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Journal of Innovative Science Education

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Published by Universitas Negeri Semarang

ISSN : 22526412 EISSN : 25024523 DOI : -

Core Subject : Education,

Education

Journal of Innovative Science Education p-ISSN (Print) 2252-6412 | e-ISSN (Online) 2502-4523, an electronic journal, provides a forum for publishing the original research articles, short communications from contributors, and the novel technology news related to Innovative Science Education research. Published by Science Education Study Programe, Postgraduate Programe, Universitas Negeri Semarang.

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Search results for , issue " Vol 6 No 1 (2017)" : 14 Documents clear

Persepsi Guru dan Siswa Terhadap Pembelajaran IPA Terpadu Serta Implikasinya di SMP Agustami, Ribka Putri; Wiyanto, Wiyanto; Alimah, Siti
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Penerapan pembelajaran IPA Terpadu di SMP menimbulkan persepsi guru yang berbeda. Hal ini dikarenakan guru harus menguasai ketiga bidang ilmu sekaligus (Fisika, Kimia, dan Biologi). Penerapan Pembelajaran IPA di dalam kelas oleh guru akan membentuk persepsi siswa terhadap pembelajaran IPA Terpadu. Tujuan dari penelitian ini adalah untuk 1. Menganalisis persepsi guru dan siswa terhadap pembelajaran IPA Terpadu, 2. Mengajukan suatu desain pembelajaran IPA Terpadu sesuai dengan analisis persepsi yang valid, praktis, dan efektif. Metode yang digunakan pada penelitian ini adalah mixed method diawali penelitian kualitatif untuk mendapatkan data persepsi guru dan siswa dilanjutkan dengan penelitian kuantitatif berupa pengujian desain pembelajaran yang diajukan. Hasil penelitian menunjukkan bahwa menurut persepsi guru penerapan pembelajaran IPA Terpadu belum mendapatkan dukungan yang memadai, diantaranya bahan ajar yang belum sepenuhnya terpadu, guru yang belum menguasai materi ketiga bidang ilmu, serta keterbatasan waktu. Di sisi lain, siswa mempersepsikan pembelajaran IPA Terpadu sudah cukup baik. Berdasarkan persepsi tersebut, diajukan desain pembelajaran Discovery Learning. Berdasarkan analisis secara kuantitatif, hasil uji coba desain pembelajaran tersebut menunjukkan valid, praktis, dan efektif.   Application of integrated science teaching in junior high school caused teacher raises a different perception. It is associated with having mastered the three disciplines as well (Physics, Chemistry, and Biology) by teachers. As well as the application of learning in the classroom by the teacher will shape students' perceptions.The objectives of this research are to 1. analyze the perceptions of teachers and students, toward the integrated science learning, 2.  develop the design of integrated science learning as the implication of the perceptions of teachers and students. The method that is used in this research is mixed method, which is started with a qualitative research, and then followed by a quantitative research. The result of teachers perceptions is has not been any well integrated teaching material that connect two or three subjects in science. Teachers still find difficult to deliver the integrated materials and also the limitation of time in delivering integrated science material. In other to, the students' perception toward the integrated science learning has already been good. Whereas the suggested learning design is discovery learning. The results of trials of the learning design show its validity, practicality, and effectiveness.

