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All Journal Cakrawala Pendidikan Jurnal Teknologi Pendidikan International Conference on Education and Language (ICEL) Al Ibtida: Jurnal Pendidikan Guru MI Edumatsains Unnes Science Education Journal EDUHUMANIORA: Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Matematika Sains dan Teknologi ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Pendidikan Terbuka Dan Jarak Jauh Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Jurnal Basicedu Jurnal Ilmiah Sekolah Dasar Journal of Education, Humaniora and Social Sciences (JEHSS) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Dedikasi Pendidikan Maarif Jurnal Pendidikan dan Kebudayaan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pengabdian UNDIKMA Renjana Pendidikan Dasar SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Kependidikan Islam Journal of Digital Learning and Distance Education Jurnal Basicedu Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Matematika EduInovasi: Journal of Basic Educational Studies Jurnal Pendidikan IPA Indonesia
Ucu Rahayu
Universitas Terbuka
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Pengenalan BASF Virtual Lab Sebagai Media Pembelajaran Berbasis Technological Pedagogical Content Knowledge: Sebuah Survei Kepuasaan Guru Sekolah Dasar Dyah Aniza Kismiati; Leonard R. Hutasoit; Ucu Rahayu
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i1.1960

Abstract

Kegiatan pembelajaran di masa pandemi memberikan tantangan tersendiri khususnya bagi para guru di Sekolah Dasar (SD) sebab guru harus memiliki beragam pengetahuan dan wawasan dalam menggunakan berbagai media pembelajaran. Oleh karena itu, pelatihan pengenalan media pembelajaran, terlebih pada media pembelajaran virtual sangat dibutuhkan. Penelitian ini merupakan penelitian survei yang bertujuan untuk mengetahui kepuasan dan kebermanfaatan dari pelatihan pengenalan media pembelajaran virtual BASF. BASF Virtual Lab merupakan sebuah platform dalam bentuk website yang dapat diakses oleh siapapun dan dimanapun secara gratis. Beragam fitur yang ada dalam BASF Virtual Lab potensial digunakan untuk membelajarkan IPA kepada siswa SD. Sebanyak 12 guru SD di Kota Tangerang Selatan mengikuti pelatihan ini. Sampel tersebut diperoleh dari Teknik pengambilan sampel secara random (acak). Data didapatkan melalui kuesioner berbentuk skala dengan rentang 1 hingga 5. Selanjutnya, data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa mayoritas guru Sekolah Dasar (SD) yang mengikuti pelatihan pengenalan BASF Virtual Lab merasakan kepuasan yaitu sebanyak 58% merasa sangat puas, 25% merasa puas dan 17% merasa biasa saja. Media BASF Virtual Lab juga dipandang menarik untuk dijadikan media pembelajaran IPA dengan tingkat kemenarikan 66,67% sangat menarik dan 33,33 % menarik. Media ini juga dirasakan kebermanfaatannya sebesar 75% sangat bermanfaat dan 25% bermanfaat.
PENGEMBANGAN PERANGKAT PEMBELAJARAN TEMATIK SUBTEMA TUMBUHAN SAHABATKU DENGAN PENDEKATAN SAINTIFIK UNTUK SISWA KELAS VI SD Fanandri Diyaulhaq; I Made Sulandra; Ucu Rahayu
Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 12, No 1 (2022): Bioeduin Februari
Publisher : Department of Biology Education UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/bioeduin.v12i1.17276

Abstract

The Effect of the Learning Model Contextual Teaching and Learning (CTL) and Interest on the Students' Natural Sciences Learning Outcomes in Class VI Toboali District Elementary School Farrina Veranicha; Maman Rumanta; Ucu Rahayu
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 4 (2021): Budapest International Research and Critics Institute November
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i4.3312

