Articles
<![CDATA[Efektivitas Model Project Based Learning Berbantu Mind Map Terhadap Hasil Belajar Siswa Kelas IV ]]>
<![CDATA[Banjar Mustika Hening]]>;
<![CDATA[Ernawati Saptaningrum]]>;
<![CDATA[Kiswoyo Kiswoyo]]>
<![CDATA[ JANACITTA Vol. 1 No. 2 (2018) ]]>
Publisher : <![CDATA[Universitas Ngudi Waluyo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (526.009 KB)
|
DOI: 10.35473/jnctt.v1i2.44
<![CDATA[Project based learning merupakan strategi pembelajaran yang inovatif serta memberi kesempatan peserta didik berpikir kritis dan mampu menghasilkan produk nyata. Penelitian ini bertujuan untuk mengetahui seberapa besar efektivitas model Project Based Learning berbantu Mind Map dalam meningkatkan hasil belajar siswa. Metode yang digunakan dalam penelitian adalah metode eksperimen berbasis proyek dengan rancangan penelitian pre eksperimental dengan jenis one-group pretest-posttest design. Hasil penelitian menunjukkan bahwa model project based learning berbantu mind map memberikan perbedaan signifikan terhadap hasil belajar siswa yang dibuktikan dengan perolehan thitung lebih besar dari pada ttabel (5,720 > 2,023). Penghitungan N-Gain diperoleh 0,42 artinya peningkatan hasil belajar siswa meningkat dalam kategori sedang.]]>
<![CDATA[Profil kemampuan pemecahan masalah mahasiswa calon guru fisika pada mata kuliah Kapita Selekta Fisika Sekolah II melalui problem based learning ]]>
<![CDATA[Duwi Nuvitalia]]>;
<![CDATA[Ernawati Saptaningrum]]>
<![CDATA[ Jurnal Kualita Pendidikan Vol. 1 No. 3 (2020): Jurnal Kualita Pendidikan ]]>
Publisher : <![CDATA[Perkumpulan Kualitama Edukatika Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (124.637 KB)
<![CDATA[Learning does not only prioritize results because it needs a process so that learning becomes more meaningful. The meaningfulness of a material can be reached in various ways. One of them is learning Physics which is not only concerned with theory but also needs a strategy to be able to solve the problems in it. Thus, Physics can be comprehensively understood by students who learn it. Students as prospective teachers are expected to be able to study physics thoroughly, one of which is through problem-based learning in order to have problem-solving abilities. The purpose of this study was to determine the profile description of the problem-solving ability of prospective physics teacher students in the Kapita Selekta School Physics II course through problem-based learning. This research is a descriptive method with a qualitative approach. Data collection techniques in this study were carried out through the analysis of written documentation from research subjects and structured interviews regarding the information on students' ability in problem-solving through problem-based learning. Based on the results of the discussion, it was concluded that the profile of the problem-solving ability of prospective physics teacher students in the Kapita Selecta School Physics Course II through Problem Based Learning was in a good category with an average of 73.91%. In accordance with the curriculum policy in learning that one of the competencies of students must be able to solve problems.]]>
<![CDATA[Penyusunan Asesmen Pembelajaran di SMPIT Darul Fikri Bawen ]]>
<![CDATA[Joko Siswanto]]>;
<![CDATA[Siti Patonah]]>;
<![CDATA[Ummi Kaltsum]]>;
<![CDATA[Ernawati Saptaningrum]]>
<![CDATA[ Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2022): Pelita: Jurnal Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Perkumpulan Kualitama Edukatika Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (158.879 KB)
<![CDATA[Assessment is an integral part of the learning process. SMPIT Darul Fikri Bawen as a service partner faces problems in the form of teachers' low ability in compiling questions based on basic competencies and the developed instruments still do not meet all aspects of the assessment. The purpose of this activity is to facilitate teachers in the SMPIT Darul Fikri Bawen environment in preparing evaluation instruments both offline and boldly. The method of activity used there are 3 stages, namely counseling and awareness, training, and assistance in preparing the instrument. The first stage begins with getting to know the types of evacuations, their benefits, and how to make them. In the second stage, participants are facilitated to make an assessment using google forms and google Classroom. In the last stage, participants are assisted from starting to analyze needs, develop assessments and use them in learning. The results obtained from this service activity are the results of the participant's knowledge about the types of evaluations and the ability to develop evaluation tools, both courage, and strength. The results of the evaluation showed that 90% of the participants were able to prepare evaluation tools well.]]>
<![CDATA[Penyusunan Asesmen Pembelajaran di SMPIT Darul Fikri Bawen ]]>
<![CDATA[Joko Siswanto]]>;
<![CDATA[Siti Patonah]]>;
<![CDATA[Ummi Kaltsum]]>;
<![CDATA[Ernawati Saptaningrum]]>
<![CDATA[ Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2022): Pelita: Jurnal Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[Perkumpulan Kualitama Edukatika Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (158.879 KB)
