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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan dan Kebudayaan Missio JURNAL PENDIDIKAN DAN KEBUDAYAAN MISSIO
Maria Senisum
Universitas Katolik Indonesia Santu Paulus Ruteng
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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IMPLEMENTASI PENDEKATAN SAINS TEKNOLOGI DAN MASYARAKAT DALAM PEMBELAJARAN IPA SD Maria Senisum
Jurnal Pendidikan dan Kebudayaan Missio Vol. 7 No. 1 (2015): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (220.887 KB) | DOI: 10.36928/jpkm.v7i1.26

Abstract

Pesatnya perkembangan IPTEKS dan tekanan globalisasi mempersyaratkan setiap bangsa untuk mengerahkan pikiran dan seluruh potensi sumber daya yang dimilikinya untuk bisa survive dalam perebutan pemanfaatan kesempatan dalam berbagai sisi kehidupan. Oleh karena itu, siswa perlu dipersiapkan untuk memahami dan menguasai IPTEKS dalam rangka meningkatkan kualitas hidupnya, salah satunya melalui penerapan pendekatan pembelajaran yang sesuai. Salah satu pendekatan pembelajaran dimaksud adalah pendekatan sains teknologi dan masyarakat atau disingkat STM. Pendekatan STM merupakan pendekatan pembelajaran yang berawal dari masalah aktual yang terjadi di lingkungan sekitar sebagai akibat dari penerapan teknologi yang mempengaruhi kehidupan masyarakat. Melalui pendekatan STM, siswa diharapkan mampu menerapkan prinsip sains dan mengatasi permasalahan yang timbul dari munculnya teknologi terhadap lingkungan dan masyarakat
KETERAMPILAN PROSES SAINS SISWA SMA DALAM PEMBELAJARAN BIOLOGI Maria Senisum
Jurnal Pendidikan dan Kebudayaan Missio Vol. 13 No. 1 (2021): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v13i1.661

Abstract

Science process skills (SPS) are important for students to have because they are part of psychomotor competencies, which support students in the process of gaining knowledge. This research was conducted to provide an overview of the psychomotor abilities in the form of student SPS. The type of research used is descriptive qualitative research. There are two types of data collected in the study. The first data on SPS were collected by providing 20 multiple-choice questions that deal with the eight types of process skills. The second data is in the form of interviews relating to teachers' knowledge of SPS and learning approaches in teaching biology. The data sources came from 287 grade XI students with a specialization in mathematics and natural sciences and four teachers who teach biology from four different schools. The SPS data were analyzed descriptively. The results of the study show that the students' SPS is at a moderate level. Of the eight SPS tested on students, communication skills were the skills that got the highest score where 73.9% of students had these skills while concluding skills were the lowest skills where only 36.4% of students could have these skills. The results of the interview with the teacher show the fact that the lecture method is a method that is often applied by teachers when teaching biology. Practicum is rarely done by teachers for various reasons. Practicum in biology learning is important because with it students interact directly with objects of observation and can empower various competencies to answer problems in biology, including SPS.
Keterampilan Berpikir Kritis dan Hubungannya dengan Keterampilan Proses Sains Siswa SMA di Manggarai Maria Senisum
Jurnal Pendidikan dan Kebudayaan Missio Vol. 15 No. 1 (2023): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v15i1.1555

Abstract

Critical thinking skills and science process skills are two variables that can be developed in the learning process, especially science learning. These two variables can support each other, especially in science learning but can also develop separately. This study aims to determine whether there is a relationship between these two variables for high school students in the mathematics and science specialization field in the Manggarai regency. The participants involved consisted of 232 students in grade XI from five high schools. The research instrument was designed in the form of a written test for each variable. The data of both variables were analyzed using Pearson correlation formula. The results showed that the two variables are correlated with one another, where the correlation value is 0.452. This value illustrates that critical thinking and science process skills are correlated at a moderate level. In addition, the two variables show a positive correlation, which means that if the critical thinking skills variable is increased, the science process skills variable will also develop. The results of this study recommend that in the process of learning science, the activities of discovering and developing knowledge can occur by empowering critical thinking skills which are supported by the application of science process skills so that both variables can develop simultaneously
Enhancing Observation and Questioning Skills in Rural Science Education Maria Senisum; Ambros Leonangung Edu
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5796

Abstract

This study aims to determine the influence of enhancing observation and questioning skills on learning outcomes, and to describe the relationship between these skills and science learning outcomes. The study included 86 fifth-grade students from four distinct rural elementary schools. Participants were divided into control and experimental groups. The collected data encompassed learning outcomes and metrics on observation and questioning skills. The impact of advancing observation and questioning skills was evaluated using an independent sample t-test at a 5% significance level. The Pearson correlation was employed to discern the relationship between these skills and learning outcomes. Results indicated that fostering observation and questioning skills significantly affects students' cognitive learning achievements. Additionally, both skills were found to have a positive and significant association with learning outcomes. While observation skills displayed a moderate relationship, questioning skills showcased a stronger correlation. Thus, enhancing these skills in science education is crucial for optimizing student learning outcomes.
Analisis Level Pertanyaan Siswa Berbasis Demonstrasi dalam Pembelajaran IPAS Sekolah Dasar Maria Senisum; Yosef Firman Narut; Karmeliani Helsi Nabon
Jurnal Pendidikan dan Kebudayaan Missio Vol. 18 No. 1 (2026): Jurnal Pendidikan dan Kebudayaan Missio
Publisher : Unika Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jpkm.v18i1.3187

Abstract

The objective of this study is to analyze elementary school students' questions in science learning using the demonstration method. The design employed in this study is qualitative and descriptive. The research location is situated in SDI Tenda, Manggarai Regency, East Nusa Tenggara Province. The study's participants included 14 The subjects who participated in the study consisted of 143 fourth and fifth-grade students. The demonstration method was employed to facilitate science learning, with students and teachers engaging in collaborative learning activities. Furthermore, students were presented with videos containing demonstrations pertinent to the designated learning topic, specifically that of force. During the learning process, researchers obtained data by recording questions raised by students both verbally and in writing during the demonstration and by observing the video. These inquiries were subsequently analyzed to ascertain the types of inquiries that are adapted to the level of thinking in Bloom's Taxonomy. In addition to documenting students' inquiries, researchers obtained data through the conduct of interviews with classroom teachers and students. The findings of the study suggest that the inquiries posed by students during the learning process predominantly align with the cognitive domains of recollection, comprehension, and analysis. According to Bloom's Taxonomy, remembrance and comprehension are classified as lower-order thinking skills. Pedagogues must implement improvements in their instructional methodologies to facilitate the development of higher-order thinking skills in their students.
Co-Authors Edu, Ambros Leonangung Karmeliani Helsi Nabon Yosef Firman Narut