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[Faktor Determinan dari Guru dalam Implementasi Pembelajaran IPA Terpadu Tingkat SMP di Wonosobo ]]>
<![CDATA[ Journal of Innovative Science Education Vol 6 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v6i2.19716
<![CDATA[Pembelajaran IPA tingkat SMP, menurut Kurikulum 2006 maupun Kurikulum 2013 harus diajarkan secara terpadu. Wawancara awal menunjukkan guru IPA SMP di Wonosobo belum mengajar secara terpadu. Penelitian ini bertujuan untuk mengidentifikasi factor pendukung dan penghambat dari guru dalam mengimplementasikan pembelajaran IPA terpadu tingkat SMP di Kabupaten Wonosobo. Penelitian ini diharapkan dapat memberikan gambaran nyata pelaksanaan pembelajaran IPA terpadu. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Teknik pengambilan data menggunakan wawancara, observasi, dan dokumentasi. Sumber data berasal dari enam sekolahan yang terbagi dalam tiga kelompok sekolah. Data dianalisis menggunakan analisis data model Miles and Huberman. Hasil penelitian menunjukkan bahwa factor pendukung dari guru dalam implentasi pembelajaran IPA terpadu yaitu semua guru aktif meningkatkan kompetensi, guru di kelompok I terbiasa melakukan pembelajaran aktif, dan guru di kelompok II dan III mampu mensiasati keterbatasan sarana prasarana. Faktor penghambat dari guru yaitu semua guru memiliki kualifikasi pendidikan yang bukan IPA terpadu, pemahaman guru terhadap pendekatan terpadu masih rendah, dan guru kesulitan mengelola waktu. The science learning of Junior High School level, according to Curriculum 2006 and Curriculum 2013 should be taught in an integrated manner. Initial interviews showed that the science teacher of Junior High School in Wonosobo had not taught in an integrated. This study aims to identify the supporting and inhibiting factors of teachers in implementing integrated science learning in junior high school in Wonosobo regency. This research is expected to provide a real condition of the implementation of integrated science learning. The research method used is descriptive qualitative. Techniques of data collection using interviews, observation, and documentation. The data source comes from six schools that are divided into three school groups. Data were analyzed using Miles and Huberman model data analysis. The result of the research indicates that the supporting factor of the teachers in the implementation of integrated science learning is that all teachers actively improve the competence, the teachers in group I are accustomed to active learning, and the teachers in groups II and III are able to anticipate the limitations of infrastructure. The teacher's inhibiting factor is that all teachers have non-integrated educational qualifications, the teacher's understanding of the integrated approach is still low, and the teacher’s has difficulty managing the time.]]>
<![CDATA[Efektivitas Lembar Kerja Siswa Bermuatan Etnosains Materi Hidrolisis Garam untuk Meningkatkan Literasi Sains Siswa SMA ]]>
<![CDATA[ Journal of Innovative Science Education Vol 6 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v6i2.19718
<![CDATA[Pembelajaran sains dikelas hendaknya menuntun siswa untuk melek tentang ilmu pengetahuan dan teknologi Kegiatan pembelajaran seharusnya memanfaatkan secara optimal potensi lingkungan supaya pembelajaran lebih bermakna namun pada kenyataannya hal ini belum selalu dilakukan oleh guru. Penelitian ini bertujuan untuk mengembangkan LKS bermuatan etnosains materi hidrolisis garam untuk meningkatkan literasi sains siswa SMA. Penelitian ini merupakan penelitian pengembangan atau Researchand Development (R&D). Desain penelitian yang digunakan adalah pretest and post test control group design. Data penelitian diperoleh dengan metode wawancara, observasi, dokumentasi, angket, dan tes. Hasil penelitian menunjukkan bahwa LKS bermuatan etnosains untuk meningkatkan literasi sains pada materi hidrolisis garam yang dikembangkan dapat meningkatkan aspek konten siswa pada kelas eksperimen dengan perolehan N-Gain sebesar 0,71 dalam kategori tinggi, aspek konteks siswa dengan perolehan N-Gain sebesar 0,73 dalam kategori tinggi dan aspek proses sains siswa dengan perolehan N-Gain sebesar 0,50 dalam kategori sedang, dan siswa memberikan respon positif terhadap implementasi LKS bermuatan etnosains materi hidrolisis garam yang dikembangkan dalam kategori baik atau sebesar 77,67%. The process of learning science in the classroom should lead students to literate about science and technology. Learning activities should utilize optimally potential environment, especially the local culture so that the learning more meaningful but in reality this has not always done by the teacher. This research aims to develop is LKS as etnosains-laden material hydrolysis of salt to enhance the literacy of science high school students.This research is the development of research or Researchand Development (R & D).The Research Design used was a pretest and post test control group design. Research data obtained by the method of interview, observation, documentation, the now, and test. The results showed that etnosains charge is LKS to improve science literacy on the material the hydrolysis of salt has developed increase the content aspect of the students in class experiments with the acquisition of N-Gain of 0.71 in high context aspect category of students with obtaining N-Gain amounted to 0.73 in a high category and aspects of the process of science students with obtaining N-Gain of 0.50 in that category are , and the students gave positive response towards implementation is LKS as a charged etnosains salts are developed in the category of good or of 77.67%.]]>
