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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.
Arjuna Subject : -
Articles 610 Documents
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PROFESIONALITAS GURU DALAM PEMBELAJARAN BIOLOGI: STUDI KASUS SEKOLAH MENENGAH ATAS SWASTA KATOLIK BHAKTYARSA MAUMERE Bunga, 1Yohanes Nong; Prasetyo, Andreas Priyono Budi; Susanti, R.
Journal of Innovative Science Education Vol 5 No 2 (2016)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.505 KB)

Abstract

Profesionalitas guru biologi merupakan salah satu faktor penentu keberhasilan proses belajar mengajar biologi di sekolah. Penelitian mengenai profesionalitas guru telah banyak dilakukan, namun informasi mengenai profesionalitas guru biologi di SMAS Katolik Bhaktyarsa Maumere masih terbatas. Penelitian ini bertujuan menganalisis dan mendeskripsikan profesionalitas guru biologi, mendeskripsikan pemahaman dan tingkat partisipasi siswa dalam pembelajaran biologi. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Subjek penelitian ditentukan menggunakan teknik purposive sampling, terdiri dari narasumber utama dan narasumber pendukung. Data dikumpulkan melalui pengisian skala psikologi, wawancara, observasi dan dokumentasi. Keabsahan data ditentukan dengan menggunakan triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukan bahwa guru biologi SMAS Katolik Bhaktyarsa Maumere memenuhi kualitas professional engagement, sedangkan professional knowledge dan professional practice masih mengalami kendala yang perlu dibenahi. Umumnya siswa berpartisipasi aktif dan mampu memahami materi yang disampaikan guru biologi.   Biology teacher professionalism is one of the critical factors for the quality of biology teaching and learning at schools. Research on teacher professionalism has been widely implemented, but there is still limited information about the biology teacher professionalism at the Private Catholic Senior High School of Bhaktyarsa Maumere. This research aimed to analys the biology teacher professionalism, describe students’ understanding and participations in learning biology. This research used a qualitative method with case study approaches. The participant subjects were decided by using purposive sampling technique. It consists of main informers and supporting informers. The data was collected from interview, filled questionnaire, observation, and documentation. Validity of data was improved by triangulation techniques and sources. The result showed that the biology teachers at the school ready satisfied the quality of professional engagement, meanwhile there were some problems found in term of their professional knowledge and practice. In general, the students were actively participated in their biology class and capable of understanding the content material presented by biology teacher.
IDENTIFIKASI MODEL MENTAL MAHASISWA PADA MATERI ATOM BERELEKTRON TUNGGAL Hermawan, Dian Wahid; Yulianto, Agus; Sulhadi, Sulhadi
Journal of Innovative Science Education Vol 5 No 2 (2016)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (517.127 KB)

Abstract

Sebagian besar mahasiswa fisika memiliki pandangan fisika klasik dalam mempelajari fisika kuantum. Pembelajaran pemodelanpada penelitian ini dilaksanakan untuk mengidentifikasi perubahan model mental mahasiswa dalam mempelajari model konseptual kuantum. Model mental adalah gambaran yang tercipta dalam pikiran tentang suatu fenomena alam. Model konseptual adalah gambaran dari fenomena alam yang sesuai dengan pandangan para ilmuan.Analisis kualitatif yang digunakan pada penelitian ini adalah grounded theory. Hasil dari analisis tersebutdidapatkan pandangan (model mental) mahasiswa tentang konsep fisika kuantum adalah model kuantum, intermediate dan mekanikaklasik.Mahasiswa mengalami perubahan daerah dimensi pemahaman dari mekanika klasik menjadi model mental kuantum.Akurasi dari identifikasi model mental mahasiswa dapat ditingkatkan dengan membuat gambar interpretasi secara berulang. Gambar tersebut dapat diperkuat dengan hasil observasi dan wawancara.   Most of physics students hold classical physics perspective when they learn quantum physics. Modeling instruction is implemented to identifymental modelschanging in learning quantum conceptual models.Mental model is animage created in the mind of a natural phenomenon. The conceptual models are a description of natural phenomena in appropriate with the scientistsperspective.Qualitative analysis used in this research is grounded theory. The results of identification student model mental is categorized as quantum, intermediate and clasical mechanics. Students haveexperienced changing of dimensional understanding area from classical mechanics into a quantum perpective. The accuracy of mental modelidentification can be improved by making the interpretation image repeatedly.The images can be legitimated by observations and interviews.
PENERAPAN MODEL PEMBELAJARAN INKUIRI MATERI KELARUTAN DAN HASIL KALI KELARUTAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS Haryanti, Haryanti; Sudarmin, Sudarmin; Nuswowati, Murbangun
Journal of Innovative Science Education Vol 5 No 2 (2016)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (797.176 KB)

