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226 Documents
<![CDATA[Error analysis in solving mathematical communication problem of junior high school students ]]>
<![CDATA[R A Prafianti]]>;
<![CDATA[D Dasari]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This research was a descriptive qualitative research. This research aims to analyze students’ error in solving mathematical communication problem on circle topic. Population in this research was all students studying in the 9th grade of SMP Negeri 3 Lembang Bandung Jawa Barat. The sample was 39 students (22 female and 17 male) that was chosen by purposive sampling technique. Data was collected from students through essay test. The data was analyzed with descriptive way. The results of this research indicate that percentage of error in using circle area formula was 5.1%, error in linking concept is 25.6%, and error in understanding the meaning of the problem was 17.9%. Students’ error in solving mathematical communication problem was caused by many factors, such as students were not used to solve mathematical communication problem, less accuracy, and less conceptual understanding of mathematics. Based on the result, the researcher suggest to: 1) increase students’ understanding of formula rather than memorize it, 2) increase students’ understanding of problem, and 3) give students more exercise related non-routine problem.]]>
<![CDATA[Elephant’s toothpaste: review of exciting chemistry learning in senior high school ]]>
<![CDATA[I S Hardyanti]]>;
<![CDATA[I Nurani]]>;
<![CDATA[D S Hardjono HP]]>;
<![CDATA[Sudarmin Sudarmin]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Innovative and creative learning can be done through simple demonstrations to strengthen the understanding of chemical concepts. One simple demonstration is Elepanth's Toothpaste experiment which can train students to apply knowledge in investigating and explaining the effect of temperature, pH, enzyme concentration, substrate concentration on reaction rate with catalyst. The purpose of writing is to provide a reference in teaching chemistry with fun methods. The Elepanth's toothpaste experiment undergoes a hydrogen decomposition reaction into water and oxygen gas by yeast or potassium iodide which is the source of the catalase enzyme. Yeast or potassium iodide acts as a catalyst by decreasing the activation energy, so the reaction is easy to occur. Foam is formed by the reaction between oxygen and detergent in water, which increases in number as the concentration and strength of the catalyst increases. Implementation of elephant's toothpaste experiment in school can be done with problem-based learning model, where students are taught to further improve concept understanding with problem solving. The existence of chemistry learning with elephant's toothpaste experiments is expected to improve understanding of chemical concepts and create enjoyable learning.]]>
<![CDATA[Critical thinking of extrovert boys in problem solving ]]>
<![CDATA[M I E Budiarti]]>;
<![CDATA[Ruslan Ruslan]]>;
<![CDATA[M S Kahar]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The purpose of this research is to know the ability of critical thinking of Extrovert Boys in Problem Solving. This research used qualitative descriptive that conducted at di SMP Muhammadiyah 8 and the students of VII grade as subject and the object is critical thinking skill in problem solving. It used Eysenck Personality inventory-A (EPI-A) test for the instrument which conducted in the first meeting to all students, problem solving test was given to 6 extrovert boys and interview. Problem solving strategy used to know critical thinking skill by giving personality EPI-A test in the first meeting on students of VII grades to find respondents, 6 extrovert boys. After finding the respondents,the next step is giving problem solving test. The researcher interviewed the result of respondents. Findings showed that : 1) High critical thinking of extrovet boys werenot success in strategy step, only in alternative solution; 2) Moderate critical thinking of extrovet boys werenot success in strategy step, only in alternative solution, and 3) Low critical thinking of extrovet boys werenot success in inference and strategy step.]]>
<![CDATA[Effectiveness of science learning materials based guided discovery model to improve science process skills ]]>
<![CDATA[Y A Imran]]>;
<![CDATA[R Agustini]]>;
<![CDATA[T Taufikurohmah]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The curriculum 2013is developed with the refinement of teacher centered learning into student centered learning.The learning design in thecurriculum 2013 is emphasized on the application of science process skills. Based on premilinary study in junior high school, the science process skills of the students is weak. Therefore, teacher must practice science process skills to students with suitable learning model. One of learning model that suitable to practice science process skills is guided discovery model. The purposes of this research is to describe the effectiveness science learning materials based guided discovery model to improve science process skills. The effectiveness of learning materials is reviewed from science process skills of the students and student response. The development research method using 4D model. The process of developing science learning material starts from defining step, the process of designing the learning material developed based on information obtained from the step of early analysis, learners, materials, tasks that support then done the design step or design, then the last step is the development step. Based on the result of the research, it is found that science process skills of the students are improved and the students gived a positive response after learning with the learning material based guided discovery model. It is conclude that, science learning materials based guided discovery model is effective to improve science process skills.]]>
<![CDATA[Guided inquiry based worksheet development to improve science process skills in junior high school students ]]>
<![CDATA[I F Qary]]>;
<![CDATA[M N Soetjipto]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This development research aims to produce a suitable (valid, practical, and effective) guided inquiry based-worksheet in the topic of energy to drill student science process skills. This research is developed using three stages of 4D (four D models) which consists of define, design, and develop. The developed worksheet is tested to 12 students of grade VII SMPN 5 Pamekasan. The data collection uses validation method, observation, test, and questionnaire. The data analysis technique applies qualitative descriptive analysis. The research result shows that: 1) the developed worksheet is categorized valid, 2) the worksheet practicality seen from the lesson plan implementation using guided inquiry model is categorized good, 3) the worksheet effectivity seen from the N-gain score, student science process skills is categorized high and the student response to the worksheet is considerably positive. Based on the research result, it can be concluded that the developed worksheet is valid, practical, and effective to improve student science process skills.]]>