Abstract

This research aims to describe the effect of the Contextual Teaching and Learning learning model on students' interest and learning outcomes in class VI SD Negeri in Toboali District, Bangka Selatan Regency, the academic year 2019/2020. This type of research is a 2x2 factorial quasi-experiment. The population of this study were students of class VI SD Negeri in Toboali District. The sample in this study were students of class VI SD Negeri 18 Toboali, totalling 38 students with 19 students in the experimental class I and 19 students in the experimental class II. Student interest in learning was collected using a questionnaire, while data on student learning outcomes were obtained through posttests. The data obtained were analyzed using Two Way Anova with a significance level of 0.05, assisted by SPPS 24.00 for windows. The results showed differences in science learning outcomes in students who had high interest in learning with students who had low learning interests. There were no differences in learning outcomes in classes taught using Contextual Teaching and Learning assisted by video learning or classes taught using Contextual Teaching and learning assisted with teaching aids. There is no interaction between interest in learning and science learning outcomes of grade VI public SD students in Toboali District.
The Inquiry Skills of Teachers in Elementary School Ucu Rahayu; Rif'at Shafwatul Anam; Mestika Sekarwinahyu; Amalia Sapriati
Jurnal Ilmiah Sekolah Dasar Vol 6 No 2 (2022): May 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i2.46909

Abstract

Inquiry skills are important skills possessed by a teacher. This study aims to analyze the inquiry skills of elementary school teachers and analyze the need for developing these skills in the lecture process in the elementary school teacher. This study uses a quantitative descriptive method with a survey design. Participants in this study amounted to 49 teachers. Data was collected using test instruments given to participants and interviews about their understanding of inquiry-based learning. Then the answers are analyzed and classified. The results showed that the teacher's inquiry skills needed to be improved because of the four groups of inquiry skills, both conceptualizing and planning design, implementation, analysis and interpretation, and communicating all were in the "weak" category, this was indicated by the average percentage of respondents in each group below 50%. The majority of respondents do not have a science education background. They also do not have sufficient knowledge about inquiry-based learning, especially in using it in the learning process. However, they agree that inquiry skills are important skills to be developed for students. Therefore, we need a lecture program that can facilitate elementary school teachers to be able to develop their inquiry skills so that science learning in elementary schools can be even more optimal.
KAJIAN TERHADAP KUALITAS BAHAN AJAR NON CETAK PROGRAM S1 PENDIDIKAN BIOLOGI DALAM PEMBELAJARAN INTERAKTIF SPJJ Mestika Sekarwinahyu; Ucu Rahayu
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 10 No. 1 (2009)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.741 KB)

