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All Journal E-Journal Of Cultural Studies Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Kimia Undiksha Prosiding Seminar Nasional MIPA Jurnal Pendidikan Kimia Indonesia Wahana Matematika dan Sains Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Penelitian Pendidikan Kimia Jurnal Penelitian Pendidikan IPA (JPPIPA) THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal Ilmiah Pendidikan Profesi Guru Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Media Pendidikan Matematika Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Pedagogi dan Pembelajaran International Journal of Essential Competencies in Education Media Pendidikan Matematika

I Wayan Subagia

Universitas Pendidikan Ganesha

Author-ID : 386852

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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PENGARUH BUKU AJAR KIMIA ELEKTRONIK BERBASIS BUDAYA LOKAL BALI TERHADAP HASIL BELAJAR SISWA SMA Putu Nindya Sri Satya Lestari; I Wayan Redhana; I Wayan Subagia
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 5 (2022): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i5.1881

Student learning outcomes are still relatively low, this is due to the lack of utilization of local wisdom-based electronic textbooks in class by teachers. The application of Balinese local culture-based electronic textbooks is believed to be able to improve learning outcomes. The purpose of this study was to describe and explain whether or not there were differences in learning outcomes between students who took the pretest and students who did not take the pretest and to describe and explain whether or not there were differences in learning outcomes between students who studied using chemistry textbooks based on local Balinese culture and students who studied using conventional books. The design of this study uses the Solomon four-group design. The research location was carried out at SMAN 5 Denpasar with a research sample of class XI MIPA. The instrument in this study consisted of a learning achievement test using a dichotomous scale. The research data were analyzed using a two-way analysis of variance test. The research results obtained were that there were no differences in learning outcomes between students who were given a pretest and students who were not given a pretest and there were differences in learning outcomes between students who studied using electronic chemistry textbooks based on local Balinese culture and students who studied using conventional textbooks

Profil Miskonsepsi Mahasiswa Prodi S2 Pendidikan IPA pada Materi Optik menggunakan Tes Diagnostik Four Tier Test A.A. Istri Rai Sudiatmika; I Wayan Subagia
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 16 No. 2 (2022): Agustus 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (367.981 KB)

Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi mahasiswa pada konsep optik. Jenis penelitian ini adalah penelitian deskriptif. Populasi penelitian ini sebanyak 15 mahasiswa program studi S2 Pendidikan IPA. Sampel penelitian diambil dengan menggunakan teknik quota sampling yaitu semua populasi menjadi sample, sehingga sample penelitian berjumlah 15 orang. Data miskonsepsi dikumpulkan dengan 7 soal tes diagnostik dan dianalisis dengan metode Four Tier Test. Hasil analisis menunjukkan bahwa: four-tier diagnostic test dapat digunakan untuk mengetahui miskonsepsi yang dialami mahasiswa pada konsep tertentu dengan baik. Terdapat sebaran dari konsepsi mahasiswa pada konsep optik yaitu mahasiswa yang memahami konsep berada pada rentang 26,67%-93,33%, tidak tahu konsep berada pada rentang 0-13,33%, menebak pada rentang 0-6,67%, dan miskonsepsi berada pada rentang 6,67%-60%. Hasil penelitian ini dapat dijadikan dasar dalam merancang pembelajaran pada mata kuliah di prodi S2 Pendidikan IPA agar pemahaman konsep fisika mahasiswa calon guru semakin baik.

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Pendekatan Saintifik untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar IPA Peserta Didik Kelas VIII SMP Ni Putu Wahyu Dewi Arningsih; I Wayan Subagia; I Nyoman Tika
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 17 No. 1 (2023): April 2023
Publisher : Universitas Pendidikan Ganesha

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

This study aims to design and produce science worksheets based on a scientific approach to improve students science process skills and learning outcomes. Furthermore, the LKPD that has been prepared is tested to determine the characteristics, validity, practicality, and effectiveness of LKPD. This type of research is development research by modifying the Borg and Gall development model and the ADDIE development model with the One Group Pretest Posttest Design trial design. The instruments used were expert validation questionnaires, LKPD practicality questionnaires, science process skills observation sheets, and essay tests. The results showed that 1) Gregory's validity coefficient for the results of the material expert's validity was 0.97 with very valid criteria, the average language validity score was 97.00 with very valid criteria and the average media validity score was 96.00 with very valid criteria , 2) met the practicality requirements of the teacher with an average score of 87.00 with very practical criteria, and 3) fulfilled the effectiveness requirements with a normalized N-gain score of 0.589 with moderate criteria, an average score of science process skills in the abstract realm of 75.8 with good criteria and a concrete domain of 78 with good criteria. Based on the results of the study, it can be concluded that science worksheets based on a scientific approach can improve science process skills and student learning outcomes. Keywords: LKPD, scientific approach, KPS, learning outcomes

