Journal of Innovative Science 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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<![CDATA[Hi-CEP Project Student Worksheet Increases Social Life Skills, Entrepreneurial Interest, and Learning Outcomes ]]>
<![CDATA[Amalana, Husna]]>;
<![CDATA[Wijayati, Nanik]]>;
<![CDATA[Wardani, Sri]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v0i0.14325
<![CDATA[Student worksheet (LKPD) available in schools generally contain a summary of material, practice questions, and practical instructions that do not guide students in making the chemoentrepreneurship (CEP) project. This study aims to determine the effectiveness of the Hi-CEP LKPD project towards: SLS, entrepreneurial interests, and student learning outcomes. The benefits of this study were knowing the improvement of SLS, entrepreneurial interests, and student learning outcomes after the Hi-CEP LKPD project was implemented in project-based learning activities. The research design used was pre-test and post-test control group design. Data retrieval is done by observation, documentation, questionnaires, and tests. The SLS t value and entrepreneur interest questionnaire values are -6.111 and -6.162 ≤ t table 1.667, then the experimental class has a significant change in the control class. SLS assessment and entrepreneurial interest questionnaire each have a p-value Sig. ≤ 0.05, and the Sig. (2-tailed) cognitive learning outcomes data amounted to 0.021, 0.05, then the experimental class and the control class had significant differences. The conclusion of this study is the Hi-CEP Project LKPD effectively improves social life skills, entrepreneurial interests and student learning outcomes. The researcher suggested that the teacher be able to compile the CEP project-based LKPD. The chemoentrepreneurship project (CEP) practicum can foster the entrepreneurial interest of students that is useful for the lives of students after graduating later because not all students can continue to college, besides that it can improve the social life skills (SLS) of students who appear in preparation activities manufacture of products to marketing.]]>
<![CDATA[Effect of Argument Driven Inquiry (ADI) with Problem Solving Method for Student’s Argumentation and Critical Thinking Skills ]]>
<![CDATA[Fatmawati, Zulfa Ayuningtyas]]>;
<![CDATA[Mulyani Endang Susilowati, Sri]]>;
<![CDATA[Sri Iswari, Retno]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v0i0.21668
<![CDATA[Problem solving skill is needed by the students on the daily basis; therefore, the innovation is demanded in the learning process. ADI model with problem solving method is the learning innovation which is expected to improve the students' thinking skills and giving the argument. This research aims to describe the effect of ADI model with problem solving method on the argumentation and critical thinking skills. This research was the experimental study employing cluster random sampling technique. The data analysis technique used independent sample t-test. The result of the students' pretest shows that the students’ argumentation and critical thinking skills are in the poor category. Meanwhile, the result of the posttest shows that the there is the improvement on the students’ skills after being given the treatment in the form of ADI model with Problem Solving method. Based on the result of the analysis, it can be concluded that the implementation of ADI model with Problem Solving method has the effect on the argumentation and critical thinking skills. Viewed from the result of t-test from n-gain result, experimental class is higher than the control class. The learning activity that applies this method will be developed if the teachers can design the contextual activities and provide the questions related to the students’ real life in which they are not merely stated in the textbook.
Problem-solving skills are needed by students in everyday life, So it needs an innovation in the learning activities in school. Argument Driven Inquiry (ADI) models with Problem Solving method is a learning innovation that is expected to improve students' ability to think and argue. The purpose of this research is to describe the influence of Argument Driven Inquiry (ADI) model of Problem Solving to the ability of argumentation and critical thinking. This study was an experimental study with the entire population of students of class VIII SMP Muhammadiyah 3 Semarang. Sampling using probability sampling and cluster random sampling. Class VIII G as an experimental class treated Argument Driven Inquiry (ADI) models with Problem Solving Method and VIII F as a control class that are subjected to information and discussion models. Data in the form are argumentation skills and critical thinking skills. Data were analyzed using independent sample t test. The results of pretest show that students' argumentation and critical thinking are in the low category. While posttest result indicate that there is improvement of student ability after given treatment ADI with problem solving method. Based on the results of data analysis can be concluded that the application of the model ADI with Problem Solving method affect the development of argumentation and critical thinking skills. Viewed of n-gain t test experiment class ability is higher than the control class. This Learning activities can be developed better by teachers with designing learning activities contextually and give questions related to student life, not just about textbooks.]]>
<![CDATA[Classification Learning Effectiveness of Living with Contextual Teaching and Learning (CTL) and Cooperative Learning (CL) Type Group Investigation (GI) ]]>
<![CDATA[Sudaryati, Sudaryati]]>;
<![CDATA[Rahayuningsih, Margareta]]>;
<![CDATA[Ngabekti, Sri]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i2.23873
