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Natural: Jurnal Ilmiah Pendidikan IPA
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 23550813     EISSN : 25794078     DOI : -
Core Subject : Education,
Education
Natural: Jurnal Ilmiah Pendidikan IPA offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education. Published biannualy, the journal employs a rigorous peer review process. We do not accept manuscripts which are not easily understandable in English or do not address our major focus.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol 7 No 1 (2020)" : 6 Documents clear
Kajian profil indikator kemampuan argumentasi ilmiah pada materi zat aditif dan zat adiktif Kharisma Rahmadhani; Desy Fajar Priyayi; Santosa Sastrodihardjo
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 7 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.162 KB) | DOI: 10.30738/natural.v7i1.7587

Abstract

Argumentasi ilmiah penting untuk dikembangkan karena dapat melatih berpikir secara ilmiah, berkomunikasi, dan bertindak seperti ilmuan. Penelitian ini bertujuan untuk mengetahui kemampuan argumentasi ilmiah dan mendeskripsikan profil kemampuan argumentasi ilmiah siswa berdasarkan indikator. Penelitian melibatkan siswa kelas VIII B SMP Negeri 9 Salatiga sebagai subyek penelitian yang ditentukan melalui teknik purposive random sampling. Materi pelajaran yang dipilih adalah zat aditif dan zat adiktif. Teknik pengumpulan data menggunakan observasi, tes, dan wawancara. Instrumen penelitian dikembangkan dan diuji validitas isi dan konstruk. Data dianalisis secara kuantitatif dan dideskripsikan secara kualitatif dengan teknik triangulasi. Tahapan analisis data meliputi pengumpulan data, reduksi data, display data, dan pengambilan kesimpulan. Hasil penelitian menunjukkan bahwa subyek memiliki kemampuan argumentasi ilmiah dengan kategori sangat baik (5%), baik (46%), cukup (41%), dan tidak baik (8%). Diketahui bahwa profil kemampuan argumentasi ilmiah siswa berdasarkan indikator secara berurutan yaitu kemampuan pada claim (skor rata-rata: 2,68), rebuttal (skor rata-rata: 2,4), data (skor rata-rata: 2,24), dan warrant (skor rata-rata: 1,33).Scientific arguments are essential to developing because they can train to think scientifically, communicate, and act like scientists. This study aims to determine the ability of scientific argumentation. Moreover, describe the ability of students to scientific argumentation based on indicators. The study involved students of class B 8th grade in Junior High School 9 Salatiga as research subjects determined through a purposive random sampling technique. The subject matter chosen is additives and addictive substances. Data collection techniques using observation, tests, and interviews. The research instrument was developed and tested for content and construct validity. Data were analyzed quantitatively and described qualitatively by triangulation techniques. Stages of data analysis include data collection, data reduction, data display, and conclusion making. The results showed that the subjects had the ability of scientific argumentation with top categories (5%), good (46%), sufficient (41%), and not good (8%). It was knowing that the profile of students' scientific argumentation abilities based on indicators in a sequence is the ability to claim (average rating: 2.68), rebuttal (average rating: 2.4), data (average rating: 2.24), and warrant (average rating: 1.33).
The Effectiveness of Flash Card Assisted Simayang Learning Model Against the Students' Representation Ability Nisya Amalia Sholihah; Syaiful Arif
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 7 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v7i1.7998