Satesik (Sains, Teknologi & Musik) untuk Meningkatkan Minat Belajar dan Pemahaman Konsep Sains Yahya, Sulaiman; Supardi, Kasmadi Imam; Masturi, Masturi
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Satesik merupakan akronim dari Sains, Teknologi, dan Musik yang berlandaskan pada strategi pembelajaran quantum teaching. Quantum teaching adalah strategi pembelajaran yang membantu guru untuk menyampaikan materi melalui seni, sedangkan satesik adalah pembelajaran yang didalamnya menggunakan teknologi dan musik sebagai media untuk membantu guru dalam proses belajar mengajar sehingga pesan ataupun materi yang hendak disampaikan guru kepada siswa benar-benar sampai tanpa adanya perbedaan konsep antara siswa dengan guru. Satesik diterapkan pada materi pokok koloid untuk meningkatkan minat belajar dan pemahaman konsep sains siswa. Penelitian ini menggunakan Control Group Pre Test-Post Test Design. Minat belajar siswa diukur melalui angket tanggapan siswa kelas eksperimen yang menerapkan pendekatan Satesik, sedangkan pemahaman konsep sains siswa diukur melalui hasil belajar kognitif materi koloid, baik siswa kelas eksperimen maupun kontrol. Hasil analisis gain score minat belajar menunjukkan hasil sebesar 0,72 dengan kategori tinggi, sedangkan gain score untuk pemahaman konsep kelas eksperimen dan kontrol berturut-turut sebesar 0,65 dan 0,56 dengan kategori sedang. Hasil tersebut menunjukkan bahwa satesik mampu meningkatkan minat belajar siswa dan pemahaman konsep sains siswa. Simpulan dalam penelitian ini adalah pembelajaran dengan satesik dapat meningkatkan minat belajar dan pemahaman konsep sains siswa.   Satesik is an acronym of Science, Technology, and Music, which is based on quantum teaching. Quantum teaching is a learning strategy that helps teachers to convey the material through art, while Satesik is learning that includes technology and music as a media to assist the teacher in the learning process, so that messages and material to be submitted by teachers to students is really up without any distinction concept among students and teachers. Satesik in the subject matter colloids to increase interest in science learning and the understanding of scientific concepts students. Experimental design of this research is Control Group Pre Test-Post Test Design. Interest in science learning evaluated by questionnaire for experimental class, while the understanding of scientific concepts students evaluated by cognitive learning outcomes. The analysis of gain score is 0.72 in a high category for interest in science learning, 0,65 for understanding of scientific concepts students of experimental class, and 0,56 for understanding of scientific concepts students of control class. It showed that Satesik can increase both, interest in science learning of students and understanding of scientific concepts students. The conclusion of this research is the learning Satesik can increase interest in science learning and the understanding of scientific concepts students.

Pengembangan Model Pembelajaran IPA Terintegrasi Etnosains untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif Damayanti, Cristian; Rusilowati, Ani; Linuwih, Suharto
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Penelitian ini bertujuan untuk mengetahui (1) karakteristik model pembelajaran IPA terintegrasi etnosains yang dikembangkan, (2) kelayakan model pembelajaran IPA terintegrasi etnosains dan (3) keefektifan penerapan model pembelajaran IPA terintegrasi etnosains dalam peningkatan hasil belajar dan kemampuan berpikir kreatif siswa. Penelitian ini menggunakan rancangan pengembangan Four-D Model. Teknik analisis data yang digunakan meliputi analisis data deskriptif terkait kevalidan model pembelajaran, sedangkan untuk mengetahui keefektifan model pembelajaran digunakan uji banding dua sampel T-test dan uji N gain. Penelitian ini menghasilkan model pembelajaran IPA terintegrasi etnosains yang terdiri atas delapan komponen yaitu tujuan, sintaks, fondasi, sistem sosial, prinsip reaksi, sistem pendukung, dampak instruksional dan pengiring. Hasil penelitian menunjukkan bahwa model pembelajaran yang dikembangkan valid dan layak digunakan. Keefektifan penerapan model pembelajaran terlihat dari jumlah siswa yang mencapai nilai ketuntasan lebih dari 70%. Uji banding dua sampel T-test menunjukkan kelas eksperimen memperoleh rataan hasil belajar lebih baik dari pada kelas kontrol. Berdasarkan analisis N gain, persentase siswa di kelas eksperimen yang memperoleh kategori “tinggi” lebih banyak dari pada persentase siswa di kelas kontrol. Dengan demikian dapat disimpulkan bahwa model pembelajaran IPA terintegrasi etnosains layak digunakan pada proses pembelajaran, serta dapat meningkatkan hasil belajar siswa dan kemampuan berpikir kreatif siswa.   This study aims to determine (1) the characteristics of science learning model etnosains integrated was developed, (2) the feasibility of science learning model etnosains integrated and (3) the effectiveness of the implementation of science learning model etnosains integrated on the improvement learning result and student creative thinking ability. In this research Four-D Model developmental design was used. The data analysis techniques used was descriptive data analysis related to the validity of the learning model, whereas independent T-test and N gain was used to determine the effectiveness of the learning model. The results of this research were science learning model etnosains integrated consists of eight components: purpose, syntaxs, foundations, social systems, principles of reaction, support systems, instructional and nurturant effects. Validation showed that science learning model etnosains integrated is valid and suitable as learning model. The effectiveness of this learning model was seen from more than 70% of students who passed mastery learning. Independent T-test showed the learning outcomes average of experiment class better than the control class. N gain analysis showed that the high level of category was higher in experimental than those in control class. It can be concluded that the science learning model etnosains integrated is effective in applying in the learning process, and can increase student’s learning result and creative thinking ability.

