pembelajaran berbasis kerja investigasi untuk membangun kerja ilmiah siswa, dan selanjutnya untuk meningkatkan literasi siswa secara utuh. Penelitian dengan metode kuasi eksperimen ini dilakukan dengan menggunakan satu kelas eksperimen dan satu kelas kontrol yang diasumsikan memiliki homogenitas yang sama. Kerja ilmiah siswa diukur dengan penilaian fortofolio keterampilan proses, menggunakan instrumen lembar observasi dan angket, serta format wawancara/lisan. Literasi sains diukur dengan menggunakan instrumen tes pilihan berganda beralasan. Hasil penelitian menunjukkan bahwa kerja investigasi dapat mendorong siswa untuk belajar lebih bermakna dan menyebabkan keterampilan proses siswa terlatih. Lebih lanjut pembelajaran yang mengakomodasi belajar aktif siswa dapat meningkatkan literasi sains siswa. Do scientific inquiry within group investigation enhance scientific work and science literacy of student?AbstractDynamic electricity is one of the difficult topic of science for secondary school student. Lack of teacher innovation and less practicing scientific work to student make the learning is not something awaited and meaningless. The dynamic electricity learning based on group investigation on using scientific inquiry approach has developed to build students’ scientific work skills. By the project, it was also learnt the enhance of students’ science literacy as an impact of the treatment. The quasi experimental methods was used with the control group pre-posttest designed. The two groups of student were used, one group as a control class, and the other group was the experimental class. The two groups were choosen based on the homogenity of learning achievement. The scientific work skills were assessed on using portopolio of students’ process skills (observation sheet, questionaire, and interview). The science literacy was assessed on using multiple choice test elaborated with the description/reason. The research shows that group investigation with scientific inquiry drove student to learn meaningfull and it led to the enhancing of students’ science process skills. Moreover, students’ science literacy can be improved through the active student learning.]]>
<![CDATA[Interactive Learning Multimedia: A Shortcut for Boosting Gen-Z’s Digital literacy in Science Classroom ]]>
<![CDATA[Siti Zahra Mulianti Natsir]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Didit Ardianto]]>;
<![CDATA[Nurhaedah Madjid]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol. 8 No. 5 (2022): November ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v8i5.1897
<![CDATA[This study aims to develop interactive multimedia learning to sharpen Gen- Z’s digital literacy on the material of substance pressure. The method used is research and development with research instruments including multimedia validation sheets, digital literacy questionnaires, teachers’ response questionnaires, and Gen- Z response questionnaires. The research began with need analysis, then continued with the multimedia design stage. The multimedia design stage produces the first draft of multimedia and research instruments. The first draft of the multimedia was validated at the development stage. The development stage included the validation of multimedia and research instruments, as well as a limited field test. A valid Multimedia was subsequently implemented into science learning. The evaluation stage was carried out by administering a questionnaire on digital literacy questionnaires and teachers’ and students’ response questionnaires. The results showed that learning multimedia was declared feasible based on a content validity value of 100%, and Gen - Z’s digital literacy index obtained a score of 3.30 or was in the medium category. It can be concluded that interactive learning multimedia can be an alternative way in enhancing Gen-Z's digital on-substance pressure materials. This study shows that science learning can contribute to accelerating digital transformation by enhancing youths’ capacity in digital literacy]]>
<![CDATA[Analysis of Update Mapping in Science Learning Media Research: Bibliometric Analysis Based on Google Scholar Data ]]>
<![CDATA[Sigit Subagja]]>;
<![CDATA[Didit Ardianto]]>;
<![CDATA[Bibin Rubini]]>
<![CDATA[ EKSAKTA: Berkala Ilmiah Bidang MIPA Vol. 23 No. 03 (2022): Eksakta: Berkala Ilmiah Bidang MIPA (E-ISSN : 2549-7464) ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Padang, Indonesia ]]>
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DOI: 10.24036/eksakta/vol23-iss03/322
<![CDATA[This article presents a review of bibliometric analysis on the topic of science learning media research. The aim of this research is to identify relevant research and the latest research on the research topic being analyzed. The method used in this research is descriptive quantitative with bibliometric data approach. Research data collection is carried out on the Google Scholar page with the help of Publish or Perish (PoP) software using the keyword "science learning media". Search is limited to the 2019-2021 range and the number of search results is limited to 100. Data analysis and visualization using VOSviewer software. The result is the number of article citations is 328 citations with an average of 164 citations/year and 3.64 citations/articles. IOPSCIENCE is the most productive publisher with the highest number of articles, which is 23 articles. Bibliometric visualization of network maps based on text-mining analysis resulted in 24 interconnected words grouped into 4 clusters and network maps based on the authors of the Co-authorsip showed that Alpusari and Hermita were the authors who had the most related with other authors in the topic of science learning media research.]]>