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Open Ended Problem untuk Meningkatkan Keterampilan Proses Sains I Gusti Ayu Agung Mas Purohita; I Wayan Subagia; Ketut Suma
Wahana Matematika dan Sains: Jurnal Matematika, Sains, dan Pembelajarannya Vol. 17 No. 1 (2023): April 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/wms.v17i1.54888

This research aims to develop open ended problem worksheet products that adapt pre-existing worksheets. Then the LKPD was tested to find out the validity, practicality, and effectiveness of improving junior high school students' science process skills. This type of research is development research by adapting the Borg and Gall development model. Data in this study were collected using validation questionnaires, practicality questionnaires and observation of students' science process skills. The results of this study show: (1) the gregory validity coefficient for material validity KVG is 0.95 with very valid qualifications, for media validity results a score is 96 with very valid qualifications and language validity results obtain a score is 96 with very valid qualifications, (2) the results of the practicality test show that LKPD is very practical from teacher practitioners is 85.50. (3) The results of the effectiveness test show that the improvement of students' science process skills is in the good category. Based on the research results, it can be concluded that (1) LKPD has characteristics according to open ended problems, (2) LKPD has obtained valid assessments, (3) LKPD has obtained practical assessments, and (4) LKPD is effective in improving participants' science process skills educate. Keywords: student worksheets, open ended problem, science process skills.

Investigating science learning assessment standards on Indonesian 2013 curriculum Paraniti, Anak Agung Inten; Subagia, I Wayan; Puspawati, Dewa Ayu; Ekayanti, Ni Wayan
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 2 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v6i2.19349

Learning assessment is an activity that aims to collect and process information to measure the achievement of students’ learning process. The results of this assessment are then used as a basis for evaluating the learning process to improve learning in the future. The assessment process in the 2013 curriculum was carried out thoroughly on three aspects, namely attitudes, knowledge, and skills, which in its implementation still encountered several obstacles. This study aims to conduct a thorough investigation of 3 aspects of the science learning assessment standards in the implementation of the 2013 curriculum. This type of research is a mixed method with a convergent parallel design. The survey method was carried out by providing questionnaires to 65 science and biology teachers at the elementary, middle, and high school levels through a google form. The exploratory study was conducted with interview techniques through a purposive sampling of nine teachers representing each level of education. Based on the results of the survey, it was found that teachers need special attention to be able to train and improve disciplinary attitudes, and critical thinking skills of students at every stage at school levels. The results of a thorough investigation into the assessment standards in science learning show that there are several indicators need special attention from teachers to be trained more intensely and improved, those are critical thinking, metacognitive and student self regulatory/indepence. The assessment obstacle faced by teachers is mainly the adjustment of time in the assessment process with basic competencies which must be completed.

Efektivitas Buku Perubahan Konseptual dalam Pembelajaran Fisika untuk Meningkatkan Keterampilan Berpikir Kritis Siswa I Gusti Ngurah Dwija Putra; I Wayan Subagia; Istri Agung Rai Sudiatmika
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 6 No. 3 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v6i3.74587

Keterampilan berpikir kritis digunakan untuk memecahkan masalah dan mencari informasi penting dari sumber yang beragam. Oleh karena itu, penanaman keterampilan berpikir kritis penting dalam proses pembelajaran. Tujuan penelitian ini adalah meningkatkan keterampilan berpikir kritis melalui penggunaan buku perubahan konseptual dalam pembelajaran fisika. Jenis penelitian ini adalah pre eksperimen dengan menggunakan rancangan penelitian One Group Pretest-Posttest Design. Data keterampilan berpikir kritis dikumpulkan dengan menggunakan tes berbentuk essay. Data efektivitas keterampilan berpikir kritis yang diperoleh dari pretest dan post-test disajikan dalam bentuk gain skor ternormalisasi. Buku yang digunakan dikatakan efektif jika lebih dari 80% peserta didik memiliki gain score ternomalisasi minimal tergolong ke dalam kategori sedang. Hasil penelitian menunjukkan bahwa buku perubahan konseptual dalam pembelajaran fisika efektif untuk meningkatkan keterampilan berpikir kritis. Hal ini tampak bahwa lebih dari 80% peserta didik memiliki skor N-gain minimal berkategori sedang. Skor ¬N-gain yang tersebar pada tiga kategori yaitu 8 orang tinggi, 24 orang sedang, dan 4 orang rendah. Temuan dalam penelitian ini adalah keterampilan mengatur strategi dan taktik masih rendah, bagi peneliti disarankan menggunakan soal yang merata pada masing-masing indikator sehingga hasil yang diperoleh dapat merepresentasikan kemampuan peserta didik. Bagi peneliti lain disarankan jika menyusun tes keterampilan berpikir kritis berbasis konten hendaknya jumlah butir soal untuk setiap indikator keterampilan berpikir kritis cukup banyak.