<![CDATA[The result of questionnaire given to 256 students of class VII of SMP Negeri 37 Semarang obtained information that motivation, scientific attitude, and cognitive learning result is still low. One of the teaching models can be used to solve these problems is the CTL and CL GI type models, because it links knowledge to real-world situations and emphasizes maximum student engagement. The purpose of this study is to analyze the effectiveness of classification of living creatures with CTL and CL type GI model of motivation, scientific attitude, response and student cognitive learning outcomes. The research design is Pretes-Posttest Control Group Design. Motivation, student response is analyzed by likert scale. Mastery Test is used to analyze the completeness of cognitive learning outcomes. One-way anova test is used to test three average differences. The results showed that motivation and scientific attitude are in good category. The calculation of experimental class 1 and experiment 2 respectively which stated by KKM is 84,38% and 81,25%. F count> F table (16.086> 3.094), then Ho is rejected, so it can be concluded that there is a difference between the average postes value of experiment class 1, experiment class 2, and control. Learning CTL and CL type GI received a very positive and positive response.]]>
<![CDATA[The Impact of the Implementation of the 2013 Curriculum on Laboratory Management in Wonosobo High School ]]>
<![CDATA[Istiawan, Edy]]>;
<![CDATA[Anggraito, Yustinus Ulung]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v0i0.24683
<![CDATA[The laboratory is an integral part of teaching and learning activities in the Curriculum 2013, which emphasizes the scientific approach. Preliminary observations indicate that laboratory management is only handled by the teacher appointed as head of the laboratory. This study aims to describe the impact of the implementation of the 2013 curriculum on laboratory management. This research is expected to give a real picture of the impact of the implementation of the 2013 curriculum on laboratory management in Wonosobo District Senior High School. The research approach used is qualitative with qualitative descriptive method. Techniques of data collection using interviews, observation and documentation. Source of data obtained from nine State Senior High School in Wonosobo regency. Data were analyzed using Miles and Huberman model data analysis. The results showed that the implementation of the 2013 curriculum has not had an impact on the management of laboratories in SMA Negeri in Kabupaten Wonosobo, the laboratory is not an integral part of teaching and learning activities especially science subjects. The reason for the management of the laboratory has not been an integral part of the learning process is that all laboratory activities are handled directly by the teacher of the maple managers, the laboratory management is only handled by the teacher who served as head of the laboratory, the management performed by the head of the laboratory is limited to the administration, and the laboratory does not have the technician and laboran.]]>
<![CDATA[Development of Alternative Plant Tissue Culture Module to Optimize Science Process Skills and Curiosity in Modern Biotechnology Learning in High School ]]>
<![CDATA[Nihayah, Durrotun]]>;
<![CDATA[Rahayu, Enni Suwarsi]]>;
<![CDATA[Nugrahaningsih, Nugrahaningsih]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i2.24792
<![CDATA[The ideal modern biotechnology is done by practicum. Practicum of plant tissue culture, especially in vitro germination, is intended to train students to perform aseptic activities according to tissue culture characteristics, but not to obtain substantial culture results. This study aims at test the effectiveness of alternative plant tissue culture techniques as a development of alternative plant tissue culture module to optimize science process skills and curiosity learning in high school. The research method uses the ADDIE instructional model. The data taken are in the form of the effectiveness of tissue culture techniques, module validity by media and material experts, module effectiveness seen from the value of science process skills and curiosity, the practicality of the module seen from the response of users namely teachers and students. The results showed that alternative plant tissue culture techniques were effectively used as practical material on the topic of tissue culture in high school to practice science process skills; the modules developed were considered very valid, effective, and practical; the developed modules had characteristics compiled based on simple research on culture network, equipped with images to clarify the practical process, equipped with observation tables as testing data that can guide students to find the concepts taught Based on these results the module is recommended, the use of modules for practicum must manage the time so that everything is in well condition of learning.]]>
<![CDATA[The Influence of Assistance of Helped Guided Inquiry Methods Tutorial Video Practicum on the Process of Student Science Skills ]]>
<![CDATA[Isnayanti, Riska Sukma]]>;
<![CDATA[Hardyanto, Wahyu]]>;
<![CDATA[Sutikno, Sutikno]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i2.24816
<![CDATA[Interesting learning methods and media can support the learning process being fun and improve students' skills. This study aims to determine the effect of guided inquiry methods assisted by video practicum tutorials on science process skills, cooperative skills and student responses. The study was conducted in Jepara Middle School 5 2018/2019 school year. The population of the study was 9th grade students. Determination of the sample with a cluster random sampling system so that two classes are obtained to be sampled. The experimental class received treatment using guided inquiry methods assisted by practical tutorial video and control classes using guided inquiry methods. Hypothesis testing using t-test. Based on the results of the analysis, it was found that: (1) There were differences results of significant scientific process skills between guided inquiry learning assisted by video practicum tutorials compared to guided inquiry learning; (2) The results of collaboration skills observation between guided inquiry learning assisted by practical video tutorials are better than guided inquiry learning; (3) Students show a very good respond (average score of all students 115). By using interesting and fun learning media, it can make students be motivated and interested in learning.]]>
<![CDATA[Analysis of Problem Solving Skills and Students Scientific Attitudes through the Implementation of Problem Based Learning Module ]]>
<![CDATA[Arini, Affita Nur]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Khumaedi, Khumaedi]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i2.24822