<![CDATA[The influence of problem-based learning model application on the improvement of student’s problem solving ability in learning mathematics ]]>
<![CDATA[S Yulianti]]>;
<![CDATA[I Parlina]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This study aims to determine the effect of Problem Based Learning model on student problem solving abilities in learning mathematics class X in SMA Bait Al-Quran. The study was conducted in the odd semester of the academic year 2017/2018. The type of research used is true experimental design with experimental design used in the form of random, pre-test, post-test design. The sample of this study was class X of Palestine as experimental class and class X of Yemen as control class. The learning process in the experimental class gets treatment with the PBL model and in the control class is taught by conventional learning model. Data collection using essay-type essay test technique is five questions to measure student problem solving abilities. Based on hypothesis test by using t-test at significant level (α) = 0,05. Based on the analysis of t-test the final test data is obtained value of Sig. (2-tailed) of 0.00 < 0.05 then according to the basis of decision-making in the T-Test can be concluded H0 rejected and Ha accepted. Thus the hypothesis proposed in this study proved, that there is a significant influence PBL model on the ability problem-solving mathematics students class X SMA Bait Al-Quran Kayuagung.]]>
<![CDATA[The importance of teaching materials based local potential mangrove ecosystems : introduction study ]]>
<![CDATA[W Rimbun]]>;
<![CDATA[S Sriyati]]>;
<![CDATA[Amprasto Amprasto]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Local potency-based learning provides knowledge, skills, understanding of the state of the environment and the needs of local communities in accordance with the values or rules that apply to learners. This study was a introduction study on the used of local potency-based teaching materials by SMK N 1 Legonkulon Fisheries adjacent to damaged mangrove forests. The method used in this research was descriptive-qualitative method. Preliminary data regarding the importance of application of teaching materials were explored through interview instruments for teachers and students. The subjects were 2 teachers and 15 students from SMK N 1 Legonkulon. The results showed that 100% of students did not study the mangrove ecosystem in learning and did not know about the relation of mangrove existence to the fish population. Teachers claimed only teach the ecosystem in general and did not convey the subject matter about the mangrove ecosystem due to not having the teaching materials associated with the mangrove ecosystem. Based on preliminary study it was deemed necessary to apply local potential-based teaching materials so that students better understand and care about the environment, and better understand the concept of ecosystems to gain useful learning.]]>
<![CDATA[Scientific approach in developing mathematical analogy and communication ability of junior high school students in remote areas ]]>
<![CDATA[H Hendriana]]>;
<![CDATA[H D Putra]]>;
<![CDATA[M G Ristiana]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This study aims to determine the ability of mathematical analogies and communication ability of students in remote areas through a scientific approach. The research method is quantitative with pretest and posttest design in the experimental class. The subjects were 117 students consisting of 29 students of class VII, as many as 43 students of class VIII, and as many as 45 students of class IX. The results showed that through the scientific approach, the mathematical analogy ability of grade VII students increased with the low category, while class VIII and IX increased by medium category. Mathematical communication ability of grade VII and VIII students increased with the high category, and class IX increased with the medium category. Students are actively involved in observing problems, asking questions, trying strategies, solving problems, and concluding concepts. Students are good at getting involved to help less-clever students. Students in remote schools have the potential to develop analogy and mathematical communication skills.]]>
<![CDATA[Improving student's science process skills through inquiry model on material elasticity subjects ]]>
<![CDATA[V Sopacua]]>;
<![CDATA[P Prabowo]]>;
<![CDATA[E Sudibyo]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This study aims to improve science process skills of high school students through inquiry model on material elasticity subject. The experimental design of learning applied by using one group pre test - post test design tested on XI MIA5 and XI MIA4 classes with a total sample of 30 students. The data collected includes science process skill data, observation data, and student response data. Data analysis techniques used include; 1) qualitative descriptive analysis of skills of science processes, students’ activities and responses. 2) parametric statistical analysis of normality test, homogeneity test, and t-test. The result of the research indicates that: 1) there is a significant improvement of science process skill in every indicator of students' science process skill including determining variables, interpreting, summarizing, formulating problems, and formulating hypotheses. 2) experiment is the most prominent students’ 'activities, and 3) The students' response after taught using the inquiry model is very positive, with the highest percentage of student response is with teacher guidance when working on the students worksheet. Based on the results of this study, inquiry model can improve science process skills of students of senior high school 5 Ambon on the subject of elasticity material.]]>
<![CDATA[Improving students scientific literacy: a development of thematic ethnoscience-based teaching material ]]>
<![CDATA[I Yuliana]]>;
<![CDATA[Tjandrakirana Tjandrakirana]]>;
<![CDATA[W Widodo]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This research aims to develop ethnoscience-based thematic teaching materials to improve students' scientific literacy. The procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve disseminated as the last step. The teaching materials which were developed consist of a lesson plan, student handbook, student worksheet, achievement test and scientific literacy test. The experimental phase used one group pretest-posttest design. Results show that the validity of teaching materials which were developed was very good and revealed the enhancement of students activities with a positive response to the teaching-learning process. Furthermore, the learning materials increase the students' scientific literacy level.]]>