Abstract

Penelitian ini dilatar belakangi oleh rendahnya kemampuan berpikir kritis siswa. Selain itu, pembelajaran yang berlangsung kurang melibatkan aktivitas siswa. Penelitian ini merupakan penelitian quasi experimental, dengan desain yang digunakan Nonequivalent Control Group Design. Tujuan dari penelitian ini yaitu untuk mengetahui apakah besarnya peningkatan kemampuan berpikir kritis siswa yang belajar dengan model pembelajaran inkuiri lebih baik secara signifikan dibandingkan dengan siswa yang belajar dengan metode konvensional. Populasi dalam penelitian ini adalah siswa kelas XI SMA Negeri 1 Semarang, sedangkan sampel yang digunakan sebanyak 2 kelas, yaitu kelas XI MIA 7 dan kelas XI MIA 8. Teknik penarikan sampel yang digunakan dalam penelitian ini adalah cluster random sampling. Instrumen yang digunakan dalam penelitian ini yaitu instrumen tes, berupa pretest dan posttest. Teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas, uji beda rata-rata, dan uji N-gain. Hasil yang diperoleh dari penelitian ini, yaitu besarnya peningkatan N-gain kemampuan berpikir kritis siswa pada kelas eksperimen secara signifikan lebih tinggi dibandingkan kemampuan berpikir kritis siswa pada kelas kontrol.   This research was conducted based on the finding of low of student critical thinking skills of. In addition, the learning that takes less involve student activity. This study is a quasi-experimental research, the design used Nonequivalent Control Group Design. The purpose of this study is to determine whether the magnitude of increase in critical thinking skills students learn by inquiry learning model significantly better than students who studied with conventional methods. The population in this study is student of a class XI SMAN 1 Semarang, while samples are used as much as two classes, that is class XI MIA 7 and class XI MIA 8. The sampling technique used in this study is a cluster random sampling. Instruments used in this research that the test instrument, such as pretest and posttest. Analysis technique of data used is normality test, homogeneity, different test average, and N-gain test. The results obtained from this study, which is a big increase in N-gain critical thinking skills of students in the experimental class is significantly higher than the critical thinking skills of students in the control class.
Hi-CEP Project Student Worksheet Increases Social Life Skills, Entrepreneurial Interest, and Learning Outcomes Amalana, Husna; Wijayati, Nanik; Wardani, Sri
Journal of Innovative Science Education Vol 8 No 1 (2019): Article In Press
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (828.32 KB) | DOI: 10.15294/jise.v0i0.14325

Abstract

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.
Analisis Kesesuaian RPP terhadap Pelaksanaan Pembelajaran Biologi dalam Mengembangkan Keterampilan Berpikir Kritis Siswa Usman, Usman; Susilowati, Sri Mulyani Endang; Widiyaningrum, Priyantini
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.908 KB) | DOI: 10.15294/jise.v6i2.15198

