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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Science Map Journal Unram Journal of Community Service (UJCS)
David Tuhurima
Universitas Pattimura
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences

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PENERAPAN VIRTUAL LEARNING CLASS MENGGUNAKAN MODEL FLIPED CLASSROOM DALAM ZOOM MEETING UNTUK MENINGKATKAN PENGUASAAN MATERI GERAK LURUS PESERTA DIDIK KELAS VIII SMP NEGERI 9 AMBON Dian Supardan; David Tuhurima; Asry Latupeirissa
Science Map Journal Vol 3 No 1 (2021): Science Map Journal
Publisher : Jurusan Pendidikan MIPA FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jmsvol3issue1pp40-46

Abstract

masih belum dapat meningkatkan penguasaan materi peserta didik berdasarkan nilai rata-rata ulangan harian dengan KKM 70, pada siswa kelas VIII SMP Negeri 9 Ambon. Penelitian ini menggunakan model pembelajaran flipped classroom yang bertujuan untuk meningkatkan penguasaan materi peserta didik. Populasi dari penelitian ini adalah seluruh peserta didik kelas VIII SMP Negeri 9 Ambon dengan jumlah 368 peserta didik. Sampel dalam penelitian ini adalah kelas VIII3 yang berjumlah 22 peserta didik, diambil dengan menggunakan teknik pengambilan sampel bertujuan (purposive sampling) diperoleh hasil penelitian kemampuan awal peserta didik berada dibawah KKM (Kriteria Ketuntasan Minimal) dengan nilai rata-rata 21,67 dimana 22 (100%) berada pada kualifikasi gagal sehingga semua indikator dalam penelitian harus diajarkan. Kemudian setelah diberikan perlakuan pada saat proses belajar mengajar berlangsung hasil tugas akhir meningkat dengan rata-rata 82,43. Selain dari hasil tersebut dapat dibuktikan juga melalui uji N-Gain dimana peserta didik mengalami peningkatan dengan rata-rata gain sebesar 0.76 termasuk dalam kualifikasi tinggi. Dengan demikian dapat disimpulkan bahwa melalui penerapan virtual learning class menggunakan model flipped classroom dalam zoom meeting dapat meningkatkan penguasaan materi IPA fisika peserta didik kelas VIII SMP Negeri 9 Ambon
Analysis of Creative Thinking Skills Based on Contextual Teaching and Learning in Physics Education Students Heppy Sapulete; Izaak Hendrik Wenno; David Tuhurima; Ashari Bayu Prasada Dulhasyim
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.3691

Abstract

This study aims to analyze students' creative thinking skills based on Contextual Teaching and Learning (CTL) in basic physics 1 subject, the physics education study program at Pattimura University. The research subjects were 22 students in semester 1 class of 2022. This research uses quantitative and qualitative descriptive research types. The research design used is a one shot case study. The instruments in this study are, 1) Observation sheets, to assess student creativity during the learning process. 2) Questionnaire sheet, to see student responses related to CTL learning and creative thinking skills. Data analysis in this study was carried out using quantitative descriptive analysis. The results of the study show that indicators of creative thinking skills have percentages, namely Elaboration of 60.61%, Flexibility of 57.58%, and Originality of 56.06%. The three indicators have percentages above 50% and the average final score for creative thinking skills for physics students class of 2022 is 58.08. So it can be said that creative thinking skills are sufficiently mastered by students. Student response data to learning using the CTL model was obtained at 73.27% in the satisfactory category. Based on the results of the study, it can be concluded that students' creative thinking skills based on CTL are sufficiently mastered by students
Strengthening Teachers’ Competence in Developing Diagnostics Tests for Learning Erlin Eveline; Herman S. Wattimena; Heppy Sapulate; John Rafafy Batlolona; Gazali Rachman; David Tuhurima; Cicylia Triratna Kereh; Marasi Bless Suryan; Anastasija Limba; Juliana Nirahua
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1222

Abstract

The purpose of this community service is to strengthening teachers’ competence about diagnostics test for deep learning approach. The community service is conducted to address the challenges of Indonesia’s new curriculum policy about deep learning based on meaningful learning. The implementation methods include opening, materials explanation, discussion, assessment, and closing. Assessment was conducted by questionnaire and test. The result of the assessment from the questionnaire shows positive responses from teachers.  The average scores each statement ranges from 82% to 97%. It indicates a high level of participant satisfaction with the community service. The teachers gained strengthened knowledge about deep learning and the development of diagnostic instruments. The results indicate that the teachers found this community service beneficial, relevant to classroom needs, and applicable in teaching. In addition, most teachers were aware of diagnostic instruments (61,1%), but only a few teachers had ever developed them (5.6%) or conducted them in their classroom (11.1%). It shows that the implementation of the diagnostics test is still limited before conducting the training.  The result of the assessment from the test shows the mean score obtained by the teachers was 86,67. A total of 16 out of 18 teachers (88,9%) scored  80, which is categorized as good, while 2 teachers scored below 80. Thus, the percentage of teachers exceeded the predetermined achievement indicator of 70%. It is hope that this activity can help teachers in supporting deep learning approach at classroom.
Co-Authors Anastasija Limba Ashari Bayu Prasada Dulhasyim Asry Latupeirissa Batlolona, John Rafafy Cicylia Triratna Kereh Dian Supardan Erlin Eveline Heppy Sapulate Heppy Sapulete Herman S. Wattimena Izaak Hendrik Wenno, Izaak Hendrik Juliana Nirahua Marasi Bless Suryan Rachman, Gazali