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Dwi Kartika Susanti
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Analisis Praktikum IPA Terhadap Motivasi Belajar Dan Prestasi Belajar Siswa Pada Masa Pandemi Covid-19 Dwi Kartika Susanti; Nestiyanto Hadi
Quagga : Jurnal Pendidikan dan Biologi Vol 14, No 1 (2022): QUAGGA : Jurnal Pendidikan dan Biologi
Publisher : Program Studi Pendidikan Biologi, FKIP Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/quagga.v14i1.5049

Abstract

Sistem pendidikan di Indonesia mengalami tantangan baru yang disebabkan adanya pandemi Covid- 19. Sistem pembelajaran sekolah yang pada awalnya dilakukan secara tatap muka dialihkan menjadi metode pembelajaran dalam jaringan (daring) atau pembelajaran jarak jauh. Perubahan tersebut menyebabkan proses pembelajaran menjadi bergeser, salah satunya terhadap kegiatan praktikum pembelajaran IPA. Kegiatan praktikum yang biasanya dilakukan siswa di laboratorium menjadi tidak dapat dilakukan dan berdampak terhadap motivasi belajar yang kemudian berdampak pada prestasi belajar siswa. Penelitian ini dilakukan dengan tujuan untuk mengetahui pengaruh pembelajaran praktikum IPA secara daring terhadap motivasi belajar siswa serta pengaruh pembelajaran praktikum IPA secara daring terhadap hasil belajar siswa. Penelitian ini dilakukan dengan metode deskriptif kuantitatif, dengan menyebarkan kuesioner kepada guru IPA di wilayah Jakarta dan sekitarnya, selanjutnya data diolah dengan menggunakan uji statistika berupa uji validitas, uji regresi (uji t) serta deskriptif dalam bentuk tabel dan diagram. Pada penelitian ini ditemukan bahwa pembelajaran praktikum IPA secara daring memiliki pengaruh signifikan terhadap motivasi belajar siswa dan juga memiliki pengaruh signifikan terhadap hasil belajar siswa, artinya semakin baik pembelajaran praktikum IPA secara daring yang diberikan oleh guru, maka semakin baik pula motivasi belajar dan hasil belajar siswa. The education system in Indonesia is experiencing new challenges due to the Covid-19 pandemic. The school learning system which was initially carried out face-to-face was shifted to online learning or distance learning methods. These changes caused the learning process to shift, one of which was on science learning practicum activities. Practical activities that are usually carried out by students in the laboratory cannot be carried out and have an impact on learning motivation which then has an impact on student achievement. This research was conducted with the aim of knowing the effect of online science practicum learning on students' learning motivation and the influence of online science practicum learning on student learning outcomes. This research was conducted by quantitative descriptive method, by distributing questionnaires to science teachers in Jakarta and surrounding areas, then the data was processed using statistical tests in the form of validity tests, regression tests (t-tests) and descriptive in the form of tables and diagrams. In this study, it was found that online science practicum learning has a significant influence on students' learning motivation and also has a significant influence on student learning outcomes, meaning that the better the online science practicum learning provided by the teacher, the better the learning motivation and student learning outcomes.
DIFFERENCES OF MANUAL NATIONAL EXAM AND COMPUTER BASED NATIONAL EXAM (UNBK) USING COMPARISON OF SCORES AND PUBLIC PERCEPTIONS Nestiyanto Hadi; Dwi Kartika Susanti; Muhamad Rais
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 3, No 2 (2019): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (205.757 KB) | DOI: 10.33751/jhss.v3i2.1479

Abstract

The government held a national exam every year as a learning evaluation tool. The general public gave many responses to the implementation of the national exam. There are people who are satisfied and there are also people who are not satisfied. The factors that cause public dissatisfaction are the leaked problem test and massive acts of cheating. The government took the initiative to change the mechanism of the national exam which originally used the computer answer sheet (manual) to be computer-based (UNBK). This study's purpose is to determine whether there are differences between the implementation of the manual and computer-based national exam. The research method used descriptive analysis based on the data of the acceptance scores of new high school (SMA) students and the questionnaires. The conclusion is there are differences between the implementation of manual and computer-based national exam. The mean value of UNBK is lower with the standard deviation value greater than the manual national exam. It can show that the scores obtained by participants is not uniform and can be an indication that the government is able to minimize the leaked problem test and cheating action. In line with the public perception that more than 60% agree that the final score of UNBK shows the results of honest and fair learning evaluation.
DIFFERENCES OF MANUAL NATIONAL EXAM AND COMPUTER BASED NATIONAL EXAM (UNBK) USING COMPARISON OF SCORES AND PUBLIC PERCEPTIONS Nestiyanto Hadi; Dwi Kartika Susanti; Muhamad Rais
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 3, No 2 (2019): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v3i2.1479

Abstract

The government held a national exam every year as a learning evaluation tool. The general public gave many responses to the implementation of the national exam. There are people who are satisfied and there are also people who are not satisfied. The factors that cause public dissatisfaction are the leaked problem test and massive acts of cheating. The government took the initiative to change the mechanism of the national exam which originally used the computer answer sheet (manual) to be computer-based (UNBK). This study's purpose is to determine whether there are differences between the implementation of the manual and computer-based national exam. The research method used descriptive analysis based on the data of the acceptance scores of new high school (SMA) students and the questionnaires. The conclusion is there are differences between the implementation of manual and computer-based national exam. The mean value of UNBK is lower with the standard deviation value greater than the manual national exam. It can show that the scores obtained by participants is not uniform and can be an indication that the government is able to minimize the leaked problem test and cheating action. In line with the public perception that more than 60% agree that the final score of UNBK shows the results of honest and fair learning evaluation.
Peningkatan Hasil Belajar Siswa Melalui Model Pembelajaran Kooperatif Think Pair Share Humaeroh Humaeroh; Muhamad Rais; Dwi Kartika Susanti
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5636

Abstract

The ability of a teacher to modify the learning process will have a positive effect on improving student learning abilities. The purpose of this study is the application of the Think Pair Share cooperative learning approach to improve student learning outcomes on the Digestive System in Humans in Class VIII SMP Khas Putra Bangsa, Ciruas District, Serang Regency. This research uses Classroom Action Research (CAR). The number of respondents involved in this study 36 students. The data collection uses observation, questionare and test techniques. The data processing process applies descriptive qualitative. The results showed that the application off the Think Pair Share (TPS) cooperative model approach in learning about the digestive system in humans was suitable for class VIII students, because it wes able to encourage, motivate and develop student student learning creativity. From the results of observations in cycle I, cycle II and cycle III, learning outcomes continue to increase. This is evidence bt the acquisition of the average value of respondents’ learning outcomes from the precycle stage of 24, in the first cycle it increased to 46, in the second cycle it increased to 63, and in the third cycle it increased again by 78. The results showed that the cooperative learning model can encourage students to improve their learning outcomes.
Co-Authors Hadi, Nestiyanto humaeroh humaeroh Muh Rais