Abstract

Kajian ini bertujuan untuk mengetahui efektivitas dari model pembelajaran Simayang berbantuan flash card terhadap kemampuan representasi siswa jenjang SMP. Peneliti menggunakan metode quasi experiment dengan post-test only control group design. Teknik pengambilan sampel yang dipakai adalah purposive sampling dan diperoleh kelas VIII A sebagai kelas eksperimen sedangkan kelas VIII C sebagai kelas kontrol. Data-data penelitian dikumpulkan menggunakan instrumen tes berbentuk pilihan ganda, serta angket respon pembelajaran. Berdasarkan hasil analisis data diketahui bahwa ada perbedaan kemampuan representasi siswa antara kelas eksperimen dengan kelas kontrol. Hasil uji statistik independent sample t-test diperoleh nilai thitung sebesar 2,646>2,008 maka H0 ditolak dan H1 diterima. Berdasarkan hasil analisis dari isian angket respon pembelajaran dapat diketahui bahwa siswa memberikan respon positif terhadap pembelajaran dengan persentase sebesar 78%. Respon siswa ini termasuk pada kategori baik. Dari hasil analisis data, peneliti mengambil kesimpulan bahwa pembelajaran dengan model pembelajaran Simayang berbantuan flash card lebih efektif dibandingkan dengan model pembelajaran konvensional.This study was to determine the effectiveness of the flash card-assisted Simayang learning model on students' representation abilities, especially for junior high school students. We used a quasi-experimental method with a post-test only control group design. In this research, the sample takes using the purposive sampling technique. The author chose class VIII A as the experimental class and class VIII C as the control—multiple-choice tests and learning response questionnaires as instruments for collecting data. The statistical analysis results showed differences in the representation ability of students between the experimental class and the control class. The independent sample t-test showed that the t-count value was 2.646> 2.008, so we reject H0, and H1 was accepted. Students give a positive response to learning, with a percentage of 78% as a useful category. We conclude that flash card-assisted Simayang model learning is more effective than the conventional learning model from these data and analysis.
Student facilitator and explaining dengan mind mapping: efek pada hasil dan minat belajar Mila Mayada Poetri; Much Fuad Saifuddin
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 7 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v7i1.5901

Abstract

Student facilitator and explaining dengan mind mapping merupakan kombinasi model pembelajaran dengan media pembelajaran. Peserta didik diarahkan agar fokus pada materi dan mampu menarik minat belajar sehingga dapat mempengaruhi hasil belajar mereka. Penelitian ini bertujuan untuk mengetahui pengaruh student facilitator and explaining dengan mind mapping terhadap hasil belajar dan minat belajar peserta didik kelas XI MIPA SMA N 1 Cangkringan. Termasuk dalam jenis penelitian quasi experimental dengan menggunakan desain control group pretest and posttest. Sampel penelitian adalah peserta didik kelas XI MIPA 1 (kontrol) dan XI MIPA 2 (eksperimen), diperoleh dengan teknik random sampling. Teknik pengumpulan data menggunakan tes, kuesioner, dan observasi. Instrumen pengumpulan data menggunakan soal pilihan ganda, lembar angket, dan lembar observasi. Teknik analisis data meliputi uji prasyarat analisis dan dilanjutkan uji hipotesis. Hasil penelitian menunjukkan nilai Asymp Sig (2-tailed) 0,000 < 0,05 sehingga dapat dinyatakan Ho ditolak, artinya ada pengaruh penerapan model student facilitator and explaining dengan mind mapping terhadap minat belajar pada kelas eksperimen. Sedangkan untuk hasil belajar diperoleh nilai Asymp Sig (2-tailed) 0,378 > 0,05 (Ho diterima), artinya tidak ada pengaruh penerapan model student facilitator and explaining dengan mind mapping terhadap hasil belajar peserta didik.The student facilitator and explaining with mind mapping is a learning model combine with learning media that helps the students focus on the material and attracts learning interest. This study aimed to find out the effect of student facilitator and explaining with mind mapping toward the students' learning outcome and learning interest in the class XI MIPA of senior high school 1 Cangkringan. This study was quasi-experimental. The class of XI MIPA 1 as a control class and XI MIPA 2 as a trial class, it's taken by a random sampling technique. Data collecting technique by using tests, questionnaires, and observation. The data collecting instrument by using a multiple choice question test, questionnaire sheets, and observation sheets. The data analysis technique consists of a prerequisite test and hypothesis test. The result showed that the value of Asymp Sig (2-tailed) of 0,000 < 0,05. It means that Ho declined, or there was an effect of implementing the learning model toward the learning interest in experiment class. The learning outcomes have obtained a value of 0,378 > 0,05 (Ho accepted), or there was no effect of the implementation learning model toward the students' learning outcomes. 
Bagaimana perbandingan kurikulum 2013 dengan kurikulum Australia pada mata pelajaran IPA? Anggit Grahito Wicaksono; Ika Candra Sayekti
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 7 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v7i1.8117