Project-Based Learning Implementation in Fundamental Chemistry Courses to Meet the 21st Century Learning Target Subagia, I Wayan; Sudiatmika, Rai Sudiatmika
Jurnal Pendidikan Kimia Indonesia Vol. 7 No. 2 (2023)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v7i2.70368

This research aimed at describing and explaining the implementation of project-based learning results in Fundamental Chemistry I course. This research was focused in achieving the 21st century learning target, namely students’ critical thinking, creativity, collaboration, and communication skills. This research was conducted in Chemistry Education Study Program of Undiksha involving 19 people of first year students in academic year 2022/2023. This research was qualitative research using descriptive method. The data were collected by utilizing observation and document analysis techniques and analyzed by using interpretive analysis. The research results reveal that: 1) Students are able to propose project titles critically and creatively in accordance with the given theme; 2) Students are able to plan and implement the project as well as report the project results in accordance with the given format; and 3) Students are able to communicate the project orally and written through classroom presentation and project report writing.

Curiosity in Science Learning: A Systematic Literature Review Hunaepi, H.; Suma, I Ketut; Subagia, I Wayan
International Journal of Essential Competencies in Education Vol. 3 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1918

This review systematically examines the role of curiosity in science learning, focusing on its influence on engagement, cognitive processes, and educational outcomes. A comprehensive literature search was conducted using databases such as Scopus, resulting in the selection of 40 peer-reviewed empirical studies published between 2019 and 2024. Inclusion and exclusion criteria ensured the relevance and rigor of the selected studies. The findings reveal that curiosity significantly enhances memory encoding and consolidation, motivates learners, and supports exploratory behavior. Specifically, studies indicated that curiosity-driven learning leads to improved attention and learning processes, resulting in better educational outcomes. Pedagogical strategies that foster curiosity, including the integration of large language models and innovative teaching tools, have been shown to effectively enhance student engagement and learning in science. Quantitative data from the reviewed studies demonstrate that curiosity-driven approaches lead to a 25% increase in student engagement and a 30% improvement in learning outcomes. The review underscores the importance of systematically integrating curiosity-enhancing strategies within pedagogy to create more engaging and effective educational experiences. Future research should focus on developing comprehensive measurement tools for assessing curiosity and conducting longitudinal studies to explore its long-term impact on academic achievement and skill development. Additionally, the exploration of modern technologies in enhancing curiosity-driven learning should be prioritized. Educators are encouraged to implement pedagogical strategies that stimulate curiosity to maintain and enhance student engagement and achievement in science learning.

TAKSONOMI PEMBELAJARAN DAN PENILAIAN HASIL BELAJAR BERBASIS TRIKAYA Subagia, I Wayan
Jurnal Pendidikan Indonesia Vol 1 No 1 (2012)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Penelitian ini bertujuan untuk mengembangkan taksonomi dan penilaian hasil belajarberbasis kompetensi. Perumusan taksonomi tersebut dilakukan melalui penelitianpengembangan dengan lima tahapan pokok, yaitu pengumpulan informasi, perencanaan,perumusan gagasan model taksonomi, pengujian model oleh ahli, dan penyempurnaanmodel taksonomi. Hasil penelitian ini berupa rumusan taksonomi penilaian hasil belajarberbasis kompetensi yang selanjutnya diberi nama Taksonomi Trikaya. Taksonomi Trikayaterdiri atas tiga domein, yaitu domein pikiran (manacika), perkataan (wacika), dan perbuatan(kayika). Domein pikiran teridiri atas: 1) berpikir faktual, 2) berpikir positif, 3) berpikir rasional logis, 4) berpikir kritis, dan 5) berpikir kreatif inovatif. Domein perkataan tediri atas: 1)berbicara santun, 2) berbicara faktual, 3) berbicara rasional logis, 4) berbicara sistematis,dan 5) berbicara komunikatif. Domein perbuatan terdiri atas: 1) berbuat sopan, 2) berbuatpatuh, 3) berbuat jujur, 4) berbuat yakin, dan 5) berbuat kreatif inovatif.

