EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA
Jurnal Eksakta diterbitkan dua kali setahun sebagai media publikasi ilmiah dalam pengkajian dan pengembangan Ilmu Pendidikan di bidang Matematika, Fisika, Kimia dan Biologi. Jurnal Eksakta memuat tulisan ilmiah berupa artikel konseptual, hasil penelitian maupun isu isu yang relevan dalam bidang MIPA.
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<![CDATA[PENGEMBANGAN BAHAN AJAR IPA TERPADU BERBASIS MODEL DIFERENSIASI UNTUK MENINGKATKAN LITERASI SAINS FISIKA SISWA SMP ]]>
Kasmawati, Kasmawati;
<![CDATA[Nasution, Eni Sumanti]]>;
<![CDATA[Nasution, Fauziah]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.176–185
<![CDATA[Scientific literacy is a high-level thinking skill, and according to PISA 2018, Indonesia is 70th out of 78 countries participating in the OECD, with an average score of 396. Low level of students' high-level thinking skills in Natural Sciences subjects can also be seen in the school exam results. National Standard at SMP/MTs in Padangsidimpuan. This research aims to develop integrated natural science teaching materials based on the Differentiated Learning Model and evaluate its feasibility and effectiveness. This research uses the ADDIE research and development model. The instrument used to obtain validity uses a questionnaire with a Likert scale and for the effectiveness of scientific literacy uses a scientific literacy test with multiple choices. The research results show validity of teaching materials with aspects of content suitability is 89.45%, presentation suitability is 92.00%, language assessment is 94.20%, and scientific literacy assessment is 85.88%, with very valid criteria. The effectiveness of teaching materials is shown by the difference in the average score between the experimental class (83.55) and the control class (75,00) at postest. Based on the mean calculation, the average of the experimental class posttest is higher than the average of the control class posttest, The concluded that the scientific literacy of experimental class students has increased more than that of control class students.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS PESERTA DIDIK DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA PEMBELAJARAN INTERAKTIF PADA MATA PELAJARAN MATEMATIKA DI SMK NEGERI 3 MEDAN ]]>
<![CDATA[Azhari, Vira]]>;
<![CDATA[Khayroiyah, Siti]]>;
<![CDATA[Ilham, Mira]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.%p
<![CDATA[his study aims to improve student learning outcomes and engagement through the implementation of the Problem-Based Learning (PBL) model supported by interactive teaching media at SMK Negeri 3 Medan. Conducted using a classroom action research (CAR) approach, the study involved three cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects were 36 students from class X FKK 2. Interactive media such as Canva and Kahoot were utilized to enhance student involvement in the learning process.The results of the study indicate that the application of PBL with interactive media significantly improved student learning outcomes, with the average score rising from 78.14 in the pre-cycle to 93.71 in the third cycle. Additionally, student absorption rates increased from 81.57% in Cycle I to 93.71% in Cycle III, reflecting an "excellent" category. The classical completeness reached 100% in Cycle III, indicating that all students achieved the learning objectives. Student activity also showed improvement, with the average activity level in Cycle III reaching the "excellent" category.Overall, the implementation of the PBL model supported by interactive teaching media proved effective in enhancing student learning outcomes and engagement. This model not only improved material comprehension but also enhanced student involvement in the learning process. The study provides significant contributions to teaching practices by demonstrating that interactive technology can enrich learning experiences and improve academic success.]]>
<![CDATA[PENGEMBANGAN BUKU AJAR MATA KULIAH BIOTEKNOLOGI BERBASIS KEARIFAN LOKAL DAERAH TABAGSEL ]]>
<![CDATA[Batubara, Melvariani Syari]]>;
<![CDATA[Lubis, Mutiara]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 7, No 1 (2022): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v7i1.123-132
<![CDATA[The research background is that learning biotechnology courses for biology teacher candidate students in order to achieve optimal results requires a carefully prepared and applicative learning media. The objectives achieved in this study were to determine the results of textbook products based on local wisdom in the Tabagsel area based on expert validation of learning media and biotechnology materials, the results of peer-to-peer trials of the Prodi Biologi UMTS, the results of individual trials, groups. small, and the field is limited. The method used in this research is included in development research. The results of this study indicate that the textbook products of Biotechnology subject matter based on local wisdom of the Tabagsel area based on the validation of learning media experts, the average percentage score is 76%, including in the "feasible" category, the Biotechnology material expert, the percentage of the average score is 82.5 % included in the "feasible" category, the lecturer's peer trial total percentage of the average score was 78% included in the "feasible" category, individual trials the total percentage of the average score was 74% included in the "quite feasible" category. small group try out the percentage average score was 71.6% included in the "quite feasible" category, and limited field trials the number of percentage mean scores was 82% included in the "decent" category. The conclusion of this study that the textbook products developed are included in the valid category to be applied in biotechnology lectures. The contribution of this research is that it can contribute to the repertoire of thoughts for the development of science related to the development of textbooks for Biotechnology courses based on local wisdom of the Tabagsel area.]]>