Abstract

Kesesuaian pelaksanaan rencana pelaksanaan pembelajaran (RPP) dalam mengembangkan keterampilan berpikir kritis siswa sangat diperlukan untuk mendukung keberhasilan pelaksanaan Kurikulum 2013. Tujuan penelitian ini adalah mengetahui hasil dari implementasi Kurikulum 2013 dalam mengembangkan keterampilan berpikir kritis siswa pada mata pelajaran biologi. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan metode studi kasus. Penelitian ini mengambil lokasi di Madrasah Aliyah Negeri se-Kabupaten Tangerang pada semester genap tahun pelajaran 2016/2017. Sumber data dalam penelitian ini adalah guru pelajaran biologi.   Teknik pengumpulan data yang digunakan terdiri dari observasi, wawancara, dokumentasi dan angket respon siswa. Hasil penelitian menunjukkan kesesuaian antara RPP dengan pelaksanaannya tergolong dalam kategori baik, kesesuaian strategi guru dalam mengembangkan keterampilan berpikir kritis siswa masuk dalam kategori cukup baik, tingkat keterlaksanaan pembelajaran yang mengembangkan keterampilan berpikir kritis siswa termasuk kategori cukup baik dan tanggapan siswa terhadap pembelajaran memperoleh tanggapan baik. Disimpulkan bahwa implementasi Kurikulum 2013 dalam mengembangkan keterampilan berpikir kritis pada pelajaran biologi di MAN se-Kabupaten Tangerang telah berjalan dengan baik. Suitability of lesson plan (RPP) to the Biology learning implementation in developing of student critical thinking skills necessary to support the successful implementation of Curriculum 2013. The purpose of this study is to know the results of the implementation of Curriculum 2013 in developing the critical thinking skills of students in the subjects of biology. The method used in this study is a qualitative research with case study method. This study took place in Madrasah Aliyah throughout Tangerang regency in the second semester of academic year 2016/2017. Sources of data in this research is a biology teacher. Data collection techniques used consists of observation, interviews, documentation and student questionnaire responses. The results showed correspondence between the RPP and the implementation fall into either category, the suitability of the strategy of teachers in developing the critical thinking skills of students in the category quite well, the level of adherence to the learning those develop critical thinking skills of students categorized as good enough and the students respond to the learning gained good responses. It can be concluded that the implementation of the curriculum in 2013 to develop critical thinking skills in biology at MAN se-Tangerang have been going well.
Analisis Kesulitan Peserta Didik SMA/MA Kabupaten Luwu Timur dalam Memahami Konsep pada Materi Metabolisme Sel Muspikawijaya, Muspikawijaya; Iswari, Retno Sri; Marianti, Aditya
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.772 KB) | DOI: 10.15294/jise.v6i2.15439

Abstract

Persentase penguasaan peserta didik pada soal Ujian Nasional materi metabolisme sel hanya mencapai 64,35 %, hal ini menunjukkan rendahnya penguasaan peserta didik pada materi tersebut. Tujuan penelitian ini adalah menganalisis penguasaan konsep peserta didik terhadap materi metabolisme sel dan faktor penyebab kesulitan peserta didik memahami konsep pada materi tersebut. Penelitian menggunakan pendekatan kualitatif desain studi kasus. Sampel sekolah dipilih berdasarkan persentase penguasaan peserta didiknya dibawah 70 % terhadap materi soal Ujian Nasional pada materi metabolisme.Narasumber penelitian adalah peserta didik, guru Biologi dan wakil kepala sekolah bidang kurikulum. Data dikumpulkan melalui tes penguasaan konsep, angket, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penguasaan konsep peserta didik pada materi metabolisme sel masih rendah. Peserta didik mengalami kesulitan belajar materi metabolisme sel. Peserta didik kesulitan memahami istilah ilmiah, reaksi kimia yang terlibat pada proses respirasi sel dan fotosintesis serta konsep yang dianggap abstrak. Peserta didik juga kesulitan dalam menyelesaikan soal analisis serta mengaitkan hubungan antara konsep. Kesulitan tersebut disebabkan oleh intensitas belajar peserta didik yang rendah, strategi pembelajaran yang diterapkan masih berpusat pada guru serta sarana dan prasarana pendukung pembelajaran yang belum memadai. Percentage of learners’ mastery about cell metabolism material in National Examination only reaches 64.35% on National level, it indicated the low level of learners’ mastery of this material. This study aims to analyze the difficulties of learners in understanding the concept of cell metabolism material; analyze the learners’ mastery of concepts and instructional strategies that are applied by teachers. The research used qualitative approach of case study design. The school is selected based on the percentage of learners’ mastery about metabolism material in National Examination that indicated under 70%.The research subjects are learners, Biology teachers and vice principals of the curriculum field. Data were collected through concept mastering tests, questionnaires, interviews, and documentation. The study showed that the learner’s mastery of the concept on cell metabolism material is still low. The learners have difficulty in learning cell metabolism material. The learners difficult to understand the scientific terms, chemical reactions that involved in cell respirationprocess, photosynthesis and concepts that are considered as the abstract material. The learners difficult to answer analysis questions and correlate the concepts relation. Those difficulties were caused by the low of learning intensity, teacher-centered strategy, and non-adequate facilities and infrastructure that support teaching learning process.
Analisis Kompetensi Guru Biologi Berdasarkan Persepsi Siswa SMA di Kota Semarang Widyastuti, Novi; Widiyaningrum, Priyantini; Lisdiana, Lisdiana
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (358.818 KB) | DOI: 10.15294/jise.v6i2.15535

