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All Journal Bioeducation Journal Edutech Indonesian Journal of Science and Education Scholaria: Jurnal Pendidikan dan Kebudayaan DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Bioedukasi: Jurnal Pendidikan Biologi Indigenous Biologi BIOLOVA Jurnal Riset dan Inovasi Pembelajaran Al-Khidmah Jurnal Pengabdian Masyarakat Archive: Jurnal Pengabdian Kepada Masyarakat Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat
Natalia Rosa Keliat
Universitas Kristen Satya Wacana
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Journal : Edutech

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PEMAHAMAN GURU IPA DALAM STRATEGI PEMBELAJARAN PETA PIKIRAN (MIND MAP) Keliat, Natalia Rosa
EDUTECH Vol 16, No 1 (2017): JEJARING PENDIDIKAN
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/e.v16i1.7110

Abstract

Abstract. This researchs were conducted in Salatiga primary high school, Central Java and the subject of were taken from 23 science teachers which used interview and observation tech-niques. The aim of this study was firstly, to assess learning strategies of science in Salatiga prima-ry high school, and secondly to assess the obstacles and constraints that faced the science teach-ers in the implementation of learning strategies in the classroom. Further more the percentage of the understanding and application of mind map model, and also to assess the obstacles and con-straints in the implementation of mind map in the classroom. Data were analyzed by using de-scriptive qualitative method. The results showed that the percentage of science teachers using discussion methods are 78.26%, 21.74% by concept maps, 30.43% by demonstrations, 39.13% by lectures, 34.78% using mind map respectively by other strategies such as card games, quiz, pro-ject based learning, discovery, problem based learning, contextual teaching learning, and inquiry is 43,8%. Teachers faced difficulty to allocate the time in the classroom because students who had lower levels of cognitive abilities require a longer time to understand the strategies in the class-room. The percentage of teachers using mind map in teaching only reach at 34.78%, while 65.22% teachers still not applying yet. Results of interview which were conducted approximately 47.83% to the teachers who understand the learning mechanisms model of mind map, and 52.17% did not understand the principles of learning using mind map. However, in its application in the classroom teachers face some problems, for example, it is take time to implemented, and the other subjects difficult to finished on time. More over, other constraints that faced are the students still have difficulty in making mind map because lack of exercise, as well as students who are already familiar with the habit pattern of teacher using teaching center.Abstrak. Penelitian ini dilaksanakan di SMP Salatiga, Jawa Tengah dengan subjek penelitan adalah guru bidang studi IPA yang berjumlah 23 orang dengan menggunakan teknik wawancara dan observasi. Penelitian ini bertujuan untuk mendata strategi pembelajaran IPA yang dilakukan guru SMP Kota Salatiga, kendala yang dihadapi guru dalam melaksanakan strategi pembelajaran di kelas, persentase pemahaman dan penerapan mind map oleh guru IPA SMP Kota Salatiga, serta kendala dalam melaksanakan strategi mind map di kelas. Analisis penelitian yang digunakan adalah deskriptif kualitatif. Hasil menunjukkan persentase guru IPA yang menggunakan strategi diskusi mencapai 78.26%, peta konsep 21,74%, demonstrasi 30,43%, ce-ramah 39,13%, mind map 34,78% dan strategi-strategi lain seperti permainan kartu, cerdas cer-mat, project based learning, discovery, problem based learning, CTL, inquiry mencapai 43,8%. Dalam menerapkan strategi yang bervariasi guru mengalami kesulitan dalam mengatur alokasi waktu pembelajaran di kelas dikarenakan peserta didik yang memiliki tingkat kemampuan kogni-tif rendah membutuhkan waktu yang lebih lama untuk memahami strategi pembelajaran yang dipakai di kelas. Dalam penerapan mind map, menunjukkan persentase jumlah guru yang menggunakan mind map dalam pembelajaran di SMP Kota Salatiga hanya mencapai 34,78% dan yang masih belum menerapkan pembelajaran model mind map mencapai 65,22%. Berdasarkan hasil wawancara diketahui bahwa sekitar 47,83% guru tersebut memahami prosedur pembelajaranmodel mind map, selebihnya sebesar 52,17% mengatakan belum memahami prinsip pembelajaran menggunakan mind map. Guru menjelaskan bahwa mind map sangat potensial digunakan se-bagai suatu teknik untuk meningkatkan pembelajaran peserta didik. Meskipun demikian, dalam penerapannya di kelas guru mengalami kendala dalam pengaplikasian mind map, misalnya dibu-tuhkan waktu yang cukup lama untuk menerapkan mind map sehingga materi lainnya tidak dapat diselesaikan tepat waktu. Selain itu, kendala lain seperti siswa masih kesulitan dalam membuat mind map dikarenakan kurang latihan, serta siswa yang sudah terbiasa dengan kebiasaan pola pengajaran teacher center sehingga model mind map ini dianggap sulit bagi siswa. 
THE PROFILE OF STUDENTS' LEARNING STYLES AND THEIR EFFECTS ON GRADE POINT AVERAGE (GPA) ACHIEVEMENT Keliat, Natalia Rosa
EDUTECH Vol 15, No 2 (2016): METODE DAN PROGRAM PEMBELAJARAN
Publisher : Prodi Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edutech.v15i2.4069

