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All Journal Jurnal Pendidikan IPA Indonesia Scientiae Educatia: Jurnal Pendidikan Sains BIOEDUKASI PENDIPA Journal of Science Education International Journal of Pedagogy and Teacher Education Journal of Tropical Chemistry Research and Education Indonesian Journal of Natural Science Education Pancaran Pendidikan
Ayu Lestari
Program Studi Pendidikan IPA, FKIP, Universitas Tidar
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences

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SOUNDS LEARNING USING TEAMS GAMES TOURNAMENT WITH FLASH CARD AS MEDIA AT THE 13th JUNIOR HIGH SCHOOL OF MAGELANG Lestari, A.; Widiyatmoko, A.; Alimah, S.; Juliyani, I.
Jurnal Pendidikan IPA Indonesia Vol 4, No 2 (2015): October 2015
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v4i2.4188

Abstract

The aim of this research is to know about students’ response and the effectiveness of Teams Games Tournament learning model with Flash Card as media. This research type is Quasi Experimental Nonequivalent Group Design. The subject of the study is the students of 8 E and 8 F of the 13th junior high school of Magelang. The result of cognitive assessment showed that the classical learning achievement was 87% and the gained score was 0.46 which is included in media category. Value of Sig. (2-tailed) of Mann-Whitney U-Test is 0.01. It means that there is the significant difference of academic achievement between the experiment group and the control group. The result of affective and pshycomotoric assessments are included in good category at average score 75% and 71%. Correlation among cognitive, affective, and psychomotoric learning achievements was strong at R Score 0.684. Students’ response toward the learning showed average score at 74%, and it was included in good category. Based on the result, Teams Games Tournament learning model with Flash Card as media in learning about sounds at the 13th junior high school in Magelang is effective towards the learning achievement and the responses of the 8 D graders towards the learning is categorized good.
The Importance of Appropriate Instructional Methods for Training Students’ Thinking Skill on Environmental Learning Ayu Lestari; Maridi Maridi; Ashadi Ashadi
International Journal of Pedagogy and Teacher Education Vol 2 (2018): IJPTE Focus Issue January 2018
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.089 KB) | DOI: 10.20961/ijpte.v2i0.19828

Abstract

Instructional method is an important aspect of teaching and learning to determine the activities of teachers and students. Appropriate instructional methods influence many motivational variables of learners such as a tendency to think critically. This research aims to determine the effects of usage of instructional methods for training students’ thinking skill on environmental learning. This study is the quasi-experimental design of post-test only. Two equivalent student groups in secondary school were offered a topic on environmental learning with different instructional methods. The instructional methods were laboratory method and discussion method. The teacher was given to the first group using laboratory method, while the second group was given using discussion method. The effectiveness of different instructional methods was measured quantitatively by an achievement test. The analysis result of post-test showed that there was significantly different between the first group and the second group at a significance level of 0.05 for the interest of the first group. According to these findings, we suggest applying laboratory method instead of discussion method for training students’ thinking skill on environmental learning.
Analysis Of Instructional Methods Used In Secondary School On Environmental Learning Ayu Lestari; Ashadi Ashadi; Maridi Maridi
Pancaran Pendidikan Vol 6, No 4 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (519.13 KB) | DOI: 10.25037/pancaran.v6i4.122

Abstract

The use of instructional method is very important for education. The Appropriate instructional methods for the characteristics of learning materials will help teachers and students reach the targeted aim of competencies. This research aims to analyze the use of instructional methods used in secondary school on environmental learning. This analysis is very useful in giving real-representatives potrait and the impact of the use of instructional methods toward students’ performance. Data were analyzed qualitatively in accordance with the Miles &Huberman. The data collection methods are an observation of learning activity, indepth interviews with teachers and student learning outcomes documentation in SMP 13 Magelang, one of developing secondary schools in Indonesia. The results showed that the use of instructional methods has not been suitable for characteristics of the learning materials and students’ characteristics. Teachers should choose instructional methods that will make easier for students to understand the concept. Instructional methods that are often used by teachers is lecture and discussion method. The result is poor performance of student learning. The root cause of the mismatch instructional method with the characteristics of material is insufficient time allocation that will affect teacher’s teaching and learning strategy
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.
Technological Pedagogical Content Knowledge (TPACK): Survey Persepsi pada Mahasiswa Calon Guru IPA Ayu Lestari; Dea Santika Rahayu
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.7.1.33-42

Abstract

Technological Pedagogical Content Knowledge (TPACK) refers to a combination of three crucial elements: pedagogical knowledge, content knowledge, and the integration of technology used by teachers in the learning. TPACK knowledge is needed to improve the quality of pre-service science teachers. This study aims to describe the perceptions of pre-service science teachers regarding TPACK knowledge. This research was survey research using a quantitative descriptive method involving 60 students at Universitas Tidar. Data were collected using a self-assessment questionnaire containing 31 items that include 7 (seven) TPACK indicators, namely Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Data were analyzed within 3 (three) stages, i.e. data reduction, data display, and drawing conclusions. Furthermore, the data were converted into qualitative assessment criteria to describe the perceptions of pre-service science teachers. The results showed that the TPACK knowledge of pre-service science teachers was categorized as good. The findings are expected to be a reference in improving the education program.
Students' Chemistry Multiple Representation Ability in Voltaic Cell Materials Dea Santika Rahayu; Meili Yanti; Ayu Lestari
Journal of Tropical Chemistry Research and Education Vol. 5 No. 1 (2023)
Publisher : Chemistry Education Department, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jtcre.2023.51-06

