Garuda - Garba Rujukan Digital

PENGARUH MODEL PEMBELAJARAN STS (SCIENCE, TECHNOLOGY, AND SOCIETY) TERHADAP KETERAMPILAN MEMBUAT KEPUTUSAN SISWA Defiana Aliyatur Rosidah; Hairida Hairida; Masriani Masriani
EduChem Vol 3, No 2 (2022): AGUSTUS 2022
Publisher : Universitas Tanjungpura, Prodi Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/educhem.v3i2.39510

The aim of this study were to determine the differences of theÂ student's decision making skills before and after being taught using the STS (Science, Technology, and Society) learning model at MAN 3 Pontianak. The form of this research is pre-experimental design with the research plan of one group pretest-posttest design. The sample of this research is class X MIPA as an experimental class. The data collection tools used are the decision making skills test instrument and interview guidelines. Decision making skills were analyzed using the Wilcoxon test. The analysis is smaller than the significant level of 0.05 which means there are differences in decision making skills in class X MIPA MAN 3 Pontianak on scientific method sub-material before and after learning using STS ( Science, Technology, and Society) learning model. The n-gain calculation results obtained a value of 0.32, so the conclusions obtained that the STS (Science, Technology, and Society) learning modelÂ affect studentâ€™s decision making skills in the medium category.Â Keyword : STS (Science, Technology, and Society) , Keterampilan Membuat Keputusan, Metode Ilmiah

Pengembangan Petunjuk Praktikum Berbasis Inkuiri Terbimbing Materi Sel Volta SMA Muhammadiyah Pontianak Annisa Utami; Hairida Hairida; Rahmat Rasmawan; Masriani Masriani; Rody Putra Sartika
Jurnal Education and Development Vol 11 No 3 (2023): Vol. 11 No.3.2023
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v11i3.4887

Petunjuk praktikum ini dikembangkan sebagai variasi bahan ajar dalam melakukan praktikum. Penelitian dilakukan untuk menentukan tingkat kelayakan dan menguji respon guru terhadap petunjuk praktikum tersebut. Research and development (R&D) dengan model pengembangan 4D digunakan dalam penelitian ini, meliputi tahapan define, design, development, dan dessiminate (4D), namun hanya sampai tahap ketiga yaitu development (tahap pengembangan). Subjek penelitian yaitu petunjuk praktikum berbasis inkuiri terbimbing pada materi sel volta untuk XII SMA Muhammadiyah 1 Pontianak. Teknik pengukuran dan teknik komunikasi tidak langsung digunakan sebagai teknik pengumpul data dalam penelitian ini sedangkan instrumen pengumpul data menggunakan angket uji kelayakan dan angket uji respon terhadap petunjuk praktikum tersebut. Uji validitas dilakukan berdasarkan aspek materi, grafika, dan bahasa yang divalidasi masing-masing oleh 3 dosen ahli. Hasil penelitian ini diperoleh persentase angket uji kelayakan materi, uji kelayakan grafik, dan uji kelayakan bahasa berturut-turut sebesar 97,3%; 97,1%; dan 98,0%. Hasil respon 2 orang guru kimia terhadap petunjuk praktikum memperoleh rata-rata sebesar 80%. Berdasarkan hasil penelitian, dapat disimpulkan petunjuk praktikum berbasis inkuiri terbimbing mendapat respon yang baik dan layak digunakan dalam pembelajaran di sekolah.

Analisis Permasalahan Pendidik IPA Dalam Proses Penilaian Pembelajaran Maria Ulfah*; Hairida Hairida; Fitria Arfiyanti; Ninda Permasari; Jessica Ayu Sabila
JIPI (Jurnal IPA dan Pembelajaran IPA) Vol 5, No 2 (2021): JUNE 2021
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v5i2.21163

