Articles
<![CDATA[Pemahaman Siswa Kelas XI SMA Unggulan Kota Padang Terhadap Konsep Reaksi Pengendapan pada Pembelajaran Materi Kelarutan dan Hasilkali Kelarutan ]]>
<![CDATA[Monica Prima Sari]]>;
<![CDATA[Hernani Hernani]]>;
<![CDATA[Sri Mulyani]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 3 No 1 (2019): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol3-iss1/290
<![CDATA[This paper describes 11th grade students’ understanding of the concept of precipitation reaction at the end of the learning process of solubility and solubility product. Precipitation reaction is an important reaction in industry, pharmacy, and daily life. In the learning process, students are asked to predict the formation of precipitation based on their understanding of solubility and solubility product concepts. Thirty eleventh grade students in one of the best senior high schools in Padang were chosen as the subject of this study. Classroom learning process was observed and recorded. Data of students’ understanding were collected through a set of essay problems which was validated through expert judgment, and then integrated in students’ end-of-chapter test. Through qualitative analysis, this study revealed some mistakes and misconceptions that students have regarding the application of precipitation reaction concept, and possible sources of them. Recommendations for improving the quality of learning this concept in the future are provided at the end of the paper]]>
<![CDATA[Studi Kesulitan Belajar Mahasiswa Jurusan Pendidikan IPA dalam Mempelajari Sifat Periodik Unsur ]]>
<![CDATA[Monica Prima Sari]]>;
<![CDATA[Andromeda Andromeda]]>;
<![CDATA[Aristo Hardinata]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/379
<![CDATA[Periodical properties of elements are not a new topic for students in science education department for they have studied this topic previously in senior high school and in General Chemistry course. However, teaching experiences for the past two years in Basic Inorganic Chemistry course revealed that many students still failed to master the expected learning outcomes for this topic. Therefore, this explorative study was conducted to figure out what kind of difficulty that students perceived in learning this topic. One hundred and twelve students in science education department of Universitas Negeri Padang enrolled in Basic Inorganic Chemistry course in the academic year of 2017/2018 were involved as subjects in this study, and data of students’ perceived learning difficulties were collected with a questionnaire. Data were analyzed with descriptive statistics technique to map out our findings which will become the fundamental consideration in discussing attempts to overcome students’ perceived learning difficulties. Our findings revealed that the sources of students’ perceived difficulty came from several factors, namely: the characteristic of content, personal learning style, condition of classroom learning, availability of relevant learning resources and previous learning experiences. Based on these findings, attempts for better learning of periodical properties of elements were suggested.]]>
<![CDATA[Pelatihan Pengenalan Lesson Study di Sekolah Dasar: Komentar Reflektif Guru Terhadap Pembelajaran IPA ]]>
<![CDATA[Monica Prima Sari]]>;
<![CDATA[Yurnetti Yurnetti]]>;
<![CDATA[Nancy Susianna]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Vol 3 No 1 (2022): Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LP2M Institut Teknologi dan Bisnis Asia Malang ]]>
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DOI: 10.32815/jpm.v3i1.296
<![CDATA[Keterampilan dalam mengamati proses pembelajaran sangat penting bagi seorang guru, terutama dalam menjalani perannya sebagai reflective practicioner yang harus senantiasa belajar. Keterampilan mengamati pembelajaran juga memainkan peranan penting dalam mendukung keterampilan guru merancang suatu pembelajaran. Namun keterampilan ini tidak dapat dikuasai hanya melalui memahami prosedur atau teori yang relevan. Keterampilan ini biasanya diperoleh melalui pengalaman dan keinginan untuk terus meningkatkan pengajarannya. Salah satu cara melatihkan keterampilan ini adalah melalui kegiatan pelatihan untuk memperkenalkan Lesson Study. Melalui pelatihan ini, guru-guru di SD Tarakanita Gading Serpong, Tangerang diperkenalkan dengan tahapan plan, do, dan see yang diharapkan dapat melatih keterampilan guru untuk mengamati pembelajaran dan merefleksi rancangan pembelajaran. Dari komentar yang diberikan guru pada sesi refleksi, dapat terlihat bahwa guru-guru SD Tarakanita telah memahami hal-hal penting dalam mengamati pembelajaran dan merefleksi rancangan pembelajaran untuk tujuan perbaikan pengajaran di masa yang akan datang.]]>
<![CDATA[STUDENTS' PERCEPTIONS OF DIY-SCIENCE EXPERIMENTS AS ASSIGNMENTS DURING COVID-19 PANDEMIC ]]>
<![CDATA[Rani Oktavia]]>;
<![CDATA[Rahmah Evita Putri]]>;
<![CDATA[Arief Muttaqiin]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ SEMESTA: Journal of Science Education and Teaching Vol 5 No 1 (2022): Journal Of Science Education ]]>
