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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Pengajaran MIPA Journal of Science Learning Journal of Innovation in Educational and Cultural Research Prima Magistra: Jurnal Ilmiah Kependidikan ICONESTH Jurnal Serambi Ilmu
Lilit Rusyati
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Dentistry Education Mathematics Neuroscience Nursing Public Health Social Sciences Other

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THE INFLUENCE OF INTEGRATED AND SEPARATE TRAINING ON STUDENTS’ META-AFFECTIVE DURING SCIENCE LEARNING Lilit Rusyati; Nuryani Y. Rustaman; Ari Widodo; Minsu Ha
Jurnal Pengajaran MIPA Vol 27, No 2 (2022): JPMIPA: Volume 27, Issue 2, 2022
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v27i2.50835

Abstract

Affective dimension is one that must be assessed. Unfortunately, there is no learning that teaches students specifically how to recognize and control affective. Therefore, this study provides training to students on meta-affective strategies during science learning. The Static-group pretest-posttest design was chosen as the research method because it compares integrated training (facilitated by the teacher) and separate training (independent by students). MATS (Meta-Affective Trait Scale) questionnaire was adapted by adding 34 statements so that the total number is 51 statements. There were two experimental groups, each consisting of 50 students. Statistical tests show that there is no difference in students' meta-affective in integrated training and separate training. However, analysis per statement showed that separate training were better at recognizing and regulating meta-affective. In addition, in both integrated training and separate training, it is equally difficult to reduce negative emotions. This result implies that science learning should also focus on the affective and teacher should not give negative labels to students.
UPAYA PENINGKATAN KEMAMPUAN MENGAMATI, MENERAPKAN KONSEP, DAN MEYIMPULKAN PESERTA DIDIK MENGGUNAKAN PEMBELAJARAN BERBASIS PRAKTIKUM Nurul Khotimah; Lilit Rusyati; Wiwin Sriwulan; Mohammad Ikhsanul Hakim
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 4 No. 3 (2023): Volume 4 Nomor 3 Tahun 2023
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v4i3.2813

Abstract

The ability to observe, apply concepts, and draw conclusions is an important aspect of science learning. However, there are still students who have low proficiency in these skills. This can hinder their understanding of concepts and their ability to learn scientific knowledge. This research aims to enhance students' abilities in observing, applying concepts, and drawing conclusions in the subject of ecology and biodiversity through practical-based learning in Class VII B of SMP Laboratorium Percontohan UPI. The research conducted is a Classroom Action Research (CAR). The procedural design of this CAR consists of two cycles, each cycle comprising four steps: planning, action implementation, observation, and reflection. The results indicate that practical-based learning effectively improves students' abilities in observing, applying concepts, and drawing conclusions. There was a significant improvement in observation skills from the pre-cycle to Cycle 2, with the average score increasing from 55 to 84. 87% of the students achieved a high category in observation skills. There was also a good improvement in the ability to apply concepts, with the average score increasing from 55 to 77, and 60% of the students achieving a high category. Similarly, there was a significant improvement in the ability to draw conclusions, with the average score increasing from 47 to 72, and 60% of the students achieving a high category. Based on the research findings, it can be concluded that practical-based learning effectively enhances students' abilities in observing, applying concepts, and drawing conclusions.
Penggunaan Media Ajar Gambar 2D Untuk Meningkatkan Motivasi Belajar Peserta Didik Pada Topik Ekologi: The Use of 2D Image Teaching Media to Increase Student Learning Motivation on Ecology Topics Kaysa Asiroh Farizi; Lilit Rusyati; Wiwin Sriwulan; Mohammad Ikhsanul Hakim
Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 12 No. 1 (2023): Januari 2023
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jmpmipa.v12i1.26426

Abstract

Penelitian ini dilaksanakan di kelas Tauhid VII SMP Laboratorium Percontohan UPI Bandung pada tahun pelajaran 2022/2023. Tujuannya adalah mengatasi masalah kurangnya motivasi belajar peserta didik terhadap IPA, khususnya materi Ekologi dan Keanekaragaman Hayati Indonesia. Media ajar gambar dua dimensi digunakan untuk memperbaiki dan meningkatkan masalah tersebut. Penelitian ini bertujuan untuk mengetahui apakah penggunaan media ajar gambar dapat meningkatkan motivasi belajar dalam materi ekologi dan keanekaragaman hayati pada peserta didik kelas Tauhid VII. Prosedur penelitian terdiri dari dua siklus dengan langkah-langkah perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Pengumpulan data dilakukan melalui pengamatan terhadap aktivitas peserta didik dan guru selama proses pembelajaran. Hasil penelitian menunjukkan adanya peningkatan motivasi belajar IPA pada peserta didik kelas Tauhid VII dengan penggunaan media ajar gambar dua dimensi. Angket motivasi belajar peserta didik mengindikasikan peningkatan yang signifikan setiap siklusnya. Rata-rata motivasi peserta didik awalnya 3,55 meningkat menjadi 3,68 setelah perlakuan pada siklus I, dan kembali meningkat dari 3,68 menjadi 3,89 setelah perlakuan perbaikan pada siklus II, dengan rentang nilai maksimal 5.
The Profile of Students’ Critical Thinking Measured through Science Virtual Test on 9th Grade in The Theme of Living Things and Environmental Sustainability R. Auliya Ulul 'ilmi Fernandi; Harry Firman; Lilit Rusyati
Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i1.8506

