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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Jurnal Penelitian Pendidikan IPA (JPPIPA) Nuwo Abdimas
Setyarini, Marina
Universitas Lampung
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Physics Other

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Efektivitas Learning Cycle 3E untuk Meningkatkan Penguasaan Konsep Materi Kelarutan dan Hasil kali Kelarutan I Komang Oka Mahendra; Ila Rosilawati; Marina Setyarini
Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 3 (2020): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This research aimed to describe the effectiveness of 3E Learning Cycle (LC 3E) to Improve Concepts Mastery on Solubility and Solubility Product. The population of this research were all students of class XI MIA SMAN 1 Natar 2018/2019. The sampling technique was purposive sampling, obtained XI MIA 1 as the experiment class and XI MIA 4 as the control class. The method in this research was quasi experiment with Non Equivalent Control Group Design. The technique of data analysis was the two average difference by t-test.  The result showed an average n-gain concepts mastery in the experiment class and control class each 0.68 and 0.45, the same as the middle category. The result of  t-test showed there was a significant n-gain concepts mastery difference between the experiment class using LC 3E with the control class using a conventional learning. This show that the LC 3E was effective to improve concepts mastery on solubility and solubility product.Keywords: LC 3E, concepts mastery, solubility and solubility productPenelitian ini bertujuan untuk mendeskripsikan efektivitas model Learning Cycle 3E (LC 3E) untuk meningkatkan penguasaan konsep materi kelarutan dan hasil kali kelarutan. Populasi penelitian adalah seluruh siswa kelas XI MIA SMAN 1 Natar 2018/2019. Pengambilan sampel menggunakan teknik purposive sampling, diperoleh kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 4 sebagai kelas kontrol.  Metode penelitian yang digunakan adalah quasi experiment dengan Non Equivalent Control Group Design.  Teknik analisis data yang digunakan adalah uji perbedaan dua rata-rata dengan uji t.  Hasil penelitian menunjukkan n-gain rata-rata penguasaan konsep di kelas ekspe­ri­men dan kelas kontrol masing-masing 0,68 dan 0,45, keduanya sama-sama berkategori sedang.  Hasil uji t menunjukkan bahwa terdapat perbedaan n-gain rata-rata penguasaan konsep yang signifikan antara kelas eksperimen yang menggunakan model LC 3E dengan kelas kontrol yang menggunakan pembelajaran konvensional. Hal ini menunjukkan bahwa model LC 3E efektif untuk meningkatkan penguasaan konsep materi kelarutan dan hasil kali kelarutan.Kata kunci: model LC 3E, penguasaan konsep, kelarutan dan hasil kali kelarutan
Teachers’ Perception of the Minimum Competency Assessment Instrument (AKM) based on Lynk.id to measure Students’ Scientific Literacy on Solar System Material Veny Endar Hadi Ayuningtyas; Viyanti; Marina Setyarini
Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.5198

Abstract

The aim of my research is to determine science teachers' perceptions of the Link.id-based minimum competency assessment instrument to measure students' scientific literacy on solar system material. The research method used in this research is a mixed method with Sequential Explanatory Design. Data was first collected using a questionnaire and then analyzed using descriptive analysis. This questionnaire was distributed to 36 teachers and 124 junior high school students in Metro City. The research results show that teachers have a positive perception of the use of the Lynk-based Minimum Competency Assessment instrument to measure students' scientific literacy on solar system material. The results of the research show that 67% of teachers have not implemented active learning which leads to developing students' scientific literacy, and 33% of teachers have implemented active learning leading to scientific literacy but have not fully implemented the indicators of scientific literacy. Meanwhile, the level of success in an education does not only look at the learning process, just looking at the 21st century the biggest challenge to the development of competency assessment in Indonesia is no longer relying on individual assessments through the National Examination but see the assessment results continuously. Based on the research results, the level of scientific literacy assessment of students in solar system material is low, this is because students have difficulty applying indicators of scientific literacy. Based on the questions that have been studied, it is known that the questions in the cognitive aspect are still at C1 and C2 levels such as memorizing, explaining, and identifying. As well as based on the questionnaire given that 52% of the assessment is still traditional, namely by using a written formative test and not fully able to take advantage of technological developments. So there is a need for an innovative and effective assessment model so that it can provide measurable, valid and efficient results, one of which is using the Lynk.id platform. Based on the results, it can be concluded that science teacher’s perceptions of the Lynk-based minimum competency assessment instrument can measure aspects of student’ scientific literacy in solar system material.
Pelatihan Menyusun Modul Ajar IPA Berdasarkan Prinsip Berdiferensiasi Terintegrasi Keterampilan Abad 21 M. Setyarini; Rini Asnawati; Wisnu Juli Wiono; Gamilla Nuri Utami
Nuwo Abdimas Vol. 2 No. 2 (2023): Nuwo Abdimas
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS LAMPUNG

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Abstract

Tujuan pembelajaran IPA di SMP/MTs adalah menumbuhkan kesadaran pada peserta didik tentang dirinya dan lingkungan sekitar serta mengetahui bagaimana cara menjaga dan melestarikan. Selain itu, peserta didik juga perlu disiapkan dalam menyongsong abad 21 dengan keterampilan yang relevan. Memastikan capaian peserta didik terhadap tujuan tersebut, perlu dilakukan proses pembelajaran yang representatif. Pembelajaran berdiferensiasi adalah strategi yang tepat agar guru mampu mengidentifikasi capaian belajar setiap siswa. Beberapa guru masih kesulitan menerapkan strategi pembelajaran berdiferensiasi dalam praktik di kelas. Perlu pembekalan secara berkelanjutan kepada guru-guru selaku ujung tombak pelaksana kurikulum merdeka di sekolah. Pelatihan diadakan secara tatap muka dilanjutkan dengan daring untuk sesi pembimbingan tugas. Hasil pelatihan menunjukkan bahwa kegiatan terlaksana sesuai dengan perencanaan. Analisis terhadap hasil pretest dan postes menunjukkan angka 0,61 yang berarti peserta mengalami peningkatan dalam katagori sedang. Secara keseluruhan, sebanyak 73% peserta menyatakan baik sekali terhadap penyelenggaraan kegiatan pelatihan. Perlu dilanjutkan kegiatan serupa agar para guru dapat merancang modul ajar IPA yang representatif berdasarkan prinsip pembelajaran berdiferensiasi dan terintegrasi keterampilan abad 21.
Co-Authors Chansyanah Diawati Dina Kiftatul Kusnia Gamilla Nuri Utami I Komang Oka Mahendra Ila Rosilawati Ila Rosilawati Indah Mayasari Nina Kadaritna Noor Fadiawati Rahma Abida Rini Asnawati Veny Endar Hadi Ayuningtyas Viyanti Wisnu Juli Wiono