<![CDATA[Assessment is an integral part of the learning process. SMPIT Darul Fikri Bawen as a service partner faces problems in the form of teachers' low ability in compiling questions based on basic competencies and the developed instruments still do not meet all aspects of the assessment. The purpose of this activity is to facilitate teachers in the SMPIT Darul Fikri Bawen environment in preparing evaluation instruments both offline and boldly. The method of activity used there are 3 stages, namely counseling and awareness, training, and assistance in preparing the instrument. The first stage begins with getting to know the types of evacuations, their benefits, and how to make them. In the second stage, participants are facilitated to make an assessment using google forms and google Classroom. In the last stage, participants are assisted from starting to analyze needs, develop assessments and use them in learning. The results obtained from this service activity are the results of the participant's knowledge about the types of evaluations and the ability to develop evaluation tools, both courage, and strength. The results of the evaluation showed that 90% of the participants were able to prepare evaluation tools well.]]>
<![CDATA[Pengembangan Bahan Ajar Fisika pada Materi Listrik Searah Berbasis Keterampilan Proses Sains untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMA/MA Kelas XI ]]>
<![CDATA[Duwi Nuvitalia]]>;
<![CDATA[Eguh Endah Cayani]]>;
<![CDATA[Siti Patonah]]>;
<![CDATA[Ernawati Saptaningrum]]>
<![CDATA[ Jurnal Kualita Pendidikan Vol. 2 No. 1 (2021): Jurnal Kualita Pendidikan ]]>
Publisher : <![CDATA[Perkumpulan Kualitama Edukatika Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (246.011 KB)
<![CDATA[This study aims to develop teaching materials which then obtain the validity value of physics teaching materials on unidirectional electricity based on science process skills to improve critical thinking skills of high school / MA students in class XI. This research uses the R&D (Research and Development) method. The research stages include the potential and problem stages, data collection, product design, product validation and design revision. These results can be seen from the assessment of the validators as expert validation in the feasibility of teaching materials based on expert validation, based on the descriptions of the explanations of each chapter and the completion of the development of science process skills-based teaching materials to improve critical thinking skills. The validation results include content feasibility with a percentage of 83.6%, presentation feasibility 86.95%, language aspect 90%, science process skill aspect 91.65%, and critical thinking ability aspect 92.5%. The validation results are included in the very good category, so teaching materials based on science process skills for aspects of critical thinking skills are feasible to use.]]>
<![CDATA[Motivasi Sains Mahasiswa dalam Pembelajaran Konsep Dasar IPA Fisika melalui Virtual Laboratory ]]>
<![CDATA[Duwi Nuvitalia]]>;
<![CDATA[Ernawati Saptaningrum]]>;
<![CDATA[Siti Patonah]]>
<![CDATA[ Jurnal Kualita Pendidikan Vol. 2 No. 3 (2021): Jurnal Kualita Pendidikan ]]>
Publisher : <![CDATA[Perkumpulan Kualitama Edukatika Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (232.486 KB)
<![CDATA[The purpose of this study was to determine the students' scientific motivation in learning, especially practical activities in learning the Basic Concepts of Science Physics through a virtual laboratory. The method used in this study is a survey research conducted on second semester students of elementary school teacher candidates. The instrument used is the Science Motivation Questionnaire II with a Likert scale of 1-5. The science motivation questionnaire consists of five components including intrinsic motivation, self-determination, self-efficacy, career motivation, and motivation grade. The results showed that the science motivation of students who took the Basic Concepts of Science Physics course as a whole was in the category of often to always motivated as much as 62.77%. Meanwhile, for the occasional to often motivated category as much as 33.11% and the rarely to sometimes category as much as 2.13%. The highest scientific motivation indicator is on the motivation grade indicator, while the lowest category is on the self-determination indicator.]]>
<![CDATA[Motivasi Sains Mahasiswa dalam Pembelajaran Konsep Dasar IPA Fisika melalui Virtual Laboratory ]]>
<![CDATA[Duwi Nuvitalia]]>;
<![CDATA[Ernawati Saptaningrum]]>;
<![CDATA[Siti Patonah]]>
<![CDATA[ Jurnal Kualita Pendidikan Vol. 2 No. 3 (2021): Jurnal Kualita Pendidikan ]]>
Publisher : <![CDATA[Perkumpulan Kualitama Edukatika Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (232.486 KB)
<![CDATA[The purpose of this study was to determine the students' scientific motivation in learning, especially practical activities in learning the Basic Concepts of Science Physics through a virtual laboratory. The method used in this study is a survey research conducted on second semester students of elementary school teacher candidates. The instrument used is the Science Motivation Questionnaire II with a Likert scale of 1-5. The science motivation questionnaire consists of five components including intrinsic motivation, self-determination, self-efficacy, career motivation, and motivation grade. The results showed that the science motivation of students who took the Basic Concepts of Science Physics course as a whole was in the category of often to always motivated as much as 62.77%. Meanwhile, for the occasional to often motivated category as much as 33.11% and the rarely to sometimes category as much as 2.13%. The highest scientific motivation indicator is on the motivation grade indicator, while the lowest category is on the self-determination indicator.]]>
