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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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Ability Improvement and Critical Literacy With Science Textbook Literacyof Buffer Solution
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | 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.
The Model Pembelajaran Berbasis Masalah Berbantuan Science Pocket Book untuk Meningkatkan Kemampuan Kognitif dan Sikap Terhadap Sains
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i2.16529

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran model PBL berbantuan Science Pocket Book untuk meningkatkan kemampuan kognitif dan siswa sikap terhadap sains siswa. Penelitian ini merupakan penelitian eksperimen dengan desain Nonequivalent Control Group Design. Pengambilan sampel dilakukan dengan purposive sampling, kelas VIII B sebagai kelas eksperimen sedangkan kelas VIII A sebagai kelas kontrol. Data dikumpulkan dengan menggunakan lembar observasi, lembar angket, dan tes. Hasil penelitian menunjukkan hasil uji N-gain kemampuan kognitif kelas eksperimen sebesar 0,49 termasuk dalam kategori sedang dan kelas kontrol sebesar 0,26 termasuk dalam kategori rendah. Peningkatan kemampuan kognitif dan sikap terhadap sains menunjukkan adanya perbedaan yang signifikan. Kemampuan kognitif menunjukkan angka koefisien korelasi 0,78 dan hasil analisis dari observasi sikap terhadap sains juga menunjukkan koefisien korelasi yang diperoleh adalah 0,72 untuk data angket dan 0,76 untuk data observasi yang berarti bahwa adanya hubungan yang kuat antara model PBL berbantuan science pocket book dengan kemampuan kognitif dan sikap terhadap sains . Hasil analisis uji determinasi untuk mengetahui besarnya pengaruh model PBL berbantuan science pocket book menujukkan bahwa kontribusi terhadap kemampuan kognitif sebesar 68,89% dan sikap terhadap sains 51,84 untuk data angket dan 57,76% untuk data observasi. Dapat disimpulan bahwa model PBL berbantuan science pocket book pada materi zat aditif makanan berpengaruh positif terhadap kemampuan kognitif dan sikap terhadap sains. The purpose of this study to determine the effect of learning model PBL assisted Science Pocket Book to improve student’s cognitive aspect dan attitudes toward student science. This research is an experimental research with Nonequivalent Control Group Design design. Sampling was done by purposive sampling, class VIII B as experiment class while class VIII A as control class. Data were collected using observation sheet, questionnaire, and test. The N-gain test of attitudes toward science of the experimental class of 0.32 is included in the medium category and the control class of 0.21 is included in the low category. The influence of PBL model in the media science pocket book on cognitive ability is seen from biserial correlation analysis 0.78 and result of analysis attitude questionnaire to science also shows the value of correlation coefficient obtained is r = 0.72 for questionnaire and 0.76 for observation which means that there is influence or a strong relationship. The result of determination test analysis to know the influence of PBL model with the help of science pocket book showed that on cognitive ability equal to 68.89% and attitude toward science 51.84% for questionnaire and 57.76 for observation. It can be concluded that PBL assisted science pocket book on food additiveves positive influences students’ cognitive ability and attitude toward science.
Guided Inquiry-Based Questions Integrated Practice Worksheets Design to Improve Laboratory Skills and Knowledge
Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i2.16625

