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All Journal Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia
P. Rahayu
Program Pascasarjana, Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Semarang, Indonesia
Education Physics

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PENGEMBANGAN PEMBELAJARAN IPA TERPADU DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASE MELALUI LESSON STUDY Rahayu, P.; Mulyani, S.; Miswadi, S. S.
Jurnal Pendidikan IPA Indonesia Vol 1, No 1 (2012): April 2012
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.v1i1.2015

Abstract

Penerapan pembelajaran IPA terpadu sangat membutuhkan peranan dari guru. Lesson study adalah salah satu dari banyak cara dimana guru dapat meningkatkan profesionalime mereka dalam pengajaran IPA secara terpadu. Tujuan dari penelitian ini adalah mengembangkan pembelajaran IPA dengan menggunakan model pembelajaran Problem Base, dimana siswa akan memecahkan masalah yang diberikan oleh guru dengan menggunakan metode ilmiah. Hasil penelitian menunjukkan bahwa dengan menggunakan model pembelajaran Problem Base melalui lesson study dapat membantu guru untuk mengembangkan seperangkat perangkat pembelajaran dan memberikan pembelajaran yang lebih baik. Dapat diketahui dari peningkatan hasil observasi pada setiap tes dan nilai rata-rata siswa dari tes pertama sampai ketiga. Kegiatan ilmiah dapat membantu siswa untuk memahami materi IPA yang diberikan oleh guru, dan mereka dapat mendapatkan pemahaman yang menyeluruh.The implementation of Integrated Science Learning needs teacher enough. Lesson study is one of many ways which teachers can increase their profesionalism in teaching science Integratedly. The research aim to develop integrated science learning is using the problem base learning model, in which students will solve problem, given by teachers, using scientific methodes. The result of this research shows that the integrated science learning with problem base learning model through lesson study activity can help teachers to develop sets of learning equipment and give the better learning. It can be shown in the increasing observation result on every test and the average students score from the first until the third tests. Students scientific working skill can help students to understand the science material given untedly by the teacher so that they can get the complete understanding.
PENGEMBANGAN PEMBELAJARAN IPA TERPADU DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASE MELALUI LESSON STUDY Rahayu, P.; Mulyani, S.; Miswadi, S. S.
Jurnal Pendidikan IPA Indonesia Vol 1, No 1 (2012): April 2012
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.v1i1.2015

Abstract

Penerapan pembelajaran IPA terpadu sangat membutuhkan peranan dari guru. Lesson study adalah salah satu dari banyak cara dimana guru dapat meningkatkan profesionalime mereka dalam pengajaran IPA secara terpadu. Tujuan dari penelitian ini adalah mengembangkan pembelajaran IPA dengan menggunakan model pembelajaran Problem Base, dimana siswa akan memecahkan masalah yang diberikan oleh guru dengan menggunakan metode ilmiah. Hasil penelitian menunjukkan bahwa dengan menggunakan model pembelajaran Problem Base melalui lesson study dapat membantu guru untuk mengembangkan seperangkat perangkat pembelajaran dan memberikan pembelajaran yang lebih baik. Dapat diketahui dari peningkatan hasil observasi pada setiap tes dan nilai rata-rata siswa dari tes pertama sampai ketiga. Kegiatan ilmiah dapat membantu siswa untuk memahami materi IPA yang diberikan oleh guru, dan mereka dapat mendapatkan pemahaman yang menyeluruh.The implementation of Integrated Science Learning needs teacher enough. Lesson study is one of many ways which teachers can increase their profesionalism in teaching science Integratedly. The research aim to develop integrated science learning is using the problem base learning model, in which students will solve problem, given by teachers, using scientific methodes. The result of this research shows that the integrated science learning with problem base learning model through lesson study activity can help teachers to develop sets of learning equipment and give the better learning. It can be shown in the increasing observation result on every test and the average students score from the first until the third tests. Students scientific working skill can help students to understand the science material given untedly by the teacher so that they can get the complete understanding.
Representations of Nature of Science in High School Physics Textbooks Ardwiyanti, D.; Jumadi, J.; Puspitasari, H.; Rahayu, P.
Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i1.24805

Abstract

Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.
Representations of Nature of Science in High School Physics Textbooks Ardwiyanti, D.; Jumadi, J.; Puspitasari, H.; Rahayu, P.
Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v17i1.24805

Abstract

Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.
Co-Authors Ardwiyanti, D. Jumadi, J. Puspitasari, H. S. Mulyani S. S. Miswadi