<![CDATA[Model Pembelajaran Problem Based Learning dan Guided Discovery Learning Berbantu Media Pembelajaran Muvis Terhadap Literasi Sains ]]>
<![CDATA[Aldi Yudawan]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Surti Kurniasih]]>
<![CDATA[ Pedagogia: Jurnal Ilmiah Pendidikan Vol 7, No 2 (2015): Pedagogia: Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[FKIP UNIVERSITAS PAKUAN ]]>
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DOI: 10.55215/pedagogia.v7i2.4895
<![CDATA[The research is aimed at finding out the difference of science literacy between the students of three classes with the learning models of Problem Based Learning (PBL) and Guided Discovery Learning (GDL) in the material of Life Organization using the media of Music and Video of Science (Muvis). It involved two classes: an experimental class and a control class. The population was students of SMPN 18 Bogor grade VII. The technique employed for taking the sample was Purposive Sampling. The sample used was the class of VII-A as the experimental class I. they were treated by Problem Based Learning (PBL) model and Muvis with the number of the students reached 35 students, the class of VII-B as the experimental class II was treated by Guided Discovery Learning (GDL) model and Muvis and the number of the students was 36 students. The last, the class of VII-C was made as the control class with no innovative treatment and they were 36 students. The test of ANAVA in the significant level of α = 0,05 showed that the value of Fobserved for science literacy was 52 and Ftable was 3,07, thus the value of Fobserved more than Ftable. Based on the result, the null hypothesis (H0) is rejected and the working hypothesis (H1) is accepted therefore, it can be concluded that there is difference of science literacy between PBL Muvis, GDL Muvis and the control class. The implementation of GDL Muvis in the class gave better influence to the science literacy compared to the implementation of PBL Muvis in another class and the control class with the average score of N-Gain 57.]]>
<![CDATA[Development of Learning Web to Improve Junior High School Students' Scientific Literacy ]]>
<![CDATA[Robi Mulya Gunawan]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Irvan Permana]]>
<![CDATA[ JSEP (Journal of Science Education and Practice) Vol 6, No 2 (2022): December 2022 ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.33751/jsep.v6i2.5942
<![CDATA[This study aims to produce a learning web that can improve the scientific literacy of junior high school students. This study used the Research and Development method with a 4D design modified into 3D: the definition stage, the design stage, and the development stage. The research subjects were 35 eighth-grade students in junior high school. The instruments used in this study consisted of a multiple-choice test to capture the achievement of the content, students' science competence and knowledge, an attitude scale to capture students' scientific attitudes, and student response questionnaires to the learning web. The results showed that learning science using the learning web could improve scientific literacy skills in the medium category. Based on the results and data analysis, the increase in learning outcomes calculated using the N-Gain Test with an average gain of 55.89% is in the medium criteria, indicating a positive difference between learning outcomes before and after learning activities. The responses from students and teachers to the learning web are generally positive and supportive of its development and use.]]>
<![CDATA[Analysis of Student Learning Styles Using Fleming's VARK Model in Science Subject ]]>
<![CDATA[Sigit Subagja]]>;
<![CDATA[Bibin Rubini]]>
<![CDATA[ JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS (JPBN) Vol 9, No 1 (2023): Jurnal Pembelajaran Dan Biologi Nukleus March 2023 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Labuhanbatu ]]>
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DOI: 10.36987/jpbn.v9i1.3752
<![CDATA[The implementation of high-quality learning is something teachers must ensure. Consequently, teachers need to be able to design engaging learning procedures that draw students' attention to the subjects they are teaching. Understanding a student's preferred learning style is one of the necessary teachers. People with learning styles closely tied to their environments and personalities are adjusted. The process of receiving knowledge will be improved by defining the learning material to the learner's preferred learning style. One of the most used diagnostic tools for determining learning type is the VARK model. The visual, Auditory, Read/Write, and kinesthetic learning styles are divided into four divisions in the VARK paradigm. This research aims to identify the dominant learning style among science students. A qualitative descriptive methodology used one hundred junior high school students as research participants. Diagnostic exams and interviews were the tools used. Data analysis was carried out qualitatively by reducing data, presenting data, and making conclusions. According to the findings, 35% of students are kinesthetic learners, with 30% being visual, 21% being Auditory, and 14%t being Read/Write. Identifying learning tools, such as choosing learning models, creating and choosing materials, and learning media and assessment approaches that are more effective in accordance with student learning styles, can be done by developing one's understanding of learning styles.]]>