Abstract

The aims of this study are: (1) to investigate the level students’ critical thinking skill on living things and environmental sustainability theme, (2) to examine the critical thinking difference among different gender, learning styles, and students’ motivation, and (3) to investigate the correlation between students’ critical thinking and students’ motivation. This research was conducted due to the importance of critical thinking evaluation or measurement to get current skill description as the basic information to improve critical thinking in junior high school. The method of this study was descriptive research method. 110 students from three junior high school in Kuningan was tested with Science Virtual Test on Living Things and Environmental Sustainability Theme for 9th Grade as the measurement tool of critical thinking based on Inch critical thinking elements, and are given learning style questionnaire and science motivation questionnaire. Generally, the mean scores on six elements and overall critical thinking score from descriptive statistics shows a moderate critical thinking attainments level, with the range 43.33  score 69.75, while other two elements shows low critical thinking attainments level (score  43.33). At significant level 0.05 there is no significant difference between male and female, and also there is no significant difference among visual, aural, read/write, and kinesthetic learning style in critical thinking, while significant difference is founded on three different students’ motivation (Low, Moderate, High) groups on four critical thinking element skills. Hence to support the tendency, the correlation test is conducted. The correlation test shows there is no correlation between critical thinking and students’ motivation (r = 0.155, p = 0.81).
The Profile of Students’ Science Process Skill in Learning Human Muscle Tissue Experiment at Secondary School Shofwa Widdina; Diana Rochintaniawati; Lilit Rusyati
Journal of Science Learning Vol 1, No 2 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i2.10146

Abstract

It is important for people absorbs and understand the information of how world their live in works, as human basic form of learning process, science process skills serve as the tools it is not used only by the scientist in the process of their discovery, but also by the people as tools to understand information about the world. The aim of this study was to profile students’ basic science process skills, to profile students’ integrated science process skills, and the profile of students’ science process based on gender. In gaining the data this study uses observation method in students’ laboratory activity. The results of the study indicated that students’ basic science process skills used in the study categorized in a high category with index value above 60%, and integrated science process skills indicators science process used in this study categorized into two categories with; low (23%) and very high (90.7%). There are no differences more than 24% in the profile students science process skills based on gender other than male students did outperform female students.
The Development and Validation of Science Virtual Test to Assess 7th Grade Students' Critical Thinking on Matter and Heat Topic Yustika Syabandari; Harry Firman; Lilit Rusyati
Journal of Science Learning Vol 1, No 1 (2017): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i1.8531

Abstract

An efficient way to improve the quality of education in critical thinking is developing the better tests. The test has been shifted towards the use of computer-based procedures. Lack of specific topic of critical thinking tests in science and the advanced of technology made the researcher intended to develop and validate a test to measure students’ critical thinking in the matter and heat topic based on computer for seventh grade junior high school. Generally, the process of developing and validating the test consists of 5 steps: (1) content analysis; (2) constructing multiple choice items; (3) readability test and expert validation; (4) limited tryout; and (5) larger application. Based on larger application, it is obtained the reliability value, difficulty level, discriminating power and distractor quality. The method that used in this research was descriptive. The subject was 117 students of public Junior High School in Kabupaten Bandung. The instrument validation resulted 30 items that represent 8 elements and 21 sub-elements to measure students’ critical thinking based on Inch in matter and heat topic. The instrument is further called as Science Virtual Test Matter and Heat (SVT-MH). The alpha Cronbach (α) is 0.642 which means that the instrument is sufficient to measure students’ critical thinking matter and heat topic. The result also shows the profile of students in critical thinking is 73% categorized as ‘moderate’, while students respond the positive impression towards the use of SVT-MH.KeywordsScience virtual test, critical thinking, matter and heat, readability test, validity, reliability, students’ impression
The Impact of Problem-Solving Model on Students’ Concept Mastery and Motivation in Learning Heat Based on Gender Annisa Utami Putri; Lilit Rusyati; Diana Rochintaniawati
Journal of Science Learning Vol 1, No 2 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i2.9793

Abstract

This study investigated the impact of the problem-solving model on students’ concept mastery and motivation in learning heat based on gender. The method which was used in this research was quasi-experiment with pretest-posttest design in girls and boys class. Data are collected from girl class (N=16) and boys class (N=16) of a 7th grade in one of a Bilingual Boarding School in Bandung. The quantitative data of this research was obtained through the objective test, while the qualitative data was gained through a questionnaire. Students’ motivation is measured by Attention, Relevance, Confidence, and Satisfaction (ARCS) Model. On the other hand, students’ concept mastery is measured based on Bloom’s taxonomy cognitive level through the objective test and being analyzed by using statistical software Statistical Package for Social Science (SPSS) version 20.0 for Windows 8. The results show that overall concept mastery of girls and boys students have improved. However, girls students are higher achiever than boys. Overall, the problem-solving model makes an improvement in students’ concept mastery in both girls and boys. Thus, it indicates that the implementation of the problem-solving model in learning heat can improve students’ motivation and students’ conceptual understanding in secondary level.
Role-Play Simulation for Assessing Students’ Creative Skill and Concept Mastery Nisrina Meta Gamanik; Yayan Sanjaya; Lilit Rusyati
Journal of Science Learning Vol 2, No 3 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i3.14848

