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All Journal Formatif: Jurnal Ilmiah Pendidikan MIPA JURNAL PENDIDIKAN MIPA
Ida Ayu Putu Nova Warmadewi
Universitas Pendidikan Ganesha
Education Mathematics Social Sciences Other

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Penerapan Model Pembelajaran Inkuiri Terbimbing Berbasis Literasi Sains Dalam Pembelajaran IPA Ida Ayu Putu Nova Warmadewi
JURNAL PENDIDIKAN MIPA Vol 12 No 2 (2022): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v12i2.600

Abstract

Penelitian ini bertujuan menganalisis model Inkuiri terbimbing berbasis literasi sains meliputi metode, media pembelajaran, kemampuan yang diukur, materi IPA yang sering digunakan dan instrumen penilaian. Penelitian ini mengkaji literatur secara sistematis pencarian artikel dengan menggunakan Publish or Perish (PoP) dari tahun 2017 sampai dengan 2022 pada google scholer dan web-web perguruan tinggi nasional. Berdasarkan hasil riview 20 artikel terdahulu diperoleh bahwa: 1) model pembelajaran inkuiri terbimbing memiliki pengaruh terhadap literasi sains menggunakan metode penelitian eksperimen dalam pembelajaran IPA; 2) media pembelajaran paper test digunakan untuk memaksimalkan hasil penilaian literasi sains; 3) Bentuk penilaian literasi sains yang digunakan adalah objektif/multiple choice, subjektif/essay, non-objektif/uraian dan deskripsi; 4) Materi yang paling sering digunakan sebagai pokok bahasan penelitian adalah Hukum Newton. Riset ini diharapkan dapat menjadi referensi penelitian selanjutnya dalam menerapkan model pembelajaran inkuiri terbimbing berbasis literasi sains secara lebih mendalam.
The Effect of Project Based Learning (PjBL) Model on Science Process Skills and Student Cognitive Learning Outcomes Ida Ayu Putu Nova Warmadewi; I Wayan Subagia; I Wayan Suja
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 14, No 1 (2024): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v14i1.22260

Abstract

This study aims to describe and explain the differences in science process skills and cognitive learning outcomes between students who learn using Project Based Learning (PjBL) and conventional learning in science subjects. This type of research is a quasi-experiment with the matching pretest-posttest control group design. The population in this study is all grade VIII students of SMPN 1 Marga, Tabanan Regency for the 2022/2023 academic year. Research sampling based on class matching techniques. The research instruments are observation sheets of science process skills and cognitive learning outcomes tests. The data in this study is in the form of students' science process skill scores and cognitive learning outcomes scores which are analyzed based on descriptive analysis and the Multivariate Analysis of Covariance (MANCOVA) test. The results showed that:  (1) simultaneously there are differences in science process skills and cognitive learning outcomes between students who learn using Project Based Learning (PjBL) and conventional learning in science subjects, (2) there are differences in science process skills between students who learn using Project Based Learning (PjBL) and conventional learning in science subjects, and (3) there are significant differences in cognitive learning outcomes between students who learn using Project Based Learning (PjBL) and conventional learning in science subjects. The group of students who learned using Project Based Learning (PjBL) showed that science process skills and cognitive learning outcomes in science subjects were superior to the group of students who learned with conventional learning.
Co-Authors I Wayan Suja Solly Aryza