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[Classification Learning Effectiveness of Living with Contextual Teaching and Learning (CTL) and Cooperative Learning (CL) Type Group Investigation (GI) ]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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[Development of Alternative Plant Tissue Culture Module to Optimize Science Process Skills and Curiosity in Modern Biotechnology Learning in High School ]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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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).]]>
<![CDATA[The Effect of Project Based Learning Model Aided Scratch Media Toward Learning Outcomes and Creativity ]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i2.25584
<![CDATA[The learning process can be interpreted as a form of system designed to improve students' abilities. In fact, the learning process is still monotonous so that students are not motivated to follow the study, students who are not motivated in participating in learning will not stimulation student creativity and good learning outcomes. The purpose of this study was to measure the differences in learning outcomes and creativity of students who use the PjBL model assisted by the scratch media and students who use the PjBL model with simple media, and analyze students' responses to science learning using the PjBL model assisted by scratch media. This research used descriptive quantitative methods. The research design was posttest-only control group design. It was known that learning outcomes and creativity of the experimental class are better than the control class. The learning outcomes of the experimental class have an average value of 75.66 and the control class have an average value of 68.99. From the observation of creativity, the average creativity of the experimental class is 78.41 and the control class is 73.43. According analysis of students' responses during learning, that students of the experimental class responded well by showing very positive criteria. These results indicate that PjBL assisted by scratch media can develop students' creativity and give to good learning outcomes.]]>
<![CDATA[Design of Submicroscopic Book and Improving of Students Learning Outcomes for Remedial Program in Class XI for Buffer Solution ]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i2.26043
<![CDATA[This study aims to develop the submicroscopic book and improving of students learning outcomes for remedial programs. A remedial program is one of the lessons used to improve student understanding and learning outcomes. The results of a survey conducted by researchers at 10 SMA/ MA in Cirebon that the implementation of remedial program rarely carried out remedial teaching activities due to time constraints. This research used R & D method with 4-D model which consists of 4 stages, that were define, design, develop, and dessimination. The results of a small scale test that there was an inproving in students learning outcomes after participating in the remedial program, from 17.14% to 58.62%. The results of a large scale test were carried out in two classes with an increase in student learning outcomes from 12.50% to 71.43% and 17.50% to 78.79%. Students gave the positive responses for remedial learning used submicroscopic book. The response of students in the small-scale test was 78.02% (good) and the results of a large-scale test were 80.50% (good) and 81.17% (very good). The teachers also gave a positive response for use of the submicroscopic book and that was 86.67% (very good). The use of this submicroscopic book can be the one of solutions for implementing remedial teaching.]]>
<![CDATA[Improvement of Creative Thinking Ability of Students with LKPD Based on Curious Note Program Learning Model ]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i2.26566
<![CDATA[The ability to think creatively is one of the 21st century abilities that students must have. Curious Note Program (CNP) learning model helps students to maintain the creativity and scientific ability of students. This research aims to determine the improvement of students' creative thinking skills through student worksheets (LKPD) based on Curious Note Program learning model. This research design uses One Group Pre-Posttest. The instrument data collection uses LKPD based on CNP learning model and a description of the ability to think creatively. The research subjects used were students of class X in Temanggung State MA in the academic year 2017/2018. The results showed that through LKPD based on the CNP learning model it could improve students' creative thinking skills with n-gain of 43% in the medium category. Meanwhile, to increase each indicator based on the acquisition of n-gain of 27% fluency in the low category, 37% flexibility in the medium category, originality 22% in the low category and elaboration 56% in the medium category.]]>
