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Andiopenta
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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The Influence of The Student Facilitator and Explaining Model in Differentiating IPAS Learning in The Independent Curriculum in Primary Schools Prihantini; Iqbal, Muhammad; Judijanto, Loso; Fauzi, Muhammad Sukron; Andiopenta; Prananda, Gingga
Jurnal Penelitian Pendidikan IPA Vol 10 No SpecialIssue (2024): Science Education, Ecotourism, Health Science
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10iSpecialIssue.8853

Abstract

Science is a combination of Natural Sciences (IPA) and Social Sciences (IPS) which is now a new subject in the Independent Curriculum. Science and Technology began to be taught in elementary schools to develop students' basic abilities in natural sciences and social sciences. In science and science subjects, teachers are still monotonous or too often rely on student books and teacher books. As we know, elementary school students are still children, so if the teacher is always monotonous teaching will be boring. This research aims to determine the effect of the Facilitator and Explain learning model on the science learning outcomes of class IV students at SDN Cibiru 6 KCKB. This type of research is experimental research. The sampling technique uses Purposive Sampling. The instrument in this research is a test of student learning outcomes, while the data analysis technique uses the t-test. Based on the results of the research, the average value of the experimental class was 83.00 and 73.40 in the control class. It can be seen from the results of the data analysis that has been carried out that t count (3.29) > t table (1.68), so the hypothesis is accepted. From the research results it can be concluded that there is an influence of the Facilitator and Explaining model on students' science learning outcomes. For this reason, it is recommended that teachers who teach science subjects apply the Facilitator and Explaining model in the learning process.  
Use of Artificial Intelligence (AI) in Writing Scientific Works Andiopenta
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9414

Abstract

This study aims to describe the perceptions of students of the Faculty of Teacher Training and Education, University of Jambi towards the use of Artificial Intelligence (AI) in compiling scientific papers as the final assignment of the undergraduate education program. Using a quantitative approach, this study found that the mastery of the AI ​​program was dominated by natural science students (66.40%), while social science students were only 33.60%. In terms of writing skills, natural science students had an average mastery of 64%, compared to 36% for social science students. Student perceptions of the use of AI in writing scientific papers showed positive results, with 86% of students strongly agreeing, 9% agreeing, and the rest being hesitant or disagreeing. In addition, the percentage of students who felt helped in terms of grammar reached an average of 92.66%, and in terms of the technique of compiling and developing scientific papers, the average was 91.58%. The results of hypothesis testing using ANOVA analysis showed a very small significance value (0.000), which means there is a significant relationship between the use of AI and the ability to write scientific papers. This study concludes that the mastery of various AI programs is dominated by natural science students compared to students from social science backgrounds.
Co-Authors Fauzi, Muhammad Sukron Gingga Prananda Judijanto, Loso Muhammad Iqbal PRIHANTINI