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Tasiwan, T.
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Education

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TRANSFORMATION OF THE STUDENTS’ INQUIRY CAPABILITY THROUGH MINDMAP EDUCATIVE BY USING GAME OBSERVATION NORMATIVELY (MEGONO) LEARNING MODEL Tasiwan, T.
Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i1.5801

Abstract

This classroom action research was conducted to analyze the development of the students’ inquiry abilities in science learning by a learning model of mindmap educative by using game observation normatively (Megono). The study was conducted in three cycles. In each cycle, the students were divided into five groups, each groups consisted of seven students. Each group was mandated to observe and to analyze the images/photos. After the image observations, they were asked to discuss, write and compile the information into a concept map.  One of the students was act as a representative of the group in a game of observation. Data were obtained through the pre-test, post-test, and observation by the observers as well as from the photo and video recording. The results showed that the students’ inquiry ability increased by 63.27% at the end of the cycle. At the initial conditions, the ability of the student was low (0.49). After the first cycle, it increased to 0.63 (medium), and then increased to 0.68 (moderate) on the second cycle, and finally it increased to 0.80 (high) in the third cycle. The average increase in every aspect was 68.59%.  The highest inquiry capability was achieved in aspects of reasoning amounted to 89.29 (very high). It was suggested to use the observation games fairly and needed more time adjustment to obtain higher learning outcomes.
Analisis Tingkat Motivasi Siswa Dalam Pembelajaran IPA Model Advance Organizer Berbasis Proyek Tasiwan, T.; Nugroho, S. E; Hartono, H.
Jurnal Pendidikan IPA Indonesia Vol 3, No 1 (2014): April 2014
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v3i1.2900

Abstract

atur kemajuan (advance organizer) berbasis proyek. Sampel penelitian dipilih secara acak. Pada kelas  eksperimen diterapkan model pembelajaran advance organizer berbasis proyek sedangkan pada kelas kontrol diterapkan pembelajaran langsung (direct instruction) tanpa advance organizer. Sebelum pembelajaran di kelas, siswa eksperimen dikelompokkan menjadi 8 kelompok yang terdiri atas 4 – 5 siswa. Setiap kelompok ditugaskan untuk merealisasikan proyek bel listrik, rangkaian arus seri – paralel, dan tuas. Produk proyek digunakan dalam pembelajaran dikelas sebagai advance organizer. Data diperoleh melalui observasi partisipatif, penilaian produk, peta konsep, laporan eksperimen, dan angket. Instrumen motivasi menggunakan skala motivasi ARCS. Hasil penelitian menunjukkan bahwa kelas eksperimen memiliki tingkat motivasi lebih baik dalam aspek perhatian, relevansi, kepercayaan diri, dan kepuasan pembelajaran dengan rata – rata tingkat motivasi sebesar 77,20, sedangkan tanpa advance organizer berbasis proyek sebesar 71,10. Disarankan siswa diberikan kemandirian penuh dalam proyek. This study was conducted to analyze the level of student motivation in learning science through models of advance organizer  based project . Samples were selected at random . In the experimental class advance organizer applied learning model based on a class project while learning control direct instruction without advance organizer . Prior learning in the classroom , students are grouped into 8 experimental groups consisting of 4-5 students . Each group was assigned a project to realize an electric bell , the circuit current series - parallel , and lever . Products used in a learning class project as advance organizer . The data obtained through participant observation , assessment product , concept maps , experimental reports , and questionnaires . Motivation instrument using ARCS motivation scale . Results showed that the experimental class had better motivation level in aspects of attention , relevance , confidence , and satisfaction with the learning average - average motivation level of 77.20 , whereas without the advance organizer for project -based 71.10 . It is recommended students are given full independence in the project .
Co-Authors H. Hartono, H. S. E Nugroho