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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pendidikan Sains Jurnal Pendidikan IPA Indonesia Pedagogia: Jurnal Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Briliant: Jurnal Riset dan Konseptual Unnes Science Education Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pendidikan Fisika Momentum: Physics Education Journal Muallimuna : Jurnal Madrasah Ibtidaiyah SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JPF : JURNAL PENDIDIKAN FISIKA International Journal of Elementary Education Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Pembelajaran Sains DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) Kasuari: Physics Education Journal (KPEJ) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Riset Pendidikan Fisika Studies in Learning and Teaching Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Riau Education Journal PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Jurnal MIPA dan Pembelajarannya Jurnal Tatsqif Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan IPA Indonesia

Supriyono Koes Handayanto

Universitas Negeri Malang

Author-ID : 3186820

Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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THE INFLUENCE OF V DIAGRAM PROCEDURAL SCAFFOLDING IN GROUP INVESTIGATION TOWARDS STUDENTS WITH HIGH AND LOW PRIOR KNOWLEDGE Amelia, R.; H., Supriyono Koes; Muhardjito, Muhardjito
Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i1.5799

The learning achievement of high school students of Malang city in physics was still low, thus the appropriate learning strategies was necessaryto optimize the physics learning achievement. V diagram procedural scaffoldingin Group Investigation was designed with the aim to optimize student learning achievement. The purpose of this study was to examine differences in learning achievement of groups of students who learn through Scaffolding Procedural strategies in Group Investigation and groups of students who are studying with Group Investigation, to examine differences in student achievement between thosewith high and low prior knowledge levels, and to examine the interaction between learning strategies (procedural scaffolding in GI and GI) and initial knowledge of students towardlearning achievement. The method used in this study wasquasi-experimental.The design used in this study was Two Factorial Design consisted of two experimental classes and two control classes each. The results indicated that learning achievement group of students who learn through proceduralscaffolding in Group Investigation was higher than the group of students who are studying with Group Investigation. The learning achievements of students with high prior knowledge surpassed those with low prior knowledge. Last, there was an interaction between the learning strategies and prior knowledge of students toward learning achievement.

THE DIAGNOSIS OF SENIOR HIGH SCHOOL CLASS X MIA B STUDENTS MISCONCEPTIONS ABOUT HYDROSTATIC PRESSURE CONCEPT USING THREE-TIER Wijaya, C. P.; H, Supriyono Koes; Muhardjito, Muhardjito
Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i1.5784

One of the main problems in physics is the emergence of studentsâ misconceptions which comes from the prejudices of false starts and a naive belief. Many studies have shown that students tend to have developed their own understanding before the formal teaching is done. The ideas which are developed by students which are different from the explanations by the experts are known as misconceptions. The initial idea that has been formed by the students is very difficult to change by the teachers although the materials are presented with scientific concepts. Misconceptions diagnosis research on the hydrostatic pressure concept was conducted on 23 students of class X MIA B SMAN 3 Malang using Three-tier test. The diagnosis results that the students get misconceptions on the indicators, it explain the hydrostatic pressure is influenced by the depth and at all points located in the horizontal area in the calm liquid has the same hydrostatic pressure, and the hydrostatic pressure is proportional to the density of the fluid, include 1) students believe that hydrostatic pressure is greater at a point closer to the closed cavity (43.5%), 2) the students believe that the hydrostatic pressure is proportional to the density of the submerged object (30.4%), 3) the students believe that the hydrostatic pressure is greater on the outside of the cave because it has a larger volume of fluid so that the pressure is higher (17.4%), 4) students had misconceptions in determining the depth in case of hydrostatic pressure (13%), 5) the students believe that the hydrostatic pressure is greater in the narrow place (13%).

