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Journal of Innovative Science Education
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)" : 28 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.882 KB) | DOI: 10.15294/jise.v6i1.17069

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (453.042 KB) | DOI: 10.15294/jise.v6i1.17070

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.071 KB) | DOI: 10.15294/jise.v6i1.17071

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.128 KB) | DOI: 10.15294/jise.v6i1.17072

Abstract

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.
Pengembangan Lembar Kerja Siswa Materi Kelarutan dan Hasil Kali Kelarutan Berbasis Inkuiri untuk Meningkatkan Keterampilan Generik Sains Siswa
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17039

Abstract

Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Siswa berbasis inkuiri. Hal ini berdasarkan ketidaktersedian lembar kerja siswa yang memberikan kesempatan siswa dalam melakukan kegiatan inkuiri untuk mengembangkan keterampilan generik sains siswa pada jenjang SMA. Penelitian ini dirancang dengan desain research and development. Desain ini menggunakan desain yang diadaptasi dari model 3D termodifikasi yang meliputi tahapan define, design, development. Subjek penelitian ini yaitu siswa kelas XI IPA 5 SMA Negeri 1 Semarang. Hasil validasi isi/materi terhadap lembar kerja siswa memperoleh nilai 3,68 dikategorikan sangat layak, penyajian LKS memperoleh nilai 3,75 dan bahasa LKS memperoleh nilai 3,75 dengan kategori sangat layak. Siswa memberikan respon positif terhadap LKS yang dikembangkan. Berdasarkan hasil analisis data dapat disimpulkan LKS materi Ksp berbasis inkuiri terbimbing dinyatakan sangat layak, efektif, dan mendapat respon positif dengan persentasi 75% oleh siswa sehingga dapat digunakan sebagai salah satu sumber belajar yang mampu meningkatkan keterampilan generik sains siswa. This research aims to develop inquiry-based student worksheets were developed. It is based not available student worksheet that gives students the opportunity to conduct such an inquiry to develop a generic science skills of students in SMAN 1 Semarang. This study was designed by the design of research and development. This design uses a design adapted from the modified 3D model covering the steps define, design, development. These research subjects are students of class XI IPA 5 SMAN 1 Semarang. The results of the validation content/ material on the students worksheetsreceived grades 3.68 categorized as very feasible, presentingstudents worksheetsscored 3.75 and 3.75 the value obtained worksheet studentlanguage categorized as very feasible. Students responded positively to worksheet studentdeveloped. Based on the results of data analysis can be concludedstudents worksheetsguided inquiry-based materials Ksp stated very feasible, effective, and received a positive response with a percentage of 75% by the students so that they can be used as a source of learning that can improve students' generic science skills.
Analisis Pendekatan Multiple Intelligences Ditinjau dari Hasil Belajar Siswa SMP IT Harapan Bunda Semarang
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17042