Penelitian ini bertujuan untuk menganalisis permasalahan yang dihadapi oleh pendidik khususnya dalam proses penilaian pembelajaran yang dilakukan. Metode yang digunakan adalah deskriptif. Instrumen yang digunakan untuk mengetahui permasalahan tersebut adalah kuesioner yang disebarkan melalui google forms kepada 26 guru IPA di Kubu Raya. Hasil yang diperoleh diketahui bahwa kendala yang dihadapi guru yakni 1) kesulitan dalam mengembangkan rubrik penilaian yang sesuai dengan model pembelajaran inovatif Abad 21 khususnya penilaian sikap dan keterampilan peserta didik; 2) kurangnya pemahaman dalam merancang penilaian non-tes, misalnya penilaian untuk mengukur berbagai keterampilan peserta didik; dan 3) kesulitan dalam mengimplementasikan penilaian proses dalam pembelajaran khususnya dalam mengelola waktu penilaiannya. Pada dasarnya guru sudah menerapkan pembelajaran yang inovatif dengan model-model yang sesuai tuntutan kurikulum 2013 meskipun dalam proses penilaiannya masih terdapat kesenjangan antara teori dan prakteknya di lapangan.

Analisis Kemampuan Literasi Sains Mahasiswa Pendidikan Kimia di Universitas Tanjungpura Tiya Ruslina Putri; Masriani Masriani*; Rahmat Rasmawan; Hairida Hairida; Erlina Erlina
JIPI (Jurnal IPA dan Pembelajaran IPA) Vol 6, No 2 (2022): JUNE 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v6i2.25460

A prospective teacher needs have to qualified scientific literacy skills so that students have good abilities in learning science-related knowledge. However, assessments to measure students' scientific literacy skills that are adapted to PISA aspects are also still rarely carried out. Therefore, describing the scientific literacy ability of Chemical Education students at Tanjungpura University are needed. This research used quantitative descriptive method which aimed to describe students' scientific literacy skills. The sampling technique used is a saturated or full sampling technique which is samples are taken from all members of the population. The subjects of this study were students of Chemistry Education at Tanjungpura University as many as 45 students. Data collection techniques in this study are direct measurement and communication techniques. The measurement technique is done by giving a test in the form of three essay questions. Direct communication techniques in the form of semi-structured interviews to support research data and confirm student answers. Data collection tools in this research were scientific literacy tests and semi-structured interviews. The data were analyzed by providing a score of the results of the scientific literacy test, calculating the average test score, and determining the category of scientific literacy. Based on the results of data analysis, students' scientific literacy skills with an average percentage of content knowledge with competence in identifying scientific questions of 39.62%, procedural knowledge with competence to explain scientific phenomena by 26.38%, and epistemic knowledge with competence in using scientific evidence by 23.33%

Description of Metacognitive Awareness of Chemistry Education Students on Basic Chemistry Teaching Skill Widyan Sari; Hairida Hairida; Maria Ulfah; Tulus Junanto; Rahmat Rasmawan
Jurnal Pendidikan Edutama Vol 11, No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.3320

This study seeks to describe the metacognitive awareness of prospective chemistry teacher students in learning. This study aims to describe the metacognitive awareness of chemistry education students in the basic ability to teach chemistry subject. This type of research is descriptive research with a quantitative approach. This research questionnaire is a modified MAI instrument. The result of the validity test and reliability test of the instrument found that 50 of the 52 MAI instrument statements were valid (the reproducibility coefficient value was 0,90 and the scalability coefficient value was 0,79) and quite reliable (with a value of (0,458). The results of the research data analysis showed that the overall proportion of students’ metacognitive awareness was 82,825% in the good category. This indicates that students are aware of their own thinking and can distinguish the stages of elaboration input and output of their own thoughts.

Ability Pedagogical Content Knowledge Prospective Teacher in Creating Independent Curriculum Teaching Modules Helsa Ulfa Destari; Hairida Hairida; Maria Ulfah; Tulus Junanto; Ira Lestari
Jurnal Pendidikan Edutama Vol 11, No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.3368

The presence of a teacher is one of the important factors that support the success of learning activities. Therefore, prospective teacher students need to be trained in Pedagogical Content Knowledge (PCK) skills in order to plan classroom learning effectively through the use of teaching modules. This study aimed to determine the PCK ability of chemistry education students to make teaching modules in microteaching courses. The type of research used is quantitative with descriptive methods. The research subjects were chemistry education students of class 2020 FKIP UNTAN, totaling twenty-four participants. The instruments used were teaching module assessment sheets and student PCK observation sheets. The data collection techniques used were observation and interviews. The results showed that the PCK ability of chemical education students in making teaching modules was in the good category, with an average value of content knowledge (CK) ability of 79% (good), pedagogical knowledge (PK) ability of 72% (good), and pedagogical content knowledge (PCK) ability of 78% (good). Furthermore, with the independent curriculum being implemented as a national curriculum, PCK must be prepared for the development of independent curriculum teaching modules before teaching practice at school.