Development of self-rating scale instrument of self-directed learning skills for high school students Sulasiwi, Intan Febry; Handayanto, Supriyono Koes; Wartono, Wartono
Jurnal Penelitian dan Evaluasi Pendidikan Vol 23, No 1 (2019)
Publisher : Graduate School, Universitas Negeri Yogyakarta

This study aims to develop a valid and reliable self-rating scale instrument for measuring Self-Directed Learning (SDL) skills. This DDI study follows the steps of Hinkin’s development (1995) which consists of five stages: creating an item pool, expert conclusion, implementation, confirmatory factor analysis, and reliability analysis. The self-rating scale developed in this study consisted of sixty statements accompanied by a 1-5 Likert scale. Based on the factors analysis, 16 items were still in the draft and 44 items were declared valid and reliable. Five factors that are determined are: awareness (8 items, α = 0.717), learning strategies (9 items, α = 0.806), and learning activities (7 items, α = 0.777), evaluation (8 items, α = 0.790), and interpersonal skills (12 items, α = 0.907). The reliability coefficient (Cronbach Alpha) of the self-rating scale is α = 0.933, with the required reliability criteria is 0.5. On a scale conversion of 1-100, the student’s highest score of SDL skills is 93, and the lowest score SDL skills are 31 (SD = 20.334).

Pengembangan tes kemampuan berpikir kritis pada materi Optik Geometri untuk mahasiswa Fisika Pradana, Shan Duta Sukma; Parno, Parno; Handayanto, Supriyono Koes
Jurnal Penelitian dan Evaluasi Pendidikan Vol 21, No 1 (2017)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian ini merupakan jenis penelitian pengembangan yang dilakukan dengan tujuan untuk mengembangkan tes kemampuan berpikir kritis. Penelitian ini menggunakan model ADDIE dengan urutan tahapan penganalisisan, perencanaan, pengembangan, pengimplementasian, dan pengevaluasian, tetapi pada penelitian ini hanya dilakukan sampai tahap pengimplementasian. Tes yang dikembangkan dalam penelitian ini terdiri dari lima belas butir soal uraian. Validasi terhadap butir soal tes dilakukan dua kali, yaitu validasi isi dan validasi empiris. Hasil validasi isi menunjukkan bahwa nilai rata-rata butir soal tes sebesar 3,394 berkategori baik, sedangkan hasil validasi empiris menunjukkan bahwa ada sebelas soal berkategori valid dan empat soal berkategori tidak valid. Sebelas soal yang berkategori valid memiliki nilai koefisien reliabilitas Cronbach Alpha sebesar 0,67. Hasil implementasi tes menunjukkan hasil bahwa nilai rata-rata kemampuan berpikir kritis mahasiswa sebesar 27,20 dari 100,00 dengan nilai tertinggi 71,05 dan nilai terendah 2,63. Hal ini menunjukkan bahwa kemampuan berpikir kritis mahasiswa masih kurang.Kata kunci: tes kemampuan bepikir kritis, kemampuan berpikir kritis DEVELOPING CRITICAL THINKING SKILLS TEST IN GEOMETRICAL OPTIC FOR PHYSICS STUDENTAbstractThe kind of this study is the research and development that aims to develop critical thinking skills test. This study uses ADDIE model that has five steps: analyze, design, develop, implement, and evaluate, but in this study only done until the implementing step. This test consists of fifteen items essay test. Validation of this test performed twice, content validation and empirical validation. Content validation shows that this test have good categorized with average score 3,394, whereas empirical validation shows that there are eleven items that have valid categorized and four items that have invalid categorized. The valid items have reliabity coefficient Alpha Cronbach 0,67. The result of implementing step shows that students have average of critical thinking skill score 27,20 from 100,00 with the higest score 71,05 and the lowest score 2,63. This result shows that students’ critical thinking skills are still lacks.Keywords: critical thinking skills test, critical thinking skills

Pengaruh Model Pembelajaran Learning Cycle 5E terhadap Keterampilan Berpikir Kritis dan Penguasaan Konsep Wati, Iswahyuni; Koeshandayanto, Supriyono; Ibrohim, Ibrohim
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 8: AGUSTUS 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i8.14671

Abstract: The purpose of this study is to determine the effect of the 5E learning cycle model on critical thinking skills and mastery of concepts. Learning activities are carried out online using Microsoft 365. This study was conducted on science content with the subjects were the fifth grade students. The research design used a one-group pretestâ€“posttest design. After the analysis prerequisite test was met, the data were analyzed using paired sample t-test. The results of the study showed that there was effect of the 5E learning cycle model on students' critical thinking skills and mastery of concepts.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran learning cycle 5E terhadap keterampilan berpikir kritis dan penguasaan konsep. Kegiatan pembelajaran dilakukan secara daring menggunakan Microsoft 365. Penelitian ini dilakukan pada muatan IPA dengan subyek penelitian siswa kelas V. Rancangan penelitian menggunakan one-group pretestâ€“posttest design. Setelah uji prasyarat analisis terpenuhi, data dianalisis menggunakan paired sample t-test. Hasil penelitian menunjukkan terdapat pengaruh model pembelajaran learning cycle 5E terhadap keterampilan berpiki kritis dan penguasaan konsep siswa.