Abstract

Kompetensi guru biologi merupakan faktor penting dalam menentukan keberhasilan proses belajar mengajar biologi di Sekolah. Guru biologi wajib memenuhi standar kompetensi pedagogik, kepribadian, sosial dan profesional. Persepsi siswa terhadap kompetensi guru merupakan salah satu faktor utama yang mempengaruhi perilaku siswa dalam pebelajaran, sehingga penelitian mengenai persepsi siswa terhadap kompetensi guru biologi penting dilakukan. Penelitian ini bertujuan untuk menganalisis kompetensi pedagogik, kepribadian, sosial, dan profesional guru biologi berdasarkan persepsi siswa SMA di kota Semarang. Jenis penelitian yang digunakan adalah mixed methods dengan model sequential explanatory. Data kualitatif berperan untuk membuktikan, memperdalam, dan memperluas data kuantitatif sebelumnya. Sumber data berasal dari 346 siswa kelas XI MIPA di 12 SMA di Kota Semarang. Pengumpulan data menggunakan metode angket, wawancara serta dokumentasi. Disimpulkan bahwa bahwa kompetensi guru biologi di Kota Semarang cukup baik. Siswa mempersepsikan kompetensi pedagogik guru biologi sebesar 73%, kompetensi kepribadian sebesar 74%, kompetensi sosial 75%, dan kompetensi profesional sebesar 73%. Kompetensi yang dirasa kurang baik yaitu menampilkan diri sebagai pribadi yang jujur, berakhlak mulia, dan teladan bagi peserta didik dan masyarakat. Competence of biology teachers is an important factor in determining the success of teaching and learning process in school. Biology teachers are required to meet pedagogic, personality, social and professional standards competence. Student perceptions on teacher’s competence is one of the main factors that influence student’s behavior in learning, so research about student’s perception on biology teacher’s competence is important. This research aims to analyze the pedagogic, personality, social, and professional competence of biology teachers based on the perception of high school students in Semarang city. Type of the research is mixed methods using sequential explanatory model. Qualitative data to prove, deepen and expand the previous quantitative data. The data source comes from 346 students of XI MIPA class in 12 SMA in Semarang City. Data collection using questionnaires, interviews and documentation. The results showed that the competence of biology teachers in the Semarang city is quite good. Students perceived pedagogical competence of biology teacher based on 73%, personality level 74%, and social competence 75%. Competence that is considered less good that presents itself as an honest person, noble character, and role model for learners and society.
Identifikasi dan Analisis Miskonsepsi pada Materi Ikatan Kimia Menggunakan Instrumen Tes Diagnostik Three-Tier Setiawan, Doni; Cahyono, Edy; Kurniawan, Cepi
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (336.638 KB) | DOI: 10.15294/jise.v6i2.15580

