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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Prima Edukasia AL ISHLAH Jurnal Pendidikan FOUNDASIA
Vinta Angela Tiarani
Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA TERPADU MODEL SUSAN LOUCKS-HORSLEY Jumadi Jumadi; Vinta Angela Tiarani; Rahayu Dwi S. S. Retnowati
Jurnal Kependidikan Vol. 44, No.1 (2014)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.283 KB) | DOI: 10.21831/jk.v44i1.2188

Abstract

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Model Susan Loucks-Horsley yang layak digunakan untuk pembelajaran IPA Terpadu di SMP, menyelidiki efektivitas perangkat pembelajaran dalam meningkatkan sikap terhadap IPA, keterampilan proses IPA dan penguasaan materi IPA siswa. Penelitian menggunakan metode RD model Borg Gall. Perangkat pembelajaran yang dikembangkan berupa Silabus, Rencana Pelaksanaan Pembelajaran (RPP), dan Lembar Kerja Siswa (LKS). Pengumpulan data menggunakan lembar validasi perangkat pembelajaran untuk penilaian Silabus, RPP, dan LKS oleh ahli; angket untuk mengetahui sikap siswa terhadap IPA; lembar observasi untuk mengamati aktivitas siswa, dan untuk mengetahui peningkatan keterampilan proses IPA siswa sebelum dan sesudah menggunakan Model Susan Loucks-Horsley; serta lembar pretest-postest untuk mengetahui peningkatan penguasaan materi yang dicapai siswa setelah pembelajaran. Analisis data dilakukan dengan teknik deskriptif kuantitatif dan uji beda. Hasil penelitian menunjukkan (1) perangkat pembelajaran Model Susan Loucks-Horsley yang dikembangkan layak digunakan untuk pembelajaran IPA Terpadu di SMP, berdasarkan validasi ahli dan uji coba lapangan; (2) perangkat pembelajaran yang dikemangkan efektif untuk meningkatkan sikap terhadap IPA, keterampilan proses IPA dan penguasaan materi IPA siswa.
Pelatihan pengembangan pembelajaran berorientasi Higher-Order Thinking Skills (HOTS) bagi guru sekolah dasar Woro Sri Hastuti; Pratiwi Pujiastuti; Vinta Angela Tiarani; Ikhlasul Ardi Nugroho; Herwin Herwin
FOUNDASIA Vol 12, No 1 (2021)
Publisher : Prodi Filsafat dan Sosiologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v12i1.36360

Abstract

Kegiatan ini bertujuan meningkatkan kemampuan guru sekolah dasar dalam mengembangkan pembelajaran berbasis HOTS. Kegiatan dilakukan dalam bentuk lokakarya secara daring dengan dua bagian kegiatan, teori dan praktik. Materi yang disampaikan adalah pemahaman tentang pentingnya mengembangkan HOTS bagi peserta didik untuk peningkatan kualitas pembelajaran di sekolah dasar, strategi penyusunan pembelajaran berorientasi HOTS, metode-metode pembelajaran berbasis HOTS, dan penilaian pembelajaran berbasis HOTS. Kegiatan praktik dilakukan dengan menyusun pembelajaran berorientasi HOTS berdasarkan baseline kemampuan peserta didik untuk masing-masing sekolah dasar. Hasil kegiatan menunjukkan bahwa sebagian besar peserta telah memiliki kemampuan mengembangkan pembelajaran yang berbasis HOTS. Berdasarkan temuan dari produk peserta, salah satu keterampilan yang perlu ditingkatkan adalah keterampilan mengembangkan pertanyaan produktif.
RME Learning Model in Urban And Rural Elementary Schools: A Comparative Study Yunita Miftahul Jannah; Vinta Angela Tiarani
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3583

Abstract

This study aims to (1) determine the application of Realistic Mathematics Education (RME) learning model in urban and rural elementary schools, (2) describe the comparison of the application of RME learning model in urban and rural elementary schools. The research was conducted at urban and rural elementary schools. The research participants were school principals, class teachers, and students. Data collection techniques were participatory observation, interviews, and document analysis. The validity of the data in this study was carried out by testing the credibility, transferability test, dependability test and confirmability test. Data analysis uses the Miles and Huberman models. The results showed that the application of the RME learning model at urban and rural elementary schools applied almost the same aspects. The difference is that urban elementary schools emphasize the principle of guided discovery, and rural elementary schools put forward the principle of connecting informal knowledge to formal mathematical knowledge. The implementation characteristics of the RME learning paradigm were similar in both Elementary Schools. Those elementary schools underwent the same four stages during the implementation phase. The application element exhibited the most notable disparity. The urban primary school extensively utilised contemporary and readily available media, equipment, and teaching resources. Meanwhile, the rural primary school implemented environment-based media and other instructional materials. The mathematics learning outcomes in both elementary schools were equitable. The RME learning concept is applicable in both urban and rural schools.
Is it necessary to modify science learning for autistic children? Nugroho, Ikhlasul Ardi; Tiarani, Vinta Angela; Hastuti, Woro Sri; Supartinah, Supartinah
Jurnal Prima Edukasia Vol. 12 No. 1 (2024): January 2024
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v12i1.63309

Abstract

Modifying the curriculum is often necessary for autistic children to effectively engage in their learning. Interestingly, a particular learning process was discovered that proved to be effective without any need for modification - specifically, teaching science to an autistic child. This discovery calls for further investigation. This study aims to provide a comprehensive description of the unique traits exhibited by autistic children who excel in learning science without the need for any modifications.  This study utilized the Spradley analysis method, which involves domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The participants in this study consisted of elementary school students in the 3rd grade who have autism. They were selected using the purposive sampling method. The data collection involved conducting interviews, examining documentation, and studying artifacts. The findings of the study indicate that children with mild autism can effectively learn science without requiring any adjustments, while still receiving necessary accommodations. Tasks can be effectively completed with the support of teachers and the assistance of paraprofessionals. Autistic children demonstrate proficiency in basic science process skills, creativity, and fine motor skills. They also exhibit a positive affect and are able to socialize effectively. Addressing focus and emotional issues involves implementing structured meal plans, providing parents with guidance on educating their children, and fostering strong collaboration with teachers.
Problem Based Learning Model with Experiential Learning to Increase Creative Thinking and Critical Thinking Ability Dianita, Beti; Vinta Angela Tiarani
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 2 (2023): Juli
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v7i2.62254

Abstract

The problem of students' creative thinking and critical thinking skills in science learning still needs to improve, and more teachers must apply innovative learning models. This study aimed to analyze the effect of the problem-based learning model assisted by experiential learning in developing students' 21st-century thinking skills, namely creative thinking and critical thinking in science learning. This type of research is qualitative. The research method used in this research is quantitative, namely quasi-experimental. There are two research samples experimental class and the control class. Data collection methods are done through interviews, observations, tests and documentation. The analysis technique used is a normality test, homogeneity, T-test, and multivariate test with MANOVA. The results showed a significant increase in the posttest results of student's creative thinking and critical thinking skills after applying the problem-based learning model assisted by experiential learning. The MANOVA test results show that learning in the experimental and control classes increases in value even though the average differs. It was concluded that the problem-based learning model assisted by experiential learning could improve students' 21st-century thinking skills, namely creative thinking and critical thinking in science learning.
Co-Authors Dianita, Beti Herwin Ikhlasul Ardi Nugroho Jumadi Jumadi Pratiwi Pujiastuti Rahayu Dwi S. S. Retnowati Supartinah Supartinah Woro Sri Hastuti Yunita Miftahul Jannah