<![CDATA[The purpose of this study was to describe the physics problem solving skills and scientific attitudes of students after applying the Problem Based Learning (PBL) module, obtaining a valid and practical PBL devices and modules, knowing whether the application of PBL learning modules has an effective to improve physics problem solving skills and students scientific attitudes and to know the students response to the application of PBL learning modules. This study uses research on concurrent embedded design combinations, which is a combination research that combines two types of research namely quantitative and qualitative. The sample in this study was selected one class as an experimental class which was treated with PBL learning with PBL modules. Then 6 students were chosen from the experimental class to conduct more in-depth observations about problem solving skills and scientific attitudes. After the application of PBL learning modules, physics problem solving skills and scientific attitudes of students have increased. PBL learning modules are valid and practical. The application of PBL learning modules has effective to improve physics problem solving skills and scientific attitudes of students. There were 88.24% of students giving positive responses and interested in participating in learning activities using PBL learning modules.]]>
<![CDATA[The Development of Cooperative Learning Model Team Assisted Individualization with SETS Vision to Increase Science Process Skills ]]>
<![CDATA[Hanik, Ajik Nur]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Supardi, Kasmadi Imam]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i2.24908
<![CDATA[This study aims to increase the science process skills and cognitive learning outcomes of students by applying the development of Team Assisted Individualization (TAI) cooperative learning model with SETS vision. The development of this Team Assisted Individualization (TAI) cooperative learning model with SETS vision is a research and development (R&D). Increasing of science process skills students are explored through observation sheets, then the increasement is analyzed using N-gain. The results showed that Team Assisted Individualization (TAI) cooperative learning model with SETS vision could improve the science process skills of students with the acquisition of N-gain of 0.72 (high) in the experimental class 1 and 0.76 (high) in the experimental class 2. Cognitive learning outcomes of students have increased by 0.54 (moderate) in the experimental classes 1 and 2 with classical completeness of 86.1% and 88.89%. Based on the questionnaire responses, it can be concluded that the implementation of the Team Assisted Individualization (TAI) cooperative learning model with SETS vision effectively increases the science process skills of students.]]>
<![CDATA[The Linkages of Laboratory Facilities and Motivation to the Learning Outcomes of Semarang High School Students ]]>
<![CDATA[Indirasari, Indirasari]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>;
<![CDATA[Subekti, Niken]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i2.25074
<![CDATA[Biology as part of natural science is a collection of concepts-principles-theory (science product) where in there are a number of scientific values and properties. Therefore, biology learning must be carried out according to the method of work or scientific method in order to produce scientific products. Practicum activities carried out in learning are a scientific process that can make students do analytic thinking to understand science products. Motivation possessed by students in each learning activity is very instrumental in improving student. This study aims to determine the relationship between laboratory facilities and motivation for learning outcomes of high school students. This study has three variables: Variables (X1) is motivation, variables (X2) is laboratory facilities and variable (Y) is the student learning outcomes. this study was conducted using correlational quantitative method, the model used was the documentation method which aims to obtain data from student learning achievement, the data then analyzed using multiple regression analysis with the help of SPSS for windows release 20.The results of the study are as follow contribution of variables X1 and X2 (laboratory facilities and motivation) to variable Y (student learning outcomes) that is 59 % and the level of correlation is quite strong.]]>
<![CDATA[Junior High School Students' Perception about the Computer-Based Examination aith Computer-Based Science Evaluation (CBSE) ]]>
<![CDATA[Fahrurrohman, Atriyanto]]>;
<![CDATA[Ridlo, Saiful]]>;
<![CDATA[Nugroho, Sunyoto Eko]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press ]]>
Publisher : <![CDATA[Postgraduate, Universitas Negeri Semarang, Indonesia ]]>
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DOI: 10.15294/jise.v7i2.25362
<![CDATA[Computer-Based Science Evaluation (CBSE) is one of just my assessment for measuring student knowledge tailored to the ability. Based on observations in Surakarta Country 1 that MTs has still not implemented the computer as a tool in the evaluation of the learning process. As long as this is still using paper in performing the evaluation. The purpose of the study is to describe the student's perception of the computer-based examination with Computer-Based Science Evaluation (CBSE). Place research at MTs Country, Surakarta Class VII 1 school year 2017/2018. Methods used i.e. descriptive – qualitative data collection techniques include documentation, interviews, observation, and question form. Data is already collected data triangulation method is done next. Results of the study i.e. score student perception of the use of CBSE demonstrated by feasibility question good, the feasibility of CBSE media very well, and the effectiveness of the CBSE is very good. The opinions of the students against the use of CBSE i.e. attractive, happy to use it, it's easy to understand the problem, the only difficulty in working on the problem. This research is expected to be the experience for students working on an online-based exam, as well as input for teachers and schools to implement an online-based exam in measuring students ' ability after carrying out the learning process. The use of the CBSE is expected to be used in Deuteronomy daily (UH), Deut. midterm (UTS), a repeat of the end of the semester (UAS).]]>