Abstract

The essence of learning Science is not just remembering and understanding the concept but also a habitual behavior in finding concepts. Science learning requires a laboratory to train students' skills. Complete laboratory will be useful if used as possible. The Worksheet Practice design with guided inquiry approach is needed to facilitate students in conducting laboratory experiments. This study aims to determine the feasibility of integrated Worksheet Practice design based on guided inquiry and effectiveness of student laboratory skills. The research design used is one group pretest and post test design. Research data obtained by observation method, documentation, questionnaire, and test. The results obtained mean score 80.56 on the presentation aspect, 81.25 on the content feasibility aspect, 81.95 on aspects of graphical aspect, and 82.50 on the language aspect with maxsimal score 100. The results showed that Worksheet Practice design with guided inquiry approach is categorized as very feasible and can improve students' laboratory skill and knowledge. Hakikat belajar Sains tidak sekedar mengingat dan memahami konsep melainkan juga merupakan pembiasaan perilaku dalam menemukan konsep. Pembelajaran sains memerlukan laboratorium untuk melatih keterampilan siswa. Laboratorium lengkap akan bermanfaat apabila digunakan sebaik mungkin. Desain Lembar Kerja Praktikum dengan pendekatan inkuiri terbimbing diperlukan untuk mempermudah siswa dalam melakukan percobaan di laboratorium. Penelitian ini bertujuan untuk mengetahui kelayakan desain Lembar Kerja Praktikum terpadu berbasis inkuiri terbimbing serta keefektifannya terhadap keterampilan laboratorium siswa. Desain penelitian yang digunakan adalah one group pretest and post test design. Data penelitian diperoleh dengan metode observasi, dokumentasi, angket, dan tes. Hasil penelitian diperoleh rerata skor 80,56 pada aspek penyajiaan 81,25 pada aspek kelayakan isi, 81,94 pada aspek kegrafikan, dan 82,50 pada aspek kebahasaan dengan skor maksimal 100. Hasil penelitian menunjukkan bahwa desain Lembar Kerja Praktikum dengan pendekatan inkuiri terbimbing dikategorikan sangat layak dan dapat meningkatkan keterampilan laboratorium dan pengetahuan siswa.
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.
Pengembangan Bahan Ajar Sub Bab Antioksidan Berbasis Kajian Pola Konsumsi Masyarakat Pesisir Indramayu
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.v6i1.17065

Abstract

Salah satu sub bab pada mata kuliah gizi dan kesehatan pada Jurusan Biologi UNNES adalah antioksidan. Pembelajaran antioksidan dalam pelaksanaanya belum disertai bahan ajar berdasarkan kehidupan nyata. Bahan ajar berbasis riset merupakan bahan ajar yang disusun berdasarkan hasil penelitian dalam kehidupan nyata. Penelitian ini bertujuan untuk mengkaji pola konsumsi masyarakat pesisir Indramayu, mengetahui sumber makanan antioksidan yang dikonsumsi, menganalisis kevalidan bahan ajar berbasis pola konsumsi, dan mengetahui kefektifan bahan ajar yang dikembangkan berdasarkan hasil belajar mahasiswa. Hasil penelitian menunjukkan bahwa pola konsumsi makanan pokok yaitu beras, pola konsumsi hewani cukup tinggi teruatama hasil laut dan tambak ikan, pola konsumsi buah-buahan masih rendah dengan frekuensi 0 dalam sehari sebanyak 75%, dan pola konsumsi sayuran cukup baik dengan frekuensi >3 kali dalam sehari sebanyak 43%; sumber makanan mengandung antioksidan yang dikonsumsi masyarakat pesisir Indramayu yaitu buah dukuh sebanyak 240 buah dalam sehari dengan kandungan antioksidan berupa vitamin A sebesar 13,0 IU/100g (USDA), dan terung sebanyak 20 buah dalam sehari dengan kandungan antioksidan berupa vitamin C sebesar 2,2 mg/100g, vitamin B sebesar 0,41 mgl100g, dan vitamin A sebesar 23 IU/100g; bahan ajar yang dikembangkan dinyatakan valid dengan rerata skor 3,9; dan bahan ajar dikatakan efektif berdasarkan perhitungan N-gain dengan kategori sedang. One of sub chapters on nutrition and health courses in Biology Department of UNNES is antioxidant. However, in learning process, the material about antioxidant is not accompanied by a real-life teaching materials. Research-based instructional material is teaching materials that created based on the results of research in real life. This research was aimed to examine the consumption patterns of Indramayu coastal society, know the antioxidant food sources that are consumed, analyze the validity of teaching materials based on consumption patterns, and determine the effectiveness of developed teaching materials based on student results. The results showed that consumption pattern of staple foods such as rice, consumption pattern of animal is high enough especially seafood and fish from ponds, the consumption pattern of fruits is low with a frequency of 0 in the day as much as 75%, and the consumptionpattern of vegetables is quite good with a frequency of > 3 times in a day as much as 43%; source foods containing antioxidants consumed by Indramayu coastal society is dukuh fruit as much as 240 pieces in a day with the content of antioxidants such as vitamin A at 13.0 IU / 100g (USDA), and eggplant as many as 20 pieces in a day with the content of antioxidants such as vitamin C by 2, 2 mg / 100g, 0,41 mgl100g vitamin B, and vitamin A by 23 IU / 100g; then, developed teaching material is stated valid with a mean score of 3.9; and effective as a teaching material based on the calculation of the N-gain in the medium category.

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