ANALISIS KOMPETENSI GURU KIMIA SMA NEGERI KUBU RAYA TERHADAP PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI Nurul Aini Mirnawati; Hairida Hairida; Masriani Masriani
Jurnal Kajian Pembelajaran dan Keilmuan Vol 8, No 2 (2024): OKTOBER 2024
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jurnalkpk.v8i2.70232

This study aims to describe the competence of chemistry teachers on the use of Information and Communication Technology in learning at SMA Negeri Kubu Raya. The research method used is a quantitative description. The first step of the research carried out was observation after that data collection was carried out. The data collection technique used here is a questionnaire. The subject of this study was a chemistry teacher at Kubu Raya State High School. There are 22 state schools in Kubu Raya, a sample of 10% is taken, then it is rounded up to 3 schools. The selection of this sample is based on the accreditation of these schools. In this study the questionnaire provided can be used to assess four competencies in chemistry teachers, 1) teacher competence in ICT, 2) teacher pedagogical competence, 3) dedactic competence, and 4) social competence. The results of this study obtained an average number of teachers' competence in ICT by 84%. The second competency, namely the teacher's pedagogical competence, gets an average total score of 80%. For the third competency, namely the teacher's dedactic competence, a total average score of 79%. As well as for social competence the teacher gets a total average score of 80%. From this study, the teacher's understanding of ICT competence has the highest score, which means that the teacher already has the basics of using ICT in learning, while dedactic competence gets the lowest average score.

Description of Metacognitive Awareness of Chemistry Education Students on Basic Chemistry Teaching Skill Widyan Sari; Hairida Hairida; Maria Ulfah; Tulus Junanto; Rahmat Rasmawan
Jurnal Pendidikan Edutama Vol 11 No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.3320

This study seeks to describe the metacognitive awareness of prospective chemistry teacher students in learning. This study aims to describe the metacognitive awareness of chemistry education students in the basic ability to teach chemistry subject. This type of research is descriptive research with a quantitative approach. This research questionnaire is a modified MAI instrument. The result of the validity test and reliability test of the instrument found that 50 of the 52 MAI instrument statements were valid (the reproducibility coefficient value was 0,90 and the scalability coefficient value was 0,79) and quite reliable (with a value of (0,458). The results of the research data analysis showed that the overall proportion of students’ metacognitive awareness was 82,825% in the good category. This indicates that students are aware of their own thinking and can distinguish the stages of elaboration input and output of their own thoughts.

Ability Pedagogical Content Knowledge Prospective Teacher in Creating Independent Curriculum Teaching Modules Helsa Ulfa Destari; Hairida Hairida; Maria Ulfah; Tulus Junanto; Ira Lestari
Jurnal Pendidikan Edutama Vol 11 No 1 (2024): January 2024
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v11i1.3368

The presence of a teacher is one of the important factors that support the success of learning activities. Therefore, prospective teacher students need to be trained in Pedagogical Content Knowledge (PCK) skills in order to plan classroom learning effectively through the use of teaching modules. This study aimed to determine the PCK ability of chemistry education students to make teaching modules in microteaching courses. The type of research used is quantitative with descriptive methods. The research subjects were chemistry education students of class 2020 FKIP UNTAN, totaling twenty-four participants. The instruments used were teaching module assessment sheets and student PCK observation sheets. The data collection techniques used were observation and interviews. The results showed that the PCK ability of chemical education students in making teaching modules was in the good category, with an average value of content knowledge (CK) ability of 79% (good), pedagogical knowledge (PK) ability of 72% (good), and pedagogical content knowledge (PCK) ability of 78% (good). Furthermore, with the independent curriculum being implemented as a national curriculum, PCK must be prepared for the development of independent curriculum teaching modules before teaching practice at school.

Title

Found 49 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 49 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 49 Documents
Search