<![CDATA[ICE BREAKING DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Arifin, Nur Saidah]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 1 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i1.107-112
<![CDATA[Learning feels boring is something that is not uncommon when in class and learning takes place. That's why a teacher needs to foster student interest with appropriate teaching and learning strategies, one of which is ice breaking. Researchers did this to find out the application and relationship between the application of Ice Breaking and attracting students' attention and interest. The process in this research carried out a qualitative method, namely a technique that collects data through analytical documentation from several previous journals and then describes it in a systematic and structured manner. The research conducted showed that: (1) Ice breaking can be carried out in all subjects, both formal and non-formal education. And also ice breaking can be collaborated with other learning models or strategies. (2) Applying ice breaking can attract attention and interest in learning, increase motivation in learning, enthusiasm and the results obtained from student learning will be better, (3) Ice breaking has benefits that can be applied to divert feelings of boredom, saturation and sleepiness when learn very simple things.]]>
<![CDATA[MEDIA PEMBELAJARAN AUGMENTED REALITY DENGAN METODE MARKER BASED TRACKING: TINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Aisyah, Aisyah]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.357–362
<![CDATA[Teknologi inovatif yang semakin maju memberikan pengaruh yang besar khususnya dunia pendidikan, yang berarti dunia pndidikan juga harus berubah menjadi lebih baik. Penelitian ini bertujuan untuk melihat perbedaan sebelum dan sesudah menggunakan media pembelajaran Augmented Reality dengan metode Marker Based Tracking terhadap kemampuan berpikir kritis siswa. Metode yang digunakan adalah Pre experimental design dengan desain pretest dan posttest dan teknik pengambilan data menggunakan purposive sampling. Penelitian ini dilaksanakan pada siswa kelas XII. Instrument yang diujikan adalah soal pilihan berganda. Hasil analisis data menunjukkan bahwa media pembelajaran Augmented Reality dengan metode Marker Based Tracking dapat melatih kemampuan berpikir kritis siswa dilihat dari peningkatan setiap pretest dan posttest. Dapat disimpulkan bahwa setelah menggunakan media pembelajaran Augmented Reality dengan metode Marker Based Tracking dapat meningkatkan kemampuan berpikir kritis siswa sehingga berguna untuk membantu proses belajar mengajar.]]>
<![CDATA[ANALISIS PENERAPAN PEMBELAJARAN GURU SETELAH SATU TAHUN MASA COVID-19 ]]>
<![CDATA[Siregar, Sri Utami Kholilla Mora]]>;
<![CDATA[Siregar, Nurhasanah]]>; Kasmawati, Kasmawati
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 7, No 1 (2022): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v7i1.62-69
<![CDATA[The purpose of this study was to analyze distance learning applied by teachers after one year of experiencing a non-natural Covid-19 disaster. This research was conducted qualitatively, with data analysis techniques through an abstraction process based on the data obtained by taking into account the substantive object of research. Data collection through questionnaires and interviews. The subjects of the research were science-physics teachers with 16 respondents who teach at schools in Central Tapanuli, South Tapanuli and Madina. The results showed that the learning media had not optimally utilized online learning media through virtual face-to-face, the dominant teacher used the WhatsApp group media, and google classroom, the media supporting the delivery of teacher material mostly provided learning videos from youtube, the teacher's appeal for students to learn through learning events on TVRI by 18.8%. In the experimental learning stage, the teacher directs students to experiment through 37.5% student handbooks, 25% worksheets, 18.8% videos, while group assignments are other procedures revealed by one respondent. Classical student learning outcomes achieved 80% as many as 2 respondents, 40%-50% as many as 3 respondents, and 10% there was one respondent, the rest between 75% to 65%.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN BERDIFFERENSIASI PADA PEMBELAJARAN MATEMATIKA MATERI PECAHAN DI SMP N 1 BATAHAN ]]>
<![CDATA[Hasibuan, Siti Aisyah]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 1 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i1.40-44