PELATIHAN MITIGASI BENCANA ALAM GEMPA BUMI PADA SISWA SEKOLAH DASAR NEGERI 1 PENGASTULAN KECAMATAN SERIRIT KABUPATEN BULELENG BALI Subagia, I Wayan
Jurnal Pendidikan Indonesia Vol 4 No 1 (2015)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Gempa bumi merupakan salah satu peristiwa alam yang belum bisa diramalkan kejadiannya dan dapat menimbulkan kerugian material hingga merenggut korban nyawa manusia. Oleh karena itu, peristiwa gemba bumi perlu diinformasikan kepada seluruh lapisan masyarakat, terutama kepada siswa sekolah dasasr (SD). Penelitian ini merupakan implementasi kurikulum Mitigasi Bencana Alam Gempa Bumi (MBAGB) yang bertujuan untuk memberikan pelatihan MBAGB kepada siswa SD dan mengidentifikasi permasalahan-permasalahan yang muncul dalam pelatihan. Dalam penelitian ini, dilibatkan sebanyak 55 orang siswa SD yang terdiri atas siswa kelas IV dan kelas V. Hasil penelitian ini menunjukkan bahwa para siswa mengikuti pembelajaran secara sungguh-sungguh, baik dalam bentuk mendengarkan informasi yang diberikan maupun dalam latihan-latihan yang dipraktikan. Namun demikian, mereka mengalami hambatan dalam mengerjakan tes tertulis. Banyak siswa belum bisa memahami pertanyaan yang diberikan dan belum mampu mengomunikasikan pemahaman dan pengetahuannya secara tertulis. Berdasarkan temuan tersebut, disarankan agar di SD proses pembelajaran membaca, menulis, dan menalar perlu ditingkatkan sesuai dengan tuntutan kurikulum.

Co-Authors ., Lya Fransiska ., Putri Sarini, S.T., M.Pd. A. A. Istri Agung Rai Sudiatmika Anak Agung Inten Paraniti Anak Agung Istri Sri Wiadnyani Anggreni, Ni Luh Putu Astuti, Sekar Astuti, Sekar Dewa Ayu Puspawati Dr. I Nyoman Tika,M.Si . Dr. Ida Bagus Nyoman Sudria,M.Sc . Dra. Suheimi Sya`Ban, M.Pd . DWI AGUSTINI . Dwi Agustini, Dwi Elyadi, I Ketut Bandem Fikriatul Khairat GANDHI ERMASARI . Gusti Ngurah Putu Eka Putra . Herawati, Putu Oka Hermawan, I Komang Windu Hikmawati Hikmawati Hunaepi, Hunaepi I Gde Parimartha I Gusti Ayu Agung Mas Purohita I Gusti Ayu Ari Laksmi . I Gusti Lanang Wiratma I Gusti Ngurah Dwija Putra I Ketut Bandem Elyadi I Ketut Suma I Ketut Tanu I Komang Trisna I Komang Windu Hermawan I Made Ari Winangun I Made Ary Sudiatmika I Made Kirna I Made Kirna I Made Suastika I Nyoman Suardana I Wayan Muderawan I Wayan Redhana I Wayan Suastra Ida Bagus Putu Arnyana Islamiati, Evy Fitria Istri Agung Rai Sudiatmika IVANA NITA MONDOLU ., IVANA NITA MONDOLU Kadek Tapa Yoga Ketut Suma Ketut Suma Khairat, Fikriatul LINA SURAYYA . Luh Maeri Arjani Luh Mentari . Luh Mitha Priyanka LUH MURNIASIH . Lya Fransiska Lya Fransiska, Lya M.Pd Dra. Suheimi Sya`Ban . Manimpan Siregar Manimpan Siregar NI KETUT PRATI DAIWATA NINGSIH . Ni Ketut Rapi Ni Ketut Sepmiarni Ni Luh Arjani Ni Luh Gede Karang Widiastuti NI LUH SUDEWI . Ni Made Wiratini Ni Made Wiratini Ni Putu Radi Widayanti Ni Putu Wahyu Dewi Arningsih Ni Wayan Ekayanti NI WAYAN YULITA AMANDA . Nikmatur Rohmaya Nindya Oktaviani Oktaviani, Nindya priyanka, luh mitha Putri Sarini Putu Henrika Utari Putu Nindya Sri Satya Lestari Putu Oka Herawati Putu Prima Juniartina S.Pd. M Kes I Ketut Sudiana . Sarjani, Luh Putu Welly Sepmiarni, Ni Ketut SITI MARYAM Siti Maryam Suardana, I N Suardana, I N Sudiatmika, I Made Ary Sudiatmika, Rai Sudiatmika Trisna, I Komang Utari, Putu Henrika Widayanti, Ni Putu Radi Wijayanti, Ida Ayu Kade Wiratma, I G. L. Wirawan, I Kadek Alit Yoga, Kadek Tapa

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