HOW DOES THE STUDENTSâ€™ CRITICAL THINKING ABILITY IN GEOMETRY OPTICS? Sutrisno, Fery Hadi; Handayanto, Supriyono Koes; Supriyana, Edi; Laksmisari, Rusna
Unnes Science Education Journal Vol 7 No 2 (2018): July 2018
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v7i2.24297

One of the abilities that must be possessed by students in the 21st century is the ability to think critically. This article aims to analyze students' critical thinking skills in geometric optical materials. This research is descriptive research with subject of research consisted 116 student grade 12 SMA. The critical thinking skills test instrument consists of 12 items about the description of geometric optical material with reliability coefficient of 0.701. The results of this study indicate that the average ability of critical thinking students 14.54 of scale 100 with the highest score of 48 and the lowest value 1.3. This shows that students' critical thinking skills are still in the low category. The weakest aspect of critical thinking ability is argument analysis. Need efforts to improve students' critical thinking skills, one of them is by applying learning that requires students actively in solving problems.

AKTIFITAS PEMBELAJARAN STEM SISWA SEKOLAH DASAR: MEMBUAT PEMBANGKIT LISTRIK TENAGA SURYA SEBAGAI SUMBER ENERGI ALTERNATIF Daswarman, Daswarman; Koes Handayanto, Supriyono
Riau Education Journal Vol. 1 No. 3 (2021): RIAU EDUCATION JOURNAL, Vol. 1, No. 3, DESEMBER 2021
Publisher : PGRI Provinsi Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (153.352 KB)

This paper is about STEM learning activities in the manufacture of solar power plants as an alternative energy source. Learning development by integrating physics and mathematics lessons as well as engineering design to overcome the limitations of electrical energy. The STEM learning activities that will be developed are based on the STEM learning approach by Sutaphan and Yuenyong. This problem will be solved through a project by students. The limited sources of electrical energy in remote areas can be solved by making solar power plants. This solar power plant utilizes solar energy. Through STEM learning, elementary school students are expected to be able to collaborate in applying knowledge about physics, mathematics and engineering design. To make this engineering design, students can take advantage of their knowledge of electrical circuits, engineering design about sizes suitable for installation as well as mathematical calculations. This paper is expected to be able to design STEM learning activities.

PENGARUH PEMBELAJARAN TPS DENGAN SCAFFOLDING KONSEPTUAL TERHADAP KEMAMPUAN MENYELESAIKAN MASALAH SINTESIS FISIKA DITINJAU DARI PENGETAHUAN AWAL SISWA Khoirul Haniin; Markus Diantoro; Supriyono Koes Handayanto
Jurnal Pembelajaran Sains Vol 1, No 2 (2017)
Publisher : Prodi Pendidikan IPA FMIPA Universitas Negeri Malang

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran TPS dengan scaffolding konseptual terhadap kemampuan menyelesaikan masalah sintesis fisika ditinjau dari pengetahuan awal fisika. Populasi penelitian adalah siswa kelas XI IPA SMA Negeri 3 Malang tahun pelajaran 2013-2014. Terdapat dua kelas sebagai sampel penelitian, yaitu kelas eksperimen dan kelas kontrol yang diambil secara cluster sampling. Data hasil penelitian eksperimen dianalisis dengan analisis variansi dua jalur. Hasil penelitian menunjukkan bahwa ada perbedaan kemampuan menyelesaikan masalah sintesis fisika antara kelompok siswa yang belajar melalui pembelajaran TPS dengan scaffolding konseptual dan pembelajaran TPS, ada perbedaan kemampuan menyelesaikan masalah sintesis fisika antara kelompok siswa yang mempunyai tingkat pengetahuan awal berbeda, dan tidak ada pengaruh interaksi antara stategi pembelajaran dan pengetahuan awal terhadap kemampuan menyelesaikan masalah sintesis fisika.

