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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Empiricism Journal
A., Syahrial
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Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Effect of The Learning Cycle 7E Model on Magnetic Field Materials to Improve Student's Deductive Reasoning Munandar, Rizky; Gunawan; A., Syahrial
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 3 (2024): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i3.376

Abstract

Learning Cycle 7E is a model that is student-centered. Students must be active in the form of learning activities that are structured in such a way that they can master the material well. This research aims to test the effect of the Learning Cycle 7E model on magnetic field material to improve students' deductive reasoning. The type of research used was quasi-experimental with a one-group serial design. The population in this study was all class XII MIPA MAN 2 Mataram, with a sampling technique using purposive sampling, and class XII MIPA 1 was obtained as the experimental class. The data collection technique is a test consisting of 10 question items that have been validated and reliable. Based on the research results, students' levels of deductive reasoning were obtained with high, medium, and low criteria. Where the low criteria are 2 people, medium 29 people, and high 7 people. The results of the research show that the independent variable, namely the 7E learning cycle model, increases students' deductive reasoning abilities, with the highest score on the initial test being 71 while the lowest is 55. The highest score in the final test is 92 and the lowest is 77. Apart from that, seven phases contained in the learning model can also be used as well as possible, for example, students are given explanations for elicitation and engagement, and then students carry out exploration and explanation activities to elaborate their understanding after they are applied and in the last two phases students enter the evaluation phase. And material expansion or extension. This can also be proven based on the results of the N-Gain test with moderate and high gain with an average of 0.57.
Penerapan Bahan Ajar Model Project Based Learning untuk Meningkatkan Keterampilan Generik Sains Peserta Didik Meinarni, Meinarni; Makhrus, Muh.; Wahyudi, Wahyudi; A., Syahrial
Empiricism Journal Vol. 5 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v5i1.1593

Abstract

Keterampilan generik sains peserta didik jarang sekali diperhatikan dalam proses pembelajaran, hal ini disebabkan waktu efektif pembelajaran terbatas, sedangkan penilaian keterampilan generik sains membutuhkan waktu yang lebih lama. Selain itu, materi yang harus disajikan oleh guru cenderung lebih banyak. Penelitian  ini bertujuan untuk mengetahui hasil pembelajaran dengan penerapan bahan ajar model project based learning untuk meningkatkan keterampilan generik sains peserta didik. Metode penelitian yang digunakan dalam penelitian ini berupa metode deskriptif dimana metode penelitian ini digunakan untuk menggambarkan fenomena atau karakteristik dari subjek yang diteliti secara sistematis dan akurat, dalam hal ini digunakan untuk mengetahui hasil pembelajaran dengan bahan ajar model project based learning. Bahan ajar yang diterapkan berupa bahan ajar yang sudah disesuaikan dengan silabus, Rencana Pelaksanaan Pembelajaran (RPP) dan instrumen tes keterampilan generik sains. Materi yang disajikan pada bahan ajar tersebut yakni tentang alat-alat optik. Teknik pengumpulan data yang digunakan dalam penelitian ini berupa angket respon peserta didik terhadap bahan ajar yang ditrapkan dan uji N-Gain hasil nilai pretest dan posttest dengan menggunakan instrumen tes keterampilan generik sains. Hasil yang diperoleh dalam penelitian ini berupa respon peserta didik terhadap bahan ajar yang di terapkan memperoleh nilai rata-rata sebesar 83,73% dengan kategori sangat praktis. Sedangkan keterampilan generik sains peserta didik diperoleh dari hasil uji N-Gain sebesar 0,57 dengan kategori sedang. Hal ni menunjukkan bahwa penerapan bahan ajar model project based learning efektif dalam meningkatkan keterampilan generik sains peserta didik. Application of Project Based Learning Model Teaching Materials to Improve Students' Generic Science Skills Abstract Students' generic science skills are rarely given attention in the learning process. This is due to the limited effective learning time, while the assessment of generic science skills requires more time. In addition, the material that must be presented by the teacher tends to be more extensive. This study aims to determine the learning outcomes through the application of project-based learning model teaching materials to improve students' generic science skills. The research method used in this study is a descriptive method, which is used to describe the phenomena or characteristics of the subjects studied systematically and accurately. In this case, it is used to determine the learning outcomes with project-based learning model teaching materials. The teaching materials applied have been adjusted to the syllabus, Lesson Plans (RPP), and generic science skills test instruments. The material presented in these teaching materials is about optical instruments. The data collection techniques used in this study include questionnaires on students' responses to the applied teaching materials and the N-Gain test of pretest and posttest scores using the generic science skills test instrument. The results obtained in this study indicate that students' responses to the applied teaching materials received an average score of 83.73% in the very practical category. Meanwhile, students' generic science skills were obtained from the N-Gain test results of 0.57 in the medium category. This indicates that the application of project-based learning model teaching materials is effective in improving students' generic science skills.
The Effect of The Learning Cycle 7E Model on Magnetic Field Materials to Improve Student's Deductive Reasoning Munandar, Rizky; Gunawan; A., Syahrial
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 3 (2024): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i3.376

Abstract

Learning Cycle 7E is a model that is student-centered. Students must be active in the form of learning activities that are structured in such a way that they can master the material well. This research aims to test the effect of the Learning Cycle 7E model on magnetic field material to improve students' deductive reasoning. The type of research used was quasi-experimental with a one-group serial design. The population in this study was all class XII MIPA MAN 2 Mataram, with a sampling technique using purposive sampling, and class XII MIPA 1 was obtained as the experimental class. The data collection technique is a test consisting of 10 question items that have been validated and reliable. Based on the research results, students' levels of deductive reasoning were obtained with high, medium, and low criteria. Where the low criteria are 2 people, medium 29 people, and high 7 people. The results of the research show that the independent variable, namely the 7E learning cycle model, increases students' deductive reasoning abilities, with the highest score on the initial test being 71 while the lowest is 55. The highest score in the final test is 92 and the lowest is 77. Apart from that, seven phases contained in the learning model can also be used as well as possible, for example, students are given explanations for elicitation and engagement, and then students carry out exploration and explanation activities to elaborate their understanding after they are applied and in the last two phases students enter the evaluation phase. And material expansion or extension. This can also be proven based on the results of the N-Gain test with moderate and high gain with an average of 0.57.
Co-Authors Gunawan Meinarni, Meinarni Muh. Makhrus Munandar, Rizky Wahyudi Wahyudi