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All Journal Jurnal Penelitian Pembelajaran Fisika International Journal of Science and Applied Science: Conference Series INKUIRI : Jurnal Pendidikan IPA Prosiding Seminar Nasional Pendidikan Fisika FITK UNSIQ Pancaran Pendidikan
Widha Sunarno
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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PEMBELAJARAN IPA TERPADU DENGAN PENDEKATAN PENEMUAN (DISCOVERY) MELALUI METODE DEMONSTRASI DAN EKSPERIMEN DITINJAU DARI KEMAMPUAN BERFIKIR KRITIS DAN KREATIVITAS SISWA Syahrul Nur Abidin; Sarwanto Sarwanto; Widha Sunarno
INKUIRI: Jurnal Pendidikan IPA Vol 7, No 1 (2018): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v7i1.19780

Abstract

Tujuan penelitian ini adalah untuk mengetahui: pengaruh pendekatan penemuan melalui metode demonstrasi dan eksperimen, kemampuan berfikir kritis, kreativitas terhadap hasil belajar siswa. Penelitian ini menggunakan metode eksperimen dan dilaksanakan dari bulan Januari-Mei 2016. Populasi penelitian ini adalah semua siswa kelas VII SMP Negeri 1 Karas tahun pelajaran 2015/2016. Sampel diperoleh dengan teknik cluster random sampling yang terdiri dari dua kelas, VII-1 dan VII-2.  Kelas VII-1 diberi pembelajaran dengan metode eksperimen dan kelas VII-2 diberi pembelajaran dengan metode demonstrasi. Data dikumpulkan dengan metode tes untuk hasil belajar, angket untuk kemampuan berfikir kritis dan kreativitas. Hipotesis diuji meggunakan ANAVA dengan desain faktorial 2x2x2 sel tak sama dengan bantuan software SPSS versi 21.Dari hasil analisis data disimpulkan: 1) Ada perbedaan hasil belajar fisika terhadap penggunaan metode eksperimen dan metode demonstrasi, maka  metode pembelajaran  memberikan perbedaan yang signifikan terhadap hasil belajar, 2) Ada perbedaan hasil belajar terhadap kemampuan berpikir kritis tinggi dan kemampuan berpikir kritis rendah, yang berarti bahwa kemampuan berpikir kritis memberikan perbedaan yang signifikan terhadap hasil belajar, 3) Ada perbedaan hasil belajar terhadap kreativitas tinggi dan kreativitas rendah, yang berarti bahwa kreativitas memberikan perbedaan yang signifikan terhadap hasil belajar, 4) Tidak ada interaksi antara metode pembelajaran dengan cara berpikir kritis siswa yang berarti metode pembelajaran dan cara berpikir kritis siswa secara bersama-sama tidaklah memberikan hasil yang signifikan terhadap prestasi belajar, 5) Ada interaksi antara metode pembelajaran dengan kreativitas siswa yang berarti bahwa metode pembelajaran dan kreativitas siswa secara bersama-sama memberikan hasil yang signifikan terhadap prestasi belajar siswa, 6) Tidak ada interaksi antara cara berpikir kritis siswa dengan kreativitas siswa yang berarti cara berpikir kritis siswa dan kreativitas siswa secara bersama-sama tidaklah memberikan hasil yang signifikan terhadap prestasi belajar, 7) Ada interaksi antara metode pembelajaran, cara berpikir kritis siswa, dan kreativitas siswa yang berarti metode pembelajaran, cara berpikir kritis siswa, dan kreativitas siswa secara bersama-sama memberikan hasil yang signifikan terhadap prestasi belajar siswa.
SETS (Science Environment Technology and Society) Based Learning Implementation in Junior High School Ardian Puguh Setia Budi; Widha Sunarno; S Sugiyarto
Pancaran Pendidikan Vol 6, No 2 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (379.037 KB) | DOI: 10.25037/pancaran.v6i2.18

Abstract

Science, Environment, Technology and Society (SETS) based learning need to be developed in junior high school, because it can improve student's critical thinking skills. This study aimed to analyze the learning process in National Junior High School 2 of Jatisrono to implement SETS based learning. This study design was descriptive qualitative. Data were analyzed used Miiles&Huberman by observation, deepth interviews, and questionnaires. This study focused on the learning process, learning materials, as well as the results achieved by students cognitive abilities in the learning process. The results showed that the learning was done in National Junior High School 2 of Jatisrono not used SETS process-based learning. This is because teachers do not have a guide to innovate learning approaches, students are less interested in science learning and caused low cognitive abilities results.
The Impact Of Natural Science Contextual Teaching On Through Project Method Reviewed From Analytical Skill To Students’ Achievementin MTsn Miri Sragen Anik Sunarsih; Sukarmin Sukarmin; Widha Sunarno
Pancaran Pendidikan Vol 6, No 2 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (642.073 KB) | DOI: 10.25037/pancaran.v6i2.20

Abstract

The aims of this research are to describe the impact of the interaction between teaching method and students’ analytical skill to students’ achievement. The populations are the students of VII class of MTsN Negeri Miri on the teaching period of 2016/2017. This research used Cluster Random Sampling technique as the method to collect the sample. This research was designed using contextual teaching through project method, which teaching method as an independent variable and analytical skill as moderator independent variable. Based on the analysis, it can be concluded that: there is an interaction between teaching method and analytical skill to students’ achievement with the value Fabs=5,549 and the significant number 4,04 (p<0,05). Based on the founding, contextual teaching through the project is one of the methods that give positive impact to increase students’ achievement on a natural science lesson. The increasing of students’ analytical skill is due to the transparency in problem delivering and the responsibility given to a student to search for the solution through a project.
Co-Authors Agustania Puspita Ambarsari Indraningrum Aminuyati Anang Christian Widyanarko Anik Sunarsih Ardian Puguh Setia Budi Atna Fresh Violina Marrysca Ayang Kinasih Baskoro Adi Prayitno Cari Cari Devita Yudhayanti, Devita Dyah Erlina Sulistyaningrum Ervian Arif Muhafid Farahita Maya Canty Dewi Fuadi Susilo Henry Sugiyarti Herry Kiswanto Ida Ayu Putu Sri Widnyani Imega Syahlita Dewi Indhah Permatasari Isworini Isworini Joko Suparno Kiswadi Kiswadi Koniawan Fajar Rahmanto Kristanti Kristanti Liyan Desi Yulia Mahmud Hilmi Maridi Maridi Mingle A Pistanty Mohammad Isnaini Mohammad Masykuri Muhamad Ajwar Muhamad Irkham Luthfi Ansori Muhammad Ali Nila Alia Nonoh Siti Aminah Nur Endah Nugraheni Puguh Karyanto Purwandari Purwandari Purwo Jatiutoro R Rohmani Ratna Kumala Sari S Sugiyarto Sajidan Sajidan Sapto Joko Purwadi Sarwanto Sarwanto Sarwanto Sarwanto Siti Kartika Sari Siti Rohmani Soeparmi Soeparmi Sri Dwiastuti Suciati Suciati Sudarno Sudarno Sujiyani Kassiavera Sukarmin Sukarmin Sularso Sularso Sulistyaning Kartikawati, Sulistyaning Sulistyo Saputro Sunarto Sunarto Suparmi Suparmi Suryandari Suryandari Syahrul Nur Abidin Syamsul Arifin Viyanti Viyanti Wiji Hastuti Winarno Winarno Yayuk Sulistyaningsih Yudi Martana Yuli Ekawati Zendi Dermawan Zuhdan Kun Prasetyo Zunicha Lany