Improving Students' Scientific Argumentation Ability through Argument-driven Inquiry Learning with Procedural E-Scaffolding Husen Jauwad; Supriyono Koes Handayanto; Markus Diantoro
Jurnal Pendidikan Sains Vol 9, No 3: September 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i3.15095

Abstract: Scientific argumentation is a communication technique that needs to be improved in the 21st century. Scientific argumentation research using argument-driven inquiry learning with procedural e-scaffolding is still limited. In this work, we report the results of a study combining argument-driven inquiry learning with procedural e-scaffolding. This research was conducted in three classes which were divided into the ADI-ES class, the ADI class, and the control class. Learning is carried out online so that data is collected using Google Forms. Furthermore, the data were analyzed using ANOVA and the post hoc test. The results showed that there were differences in the ability of scientific argumentation before and after learning. Among the three classes, ADI-ES class has better scientific argumentation skills than other classes. Furthermore, the comment feature on Google Docs might be used to support e-scaffolding during learning.Abstrak: Argumentasi ilmiah merupakan teknik berkomunikasi yang perlu ditingkatkan pada abad 21. Penelitian argumentasi ilmiah yang menggunakan pembelajaran argument-driven inquiry dengan e-scaffolding prosedural masih terbatas. Di artikel ini kami melaporkan hasil penelitian yang mengombinasikan pembelajaran argument-driven inquiry dengan e-scaffolding prosedural. Penelitian ini dilakukan pada tiga kelas yang dibedakan menjadi kelas ADI-ES, kelas ADI, dan kelas kontrol. Pembelajaran dilakukan secara daring sehingga data dikumpulkan menggunakan bantuan google form. Selanjutnya, data dianalisis menggunakan ANOVA dan uji pos hoc. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan argumentasi ilmiah sebelum dan sesudah pembelajaran. Diantara ketiga kelas, kelas ADI-ES memiliki perubahan kemampuan argumentasi ilmiah yang lebih baik daripada kelas lainnya. Selanjutnya fitur komentar pada google doc dapat dimanfaatkan lebih lanjut untuk mendukung e-scaffolding saat pembelajaran berlangsung.

Distributed Scaffolding Influences in Inquiry Learning on High Order Thinking Skills Muji Sobirin; Supriyono Koes . H; Sentot Kusairi
Jurnal Pendidikan Sains Vol 6, No 4: December 2018
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Abstract: The study aims to investigate the effect of distributed scaffolding in inquiry learning to higher order thinking skills (HOTS) of students, especially on optical geometry subject. This study used a quasi-experimental design with pretest and posttest control group design. The study used 10 multiple choices with open-ended questions. The data were analyzed using ANCOVA. The results showed that higher order thinking skills of students learned by inquiry learning with distributed scaffolding better than the control class. Every inquiry stage which integration with scaffolding train student to organize prior knowledge with new knowledge. Further research can deepen qualitatively about the thinking process of students in learning Physics with distributed scaffolding.Key Words: higher order thinking skills (HOTS), distributed scaffolding, inquiryAbstrak: Tujuan penelitian ini adalah mengkaji pengaruh scaffolding terdistribusi dalam pembelajaran inkuiri terhadap keterampilan berpikir tingkat tinggi (HOTS) siswa, pada pokok bahasan optik geometri. Jenis penelitian ini adalah kuasi eksperimen dengan rancangan pretest and posttest control group design. Instrumen penelitian untuk mengukur HOTS berbentuk pilihan ganda beralasan sebanyak 10 soal. Data penelitian dianalisis dengan menggunakan Ancova. Hasil penelitian menunjukkan keterampilan berpikir tingkat tinggi siswa yang belajar dengan pembelajaran inkuiri disertai scaffolding terdistribusi lebih baik dari pada kelas kontrol. Setiap tahapan inkuiri yang terintegarasi bersama scaffolding melatih siswa untuk berpikir pemecahan masalah yang komplek. Penelitian lanjutan dapat memperdalam secara kualitatif tentang proses berpikir siswa dalam pembelajaran Fisika dengan scaffolding terdistribusi.Kata kunci: keterampilan berpikir tingkat tinggi, scaffolding terdistribusi, inkuiri

