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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) SEMAR
Widha Sunarno
Sebelas Maret University
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Remediation using SSCS model for reducing misconceptions about work and energy M Ahsanul Taqwim; Widha Sunarno; Murni Ramli
Jurnal Inovasi Pendidikan IPA Vol 8, No 2: Oktober 2022
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v8i2.49343

Abstract

Misconceptions are discrepancies between students' understanding of concepts and concepts defined by experts. Misconceptions are indicated as latent dangers in the learning process. One of the topics in science that has a high level of misconception among students is the concept of work and energy. The SSCS model is an approach put forward as an effective way to train students' conceptual understanding. This research aims to determine whether the misconceptions about the work and energy of grade 7 students will be reduced by applying the SSCS model (Search, Solve, Create, and Share) as a remediation approach. The experimental design was applied using a one-group pretest-posttest design. The research sample comprised 32 students (15 boys and 17 girls). Profiling of students' misconceptions before and after the action was measured using 14 two-level multiple-choice questions. There are four types of misconceptions based on initial measurements. The results show an average pretest score of 44.07 and an average posttest of 63.60. It can be concluded that the SSCS model significantly reduces student misconceptions. Further research on the types of errors present in mapping student profiles is recommended.
The Interaction of Student’s Creativity Thinking Skills Through Project Based Learning and Learning Cycle 7E in Parabolic Motion on the Second Grade Students of Senior High School Dian Nafiah; Widha Sunarno; Suharno Suharno
Jurnal Penelitian Pendidikan IPA Vol 9 No 2 (2023): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i2.2449

Abstract

Creativity thinking skills is one of the competencies that must be possessed in the 21st century. Teachers must provide facilities for students to develop creative thinking skills through the selection of appropriate learning methods. This study aims to find out the interaction between student’s creativity thinking skills, Project Based Learning, and Learning Cycle 7E methods in Physics lesson chapter parabolic motion on XI grade students. The methods of this study are quasi experiment with two ways ANAVA design. This research was conducted at Al Islam 1 Senior High School Surakarta est Java Indonesia in August 2022. Sample of this study selected using the cluster random sampling technique. The research used was class XI 1 as Group 1 with Project Based Learning methods and XI 2 as Group 2 with Learning Cycle 7E methods. Based on the analysis data by using SPSS program at the significant level of 5% it can be concluded that there is interaction between student’s creativity thinking skills, Project Based Learning, and Learning Cycle 7E methods in Physics lesson chapter parabolic motion on XI grade students. It is also concluded that Project Based Learning give better impact to enhance student’s creativity thinking skills
Profil Keterlaksanaan Pendampingan Penyusunan Modul Ajar Fisika Fase F di MGMP Fisika SMA Kabupaten Sukoharjo Shofi Hikmatuz Zahroh; Sarwanto Sarwanto; Sukarmin Sukarmin; Fairusy Fitria Haryani; Elvin Yusliana Ekawati; Ahmad Fauzi; Daru Wahyuningsih; Pujayanto Pujayanto; Widha Sunarno
SEMAR (Jurnal Ilmu Pengetahuan, Teknologi, dan Seni bagi Masyarakat) Vol 13, No 1 (2024): Mei
Publisher : LPPM UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/semar.v13i1.80503

Abstract

Kurikulum Merdeka menuntut guru untuk memiliki kemampuan dalam mengembangkan perangkat ajar pembelajaran. Namun, hanya 5% guru dari 21 responden yang mengembangkan perangkat ajarnya sendiri. Oleh karena itu, grup riset Manajemen dan Inovasi Pembelajaran Fisika (MIPF) FKIP Universitas Sebelas Maret melaksanakan kegiatan pendampingan terhadap guru Fisika SMA Kabupaten Sukoharjo dalam menyusun modul ajar Fase F Kurikulum Merdeka. Tujuan dari kegiatan pendampingan antara lain, 1) memberikan pemahaman tentang Kurikulum Merdeka, asesmen diagnostic, dan proses penyusunan ATP dan modul ajar dan 2) melatih guru dalam menyusun modul ajar fisika fase F. Kegiatan pengabdian yang dilakukan grup riset MIPF diselenggarakan selama tiga (3) tahap dan melibatkan 33 guru Fisika SMA Kabupaten Sukoharjo selama bulan Juni-Agustus 2023. Berdasarkan hasil evaluasi, didapatkan bahwa guru fisika mendapatkan pemahaman yang lebih terkait prosedur pembuatan ATP (83,3% sangat paham), fungsi dan tujuan dari pembuatan ATP (83,3% sangat paham), hakikat modul ajar (83,3% sangat paham), komponen modul ajar (91,7% sangat paham), proses pembuatan modul ajar (91,7% sangat paham), tujuan asesmen diagnostic (83,3% sangat paham),  dan jenis tes diagostik (91,7% sangat paham). Selain mendapatkan wawasan baru, guru fisika juga telah menyusun luaran berupa 14 modul ajar yang telah direview oleh tim grup riset MIPF. The Kurikulum Merdeka requires teachers to have the ability to develop learning and teaching tools. However, according to a survey conducted on Sukoharjo Regency High School physics teachers, only 5% of teachers from 21 respondents developed their teaching tools. Apart from that, Phase F of the Kurikulum Merdeka will be implemented in the 2023 academic year. Therefore, the Physics Learning Management and Innovation (MIPF) research group at FKIP Sebelas Maret University is mentoring Sukoharjo Regency High School Physics teachers in preparing Modul Ajar for Phase F of the Kurikulum Merdek. The mentoring activities have two main goals: 1) to give teachers a better understanding of the Independent Curriculum, diagnostic tests, and the process of creating ATP and lesson plans (Modul Ajar); and 2) to train teachers in creating phase F physics lesson plans (Modul Ajar). The service activities carried out by the MIPF research group were held in three (3) stages and involved 33 Sukoharjo Regency High School physics teachers from June to August 2023. Based on the evaluation results, it was found that physics teachers gained a greater understanding regarding the procedure for making ATP (83.3% really understood), the function and purpose of making ATP (83.3% really understood), the nature of the Modul Ajar (83.3% really understood), the components of the Modul Ajar (91.7% really understood), the process of making the Modul Ajar (91.7% really understood), the purpose of the diagnostic assessment (83.3% really understood), and the type of diagnostic test (91.7% really understood). Results Apart from gaining new insights, the service activities carried out by the physics teacher have also prepared output in the form of 14 Modul Ajar, which was prepared by the teacher and has been reviewed by the MIPF research group team.
Co-Authors Ahmad Fauzi Daru Wahyuningsih Dian Nafiah Elvin Yusliana Ekawati Fahru Nurosyid Fairusy Fitria Haryani M Ahsanul Taqwim Maura Trynovita Sakliressy Murni Ramli Pujayanto Pujayanto Sarwanto Sarwanto Shofi Hikmatuz Zahroh Suharno Suharno Sukarmin sukarmin