Abstract

In an ODL system, the interactivity among a course material and students is part of learning process. The aim of this article is to get information from students of the quality of non printed course material as supplemented course material and to analyze the influence of the use of the non printed course material on students concept understanding. In this study, the non printed course materials are audio BMP of Human Anatomy and Physiology, Graphic audio of Biometry, and CAI of Biochemistry. Data was collected through instruments in forms of objective item test and questioners. The study showed that there were improvement of students understanding on concepts of Human Anatomy and Physiology by using audio BMP, concepts of Biometry by using Graphic audio, and concepts of Biochemistry by using CAI program. The gain of understanding between pre-test and post test was significant at ?=0.05. The quality of CAI of Biochemistry as interactive learning program was adequate. However, the quality of audio BMP of Human Anatomy and Physiology and Graphic audio of Biometry were still needed to be improved so it could be better interactive learning programs.
PENGARUH STRATEGI PENEMUAN TERBIMBING DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR IPA SISWA SD KELAS V Suanah Suanah; Suroyo Suroyo; Ucu Rahayu
Renjana Pendidikan Dasar Vol 2 No 4 (2022): Edisi November 2022
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pembelajaran IPA di sekolah dasar diperlukan strategi pembelajaran untuk memberikan motivasi siswa. Kemandirian belajar perlu dimiliki siswa sebagai tanggung jawah keberhasilan belajar. Tujuan penelitian untuk mendeskripsikan pengaruh strategi penemuan terbimbing dan kemandirian belajar terhadap hasil belajar IPA. Penelitian mengunakan tes awal dan tes akhir. Sampel penelitian dipilih dari 2 sekolah sebagai kelas eksperimen. Teknik pengumpulan data menggunakan soal tes tertulis, observasi kegiatan pembelajaran, penilaian kemandirian belajar, studi dokumentasi dan kajian literatur. Metode analisis data dengan perhitungan uji-t, uji anova satu arah dan uji anova dua arah. Hasil perhitungan dapat disimpulkan bahwa (1) Terdapat perbedaan hasil belajar IPA, antara siswa yang menggunakan strategi penemuan terbimbing metode praktikum dibandingkan metode demonstrasi; (2) Terdapat perbedaan hasil belajar IPA, antara siswa yang mempunyai kemandirian belajar tinggi dibandingkan kemandirian belajar rendah; (3) Tidak terdapat pengaruh penggunaan strategi penemuan terbimbing metode praktikum dan metode demonstrasi model terhadap hasil belajar IPA, bagi siswa yang mempunyai kemandirian belajar tinggi; (4) Terdapat pengaruh penggunaan strategi penemuan terbimbing metode praktikum dan metode demonstrasi terhadap hasil belajar IPA, bagi siswa yang mempunyai kemandirian belajar rendah; (5) Tidak terdapat pengaruh interaksi antara siswa yang mempunyai kemandirian belajar tinggi dan rendah yang diajarkan dengan strategi penemuan terbimbing metode praktikum dan metode demonstrasi terhadap hasil belajar IPA
Reflection Habituation on The Online Tutorial Mestika Sekarwinahyu; Amalia Sapriati; Ucu Rahayu
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 23 No. 2 (2022)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ptjj.v23i2.4256.2022

Abstract

This study aims to produce a reflective learning program that can be applied to the online tutorial for the final project to improve students' reflective thinking skills. Through a series of phased activities, a reflective learning program using discussion as the core of activities followed by reflection activities using the Gibbs’ reflective cycle has produced a reflective learning program in an online tutorial that is ready to be tested. The test was conducted to measure the students' reflective thinking level before and after using the program using the Kember reflective thinking level instrument. The study show that the program has the main characteristic of sharpening students' reflective thinking skills.  After using the program, students' reflective thinking skills showed an increase in the highest score at the critical reflection level. The program has the advantage that students will get used to doing reflection and can practice higher-order thinking skills through discussion activities. Program limitations occurred because of the effect of program characteristics, namely, students must have high motivation, discipline, and independent learning, students must have sufficient computer and IT skill.  The program has the potential to increase the ability of reflection to support a change/shift towards a higher level of reflective thinking.
CREATIVE THINKING AND COLLABORATIVE ABILITY OF ELEMENTARY STUDENTS WITH THE IMPLEMENTATION OF THE STEM INTEGRATED PROJECT-BASED LEARNING MODEL Ai Herlina; Sri Dewi Nirmala; Ucu Rahayu
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 15, No 1: January 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v15i1.50630

Abstract

This paper is motivated by the author's efforts to improve the quality of Human Resources (HR) in accordance with the demands/developments of the times. This research was conducted to (1) find out how the differences in creative and collaborative thinking skills through STEM-integrated project-based learning and the use of conventional learning models, (2) describe creative and collaborative thinking skills using STEM-integrated project-based learning models. This study uses a quantitative approach method. It was held at Gugus 4 Cibadak, Public Elementary School Pamuruyan (as the control class) and Public Elementary School Cilengo (as the experimental class). Creative thinking data collection is using posttest and pretest, while for collaborative ability data collection is by observation sheets. The results showed that (1) the creative thinking ability (mean pretest 32,14 for experiment class and 40,17 for control class, mean posttest 79, 29 for experiment class and 40,83 for control class) and collaborative ability of the class with STEM-integrated project-based learning were superior/got more significant results than the class that used conventional learning models, (2) students' creative abilities emerged into several indicators such as fluency, flexibility, original thinking, and elaborative thinking, (3) collaborative abilities appear in the field based on indicators of confidence, positive attitude, respect, giving encouragement, and building group spirit.
PENGARUH PENERAPAN MODEL PROBLEM BASED LEARNING TERHADAP MOTIVASI DAN PENINGKATAN HASIL BELAJAR ILMU PENGETAHUAN ALAM KELAS VI SD GUGUS III SEKUPANG BATAM Supri Retnowati; Ucu Rahayu; Sarmini Sarmini
Jurnal Dedikasi Pendidikan Vol 7, No 1 (2023): Januari 2023
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v7i1.3161