Co-Authors A. A. Sg Noviana Aryani Pucangan Abdur Rofik Maulana Achmad Noerkhaerin Putra Afandi, 'Alia Nur Husna Agus Widayoko Ahmad Nasich Luthfi Ahmad Suryadi, Ahmad Ahmad Taufiq Akhmad Fauzul Albab Akrom, Akrom Al Wachidy, Muchammad Chabibur Rochman Alif Darmawan Aloysius Rabata Nova T F T Amaliyah Tazkiyah Andi Marwanti Panre Annisa Ulfa Yana Aras Hanif Afiat Ardian Setya A Ardian Setya A, Ardian Setya Arif Hidayat Arif Hidayat Arrika Wifqotu Lailin Nafisah Atika Isnaining Dyah Aynin Masfufah Aynin Mashfufah Ayu Vidya Rakhmawati Azizah, Fithrotul C. P. Wijaya, C. P. Chokchai Yuenyong Daswarman Daswarman Dewi Priyantini Dian Septa Puspitasari Dimas Abdi Haidar Dinicen Viclara Dionisius Bukifan Ellen Puspitaningtyas Elok Faiqatul Himmah Emilia Fandira Nasera Putri Endang Purwaningsih Enik Setiyawati Eny Latifah, Eny Erawan Kurniadi F.B. Bayon Sukma Fauzi, Toni Dwi Feny Puspitaningsih Fernando, Trio Junira Fery Hadi Sutrisno Friska Ayu Lia Yulanda Hari Wisodo, Hari Heri Suwignyo Hernita A Herwin Syaiful Wahyudi Hidaayatullaah, Hasan Nuurul Husen Jauwad I Wayan Dasna Ibrohim Ike Lusi Meilina Indriyawanti Indriyawanti Intan Febry Sulasiwi Intan Febry Sulasiwi Isbandrianingtyas, Nafi Iswahyuni Wati Izzati Izzati Kameo, Welhemina Khoirul Haniin Kholil, Abdullah Kuswanto Kuswanto Laksmisari, Rusna Lia Yuliati Luh Sukariasih Luluk Nur Hamidah, Luluk Nur Luswandari, Wulan Fatikhah M. Luthfi Oktarianto M. Saiful Anam Mapandi, Rohanie D Markus Diantoro Mei Kurniadi Mochamad Iqbal Muttaqin Mudinillah, Adam Muh. Iqbal Saman Muhammad Effendi Muhammad Taufiq Alhudaya Muhana Gipayana Muhardjito Muhardjito Muji Sobirin Nabila, Dima Syafa’a Nadi Suprapto Nafi Isbandrianingtyas Nafingah, Hanim Nandang Mufti Ninik Munfarikha, Ninik Nugroho Adi Pramono, Nugroho Adi Nur Laili Nurwidya Hasanah Ovita Ardanari Parno Pradana, Shan Duta Sukma Prani, Anisak Intan Eka Purbo Suwasono Pusnawati, Yeni R. Amelia, R. Rahmad Prastiyan Rahman, Fatchur Rahmawati Rahmawati Rani Nur Arifah Agus Fajrina Ranti Nur Fa’idah Riski Fitri Damayanti Rizal, Fauzul Rizky Tyas Aria Kurniasari Ruciana Galunggung Sa'dun Akbar Sahal Fawaiz Sentot Kusairi Septa Hardhita, Rizki Shirly Rizki Kusumaningrum Siswono, Hendrik Siti Zulaikah SRI RAHAYU Sulasiwi, Intan Febry Sulur Sumarjono Sumarjono Sunaryono Sunaryono Sunaryono, Sunaryono Supriana, Edi Supriyana, Edi Susanti Rahayu Susilo, Wahyu Hadi Susriyati Mahanal Sutopo Sutopo Sutrisno, Fery Hadi Tantri Mayasari Taufik Hidayat Thorieq Moh. Yusuf Titik Wuryanti Triwahyuni, Yeni Wahyu Dwi Wulansari Wartono Wartono Wartono Wartono Wasis, W Wati, Iswahyuni Widjianto Widjianto Yana, Annisa Ulfa Yasa, Arnelia Dwi Yuni Hafidha Arosyidah

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