<![CDATA[Improving the Attitudes and Creative Thinking Skills of Senior High School Students Using an ESD-Enhanced STEM Approach ]]>
<![CDATA[Dhara Fauziyah Aslam]]>;
<![CDATA[Nur Khoiri]]>;
<![CDATA[Joko Saefan, Saefan]]>;
<![CDATA[Ernawati Saptaningrum]]>;
<![CDATA[Sigit Ristanto]]>
<![CDATA[ Berkala Ilmiah Pendidikan Fisika Vol 12, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20527/bipf.v12i2.18510
<![CDATA[The STEM approach is a learning strategy to train students' creative thinking skills. This approach encourages students to conduct the engineering process by making prototypes or products to solve problems. Education for Sustainable Development (ESD) needs to be integrated into STEM learning to train students' thinking and questioning skills. This study aims to determine the improvement of ESD attitudes and creative thinking skills by using the ESD-integrated STEM approach. This study used a one-group pretest-posttest design. The research instruments used were a creative thinking skills test with creative thinking indicators and an ESD attitude questionnaire. The N-Gain test analysis obtained a result of 0.81 with a high category. The results showed that students' creative thinking skills improved significantly, and students' ESD attitudes improved very well through the STEM approach with ESD content in high school students. This research shows that the STEM approach with ESD content can be used as an alternative learning method to improve students' creative thinking skills and can contribute to the development of science by enriching the understanding of the STEM approach with ESD content, presenting a new perspective in education that focuses on sustainability and creativity.]]>
<![CDATA[Improving the Attitudes and Creative Thinking Skills of Senior High School Students Using an ESD-Enhanced STEM Approach ]]>
<![CDATA[Dhara Fauziyah Aslam]]>;
<![CDATA[Nur Khoiri]]>;
<![CDATA[Joko Saefan, Saefan]]>;
<![CDATA[Ernawati Saptaningrum]]>;
<![CDATA[Sigit Ristanto]]>
<![CDATA[ Berkala Ilmiah Pendidikan Fisika Vol 12, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20527/bipf.v12i2.18510
<![CDATA[The STEM approach is a learning strategy to train students' creative thinking skills. This approach encourages students to conduct the engineering process by making prototypes or products to solve problems. Education for Sustainable Development (ESD) needs to be integrated into STEM learning to train students' thinking and questioning skills. This study aims to determine the improvement of ESD attitudes and creative thinking skills by using the ESD-integrated STEM approach. This study used a one-group pretest-posttest design. The research instruments used were a creative thinking skills test with creative thinking indicators and an ESD attitude questionnaire. The N-Gain test analysis obtained a result of 0.81 with a high category. The results showed that students' creative thinking skills improved significantly, and students' ESD attitudes improved very well through the STEM approach with ESD content in high school students. This research shows that the STEM approach with ESD content can be used as an alternative learning method to improve students' creative thinking skills and can contribute to the development of science by enriching the understanding of the STEM approach with ESD content, presenting a new perspective in education that focuses on sustainability and creativity.]]>
<![CDATA[Analisis Motivasi Sains Pada Pembelajaran Fisika Menggunakan Science Motivation Questionnaire (SMQ) II Pada Siswa Kelas X SMA/MA Di Kota Semarang ]]>
<![CDATA[Putri, Dini Santika]]>;
<![CDATA[Saptaningrum, Ernawati]]>;
<![CDATA[Saefan, Joko]]>
<![CDATA[ Jurnal Penelitian Pembelajaran Fisika Vol 13, No 2 (2022): SEPTEMBER 2022 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/jp2f.v13i2.10208
<![CDATA[This research aims to find out how the level of science motivation of students in the physics learning of class X high school in Semarang City using Science Motivation Questionnaire (SMQ) II. The data analysis method used in this study is quantitative descriptive analysis. The sample in this study was 357 students of class X in 15 of the 75 high schools in Semarang city with stratified random sampling technique. Online data collection techniques use questionnaires on google form and offline using questionnaires on paper. The results showed that the level of science motivation of students at class X high school Semarang city falls into the high category. In total, each component of science motivation has an insignificant score difference so that students' science motivation is almost evenly distributed in each component. The value motivation component had the highest score with 21,09% while intrinsic motivation scored the most with 19%. The self-efficacy component scored 19,94%, self-determination 19,96%, and career motivation 20,08%. The score obtained by each component is not much different between the components of science motivation. Motivation is included in the high category is one of the causes of the increase in the value of national exam high school at Semarang City in previous years.Keywords: science, science motivation, SMQ II]]>
