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All Journal AL ISHLAH Jurnal Pendidikan PENDIPA Journal of Science Education Indonesian Journal of Natural Science Education
Ismun Nisa Nadhifah
Universitas Tidar
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Other

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ANALISIS KEMAMPUAN MAHASISWA DALAM MEREPRESENTASIKAN GRAFIK HUBUNGAN KECEPATAN TERHADAP WAKTU Agista Sintia Dewi Adila; Ismun Nisa Nadhifah; Harsi Admawati; Ayu Lestari; Dea Santika Rahayu
Indonesian Journal of Natural Science Education Vol 5, No 2 (2022): November
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/nse.v5i2.2841

Abstract

Pembelajaran secara daring selama pandemi Covid-19 berpotensi besar menyebabkan penurunan kemampuan belajar peserta didik. Salah satu kemampuan belajar yang perlu dianalisis adalah kemampuan berpikir tingkat tinggi yang berkaitan dengan pemahaman konsep. Analisis tersebut sangat diperlukan sebagai bahan pertimbangan penentuan strategi pembelajaran yang tepat pada masa pembelajaran tatap muka di kelas. Penelitian ini bertujuan untuk menganalisis kemampuan mahasiswa dalam merepresentasikan grafik hubungan kecepatan terhadap waktu. Subyek penelitian terdiri dari 104 mahasiswa Semester 1 Prodi Pendidikan IPA Universitas Tidar yang mengikuti perkuliahan Mekanika dan Fluida. Penelitian ini menggunakan metode kualitatif deskriptif dengan instrumen berupa empat soal pilihan ganda beralasan yang diadaptasi dari FMCE. Data yang diperoleh selanjutnya dianalisis secara statistik deskriptif untuk mengetahui pemahaman dan kesulitan mahasiswa dalam menganalisis grafik hubungan kecepatan terhadap waktu. Hasil penelitian menunjukkan bahwa rata-rata 65% mahasiswa telah memahami grafik hubungan kecepatan terhadap waktu. Kesulitan yang dialami mahasiswa dalam representasi grafik berkaitan dengan konsep perpindahan, arah gerak benda, dan keadaan benda yang berhenti. Berdasarkan teori belajar kognitif, kemampuan mahasiswa dalam menganalisis grafik setelah mengikuti pembelajaran tatap muka berkaitan dengan kemampuan berpikir secara abstrak sesuai dengan tahap perkembangan kognitif formal operasional.
Description of Comprehension, Perceptions, and Challenges of Science Teachers' Formative Assessment Practice in Wonosobo Ismun Nisa Nadhifah; Agista Sintia Dewi Adila; Ayu Lestari
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.14-23

Abstract

Many studies have demonstrated the effectiveness of formative science assessments, which were utilized in education in many industrialized nations as recently as two decades ago. The adoption of formative assessment procedures in Indonesia has, however, fallen short of expectations due to a number of factors, including the teachers' lack of understanding, preconceptions, and various challenges. Using an exploratory descriptive qualitative methodology, this study aimed to establish how teachers understand and perceive formative assessment, as well as the various implementation issues they experience in the classroom. Chi-square analysis was utilized to determine the correlations between the ordinal variables. The data were gathered through an online survey followed by interviews with five teachers possessing various profiles. It was determined that teachers' conceptual understanding and perceptions of formative assessment fell into the "fairly good" category, demonstrating that they had a clear understanding of the concept and favorable perceptions of it. There was significant evidence of the relationship between training and comprehension and between comprehension and the frequency of applying formative assessments in science learning. However, the teachers admitted that they had not regularly used formative assessments in the classroom. The biggest challenges, according to teachers, were too many students, a lack of time, a lack of practical knowledge, and insufficient or inappropriate training.
Development of Data-Driven Educational Decision Implementation Guidelines Assisted by Formative Tests in Science Learning Suwito Singgih; Agista Sintia Dewi Adila; Ismun Nisa Nadhifah; Syakira Alfi Kurnia; Aza Mazita
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5311

Abstract

Data-Based Educational Decisions (DDED) is an important part of the learning process where DDED is used to improve the quality of learning. This research purpose to develop Data Driven Educational Decision Implementation Guidelines (DDED) supporting formative tests in IPA learning. DDED is an adaptation of Data Drive Decision Making (DDDM) in learning. DDED is based on Data Drive Decision Making (DDDM), which is a decision-making process that has been widely applied in the world of management. The DDED directs teachers to be adaptive and flexible in implementing various methods, models, teaching materials and learning media based on student access. The development design used is 4D which consists of defining, designing, developing and deploying. The content of the guidelines has been agreed through expert consensus through the fuzzy delphi technique. Fuzzy Delphi Method to create a broad and detailed understanding, especially in education.   The consensus indicated that formative tests should include relevant questions and quizzes, comprising both multiple-choice and essay formats, aligning with the principles of DDED. The resulting guideline tests the level of validity and user response. Users respond well to the guidelines developed.
Co-Authors Adila, Agista Sintia Dewi Ayu Lestari Aza Mazita Dea Santika Rahayu Harsi Admawati Syakira Alfi Kurnia