Abstract

Tujuan penelitian ini adalah: (1) mengembangkan instrumen tes diagnostik three-tier yang digunakan untuk analisis dan mengidentifikasi miskonsepsi siswa di sekolah, (2) menerapkan hasil tes sebagai dasar identifikasi faktor miskonsepsi, dan (3) merumuskan model pembelajaran remedial untuk meremediasi miskonsepsi. Penelitian ini dirancang sebagai penelitian R&D dengan model 4D, yaitu define, design, develop dan disseminate. Dalam penelitian ini dilakukan sampai tahap develop. Hasil uji kelayakan instrumen menunjukkan bahwa validitas isi termasuk kategori layak dengan reliabilitas 0,58. Tingkat kesulitan tinggi untuk pertanyaan 4 dan 5 sementara yang lainnya tergolong sedang, dan nilai daya beda (D) > 0,20. Selanjutnya, ikatan kovalen menunjukkan persentase miskonsepsi yang paling tinggi (26,29%), sedangkan bentuk molekul menunjukkan persentase terkecil (8,74%). Dapat diidentifikasi bahwa faktor yang menyebabkan kesalahpahaman adalah metode pembelajaran yang tidak tepat dan konsepsi awal siswa. Hasil dari formula pembelajaran remedial untuk mengatasi miskonsepsi siswa adalah pembelajaran conceptual change. Hasil ini menunjukkan bahwa hasil analisis miskonsepsi dapat digunakan untuk mengembangkan program pembelajaran remedial yang dapat memperbaiki miskonsepsi siswa. The consecutive aims of the research were to develop the three-tier diagnostic test instrument used for analysis and identify the students` misconception, to apply the test results for underlying the misconception factors, and to formulate remedial learning models for remediating misconceptions. The research was designed as method of R&D with 4D model, define, design, develop and disseminate. In this research is done until develop stage. The results of instrument feasibility test shows that the validity of the contents is categorized as feasible with reliability of 0.58. The difficulty level of are high for question #4 and #5 while the other classified as moderate with items discrimination value (D) > 0.20. In advance, the kovalen bond shows the highest misconception percentage (26.29%), while the molecular shape shows the smallest percentage (8.74%). It can be identified that factors causing misconceptions are inappropriate learning methods and early conceptions of students. Then, the result of remedial learning formulae for overcoming students` misconception is conceptual change learning. These results suggest that the results of misconception analysis can be used to develop a remedial learning program that can remediate students` misconceptions.
Pemahaman Konsep-Konsep pada Materi Tumbuhan Akibat Pembelajaran Metode Inkuiri Terbimbing Berbantuan Multimedia Herebire, Markus Oktovianus; Retniningsih, Amin; Ridlo, Saiful
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.367 KB) | DOI: 10.15294/jise.v6i2.15657