Problem Based Learning Berbasis Socio-Scientific Issue untuk Mengembangkan Kemampuan Berpikir Kritis dan Komunikasi Siswa Wilsa, Asrizal Wahdan; Susilowati, Sri Mulyani Endang; Rahayu, Enni Suwarsi
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Pembelajaran pada umumnya masih berpusat pada guru dengan menggunakan metode ceramah yang mengakibatkan kemampuan berpikir kritis dan komunikasi siswa kurang berkembang. Model Problem Based Learning membantu siswa untuk mengembangkan keterampilan berpikir kritis dan berkomunikasi. Pembelajaran PBL sangat tepat apabila didasarkan pada Socio-Scientific Issue (SSI) yang berkaitan dengan kehidupan sehari-hari siswa. Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan PBL berbasis SSI terhadap pengembangan kemampuan berpikir kritis, komunikasi, dan hasil belajar kognitif pada konsep keanekaragaman hayati kelas X-MIPA SMAN 1 Ciawigebang. Penelitian quasi eksperimental ini menggunakan desain posttest only control group design dengan populasi sebanyak 4 kelas. Sampel sebanyak 2 kelas menggunakan teknik probability sampling jenis cluster random sampling. Kelas X-MIPA I sebagai kelas eksperimen dan kelas X-MIPA II sebagai kelas kontrol. Data berupa kemampuan berpikir kritis, komunikasi tertulis dan verbal serta hasil belajar kognitif. Teknik analisis data menggunakan uji independent sample t test. Berdasarkan hasil analisis data dapat disimpulkan bahwa penerapan model PBL berbasis SSI berpengaruh terhadap pengembangan kemampuan berpikir kritis, komunikasi tertulis dan verbal serta hasil belajar kognitif. Penerapan model PBL berbasis SSI dapat dikembangkan lebih baik lagi dengan merancang LKS minimal satu minggu sebelum pelaksanaan disertai lebih dari satu media pembelajaran serta hasil belajar mencakup aspek afektif dan psikomotor.   Learning is still centered on the teacher by using lecture method that resulted in not developed enough to critical thinking skills and communication students. PBL helps students develop critical thinking and communication skills. PBL learning is based on SSI associated with the student's daily life. This study aims to determine the effect of the implementation of PBL based SSI to develop critical thinking, communication, and cognitive learning outcomes on biodiversity concept of X-MIPA SMAN 1 Ciawigebang. This quasi experimental study design using posttest only control group design with 4 class population. Samples were 2 classes using probability sampling techniques types of cluster random sampling. X-MIPA was an experimental class and X-MIPA II was the control class. Data was in the form of critical thinking skills, written and verbal communication and cognitive learning outcomes. Data analysis used the independent sample t test. Based on the result can be concluded that the application of the PBL based SSI influence on the development of critical thinking skills, written and verbal communication and cognitive learning outcomes. PBL based SSI application can develop be better by designing LKS at least one weeks earlier using more than instructional media and learning outcomes include affective and psychomotor.

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