Abstract

This study treats students by role-play simulation for learning the human circulatory system. Creative skill and concept mastery to be assessed aspects at the end of learning. The method used in this research is the quasi-experimental method. The sample was taken by cluster random sampling technique with the population of students in 8th grade at one of Junior High School in Bandung. The samples in the experimental class n=24 and control class n= 24.the data obtained using the rubric of creative skill consist of process and product. For treatment in experiment class, implemented the role play while for the control class conducted the group discussion. This study aims to examine the effect of role-playing on students’ concept mastery and creative skills. The data result of students’ concept mastery was taken by pretest and posttest. The result of students’ concept mastery was indicated by mean of posttest score in the experimental class, which is implemented the role play is higher than the control class, 79.50 64.00, respectively. Creative skills in the process that will be seen during the implementation of the role play and creative skills in product measured by the scenario of the role play. This research indicated that role play could be implemented in the teaching-learning process. The research findings show that there is a significant effect of role-playing on students’ concept mastery and lead students to be skillfully creative.
ANALYSIS OF STUDENTS’ SCIENCE TEXTBOOKS ON THE SECONDARY SCHOOL LEVEL FOR SCIENTIFIC LITERACY CONTEXT IN HEALTH AND DISEASE TOPICS Winata Tegar Saputra; Nuryani Y. Rustaman; Lilit Rusyati
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.328

Abstract

Textbooks are one of the media used in learning science. This study aims to analyze the Indonesian textbooks on health and disease in terms of scientific literacy and socio-scientific issues in content, context, and assessment. The analysis used the review method in the food and digestive system sub-chapter found in eighth graders. It found that the content and context subchapter contains the scientific literacy competency and socio-scientific issues related to Indonesian students' daily lives. While the assessment contains scientific literacy with low to high cognitive demand, it lacks socio-scientific issues. Also, the inquiry aspect of this textbook only contains guided inquiry and lacks open inquiry. Therefore, teachers can adjust that guided inquiry to open inquiries because the curriculum does not prohibit this. This study proposes a learning strategy to improve the ability of students in the scientific literacy aspect to face PISA 2025, with some limitations on analyzing textbooks and the curriculum used nowadays.
The Impact of Integrated and Separate Meta-Affective and Meta-Cognitive-Based Training on Students' Reconciling Tensions and Dilemmas Competency in Science Learning Lilit Rusyati; Nuryani Y. Rustaman; Ari Widodo; Minsu Ha
Jurnal Serambi Ilmu Vol. 25 No. 1 (2024): Jurnal Serambi Ilmu
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jsi.v25i1.1241

Abstract

In a world marked by inequity, young people will be required to become adept at balancing tensions, dilemmas, and trade-offs, such as balancing equity and freedom, autonomy and community, innovation and continuity, and efficiency and the democratic process, in local settings with sometimes global implications. This study uses The Static-Group Pretest-Posttest Design. There are 50 students in integrated training and 50 students in separate training who are in the 7th, 8th, and 9th grades. Teachers frequently guide students in the use of meta-affective and meta-cognitive strategies during the science learning process in integrated training, whereas researchers train students in the interpretation and independent use of meta-affective and meta-cognitive strategies during separate science learning. The instrument used was a questionnaire with five Likert scales (1 = not at all typical of me, 2 = not very typical of me, 3 = somewhat typical of me, 4 = fairly typical of me, and 5 = very typical of me). The competence of "reconciling tensions and dilemmas" is constructing with four indicators, namely integrated way, inter-relations, logics and positions, and perspectives. Based on general data for all grades, students who received meta-affective and meta-cognitive training separately from science learning experienced an increase. Meanwhile only one indicator namely logics and positions is positive changes in integrated meta-affective and meta-cognitive-based training. This shows that students can think and carry out activities in various ways to understand science independently, without having to be guided by the teacher.
Co-Authors Annisa Utami Putri Ari Widodo Ari Widodo Diana Rochintaniawati Hanna Nurul Husna Harry Firman Kaysa Asiroh Farizi Minsu Ha Minsu Ha Mohammad Ikhsanul Hakim Mohammad Ikhsanul Hakim Nisrina Meta Gamanik Nurul Khotimah Nuryani Rustaman Nuryani Y. Rustaman R. Auliya Ulul 'ilmi Fernandi Riana Nurismawati Shofwa Widdina Winata Tegar Saputra Winda Hidayanti Wiwin Sriwulan Wiwin Sriwulan Yayan Sanjaya Yustika Syabandari