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PENDIPA Journal of Science Education
Published by Universitas Bengkulu
ISSN : 20869363     EISSN : 26229307     DOI : -
Core Subject : Science, Education,
Chemistry Education Mathematics
PENDIPA Journal of Science Education is a peer-reviewed, open-access journal covered all aspect of science and science education. PENDIPA journal welcomes the submission of scientific articles related to mathematics, physics, chemistry, biology, and its educational implementation in a school, higher education and other educational institution. We encourage scientist, lecturer, teacher and student to submit their original paper to the journal. PENDIPA journal is published by Graduate School of Science Education - University of Bengkulu, three times a year on February, June and October
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Articles 12 Documents
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Search results for , issue "Vol 7 No 3 (2023): October" : 12 Documents clear
Analisis Project Based Learning (PjBL) Untuk Kemampuan Berpikir Kreatif Anak Usia 5-6 Tahun Xena Palapessy; Mallevi Agustin Ningrum; Kartika Rinakit Adhe; Melia Dwi Widayanti
PendIPA Journal of Science Education Vol 7 No 3 (2023): October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.3.431-438

Abstract

Learning in early childhood should be packaged into fun and meaningful activities, with child-centered learning and developing children's creative thinking. Children's creative thinking has 4 indicators, originality, fluency, elaborative, flexibility. The existence of project-based learning (PjBL) allows children to develop their creative thinking through project learning that has been prepared by the teacher according to children's interests, children's needs and children's age. By confronting children with a problem, children's knowledge will develop and children can solve problems, develop ideas or ideas according to their own thoughts and children are able to create a product from their own ideas. The purpose of this study was to determine the planning, implementation and evaluation of project-based learning (PjBL) for the creative thinking skills of children aged 5-6 years. This research method uses descriptive qualitative with a case study approach, the data obtained is the result of interviews, observation and documentation. The uniqueness of the findings of this study is that project-based learning (PjBL) in TK Negeri Pembina Surabaya is carried out every day for a week, based on the results of research that has been conducted on project-based learning (PjBL) for children's creative thinking, showing that of the 4 indicators of creative thinking only 3 indicators are dominant, namely flexibility, originality and elaboration while 1 weak indicator is fluency.
Analisis Miskonsepsi Konsep Zat dan Karakteristiknya Pada Siswa Kelas VII di SMP Islam Bani Tamim: Analisis Miskonsepsi Konsep Zat dan Karakteristiknya Pada Siswa Kelas VII di SMP Islam Bani Tamim Dewi Mulyani; Lukman Nulhakim; Mudmainah Vitasari
PendIPA Journal of Science Education Vol 7 No 3 (2023): October
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.3.439-444

Abstract

The basis of the research was that misconceptions greatly affect student learning outcomes because they can understand and interpret a concept incorrectly. Students who have understood the concept can be measured from good learning outcomes. Low learning outcomes identify difficulties in the student learning process, thereby affecting the level of student understanding. The research conducted was descriptive research. The facts found from the research results were then described in accordance with the actual situation in the form of data. The data obtained was then processed, interpreted, recorded and analyzed using statistical data. In this study, researchers collected data regarding a symptom that occurs as a result of the learning process. The source of the data in this study was obtained by administering a three tier multiple choice diagnostic tests to a predetermined sample. Based on the data obtained in items 1, 7, 11 of the 18 items it is said that the highest misconception is because students cannot explain the characteristics of a solid substance correctly. Judging from these problems, students experienced misconceptions of reasoning or incomplete or incorrect reasoning. Based on the results of data analysis and discussion, it can be concluded as follows: There is a misconception about the concept of substances and their characteristics. The percentage of misconceptions about the concept of substances and their characteristics is 30%. The percentage of false negative misconceptions on the concept of substances and their characteristics is 8%. The percentage of false positive misconceptions on the concept of substances and their characteristics is 28%.

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