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses pengajaran dan proses belajar IPA serta hasil belajar siswa kelas VIII A dan VIII B berdasarkan pendekatan Multiple Intelligences (MI). Penelitian ini merupakan jenis penelitian deskripsi. Pengumpulan data dilakukan dengan dokumentasi, observasi, dan wawancara. Sumber data penelitian adalah guru IPA dan siswa. Sampel dalam penelitian ini yaitu siswa yang memiliki kecerdasan visual-spasial, kecerdasan matematis-logis, kecerdasan interpersonal, kecerdasan kinestetik, dan kecerdasan musikal. Fokus penelitian ini yaitu proses pengajaran guru, proses belajar siswa serta hasil belajar dari pembelajaran IPA melalui pendekatan MI. Penilaian berdasarkan pada sikap spiritual, sikap sosial, keterampilan, dan pengetahuan. Hasil yang didapatkan dari penelitian yaitu proses pengajaran guru berada pada kategori tinggi dimana guru telah melaksanakan langkah pembelajaran IPA melalui pendekatan MI sesuai RPP berdasarkan Kurikulum 2013. Proses belajar siswa juga berada pada kategori tinggi dimana siswa dengan dominan kecerdasan telah mejalankan tugas sesuai bidang kecerdasan yang dimiliki. Hasil belajar IPA yang diperoleh siswa kelas VIII A dan VIII B melalui pendekatan MI mengalami peningkatan dari sub bab Gempa Bumi terhadap Gunung Api. The aims of this research is to describe teaching and learning process in science also learning outcomes students of class VIII A and VIII B by Multiple Intelligences (MI) approach. This research is description research. In collecting data, the research uses documentation, observation, and interview. Sources of the research data is a science teacher and students. The sample of this reasearch is student with visual-spatial intelligence, logical-mathematical intelligence, interpersonal intelligence, kinesthetic intelligence, and musical intelligence. The focus of this research is the process of teaching, process of learning and learning outcomes of learning science through MI approach. Assessment is based on the attitude of the spiritual, social attitudes, skills and knowledge. Results of this research is the process of teaching teachers at the high category in which the teacher has been implementing step of the learning science through suitable MI approach to lasson plan based Curriculum 2013. The learning process of the students are also at high category where students with the dominant intelligence has been carry out tasks according to the field of intelligence possessed. Learning outcomes of the learning science is increased from class VIII A and VIII B through the MI approach from sub-chapter Earthquake to Volcano.
Studi Kasus Pendekatan Saintifik dalam Pembelajaran IPA pada Kurikulum 2013 di SMP Negeri 5 Semarang
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17045

Abstract

Tidak semua sekolah mampu mengimplementasikan kurikulum 2013 dengan pendekatan saintifik pada pembelajaran IPA. Sekolah Menengah Pertama (SMP) Negeri 5 Semarang merupakan salah satu sekolah unggul yang tampak sukses dalam menerapkan model pendekatan saintifik. Studi kasus ini bertujuan untuk mendeskripsikan secara mendalam implementasi pendekatan saintifik dalam pembelajaran IPA. Data diperoleh melaluiobservasi, wawancara, dan kajian dokumen. Hasil penelitian menunjukkan bahwa pendekatan saintifik dalam pembelajaran IPA pada Kurikulum 2013 meliputi (1) mengamati, siswa menganalisis gambar sungai yang tercemar limbah deterjen, menganalisis video pencemaran lingkungan pada air, melakukan percobaan tentang ketahanan ikan pada limbah deterjen, dan siswa merumuskan tujuan, permasalahan, dan hipotesisnya; (2) menanya, siswa bertanya, apakah limbah deterjen berbahaya? dan mengapa ikan pada air yang mengandung deterjen cepat mati?; (3) melakukan elaborasi dengan mengumpulkan informasi tambahan untuk membahas, berupa gambar, kata atau video baik dari buku, internet, dan dari guru; (4) mengasosiasi, siswa membedakan air bersih, berminyak, dan mengandung deterjen, menjawab karakteristik air tercemar, membuat ringkasan pertayaan, dan jawaban; (5) mengkomunikasi, siswa menjelaskan materi pencemaran lingkungan melalui poster, presentasi, video dan gambar. Not all schools able to implement the National Curriculum 2013 in which scientific approaches are used for teaching all sciences. Sekolah Menengah Pertama Negeri (Public Junior High School) 5 Semarang, one of the pilot schools seems to be successful in providing some models of the implementation the approches.This case study was aimed at describing deeply the implementation of scientific approach in science. Data were collected by observation, interview, and document study. The result of the research showed that the scientific approach as implemented for science teaching were consisted of (1) observing, students did analysing (compare and contrast) picture of the river polluted by detergent waste, short movie of water pollution; doing an experiment on fish indurance by detergent waste; recording the purpose, issues, and making hypotheses; (2) asking questions, students asked: why is detergent waste harmful?; and why can fish put into water containing detergent diequickly?; (3) collecting more information such as images, words or video from books, internet, and teacher; (4) associating, students distinguishedclean, oily, and detergent water; answering the caracteristics of polluted water; and creating summaries, questions, and answers, and (5) communicating, studentsexplainingmaterials in terms of environmetal pollutions through poster, presentation, video and picture.
Pengembangan Kit Hukum-Hukum Dasar Kimia untuk Meningkatkan Pencapaian Kompetensi Siswa melalui Pendekatan Ilmiah
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17046