Abstract

Penelitian ini bertujuan menguji perbedaan pemahaman konsep siswa kategori kemampuan awal tinggi, sedang, dan rendah berdasarkan sebelum dan setelah mendapatkan perlakuan metode inkuiri terbimbing berbantuan multimedia. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode eksperimen. Desain eksperimen yang digunakan dalam penelitian ini adalah pretest-posttest tanpa kelas kontrol, yakni: one group pretest-posttest design dengan dua kelas sampel. Sampel yang digunakan adalah kelas X1 dan X3 SMA Negeri Benlutu sebanyak 37 orang. Data yang dikumpulkan berupa skor pretest, skor posttest dan data observasi. Analisis data menggunakan teknik multivariate analysis of variance (manova) dan dilanjutkan dengan uji Post Hoc yang menunjukkan hasil pemahaman konsep siswa sebelum mendapatkan perlakukan metode inkuiri terbimbing berbantuan multimedia perbedaan signifikan pada ketiga kelompok kategori kemampuan awal siswa; setelah mendapatkan perlakuan metode inkuiri terbimbing berbantuan multimedia menunjukkan tidak terdapat perbedaan signifikan pemahaman konsep pada siswa kelompok kategori kemampuan awal tinggi, sedang maupun kategori rendah. Enam fase sintak metode inkuiri dengan bimbingan guru, multimedia pembelajaran dan lembar diskusi, memberikan dukungan kepada siswa dalam meningkatkan pemahaman konsep materi tumbuhan. Metode inkuiri terbimbing berbantuan multimedia mampu meningkatkan pemahaman konsep siswa dari kemampuan awal rendah. This study is aimed at examining the difference of the students’ understanding based on the basic level which is categorized as high, medium and low before and after getting the treatment through guided inquiry method using multimedia. This study used quantitative approach with experiment. This study used pretest-posttest design without control class (group) in which one group pretest-posttest design by using two classes sample. The sample used is grade X1 and X3 which consist of 37 students in Benlutu Senior High School. The data gathered are in the form of pretest score, posttest score and observation. The data is analyzed by using multivariate analysis of variance (manova) technique and then continued by using post hoc test which show the result of students’ understanding before getting treatment though guided inquiry method using multimedia. There is no significant difference between on the students’ understanding which are high, medium and low after getting treatment through guided inquiry method using multimedia. Six phases of inquiry method by teacher’s guidance, discussion sheet and multimedia learning can give support to the students to improve the understanding on the materials about plant. This method (guided inquiry method using multimedia) can improve students’ understanding.
Ability Improvement and Critical Literacy With Science Textbook Literacyof Buffer Solution Lubis, Syafrina Yani; Rusilowati, Ani; Jumaeri, Jumaeri
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.257 KB) | DOI: 10.15294/jise.v6i2.16014

Abstract

The goals of this study is to test the increasing of ability, critical literacy and to describe the ability profile and critical literacy profile of the students using  science text book based on scientific literacy  buffer solution. The type of this research is a mixed methode with Concurrent Triangulation model.  Science text book based on scientific literacy  used in this study met the valid criteria with score 3,75. Increased ability with N-gain achievement of 0.79 with high achievement criteria. Based on the one-party t test with α = 5% and descriptive analysis, it was found that the improvement of ability and critical literacy using science text book based on scientific literacy is better than using BSE teaching materials. Aspects of science as a body of knowledge has increased 83%,  science as way of investigation has increased 74%, science as way of thinking has increased 82%, and interaction of science,, technology, society and environment has increased 81%. Increased critical literacy with N-gain achievement of 0,76 by the criteria of achievement level high. Aspects of reading comprehension have improved 85%, and aspects of using information from reading material have increased 70%. It can be concluded that there is an increase of ability and critical literacy of the students using science text book based on scientific literacy of buffer solution. Tujuan dari penelitian ini adalah menguji peningkatan ability dan critical literacy serta mendeskripsikan profil ability, dan critical literacy siswa menggunakan bahan ajar berbasis literasi sains materi larutan penyangga. Penelitian ini merupakan penelitian mixed method dengan model Concurrent Triangulation. Bahan Ajar berbasis literasi sains yang digunakan pada penelitian ini memenuhi criteria sangat valid dengan perolehan skor 3,75. Peningkatan ability dengan capaian N-gain sebesar 0,79 dengan criteria tingkat pencapaian tinggi. Berdasarkan uji t satu pihak dengan α = 5% dan analisis deskriptif, diperoleh bahwa peningkatan ability dan critical literacy menggunakan bahan ajar berbasis literasi sains lebih baik di bandingkan menggunakan bahan ajar BSE. Aspek sains sebagai batang tubuh pengetahuan mengalamipeningkatan83%, sains sebagai penyelidikan hakikat sains mengalami peningkatan 74%, sains sebagai cara berpikir mengalami peningkatan 82%, dan hubungan sains, teknologi, masyarakat dan lingkungan mengalami peningkatan 81%. Peningkatan critical literacy dengan capaian N-gain sebesar 0,76 dengan criteria tingkat pencapaian tinggi. Aspek memahami bacaan mengalami peningkatan 85%, dan aspek menggunakan informasi dari bahan bacaan mengalami peningkatan70%. Hasil penelitian menyimpulkan bahwa terjadi peningkatan ability dan critical literacy siswa yang menggunakan bahan ajar berbasis literasi sains materi larutan penyangga.

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