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All Journal EDUSAINS Teaching and Learning Journal of Mandalika (Teacher)
Florida Doloksaribu
Jurusan PMIPA Program Studi Pendidikan Kimia, Universitas Cenderawasih
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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MODEL EDUCATION RECONSTRUCTION MODUL PERKULIAHAN PENELITIAN LABORATORIUM BERBASIS PROBLEM SOLVING-DECISION MAKING Florida Doloksaribu
EDUSAINS Vol 6, No 2 (2014): Edusains
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v6i2.1152

Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar pada matakuliah Penelitian Laboratorium (PL) di Universitas Cendrawasih, Papua. Penelitian menggunakan metode reseach and development (R&D) yaitu mengembangkan bahan ajar perkuliahan berdasarkan Model of educational reconstruction (MER).  Topik yang dipilih untuk dikembangkan adalah konteks kimia batu gamping yang dilakukan dengan pendekatan Problem Solving-Decision Making (PSDM). Penelitian melibatkan lima orang ahli untuk memvalidasi bahan ajar yang telah dibuat.  Berdasarkan respon ahli didapatkan hasil bahan ajar perkuliahan topik konteks kimia batu gamping berbasis PSDM telah memenuhi kriteria sebagai berikut ketepatan materi (konten dan konteks), kesesuaian antara konten dan konteks, kesesuaian materi dengan kurikulum (tujuan pembelajaran), ketepatan gambar dan tugas percobaan, dan kesesuaian materi dengan  kemampuan mahasiswa. Nilai content validity ratio (CVR) rata-rata  untuk bahan ajar perkuliahan  adalah 0,84, CVIh> CVIt(0,84 > 0,73), hal ini menandakan bahwa bahan ajar perkuliahan yang dikembangkan layak digunakan untuk mahasiswa pendidikan kimia.
Efektivitas pembelajaran sains dini berbasis konvensional dengan pembelajaran sains dini berbasis montessori pada siswa TK GKI wikj elshaday jayapura Florida Doloksaribu; Paul Johan Kawatu; Irwandi Yogo Suaka; Arta Indah Pasaribu
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 7 No. 1 (2026)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v7i1.6269

Abstract

Early childhood science education is a crucial foundation for developing logical thinking skills and scientific curiosity. This study aims to compare the effectiveness of conventional science learning methods and the Montessori method in enhancing the understanding of simple science concepts among kindergarten students. The method used was a quasi-experiment with a pretest-posttest control group design. The research subjects were 30 students in Group B at GKI Wikj Elshaday Kindergarten, Jayapura, divided into an experimental class (Montessori-based science learning) and a control class (conventional science learning). The research instrument was a structured observation sheet to measure children's understanding of science concepts such as observation, classification, and prediction. The results showed a significant difference between the posttest scores of the experimental class and the control class. The class with Montessori-based learning demonstrated a higher increase in concept understanding compared to the conventional class. This finding indicates that the Montessori approach, which emphasizes independent exploration and concrete teaching aids, is more effective in facilitating early childhood science understanding at GKI Wikj Elshaday Kindergarten, Jayapura
Co-Authors Arta Indah Pasaribu Cornelius Tanto Irwandi Yogo Suaka Irwandi Yogo Suaka Paul Johan Kawatu