Abstract

Hukum-hukum dasar merupakan salah satu materi kimia di sekolah yang sering diajarkan dalam sebuah penjelasan materi saja tanpa melakukan percobaan, padahal materi tersebut dapat dipahami siswa lebih dalam melalui praktikum. Ketiadaan praktikum tersebut disebabkan tidak tersedianya alat yang mendukung. Penelitian ini bertujuan untuk mendeskripsikan validitas dan efektivitas kit hukum-hukum dasar dalam meningkatkan pencapaian kompetensi siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan Non Equivalent (Pretest-Posttest) Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA N 5 Semarang semester genap Tahun Pelajaran 2015-2016. Pengambilan sampel dilakukan dengan purposive sampling dan diperoleh kelas X MIA 10 sebagai kelas eksperimen dan X MIA 8 sebagai kelas kontrol. Kit Hukum-Hukum Dasar ini mencapai tingkat validitas 0,81 dengan kriteria valid. Efektivitas kit hukum-hukum dasar pada pembelajaran ditunjukkan berdasarkan perbedaan n-Gain yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan rata-rata n-Gain pencapaian kompetensi untuk kelas kontrol dan eksperimen masing-masing sebesar 0,37 dan 0,69. Hasil pengujian hipotesis menunjukkan bahwa kit hukum-hukum dasar efektif dalam meningkatkan pencapaian kompetensi siswa. Chemistry’s Fundamental Law is one of the main material in senior high school that was generally tought to student by material explanations without practice, whereas the student can deeply understand the material with practicing or lab activity. The absence of lab activity in this material was caused by restrictiveness of lab tools in school.This research was aimed to describe the effectiveness of basic laws kit in improving the student’s competences. The method of the research was quasi experimental with Non Equivalent (Pretest-Posttest) Control Group Design. The population of this research was students of class X SMA N 5 Semarang in even semester of academic year 2015-2016. Sampling was taken by purposive sampling and obtained class X10 as experimental class and X8 as control class. The effectiveness of scientific approach in the learning was showed by the significant difference of n-Gain between experiment and control class. Chemistry’s fundamental law kit reach the validity score of 0,81 which means it’s in valid criteria. The results showed that the average of student competence’s n-Gain of control class and experiment class were 0,37 and 0,69 respectively. The result of hypothesis testing showed that basic laws kit was effective in improving the student’s competences.
Pengembangan Instrumen Penilaian Keterampilan Berpikir Kritis Siswa SMA Melalui Model Pembelajaran Berbasis Masalah Materi Larutan Penyangga
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17047

