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Ardiansyah
Universitas Islam Negeri (UIN) Datokarama Palu, Indonesia
Education Mathematics Other

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PROFILE OF STUDENTS’ CONCEPTUAL CHANGE ABILITIES INMOTION MATERIAL Ardiansyah; Lilies N. Tangge; Afadil
International Journal of Teaching and Learning Vol. 2 No. 2 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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This research aims to describe students' conceptual change abilities. This research uses a descriptive method. The research subjects were 22 students at MA Alkhairaat Biromaru class X MIPA. The research instrument uses 5 concept questions about relative motion, distance and displacement, GLB, GLBB and GJB with 1 question each. The N-Gain test carried out on the concept change test showed that there were differences in resultspretest andPosttest based on test N-Gain is 65.23% in the medium category. Conceptual Change Capability of the pra concepts constructed by students from the experience gained, most of which are not in accordance with scientific concepts. From the 5 items regarding concepts about movement, it can be seen that the students' pretest results (pre-concept abilities) are still very low. To carry out the process of changing students' preconcepts, it is necessary to use an approach or learning model that involves the process of Assimilation and Accommodation in the learning process, because changing students' pra concepts requires a cognitive conflict that is able to convince students that their initial knowledge (pra concepts) has been constructed into knowledge. science can be replaced with correct and appropriate concepts.
ANALYSIS AND DESIGN OF KNOWLEDGE INTEGRATION TEST INSTRUMENTS (SCIENCE-ISLAM) ON THE SUBJECT OF THE CREATION OF THE UNIVERSE AND SOLAR SYSTEM Ardiansyah; Mohammad Jamhari, Ratman
International Journal of Teaching and Learning Vol. 2 No. 2 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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The Islamic conception of knowledge does not limit knowledge about reality to that obtained through experimentation and theoretical reasoning only. Natural knowledge that is understood does not just answer human desires if we can accommodate revelation and intuition, including the spiritual and physical aspects of humans and the cosmos. Understanding the integration of Islamic values in natural science (science) learning is implied in the Qur'an. The Koran does not conflict between science and religion. In fact, in many of His verses it is emphasized that humans should always think about events in nature to strengthen their religious beliefs. Science in this case is also not a separate part of religion. Science is an integral part of the Islamic religion. The Koran states that science, like the science of human life, is an integral part of religion. Science teaches humans how to manage nature, carry out various processes, and produce things for life's needs. Meanwhile, religion teaches humans about value systems. Religion teaches the value of piety towards the Khaliq and the value of kindness towards others.
Co-Authors Afadil Lilies N. Tangge Mohammad Jamhari, Ratman