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All Journal Jurnal Pendidikan IPA Indonesia
C. Ertikanto, C.
Program Studi Pendidikan Fisika FKIP Universitas Lampung, Indonesia
Education

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INCREASING TEACHERS INQUIRY ABILITY WITH TRAINING INQUIRY ABILITY PROGRAMME AND TEACHING SCIENCE Ertikanto, C.; Wahyudi, I.; Viyanti, V.
Jurnal Pendidikan IPA Indonesia Vol 4, No 2 (2015): October 2015
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v4i2.4183

Abstract

This research aims to produce training program inquiry ability and in teaching science through inquiry approach (is called Program). This study used the methods of research and development. Program design began with a training needs analysis, conducted through field studies and literature, then validated and tested on a limited basis for program design. The implemented programs that have been revised in the main try out in KKGSD Bandar Lampung, by using quasi- experimental design, pretest-posttest control group design. Subjects in this study is the number of elementary school teachers in the city of Bandar Lampung, which involved teachers from primary schools located in the centre of the town, suburb, and remote area in Bandar Lampung. The instrument used was the initial test and final test, questionnaire, assessment of product format, and the observation sheet. The results showed: (1) The inquiry ability of the teacher with PPKIMS through inquiry approach it was higher than with conventional PPKIMS; (2) The inquiry ability of the teacher to teaching with PPKIMS through inquiry approach and conventional PPKIMS after training program was different, and significant improvement towards teachers inquiry ability of PPKIMS through inquiry approach, and it was higher than the conventional PPKIMS.
INCREASING TEACHERS INQUIRY ABILITY WITH TRAINING INQUIRY ABILITY PROGRAMME AND TEACHING SCIENCE Ertikanto, C.; Wahyudi, I.; Viyanti, V.
Jurnal Pendidikan IPA Indonesia Vol 4, No 2 (2015): October 2015
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v4i2.4183

Abstract

This research aims to produce training program inquiry ability and in teaching science through inquiry approach (is called Program). This study used the methods of research and development. Program design began with a training needs analysis, conducted through field studies and literature, then validated and tested on a limited basis for program design. The implemented programs that have been revised in the main try out in KKGSD Bandar Lampung, by using quasi- experimental design, pretest-posttest control group design. Subjects in this study is the number of elementary school teachers in the city of Bandar Lampung, which involved teachers from primary schools located in the centre of the town, suburb, and remote area in Bandar Lampung. The instrument used was the initial test and final test, questionnaire, assessment of product format, and the observation sheet. The results showed: (1) The inquiry ability of the teacher with PPKIMS through inquiry approach it was higher than with conventional PPKIMS; (2) The inquiry ability of the teacher to teaching with PPKIMS through inquiry approach and conventional PPKIMS after training program was different, and significant improvement towards teachers inquiry ability of PPKIMS through inquiry approach, and it was higher than the conventional PPKIMS.
Comparison of Mathematical Representation Skill and Science Learning Result in Classes with Problem-Based and Discovery Learning Model Ertikanto, C.; Rosidin, U.; Distrik, I. W.; Yuberti, Yuberti; Rahayu, T.
Jurnal Pendidikan IPA Indonesia Vol 7, No 1 (2018): March 2018
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v6i2.9512

Abstract

The purpose of this research is to know the difference of mathematical representation skill, the result of science learning and its influence on problem-based learning and discovery learning model. The population of this study was 16 students of PGSD FKIP University of Lampung. Among 534 students, there were two experimental classes consisting of 35 students and each was determined through cluster random sampling.  The data on mathematical representation skills and learning outcomes of science were obtained through a description test, five questions for assessing mathematical representation skills, and ten questions for assessing science learning outcomes. From the instruments that had been tested to 30 respondents, it was obtained a valid and reliable instrument with a score of 0.505 for mathematical representation skills, and 0.832 for learning outcomes. Furthermore, the data were analyzed by using normality test, homogeneity test, independent sample t-test, correlation test, and simple linear regression test. The results showed that there was no difference in the result of mathematical representation skill and science learning outcomes, between the problem-based learning model and real discovery. But there is a positive and significant linear influence between the mathematical representation skill and the learning outcomes of science, through a problem-based learning model of discovery.
Digital Problem-Based Worksheet with 3D Pageflip: An Effort to Address Concept Understanding Problems and Enhance Digital Literacy Skills Distrik, I. W.; Ertikanto, C.; Purwati, Y. S.; Saregar, A.; Ab Rahman, N. F.
Jurnal Pendidikan IPA Indonesia Vol 13, No 1 (2024): March 2024
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v13i1.48604

Abstract

This study aims to provide digital teaching materials in the form of problem-based worksheets with 3D PageFlip presentations that are valid, practical, and effective in overcoming conceptual understanding problems and enhancing digital literacy skills in high school students. The research approach employed was a mixed method based on Thiagarajan’s (1974) 4D development model, which consists of four stages: define, design, develop, and disseminate. Three experts conducted the validity test and a limited field test involving ten high school students. Furthermore, the large-scale field test was carried out at another high school with 60 students utilizing the static pretest-post-test design. Data for the study were gathered through observation, tests, and questionnaires. Qualitative data analysis was done descriptively using the percentage technique, while quantitative data was analyzed using statistical tests. According to the results, the problem-based digital worksheet with the 3D PageFlip display has an average content validity of 8.83 and an average construct validity of 8.91. It has been proven practical with a digital worksheet implementation rate of 89.39 and positive student responses. Conceptual understanding that occurs before learning can be overcome through images and videos embedded in digital worksheets. The difference in concept knowledge and digital literacy progress between the experimental and control groups demonstrates the usefulness of this teaching material. Thus, problem-based digital worksheet teaching materials with 3D PageFlip can overcome conceptual understanding problems and improve students’ digital literacy.
Co-Authors Ab Rahman, N. F. Distrik, I. W. I. Wahyudi, I. Purwati, Y. S. Rahayu, T. Rosidin, U. Saregar, A. Solly Aryza V. Viyanti, V. Yuberti