Abstract

Permasalahan pendidikan di Indonesia terutama bidang pelajaran IPA sangat memprihatinkan. Hasil survei yang dilakukan oleh PISA dan TIMSS memberikan gambaran bahwa posisi peserta didik di Indonesia masih berada dalam rangking bawah dengan skor rata-rata yang rendah. Penelitian ini bertujuan untuk (1) membandingkan secara filosofis antara kurikulum Indonesia dengan kurikulum di Australia; (2) membandingkan konten pembelajaran IPA di Indonesia dan Australia dalam perspektif kurikulum; dan (3) membandingkan kendala pembelajaran IPA di Indonesia dan Australia dalam perspektif kurikulum. Penelitian ini menggunakan pendekatan kualitatif yang bersifat studi pustaka (library research). Teknik pengumpulan data memakai dokumentasi, dan dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa (1) secara filosofis, Kurikulum 2013 di Indonesia cenderung berbasis budaya dan agama, sedangkan kurikulum Australia cenderung mengembangkan cara berpikir dan intelektual; (2) konten materi pada Australian Curriculum: Science penekanannya pada ilmu bumi dan ruang angkasa, sedangkan Kurikulum 2013 pada sistem tubuh manusia; dan (3) kendala dalam pembelajaran IPA pada Kurikulum 2013 adalah kurangnya konten sains, guru belum kompeten dalam membelajarkan sains integratif, hasil TIMSS dan PISA rendah, dan kurangnya literasi ilmiah, sedangkan pada Australian Curriculum: Science dimensi spiritual, moral, dan budaya belum dimasukkan. The problem of education in Indonesia, especially in science lessons, is very concerning. The results of the survey conducted by PISA and TIMSS show that students in Indonesia are still in the lower ranks with low average scores. This study aims to (1) philosophically compare the Indonesian Curriculum with the Australian Curriculum; (2) analyzing the content of science learning in Indonesia and Australia based on a curriculum perspective; and (3) comparing science learning problems based on a curriculum perspective. This research uses a qualitative approach through a literature study. The data collection technique used documentation, which was analyzed descriptively. The results show that (1) philosophically, the 2013 curriculum in Indonesia tends to be based on culture and religion, while the Australian Curriculum tends to develop a way of thinking and intellectuals; (2) the material contained in the Australian Curriculum focuses on earth and space sciences, while the Indonesian Curriculum is on the human body systems; and (3) the obstacles in learning science in the Indonesian Curriculum are the lack of science content, teachers mostly not yet competent in teaching integrated science, low TIMSS and PISA results, and a lack of scientific literacy, whereas in the Australian Curriculum the spiritual, moral, and cultural dimensions have not included.
Effectiveness of the CIRC model using mind mapping method toward student learning outcomes Raudhatul Hasanah; Anik Anekawati; Herowati Herowati
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 7 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v7i1.8233