Abstract

Multiple representation ability is a student's understanding of describing a concept at three chemical representation levels: macroscopic, submicroscopic, and symbolic. This ability represents a complete understanding of chemistry, so every teacher needs to know. This research was conducted to analyze students' multiple representation abilities in voltaic cell material using the Predict-Observe-Explain (POE) diagnostic test. This study uses a qualitative descriptive method to obtain an overview of the ability of multiple representations naturally. The instrument uses the POE diagnostic test, has been validated by five validators consisting of lecturers and chemistry teachers and has been tested to obtain instrument legibility. The research subjects involved 34 class XII high school students who had studied voltaic cell material. The findings of the ability profile of multiple representations include (1) the concept of voltaic cell construction; most students (32.35%) are able to understand the constructs at the macroscopic and symbolic levels accompanied by explanations at the submicroscopic level that are not correct, (2) the concept of calculating values standard cell potential, as many as 44.12% of students were able to observe (macroscopic) and calculate (symbolic) the standard cell potential value accompanied by an inaccurate submicroscopic level explanation, (3) most students (32.35%) were not correct in explaining cell voltaic in alkaline batteries at the macroscopic and submicroscopic levels accompanied by writing at the appropriate symbolic level, and (4) the concept of corrosion, most students (35.29%) were able to explain corrosion phenomena at the macroscopic and symbolic levels accompanied by explanations at the submicroscopic level which less correct.
Learning Motivation of Science Education Students on Biochemical Learning Outcomes: Profile and Correlation Dea Santika Rahayu; Setia Rahmawan; Ayu Lestari; Ismun Nisa Nadhifah; Paskalia Pradanti
Scientiae Educatia: Jurnal Pendidikan Sains Vol 12, No 1 (2023): June 2023
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v12i1.13261

Abstract

Learning motivation is an important aspect that can encourage students to carry out learning. Self-Determination Theory assumes that individuals have basic psychological needs to develop and learn which include competence, relatedness, and autonomy. This study aims to characterize student learning experiences in the affective aspect (motivation) related to learning outcomes (Theory and Practicum). The researchers used the descriptive correlation research design to describe students' motivation profiles and provide an overview of the relationship between chemistry learning motivation and learning outcomes in Biochemistry courses (Theory and Practicum). The data was collected using the AMS-Chemistry instrument, which was analyzed through descriptive statistics and Pearson correlation analysis. The AMS-Chemistry consists of a motivation subscale, extrinsic motivation, and intrinsic motivation, which are spread into 28 statements, which was validated and reliable. The research subjects used 40 students from a total population of 118 people. Overall, the motivation profile to learn chemistry in science education students on the amotivation subscale tends to disagree, extrinsic motivation with a tendency to agree, and the subscale of intrinsic motivation with a tendency to strongly agree. Student learning outcomes in Biochemistry (Theory) courses have a significant relationship with extrinsic motivation (external regulation, introjected regulation, identified regulation) and intrinsic motivation (to know, to experience), while in Biochemistry (Practicum) has a significant relationship with motivation extrinsic (identified regulation) and intrinsic motivation (to know, to accomplish, to experience). This finding is a reflection that can be used as a reference in developing further learning.
First Year Pre-Service Teachers’ Self-Perception of Digital and Scientific Literacy: Implication for Course Design Ramadani, Shefa Dwijayanti; Lestari, Ayu
BIOEDUKASI Vol 22 No. 2 (2024)
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v22i2.47802

Abstract

Teachers in the 21st century are expected to be mastering 21st century skills, so pre-service teachers need to be prepared to become professional teachers starting from the education period while studying at university. Mastery of digital and scientific literacy is considered to be the core of the literacy required in 21st century education. This research is a quantitative study using the survey method. The subject of this research is first year science education students at a university in Magelang, totaling 141 students. Descriptive statistics were employed to investigate the digital and scientific literacy. Based on the results of the study, it can be concluded that pre-service teachers' self-perception of digital and scientific literacy are in the medium category, which means that there is a need to develop effective course designs for promoting both literacies among preservice teachers in order to support the quality of teacher education in Indonesia.
Co-Authors A. Widiyatmoko Adila, Agista Sintia Dewi Aminuyati Ashadi Ashadi Dea Santika Rahayu Harsi Admawati I. Juliyani, I. Ismun Nisa Nadhifah Ismun Nisa Nadhifah Maridi Maridi Maridi Maridi Meili Yanti Paskalia Pradanti S. Alimah, S. Setia Rahmawan Shefa Dwijayanti Ramadani