Abstract

This study is intended to analyze the effect of the application of the model Problem-Based Learning on student learning motivation and improvement of learning outcomes of Natural Sciences grade VI SD Group III Sekupang, Batam. The variables studied are the application of problem based learning, student motivation, and improvement of learning outcomes. The research method used a quantitative approach using a quasi-experimental design with pretes-postes control group. Sampling of research with Purposive Sampling technique, namely 30 student from SDN 011 Sekupang as an experimental class, and 30 student from SDN 012 Sekupang as  a control class. Research instruments use learning outcomes tests, motivation questionnaires, and observation sheets. Data analysis techniques use descriptive statistic, and regression. From the results of Wilcoxon analysis, it is obtained that there is a difference in posttest learning results between the control class and the experimental class with a probability value (p) of 0.004 <0.05. So it can be concluded that the application of "Problem-Based Learning has an effect on student learning outcomes. There is no difference in student motivation in the application of problem based learning model with probability value (p) 0.194> 0.05
PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KETERAMPILAN PROSES SAINS DAN KEMAMPUAN KOGNITIF SISWA PADA PELAJARAN IPA KELAS V SD Elfiana Lubis; Efendi Napitupulu; Ucu Rahayu
Jurnal Teknologi Pendidikan (JTP) Vol 16, No 1 (2023): April - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v16i1.44819