Abstract

Penelitian ini bertujuan mengembangkan instrumen penilaian keterampilan berpikir kritis melalui model pembelajaran berbasis masalah pada materi larutan penyangga. Instrumen yang dikembangkandiharapkan dapat menjadi instrumen penilaian yang mampu meningkatkan keterampilan berpikir kritissiswa. Penelitian ini merupakan penelitian Research and Developmentdengan pedomanModel Pengembangan Pembelajaran 4-D yang dikembangkan oleh Thiagarajan. Prosedur pengembangan meliputi: (1) tahap pendefinisian (define), (2) tahap perancangan (design), (3) tahap pengembangan (develop), (4) tahap penyebaran (desseminate).Hasil penelitian menunjukkan bahwa intrumen penilaian keterampilan berpikir kritis dan perangkat model pembelajaran berbasis masalah yang dikembangkan meningkatkan prestasi belajar siswa. Berdasarkan hasil analisis data post test diperoleh rata-rata hasil belajar siswa kelas eksperimen sebesar 86,86 dan kelas kontrol sebesar 78,17. Uji perbedaan keterampilan berpikir kritis menunjukkan peningkatan keterampilan berpikir kritis kelas eksperimen lebih baik daripada kelas kontrol.Pengaruh keterampilan berpikir kritis siswa pada kelas eksperimen sebesar 52,63% sedangkan pada kelas kontrol sebesar 21,79%. Berdasarkan hasil analisis data angket, sebesar 85% siswa memberikan respon positif terhadap implementasi instrumen penilaian keterampilan berpikir kritis dan model pembelajaran berbasis masalah This study aims to develop assessment instrument to improve critical thinking skill by Problem Based Learning model in buffer solution subject. It’s expected to improve critical thinking skill. This study is a research and development study (R&D) with 4-D study development model which developed by Thiagarajan. The development procedures are : (1) define, (2) design, (3) develop, (4) desseminate. The results showed that the critical thinking skills assesments instruments and devices based learning model developed problems improve student achievement. Based on post test data analysis, average cognitive students’ learning outcome of experiment class is 86.86 and control class is 78.17. Differencess test in problem solution skill, show that critical thinking skill in experiments class is better than control class. The critical thinking skill influencess in learning outcome of experiment class is 52.63% and only 21.79% in control class. Based on questioner data, 85% student give a positive response to problem based learning model implementation.
Penerapan Model Pembelajaran Inkuiri Terbimbing Terhadap Self Efficacy dan Hasil Belajar Kimia pada Materi Koloid
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17064

Abstract

Penerapan model pembelajaran aktif dan inovatif mampu membantu siswa untuk memahami fakta, prinsip dan konsep serta aktif melakukan penemuan secara langsung sehingga dapat meningkatkan rasa percaya diri siswa. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh dari penerapan model pembelajaran inkuiri terbimbing terhadap self efficacy dan hasil belajar kimia siswa pada materi koloid. Penelitian ini merupakan penelitian eksperimen dengan desain pretest and posttest control group. Sampelpenelitian ditentukan dengan teknik simple random sampling. Analisis data penelitian dilakukan secara kuantitatif. Hasil penelitian menunjukkan (1) terdapat perbedaan rerata self efficacy siswa antara kelas eksperimen dan kelas kontrol menunjukkan adanya pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap self efficacy siswa (2) terdapat perbedaan rerata hasil belajar kognitifsiswa antara kelas eksperimen dan kelas kontrol menunjukkan adanya pengaruh signifikan penerapan inkuiri terbimbing terhadap hasil belajar (3)besar kontribusi pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap self efficacy sebesar 32,60% (4) besar kontribusi pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap hasil belajar kognitif sebesar 14,76% dan (5) persentase jumlah siswa kelas eksperimen yang tuntas pada hasil belajar afektif dan psikomotorik lebih tinggi dari kelas kontrol. Kesimpulan penelitian adalah penerapan model pembelajaran inkuiri berpengaruh terhadap self efficacy dan hasil belajar kimiasiswa pada materi koloid. The implementation of active and innovative learning model able to support students to understand the facts, principles and concepts, and active students to direct the discovery that can increase students confidence. This research aims to determine whether there is effect of guided inquiry learning model implementation on the self efficacy and student’s achievement of chemistry in material of colloid. This research aims to determine whether there is effect of guided inquiry learning model implementation on the respons, self efficacy and student’s achievement of chemistry in material of colloid. This research was an experimental research with pretest-posttest control group design. The sample was determined by simple random sampling technique. The data analysis conducted by quantitative. The results of the research show that (1) there are different of the mean self efficacy of students between experiment class and control class shows there is the significant effect of guided inquiry learning model implementation on students self efficacy(2) there are different of the mean cognitive achievement of students between the experiment class and control class shows there is the significant effect of guided inquiry learning model application on students achievement (3) the contribution effect of guided inquiry learning implementation on self efficacy is 32.60%(4) the contribution effect of the guided inquiry learning implementation on the student’s cognitive achievement is 14.76%(5) the percentage of students that complete on affective and psychomotor aspects in experiment class higher than in control class. The conclusion of this researchis implementation of guided inquiry learning effect on the self efficacy and student’s achievement in material of colloid.

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