Abstract

Tujuan dari penelitian ini untuk mengetahui perbedaan hasil belajar aspek kognitif dan psikomotor siswa, antara model pembelajaran CIRC menggunakan metode mind mapping, dan model pembelajaran CIRC menggunakan concept mapping. Penelitian ini tergolong penelitian quasi experimental, dengan desain nonequivalent control group. Instrumen pengumpulan data menggunakan tes hasil belajar kognitif, dan pengamatan hasil belajar psikomotor. Tes hasil belajar dilakukan sebanyak 2 kali yaitu pretest dan posttest. Peningkatan hasil belajar kognitif diperoleh melalui perhitungan nilai N-Gain score, sedangkan pengamatan hasil belajar ranah psikomotor dilakukan 1 kali oleh 2 orang pengamat. Uji statistik melalui uji beda yang dilakukan setelah uji normalitas. Hasil penelitian menunjukkan bahwa rata-rata N-Gain score dari hasil belajar kognitif CIRC-mind mapping yaitu 74, sedangkan pada CIRC-concept mapping adalah 64. Nilai hasil belajar aspek psikomotor berdasarkan kesepakatan antar pengamat adalah 96 pada CIRC-mind mapping, sedangkan pada CIRC-concept mapping yaitu 93. Dapat disimpulkan bahwa hasil belajar aspek kognitif dan psikomotor siswa lebih tinggi pada pembelajaran dengan CIRC-mind mapping, daripada model CIRC-concept mapping. The purpose of this study was to determine the differences in students' cognitive and psychomotor learning outcomes between the CIRC learning model using the mind mapping method and the CIRC learning model using concept mapping. This research was a quasi-experimental study with a nonequivalent control group design. The data collection instrument used a learning outcome test-cognitive and psychomotor learning outcome observations. Cognitive learning outcomes tests were carried out two times, namely, pretest and posttest. The increase in cognitive learning outcomes obtained by calculating the N-Gain score. Observation of psychomotor learning outcomes was carried out once by two observers. The statistical test in this study was a different test carried out after the normality test. The results showed that the average N-Gain score from cognitive learning outcomes CIRC-mind mapping was 74, while CIRC-concept mapping was 64. Psychomotor learning scores based on the agreement between observers were 96 on CIRC-mind mapping, while CIRC-concept mapping was 93. The cognitive and psychomotor learning outcomes of students using CIRC-mind mapping are higher than using CIRC-concept mapping.
Instrumen asesmen HOTS untuk kelas VII SMP pada materi kalor dan perpindahannya Eva Herfy Widyas; Sigit Sujatmika; Dafid Slamet Setiana
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 7 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v7i1.8518

Abstract

Higher Order Thinking Skills (HOTS) merupakan salah satu kecakapan penting abad 21 yang harus dimiliki siswa. Tujuan dari penelitian ini adalah mengembangkan instrumen penilaian berbasis HOTS untuk siswa kelas VII SMP pada materi kalor dan perpindahannya. Penelitian ini termasuk dalam educational design research menggunakan model dari Plomp. Melibatkan 3 tahapan yaitu tahap preliminary research, prototyping stage, dan assessment phase. Proses validasi produk dilakukan oleh ahli, teman sejawat, guru dan siswa. Prosedur pengumpulan data menggunakan angket, lembar observasi, wawancara, dan uji coba secara terbatas di sekolah. Teknik analisis data dilakukan dengan mengkonversi data kualitatif dan kuantitatif ke dalam bentuk deskriptif berdasarkan penilaian ideal, validitas, reliabilitas, tingkat kesukaran, dan daya pembeda soal. Berdasarkan hasil analisis diketahui bahwa kriteria penilaian ideal produk masuk dalam kategori sangat baik. Skor rata-rata dari dosen ahli yaitu 91,875%, teman sejawat 92%, guru 92%, siswa 85%. Sedangkan validitas instrumen sebesar 0,89, reliabilitas instrumen 0,69, tingkat kesukaran 0,40, dan daya pembeda soal 0,33 Higher Order Thinking Skills (HOTS) are essential skills for students in the 21st century. This study aims to develop a HOTS-based assessment on heat (caloric) and heat transfer in the 7th grade of juniors high school. This study was included in educational design research using Plomps' model. It used three stages: the preliminary research stage, the prototyping stage, and the assessment phase—the HOTS-based assessment product validated by experts, peers, teachers, and students. Data collection procedures used questionnaires, observation sheets, interviews, and limited trials at school. The data analysis technique uses qualitative and quantitative data to convert into descriptive form based on the ideal assessment, validity, reliability, difficulty index, and discriminant index. Based on the analysis, the ideal assessment criteria for the product were in the very good category. The experts' average score was 91.875%, peers 92%, teachers 92%, and students 85%. Furthermore, the instrument validity score was 0.89, the instrument reliability was 0.69, the difficulty index was 0.40, and the discriminant index was 0.33.

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