<![CDATA[The independent curriculum emphasizes the importance of the level of readiness to develop learning strategies in accordance with students' learning achievement stages or what is also known as teaching at the right level (TaRL). This learning is carried out by providing varied learning materials according to the level of readiness of students. Educators need to know students' initial abilities before carrying out learning. To find out students' readiness, it is necessary to carry out an assessment at the beginning of learning or identify the results of the assessment from the previous meeting. Based on the results of the assessment at the beginning of learning, educators adjust learning to suit students' learning needs. We clearly know that the curriculum covers all subjects, one of which is mathematics. One important aspect of the independent curriculum is differentiated learning, which recognizes students' individual differences and provides learning experiences that suit their needs and interests. Differentiated learning is an approach that recognizes that each student has different needs and abilities. The main goal of differentiated learning is to ensure that each student can reach their maximum potential and feel motivated in the learning process by providing varied learning according to the students' learning needs.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI PENCEMARAN LINGKUNGAN ]]>
<![CDATA[Mf, Leonny Cahyaningsari]]>;
<![CDATA[Fauziah, An Nuril Maulida]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.280-286
<![CDATA[Penelitian ini mempunyai tujuan untuk mendeskripsikan peningkatan keterampilan berpikir kritis siswa SMP setelah diterapkan model pembelajaran inkuiri terbimbing pada materi pencemaran lingkungan. Penelitian ini dilaksanakan di SMP Negeri 8 Surabaya pada kelas VII-D dengan jumlah siswa 31 anak dengan jumlah laki-laki 21 siswa dan jumlah perempuan 10 siswa. Waktu penelitian dilaksanakan pada semester genap tahun ajaran 2023/2024. Penelitian ini menggunakan rancangan One-Group Pretest-Posttest Design dengan pra-eksperimen sebagai desain penelitian, sedangkan jenis penelitian yang digunakan adalah kuantitatif. Teknik Pengumpulan data menggunakan metode tes untuk mengukur keterampilan berpikir kritis siswa . Data yang diperoleh kemudian dianalisis menggunakan uji N-Gain untuk mengetahui adanya peningkatan. Hasil penelitian ini mendeskripsikan bahwa penerapan model inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis siswa memperoleh nilai rata-rata pretes sebesar 50 sedangkan nilai rata-rata postes sebesar 86. Kemudian hasil uji N-Gain yang diperoleh sebesar 0,70 dengan kriteria tinggi. Dapat disimpulkan bahwa adanya peningkatan yang signifikan antara hasil tes awal dengan hasil tes akhir.]]>
<![CDATA[ANALISIS ANGKET RESPONS PESERTA DIDIK MENGGUNAKAN MEDIA NEARPOD DENGAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MELATIHKAN BELAJAR DIGITAL ]]>
<![CDATA[Budiarti, Yayuk]]>;
<![CDATA[Mahdiannur, Muhamad Arif]]>;
<![CDATA[Martini, Martini]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 9, No 2 (2024): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v9i2.212–220
<![CDATA[Perkembangan ilmu pengetahuan dan teknologi selalu berjalan dengan mengikuti kemajuan zaman. Memasuki era abad ke-21 ini, dunia pendidikan perlu menyesuaikan diri dengan transformasi digital guna mendukung pembangunan yang berkelanjutan salah satunya pada pembelajaran IPA. Hal ini menjadikan pentingnya belajar secara digital untuk menciptakan peningkatan pengetahuan dan keterampilan guna mendukung pembangunan yang berkelanjutan. Tujuan dari penelitian ini, yaitu untuk mengetahui respons peserta didik terkait pembelajaran inkuiri termbimbing yang mengintegrasikan media interaktif Nearpod. Desain yang digunakan dalam penelitian ini, yaitu penelitian poor-experimental design dengan adanya pendekatan kuantitatif. Teknik dalam pengumpulan data dilakukan dengan menyebarkan angket secara online berupa link dan barcode yang ditujukan kepada 30 orang partisipan yang berasal dari peserta didik kelas VII di salah satu MTs Negeri di Surabaya. Data yang di dapatkan dari pengisian angket respons ini akan dianalisis dengan konversi kedalam persentase persetujuan. Pembelajaran dilakukan selama 3 kali, selanjutnya peserta didik diminta untuk mengisi angket secara tertutup. Berdasarkan hasil tersebut, mayoritas seluruh peserta didik sangat setuju dengan beberapa pernyataan yang telah disajikan. Meskipun terdapat persentase rendah pada beberapa butir pernyataan, namun dapat disimpulkan bahwa model inkuiri terbimbing dan media Nearpod telah memberikan dampak yang positif terhadap peserta didik.]]>
<![CDATA[PEMODELAN MATEMATIKA TERHADAP PENDAPATAN USAHA DI KOPERASI UNIT DESA (KUD) TOMUAN HOLBUNG KABUPATEN ASAHAN ]]>
<![CDATA[Debora Br Barus, Mika]]>;
<![CDATA[Nidya Sari, Meigia]]>;
<![CDATA[Soufika Thahirah, Farah]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 7, No 1 (2022): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v7i1.162-168
<![CDATA[Pemodelan matematika adalah proses menyimpulkan model matematika dari suatu fenomena berdasarkan asumsi yang digunakan. Tujuan dari model matematika adalah untuk membuat keputusan berdasarkan situasi nyata dengan menganalisis model. Penelitian ini bertujuan untuk memperoleh model matematis pendapatan KUD Tomuan Holbung Kabupaten Asahan, untuk mengetahui variabel yang paling dominan mempengaruhi pendapatan dan untuk mengetahui persepsi masyarakat desa Tomuan Holbung terhadap pendapatan, kemajuan KUD di wilayah tersebut. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Teknik pengumpulan data melalui studi kepustakaan. Analisis data menggunakan  analisis regresi linier segingga diperoleh suatu model matematika yaitu  Y = 228961 935 - 0,197x e. Konstantanya adalah 228961935 yang artinya jika  pendapatan (Y) tidak ada atau nol (nol), maka SHU (Y) pada koperasi akan turun sebesar Rp289.61.935. Sedangkan nilai b (koefisien regresi) menunjukkan nilai negatif sebesar 0,197. Nilai 0,197 berarti jika pendapatan nol maka SHU tetap sama dan setiap penambahan 1 penjualan mengurangi SHU sebesar 0,197.]]>