Publisher : <![CDATA[Pendidikan IPA, FMIPA, UNP ]]>
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<![CDATA[Science learning cannot be separated from practical activities. Practical activities provide benefits for students as a vehicle to practice basic skills in conducting experiments which are very much needed as science student teacher. The Covid-19 pandemic has prevented lecture activities including practical work from being carried out in the laboratory as they should. As a solution, students continue to carry out practical work independently in their respective residences by using tools and materials that are easily found in the surrounding environment. This study aims to capture the perceptions of science education students who are enrolled in the school's science practicum lecture on the implementation of independent practical work based on materials, practical work guide, and the implementation. The research method used is descriptive research with a quantitative approach. The instrument used was an online questionnaire which was distributed to 95 respondents. The results showed that students' perceptions were quite diverse on materials, practicum guides, and the implementation.]]>
<![CDATA[Pengaruh Penggunaan Alat Peraga dalam Pembelajaran IPA SMP Terhadap Hasil Belajar Siswa ]]>
<![CDATA[Ines Coria Vera]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ Natural Science Vol 8, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Imam Bonjol Padang ]]>
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DOI: 10.15548/nsc.v8i2.3840
<![CDATA[This study aims to see the effect of using science teaching aids in learning to improve student's learning outcomes. This study uses the ex-post facto method with effect size analysis. The population of this study is all reputable and indexed articles related to the use of teaching aids in Integrated Science learning at the SMP/MTS level. The sample in this study was 11 articles accredited by SINTA and indexed by SCOPUS. The criteria for the articles used are articles that discuss the effect of using teaching aids in Integrated Science learning at the SMP/MTS level, published in 2018-2021. The results of this study indicate that the use of science teaching aids in learning can improve student’s learning outcomes.]]>
<![CDATA[DEVELOPMENT OF SCIENCE PROCESS SKILLS (SPS) – ORIENTED LEARNING MATERIALS ON GLOBAL WARMING TO STIMULATE STUDENTS’ LITERACY ]]>
<![CDATA[Syuhada Amelia]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ Universe Vol 2 No 1 (2021): Science Education Journal, Third Edition ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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DOI: 10.24036/universe.v2i1.31
<![CDATA[In the ever-changing world today, improving students’ literacy skills has become urgently needed. However, in reality most students still lack of interest in literacy. The purpose of this research is to produce a valid and practical Science Process Skills (SPS) – oriented learning material on Global Warming that is suitable for VII grade in secondary school. This research and development (R&D) study used ADDIE model, which consists of five steps namely: Analysis, Design, Develop, Implementation, and Evaluation. A set of questionnaires to test validity was distributed to three validators and another set of questionnaires to test practicality was distributed to seventh-grade students of SMP Negeri 24 Padang in the academic year of 2019/2020. The result shows that the developed learning material is valid and highly practical to be used in secondary school science lesson. Moreover, this learning materials helped stimulate students’ scientific literacy skills in understanding the lessons.]]>
<![CDATA[DEVELOPMENT OF STUDENT WORKSHEETS TOPIC BASED ON ENVIRONMENTAL POLLUTION MATERIALS USING THE ARGUMENT-DRIVEN INQURY (ADI) MODEL FOR SEVENTH GRADE OF JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Yunikmah Febrita]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ Universe Vol 2 No 2 (2021): Science Education Journal, Fourth Edition ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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DOI: 10.24036/universe.v2i2.70