Abstract

Abstract. Learning style is one of the important factors  needed to absorb, store and process the new information. This research is a study to see the profile and percentage of studenst learning styles of SWCU Biology Education students and the influence of different learning styles on the GPA obtained. Researcher got the data of  students’ learning styles by using questionnaire.  The statistical procedures employed in this study were one-way ANOVA. The results showed  that the largest percentage of learning styles that were used  by the students of biology education were auditory learning styles by 32% and the VAK (Visual Auditory Kinesthetic) learning style was the least used by education students by 2%. The analysis of the percentage of learning styles showed that 72% of students with auditory learning styles reached a satisfactory category until magna cum laude, but the percentage of students that used VAK (Visual Auditory Kinesthetic ) learning styles only reached satisfying GPA level. Statistical test results in this study demonstrated that the use of learning styles did not give significantly different effect on the students’ GPA.Keywords: Personal Learning Styles, Grade Point Average  Abstrak. Gaya belajar adalah salah satu faktor penting yang diperlukan untuk menyerap, menyimpan dan memproses informasi baru. Penelitian ini adalah suatu penelitian untuk melihat profil dan persentase gaya belajar mahasiswa pendidikan biologi UKSW serta pengaruh gaya belajar yang berbeda terhadap indeks prestasi kumulatif yang diperoleh. Peneliti mendapatkan data gaya belajar mahasiswa dengan menggunakan kuesoner (angket). Prosedur statistik yang digunakan dalam penelitian ini adalah one way ANOVA. Hasil penelitian menunjukkan  bahwa persentase gaya belajar terbesar yang digunakan mahasiswa pendidikan biologi untuk belajar adalah gaya belajar auditorik sebanyak 32%, Persentase gaya belajar yang paling sedikit digunakan oleh mahasiswa pendidikan adalah gaya belajar VAK (Visual Auditorik Kinestetik) sebanyak 2%. Analisis persentase gaya belajar menunjukkan persentase mahasiswa pendidikan biologi dengan gaya belajar auditorik adalah yang terbanyak memiliki IPK yang termasuk dalam kategori memuaskan sampai magna cum laude sebesar 72%, namun ternyata persentase mahasiswa dengan gaya belajar VAK (Visual Auditorik Kinestetik) tidak mencapai IPK memuaskan, dan hanya mencapai level kurang. Hasil uji statistik dalam penelitian ini menunjukkan penggunaan gaya belajar tidak memberikan pengaruh yang berbeda secara signifikan terhadap indeks prestasi kumulatif mahasiswa.Kata Kunci : Gaya Belajar, Indeks Prestasi Kumulatif
Co-Authors ,, Djohan Agna Sulis Krave Alfasiwi, Darda Meitania Andreas Binar Aji Sukmana Atmojo, Wawan Pat Betty Elok, Elizabeth Daud Ronal Hutagaol Daud Ronald Hutangoal Debora Natalia Sudjito Desti Christian Cahyaningrum Desy Fajar Priyayi Dewi Kurniawati Dimas Risqi Pangaribowo Elizabeth Betty Elok Kristiani Fanny Nurwahidah, Cantika Fatima Araujo, Otilda Gregory Yehezkiel Marhaendra Halim, Vivian Yolanda Hapsari Sekar Widiantari, Olive Herawati Susilo Ibrohim Ie, Johanes Juan Yutama Putra Marisa Christina Tapilouw Mia Yuliani Monica Mangudis, Vicharisti Muhammad Kharis Kurniawan Nadia Patricia Tarigan Pradita Putri Anggraini Priatama, Rafla Galang Putri, A C. Rahardja, P M. Risya Pramana Situmorang Rully Adi Nugroho Ruswita Prawida Lestari Santoso Sastrodihardjo Setya Magdalena, Ajeng Sri Kasmiyati Sucahyo Susanti Pudji Hastuti Utami Sri Hastuti Vincentia Irene Meitiniarti Yolanda Halim, Vivian