Abstract

Abstrak: Penelitian bertujuan untuk mengetahui peningkatan keterampilan proses sains dan pengetahuan kognitif siswa menggunakan model pembelajaran inkuiri terbimbing, mengetahui peningkatan keterampilan proses sains dan pengetahuan kognitif siswa menggunakan pembelajaran ekspositori, mengetahui pengaruh keterampilan proses sains menggunakan model pembelajaran inkuiri terbimbing lebih baik dibandingkan pembelajaran ekspositori, mengetahui pengaruh kemampuan kognitif siswa menggunakan model pembelajaran inkuiri terbimbing lebih baik dibandingkan pembelajaran ceramah pada mata pelajaran IPA siswa kelas V SD. Sampel ditetapkan sebanyak 60 orang  terdiri dari 2 (dua) kelas.  Desain penelitian eksperimen. Hasil penelitian dikemukakan bahwa terdapat peningkatan keterampilan proses sains siswa menggunakan model pembelajaran inkuiri terbimbing dan ekspositori. Terdapat peningkatan kemampuan kognitif siswa menggunakan model inkuiri terbimbing dan ekspositori yaitu pada kelas inkuri terbimbing hasil pretes kemampuan kognitif diperoleh skor rata-rata sebesar 62,79 dan penilaian postes kemampuan kognitif diperoleh skor rata-rata sebesar 76,50. Pada kelas ekspositori yaitu penilaian pretes kemampuan kognitif diperoleh skor rata-rata sebesar 59,67 dan penilaian postes kemampuan kognitif diperoleh skor rata-rata sebesar 69,10.  Terdapat perbedaan kemampuan proses sains menggunakan model inkuiri terbimbing dengan eksposiotri. Berdasarkan uji beda keterampilan proses sains setelah pelaksanaan pembelajaran pada masing-masing kelas menunjukkan bahwa kedua data keterampilan proses sains siswa mempunyai nilai thitung(4,426)>ttabel(1,671) dan sig.2-tailed (0,000)<α=0,05. Terdapat perbedaan kemampuan kognitif siswa menggunakan model inkuiri terbimbing dengan eksposiotri. Berdasarkan uji beda kemampuan kognitif setelah pelaksanaan pembelajaran pada masing-masing kelas menunjukkan bahwa  kedua data kemampuan awal kognitif siswa mempunyai nilai thitung(2,844)>ttabel(1,671) dan sig.2-tailed (0,006)<α=0,05. Kata Kunci: model inkuiri terbimbing, keterampilan proses sains, kognitif siswa                                                                                      Abstract: The research aims to determine the increase in science process skills and cognitive knowledge of students using the guided inquiry learning model, to determine the increase in students' science process skills and cognitive knowledge using expository learning, to determine the effect of science process skills using the guided inquiry learning model better than expository learning, to know the influence of students' cognitive abilities using the guided inquiry learning model is better than lecture learning in the science subject of fifth grade elementary school students. The sample was determined as many as 60 people consisting of 2 (two) classes. Experimental research design. The results of the study stated that there was an increase in students' science process skills using guided inquiry and expository learning models. There was an increase in students' cognitive abilities using the guided inquiry and expository models, namely in the guided inquiry class the results of the cognitive ability pretest obtained an average score of 62.79 and the posttest assessment of cognitive abilities obtained an average score of 76.50. In the expository class, namely the pre-test assessment of cognitive abilities, an average score of 59.67 was obtained and the post-test assessment of cognitive abilities obtained an average score of 69.10. There are differences in the ability of the science process to use the guided inquiry model with expository. Based on the different tests of science process skills after the implementation of learning in each class, it shows that both data on students' science process skills have values tcount(4.426)> ttable(1.671) and sig.2-tailed (0.000)<α=0.05. There are differences in students' cognitive abilities using the guided inquiry model with expository. Based on different tests of cognitive abilities after the implementation of learning in each class shows that both data on students' initial cognitive abilities have values tcount(2.844)> ttable(1.671) and sig.2-tailed (0.006)<α=0.05.
Co-Authors Abd Karim, Rafidah Ai Herlina Amalia Sapriati Amril Latief Anam, Rif'at Shafwatul Anam, Rifat Shafwatul Andayani Andayani Anna Ratnaningsih, Anna Ardiyanto, Eka Yudha Ari Widodo Ayi Darmana, Ayi Brillianing Pratiwi Chairia Ulfa Siagian Danang Budi Setyawan Deni Kurniawan Dola Suciana Dony Darma Sagita Efendi Napitupulu Elfiana Lubis Fanandri Diyaulhaq Farrina Veranicha Fitra Jaya Gusti Nurdin Gusti Nurdin I Made Sulandra Ika Lestari, Ika Ika Yuniarti Jaya, Fitra Kismiati, Dyah Aniza Latief, Amril Leonard R. Hutasoit Maman Rumanta Masyhud, M. Sulthon Memet CASMAT Mery Novianti Mery Noviyanti Mestika Sekarwinahyu Mikaresti, Pamela Murnaria Manalu Musnar Indra Daulay Mutiara Magta Nanik Kurnia Sugiarti Nunuk Suryani Pera Andriana Ritonga, Megawati Rokayah Rony Marsyal Kunda Sandra Sukmaning Aji Sapriati, Amalis Sarmini Sarmini Sekarwinahyu, Mestika Selanno, Frenly M. Sidik, Ridwan Ahmad Siti Aisyah Siti Aisyah Siti Aisyah Siti Hadianti, Siti Sri Dewi Nirmala Sri Redjeki Sri Widaningsih, Sri Suanah Suanah Suci Nurhayati Sudarso, yos Suhandoko, Astri Dwi Jayanti Suharni Sukara Sumiyaty, Sarry Supri Retnowati Suroyo Suroyo Tatag Yuli Eko Siswono Teguh Prakoso Tita Rosita Tri Sunarsih Tri Wahyuningsih Udan Miharja Yos Sudarso Yoyoh Kurniawati Zainudin Zainudin Zakirman