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All Journal Journal on Education At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Fatnan Asbupel
Institut Agama Islam Negeri Kerinci
Religion Education Social Sciences Other

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Pengembangan Instrumen Penilaian Sikap Peserta Didik Pada Pembelajaran Kimia Berbentuk Self-Assessment Fatnan Asbupel
Journal on Education Vol 4 No 4 (2022): Journal on Education: Volume 4 Nomor 4 Tahun 2022
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i4.2615

Abstract

Penelitian ini bertujuan untuk menghasilkan suatu instrumen penilaian sikap peserta didik berbentuk self-assassment yang efektif, efisien valid dan reliabel. Penelitian ini merupakan research and development dengan menggunakan model pengembangan ADDIE. Proses pengembangan instrumen yang dilakukan terdiri dari: (1) tahap analisis, (2) tahap desain, (3) tahap pengembangan, (4) tahap implementasi, dan (5) tahap evaluasi. Kesesuaian model pengukuran sekaligus uji validitas dan reliabilitas instrumen penilaian sikap pada pembelajaran kimia berbentuk self-assessment dianalisis menggunakan Confirmatory Factor Analysis (CFA). Hasil penelitian menunjukkan bahwa instrumen yang dihasilkan menggunakan Skala I-P, yang terdiri dari 34 butir pertanyaan. Instrumen terdiri dari delapan aspek sikap, yaitu aspek keingintahuan, objektivitas, berpikir kritis, ketekunan, ketelitian, keterbukaan dan kerjasama, tanggung jawab, dan peduli terhadap lingkungan. Instrumen penilaian sikap memiliki karakteristik sebagai instrumen yang memenuhi syarat untuk digunakan. Hal ini ditunjukkan oleh hasil pengujian statistic menggunakan CFA, dimana instrumen telah mendapatkan bukti empiris dan telah memiliki kesesuaian model yang baik. Secara keseluruhan Instrumen penilaian sikap telah memiliki reliabilitas yang baik sebesar 0,89. Instrumen penilaian sikap juga efektif digunakan dalam menilai sikap siswa pada pembelajaran kimia. Hal ini ditunjukkan dengan efisiennya penggunaan instrumen dan hasil yang diperoleh dari pengukuran sikap peserta didik berbentuk self assessment.
Relevansi Pemberian Hukuman Perspektif Al-Ghazali dalam Meningkatkan Motivasi Belajar Peserta Didik Sekolah Menengah Atas Nagiya; Muhammad Alfian; Fatnan Asbupel
Cendekia Vol. 16 No. 02 (2024): Cendekia October 2024
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/cendekia.v16i02.807

Abstract

The research aims to see to what extent giving punishment from Imam Al-Ghazali's perspective can influence student learning outcomes, and the relevance of giving punishment in the modern era. The research method used is qualitative with a descriptive approach based on observation, interviews, and documentation. The results of the research show that the application of Al-Ghazali's theory regarding punishment has been used indirectly, although this theory is not yet fully understood by educators at SMA N 3 Sungai Full. The punishment given is following the principles taught by Al-Ghazali. The punishment applied has been proven to be able to increase the learning motivation of most students, although there are challenges such as the helplessness of punishment in some cases. This research concludes that punishment in education needs to be applied wisely and that the principles of Islamic education must be followed to affect student development positively.
The Influence of Teaching Methods and Learning Media on Learning Outcomes Students: a Quasi-Experimental Study Fatnan Asbupel; Lia Angela; Muhammad Alfian
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 11 No. 2 (2024): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v11i2.9352

Abstract

This study aims to determine the effect of teaching methods and learning media on student learning outcomes in chemistry subjects, as well as the interaction between the two. This study is a quasi-experiment with a 2x2 factorial Completely Randomized Design (CRD) design, which considers moderator variables that may affect the relationship between independent and dependent variables. The study population was grading the instrument used was a multiple-choice objective test whose validity was tested logically and empirically. The homogeneity test used the Levene Test and the hypothesis was tested using Two-Way Analysis of Variance (Two Way ANOVA). The results showed that: (1) the PBL teaching method provided higher chemistry learning outcomes than the conventional method (p = 0.023 < α = 0.05); (2) the use of audiovisual media produced higher learning outcomes than visual media (p = 0.000 < α = 0.05); and (3) there is no significant interaction between teaching methods and learning media in influencing chemistry learning outcomes (p = 0.317 > α = 0.05). This shows that teaching methods and learning media have an independent influence on chemistry learning outcomes
Co-Authors Lia Angela Muhammad Alfian Nagiya