Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Rainstek : Jurnal Terapan Sains dan Teknologi Jurnal MIPA dan Pembelajarannya
Istyowati, Anik
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Memaksimalkan kemampuan pemecahan masalah siswa kelas X pada materi vektor dengan menerapkan model discovery learning terintegrasi pembelajaran diferensiasi gaya belajar Dewi Lukitawanti, Sartika; Istyowati, Anik; Yuli Pratiwi, Hestyningtyas
Jurnal MIPA dan Pembelajarannya Vol. 3 No. 1 (2023): Januari
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um067v3i12023p19-34

Abstract

This research was conducted to maximize students problem-solving abilities by applying the Discovery Learning model integrated with learning style differentiation. The sample or research subject consisted of one class, namely class X-2 with a total of 35 students who would be grouped according to their visual, auditory, and kinesthetic learning styles. The instruments used to measure students' problem-solving abilities after being given treatment were five essay questions covering several indicators, namely Useful Description, Physics Approach, Specific Application of Physics, Mathematical Procedures, Logical Progression. The research design used in this study was Classroom Action Research (CAR) with 3 cycles where each cycle consisted of 1 meeting. The results of this study were divided into two, namely the average value of students' problem solving abilities on vector material in the pre-cycle stage of 21.80, the first cycle was 37.20, the second cycle was 66.03, and the third cycle was 82.54 and In terms of the percentage of learning implementation, it was found that the first cycle was 79.68%, the second cycle was 82.10%, and the third cycle was 89.20%. Thus, it can be said that in order to maximize students' problem-solving abilities in vector material, they can apply the Discovery Learning model integrated with learning style differentiation learning.
Upaya Peningkatan Motivasi Belajar Fisika Melalui Discovery Learning - Berdiferensiasi di Era Kurikulum Merdeka Etikamurni, Daniar; Istyowati, Anik; Dian Ayu, Hena
RAINSTEK: Jurnal Terapan Sains dan Teknologi Vol. 5 No. 2 (2023): Juni
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jtst.v5i2.8904

Abstract

Kurikulum merdeka menawarkan berbagai macam sisi positif baik dari sisi guru dan sisi peserta didik, yaitu (1) peserta didik dan guru dapat memilih materi yang esensial dalam pembelajaran, (2) peserta didik diberikan kebebasan dalam belajar sesuai dengan karakteristik mereka, (3) guru dibebaskan dalam menggunakan model pembelajaran sesuai dengan karakteristik materi dan tingkat kemampuan peserta didik. Sayangnya, beberapa permasalahan muncul dari sisi siwa dan sisi guru. Permasalahan tersebut antara lain (1) rendahnya motivasi belajar peserta didik , (2) peserta didik cenderung pasif dalam pembelajaran, (3) peserta didik kurang mampu untuk belajar secara mandiri (4) peserta didik terlihat bosan selama pembelajaran. Penelitian ini bertujuan untuk meningkatkan motivasi belajar peserta didik melalui model pembelajaran discovery learning-berdiferensiasi. Penelitian ini dilakukan pada kelas X di salah satu SMAN Kota Malang dengan jumlah peserta didik sebanyak 35 anak. Metode pemilihan sample dilakukan dengan teknik cluster random sampling. Sementara itu untuk teknik analisis data menggunakan distribusi frekuensi. Pengumpulan data dilakukan menggunakan angket, observasi dan wawancara tidak terstruktur. Berdasarkan data yang diperoleh, terjadi peningkatan motivasi belajar pada peserta didik setalah dilakukan model pembelajaran discovery learning-berdiferensiasi. Selain peningkatan motivasi belajar, hasil observasi menunjukkan peserta didik aktif dalam pembelajaran, kemampuan kolaborasi meningkat, mampu belajar secara mandiri dan bersemangat ketika mengikuti pembelajaran fisika
Co-Authors Dewi Lukitawanti, Sartika Etikamurni, Daniar Hena Dian Ayu Yuli Pratiwi, Hestyningtyas