<![CDATA[This research was conducted to determine the validity and practicality of the worksheets teaching materials. Based on the analysis of the activities in science learning, it was found that students were still less active in the learning process and lacked confidence in giving opinions during the ongoing learning process. One attempt which can be done to address this problem is by developing students' worksheet which can encourage students to be more active in learning. One approach we can use to develop students worksheet is using the Argument-Driven Inquiry Model, which emphasize on students' confidence in presenting their own argument in class. This development research employed three stages of the 4-D model, which consists of four stages namely define, design, develop and disseminate, Disseminate stage could not be done due to several considerations related to time constraint and expenses. The research instrument used were a validity and practicality questionnaire. This students worksheet was validated by 3 validators and tested for practicality on 5 grade VII students. The results showed that the developed students worksheet compiled and developed was very valid with a score of 80.02% and practicality by teachers of 90.29 and 90.88 at the category of very high. Therefore, this student worksheet can be implemented in learning. However, we would like to recommend for further research with regard to the Argument-Driven Inquiry so that the research is more valid.]]>
<![CDATA[Development of Integrated Science Student Worksheets (LKPD) Based on a Scientific Approach on Environmental Pollution Material at SMPN 6 Padang Class VII ]]>
<![CDATA[Yernis Rosmaini Sidan]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ Universe Vol 3 No 1 (2022): Science Education Journal, Fifth Edition ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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DOI: 10.24036/universe.v3i1.160
<![CDATA[ABSTRACTThis research is a development research that aims to develop a valid and practical student worksheet based on a scientific approach to environmental pollution material at SMPN 6 Padang. The type of research used is Research and Development (R&D) using the 4-D model. At the dissemination stage it was not carried out due to time and cost limitations. The instruments used in this study were validation questionnaire sheets, practicality questionnaires. The resulting LKPD was validated by 3 expert validators, namely Science Faculty of Mathematics and Natural Sciences UNP lecturers using an instrument in the form of a validity questionnaire. The practicality test was carried out by 3 science teachers at SMP N 6 Padang using an instrument in the form of a practicality questionnaire. From the research results obtained the following results: (1) Science-based LKPD Science-based on environmental pollution material at SMPN 6 Padang class VII developed valid, with a validity test value of 79.92. (2) LKPD IPA based on the scientific approach on environmental pollution material at SMPN 6 Padang class VII which was developed practically, with the practicality test value by the teacher in the very practical category with a value of 96.]]>
<![CDATA[the effect of the guided inquiry learning model on science learning outcomes ]]>
<![CDATA[harmedi yulian saputra]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ Universe Vol 3 No 2 (2022): Science Education Journal, Sixth Edition ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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DOI: 10.24036/universe.v3i2.215
<![CDATA[This study aims to figure out the effect of Guided Inquiry Learning model on learning outcomes of students in science learning. This research is motivated by a lot of research on the effect of Guided Inquiry Learning on student learning outcomes. This research is an ex-post facto research with descriptive data analysis. The population in this study were all articles originating from indexed journals related to the effect of Guided Inquiri Learning on student learning outcomes. The sample used was 10 Scopus indexed articles and SINTA accredited. Based on the results of the analysis of the articles conducted, it was found that the Guided Inquiry Learning model had a positive influence on learning outcomes seen from the cognitive, affective, and psychomotor domains in the form of increasing student learning outcomes and activities in science learning.]]>
<![CDATA[DEVELOPMENT OF SHARED-TYPE INTEGRATED E-MODULE WITH THEME “MOTION OF OBJECTS AND LIVING THINGS IN OUR ENVIRONMENT” FOR SECONDARY SCHOOL SCIENCE LESSON ]]>
<![CDATA[Hilman Yusri]]>;
<![CDATA[Monica Prima Sari]]>
<![CDATA[ Universe Vol 4 No 1 (2023): Science Education Journal ]]>
Publisher : <![CDATA[Department of Science Education ]]>
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DOI: 10.24036/universe.v4i1.229
<![CDATA[This study aims to develop a shared-type integrated e-module with theme “Motion of objects and living things in our environment” for secondary school science lesson. Plomp model is used in this Research and Development study, which consist of three stages namely: preliminary research, prototype stage, and assessment stage. A set of questionnaires was prepared to test validity and practicality of product. Validity test was conducted involving three lecturers from Science Education department, and practicality test was conducted involving 9 students and 3 science teachers at SMPN 1 Kampar. The results of the validity test gave the value of 89.79% which belongs to highly valid category, practicality test with students gave the value of 90.74% and with teacher 93.75% which belong to highly practical.]]>
