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PENGEMBANGAN INSTRUMEN LITERASI SAINS DAN HASIL BELAJAR SISWA KELAS VI SD N.M.S. Yantiningsih; I.W. Suastra; D.B. Sanjaya
PENDASI Jurnal Pendidikan Dasar Indonesia Vol 6 No 1 (2022): Pebruari, PENDASI (Jurnal Pendidikan Dasar Indonesia)
Publisher : Universitas Pendidikan Ganesha

The present study aimed at developing scientific literacy instruments and science learning outcomes for sixth grade elementary school students. This study uses a research and development design with a 4-D model. The results of this study are, (1) In the define stage, conducting observations and interviews regarding the instruments that have been used at SD No. 3 Kerobokan Kaja. (2) At the design stage, the lattice of science literacy instruments and the lattice of science learning outcomes instruments are compiled, the grid is translated into a science literacy instrument in the form of an essay test consisting of 20 items and a science learning outcome instrument in the form of a multiple choice test. consisting of 40 questions. (3) At the develop stage, the content validity test of the scientific literacy instrument has been carried out and 18 items are declared valid with the result r11 = 0.81. The test of the validity of the contents of the science learning outcomes instrument obtained results as many as 37 items were declared valid with the results of r11 = 0.83. Then the instrument was tested on 50 students and the results showed that the scientific literacy instrument of 18 items was declared valid and the value of r1.1 was 0.797, namely the scientific literacy instrument had a high level of reliability. In the science learning outcomes instrument, 37 valid questions were obtained with an r1.1 value of 0.87, the level of difficulty obtained 8 difficult questions, 18 medium questions and 11 easy questions, the discriminatory power got 5 items in the poor category, 23 questions included in the sufficient category, and 9 items in the good category and the test of the effectiveness of the IPA learning outcomes instrument option showed that the 4 options did not function properly but almost all scores were above 5%, i.e. all distractors functioned well. Thus the development of scientific literacy instruments and science learning outcomes in this study is expected to be used as an example to measure and develop scientific literacy instruments and science learning outcomes in sixth grade elementary school students.

PENGEMBANGAN INSTRUMEN KEMAMPUAN BERPIKIR KRITIS DAN MOTIVASI BELAJAR IPA SISWA KELAS IV SD A.A.R. Paramitha; I.W. Lasmawan; D.B. Sanjaya
PENDASI Jurnal Pendidikan Dasar Indonesia Vol 6 No 1 (2022): Pebruari, PENDASI (Jurnal Pendidikan Dasar Indonesia)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini bertujuan untuk mengetahui validitas dan reliabilitas instrumen berpikir kritis siswa dan instrumen motivasi belajar siswa kelas IV SD. Penelitian ini menggunakan desain pengembangan 4-D yang terdiri dari empat tahap utama yaitu define, design, development, dan disseminate. Pada penelitian pengembangan ini metode pengumpulan data menggunakan metode non tes. Metode non tes dengan menggunakan teknik kuesioner atau angket. Dalam penelitian Pengembangan Instrumen Kuisioner Motivasi Belajar dan Berpikir Kritis IPA untuk Siswa kelas IV SD ini dilakukan sampai tahap disseminate. Hasil penelitian menunjukkan: 1) Validitas instrumen motivasi belajar siswa kelas IV SD metode analisis diukur dengan menggunakan SPSS. Hasil validasi instrumen kuisioner motivasi belajar siswa berada pada kategori 100% “Valid” dengan jumlah butir pertanyaan yang sangat signifikan sebanyak 30 soal. 2)Validitas instrumen berpikir kritis siswa kelas IV SD metode analisis diukur dengan menggunakan SPSS. Hasil validasi instrumen kuisioner berpikir kritis siswa berada pada kategori 96.6% “Valid” dengan jumlah butir pertanyaan yang sangat signifikan sebanyak 29 soal dan 1 soal tidak valid 3) Reliabilitas instrumen motivasi belajar siswa kelas IV SD di analisis dengan menggunakan rumus Alpha Cronbach. Hasil reliabilitas instrumen kuisioner motivasi belajar berada pada kategori “Sangat Tinggi” dengan nilai Alpha Cronbach adalah 0,99 4) Reliabilitas instrumen berpikir kritis siswa kelas IV SD di analisis dengan menggunakan rumus Alpha Cronbach. Hasil reliabilitas instrumen kuisioner berpikir kritis berada pada kategori “Sangat Tinggi” dengan nilai Alpha Cronbach adalah 0,97

PENGEMBANGAN INSTRUMEN SIKAP PEDULI LINGKUNGAN DAN KOMPETENSI PENGETAHUAN IPA SISWA KELAS IV SD I.P.A.A. Pramana; I.B. Putrayasa; D.B. Sanjaya
PENDASI Jurnal Pendidikan Dasar Indonesia Vol 6 No 1 (2022): Pebruari, PENDASI (Jurnal Pendidikan Dasar Indonesia)
Publisher : Universitas Pendidikan Ganesha

Penelitian ini adalah penelitian Pengembangan Instrumen Sikap Peduli dan Kompetensi Pengetahuan IPA untuk Siswa kelas IV SD. Penelitian ini memiliki 4 tujuan yaitu : 1) Untuk mengetahui validitas sikap peduli siswa kelas IV SD. 2) Untuk mengetahui validitas kompetensi pengetahuan IPA siswa kelas IV SD. 3) Untuk mengetahui reliabilitas instrumen sikap peduli siswa kelas IV SD.4) Untuk mengetahui validitas kompetensi pengetahuan IPA siswa kelas IV SD. Penelitian ini menggunakan desain pengembangan ADDIE yang terdiri dari lima tahap utama yaitu analysis, design, development, implementation dan evaluation. Dalam penelitian PengembanganInstrumen Sikap Peduli dan Kompetensi Pengetahuan IPA untuk Siswa kelas IV SD ini dilakukan sampai tahap evaluation. Hasil penelitian menunjukkan: 1) Hasil validasi instrumen sikap pedulisiswa berada pada kategori “Valid” dengan jumlah butir pertanyaan sebanyak 40 soal. 2) Hasil validasi instrumen kompetensi pengetahuan IPA berada pada kategori “Valid” dengan jumlah butir pertanyaan sebanyak 40 soal. 3) Hasil reliabilitas instrumen sikap peduli berada pada kategori “Tinggi” dengan nilai Alpha Cronbach adalah 0,80. 4) Hasil reliabilitas instrumen hasil belajar IPA berada pada kategori “Sangat Tinggi” dengan nilai r adalah 0,82. 5) Hasil analisis Anates dan SPSS menunjukkan bahwa 34 soal kompetensi pengetahuan IPA (85%) terkategorisasi valid dan 24 pernyataan kuisioner sikap peduli (60%) terkategorisasi valid Selanjutnya, hasil perhitungan reliabilitas instrumen soal kompetensi pengetahuan IPA siswa diperoleh sebesar 0,92 dan reliabilitas instrumen sikap peduli diperoleh sebesar 0.751 sehingga instrumen soal kompetensi pengetahuan IPAdan kuisioner sikap peduli dinyatakan reliable.

Studi Evaluasi Pelaksanaan Pembelajaran Ekonomi berbantuan E-learning di SMA Negeri 6 Denpasar L.K. Sucitasari; I.G.K.A. Sunu; D.B. Sanjaya
Jurnal Administrasi Pendidikan Indonesia Vol 14 No 1 (2023)
Publisher : Pascasarjana Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_ap.v14i1.1833

This study aimed to determine the results of evaluations separately or together on context, input, process, product and problems that occur in the implementation of economic learning assisted by e-learning at SMA Negeri 6 Denpasar. This research is a program evaluation research using CIPP model. The sample of this study consisted of 85 students and 2 teachers of economics at SMA Negeri 6 Denpasar. Context, input, process, product data in this study were collected using a questionnaire using a Likert scale of 1-5. The data analysis method used in this study is a quantitative descriptive analysis method. To determine the effectiveness of implementing the economic learning assisted by e-learning, the raw scores were transformed into Z-scores, then into T-scores, then verified into the Glickman Quadrant. Based on the research that has been done, the results show that: 1) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the context obtained effective results (+), 2) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the input obtained effective results (+), 3) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the process obtained less effective results (-), 4) The effectiveness of the implementation of economic learning assisted by e-learning in terms of the product obtained effective results (+), 5) The results of a joint evaluation of the implementation of economic learning assisted by e-learning in terms of context, input, process, product obtained effective results (+ + - +), and 6) The problems faced in implementing e-learning assisted economic learning are 1) lack of support for facilities and infrastructure, 2) lack of student attendance, 3) many students submit assignments not on time, 4) students do not access the material provided, 5) lack of training regarding e-learning assisted learning, and 6) teachers lack time to explain the material.

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