<![CDATA[Contribution of Assisted Inquiry Model of E-Module to Students Science Process Skill ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.20633
<![CDATA[This experimental study aims to know is there any contribution aided model of guided inquiry e-module of the science process skills of students. The experiment was conducted in SMA Institut Indonesia on 28 March to 24 April 2017. The samples are two classes using cluster random sampling technique for normally distributed populations and homogeneous. The study design used is modified comparison group pretest-posttest design. The study design used is the mean difference test, analysis of the influence between variables, and the determination of the coefficient of determination. The test results show the mean difference 5.03 t greater than t table at the 5% significance level is 1.99. Analysis of the influence between variables produce biserial coefficient value of 0.74. Calculation of the coefficient of determination shows the application of guided inquiry-aided model of e-modules accounted for 29.16% of the science process skills. Results of science process skills of observation showed that the proportion of students who achieve the experimental class was excellent and good categories was 0.51 higher than the control class is 0.25. Based on the results of this study concluded that the application of guided inquiry assisted e-module contributes to the students' science process skills.]]>
<![CDATA[Application of PBL Model Assisting The Chemo-Edutainment Based Worksheets for Increasing The Students’ Activities and Critical Thinking ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.21230
<![CDATA[This study aim to determine the effect application model PBL-assisted worksheet chemo-edutainment to critical thinking and student’s activity. Population in this study is class XI-IPA student SMA 1 Karanganyar, Demak school year 2016/2017. Determination of the sample with cluster random sampling system obtained two classes to be sampled is a class XI-IPA2 as a class of experiments that are treated using PBL-assisted worksheet chemo-edutainment and XI-IPA4 as a control group who received treatment using conventional method-assisted worksheet from the other. The research data obtained by the method of tests, questionnaires, observation. The results of the study, obtained results of the experimental group had an average of 73,19 and a control group had an average of 65,06. Based on the analysis, obtained by the experimental group is better than the control group is shown with tcount (4,417) > Ttable (1.99) for the critical thinking and than tcount (4.687) > Ttable (1.99) for student’s activity in a classroom . The conclusions of this research is the application of model PBL-assisted worksheet chemo-edutainment to critical thinking and student’s activity on meteri solubility and solubility product, with the level of unfluence on critical thinking outcomes are 45,55% and the amount of influence on the activity of students is 60,44%.]]>
<![CDATA[Effect of Argument Driven Inquiry (ADI) with Problem Solving Method for Student’s Argumentation and Critical Thinking Skills ]]>
<![CDATA[ Journal of Innovative Science Education Vol 8 No 3 (2019): December 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v0i0.21668
<![CDATA[Problem solving skill is needed by the students on the daily basis; therefore, the innovation is demanded in the learning process. ADI model with problem solving method is the learning innovation which is expected to improve the students' thinking skills and giving the argument. This research aims to describe the effect of ADI model with problem solving method on the argumentation and critical thinking skills. This research was the experimental study employing cluster random sampling technique. The data analysis technique used independent sample t-test. The result of the students' pretest shows that the students’ argumentation and critical thinking skills are in the poor category. Meanwhile, the result of the posttest shows that the there is the improvement on the students’ skills after being given the treatment in the form of ADI model with Problem Solving method. Based on the result of the analysis, it can be concluded that the implementation of ADI model with Problem Solving method has the effect on the argumentation and critical thinking skills. Viewed from the result of t-test from n-gain result, experimental class is higher than the control class. The learning activity that applies this method will be developed if the teachers can design the contextual activities and provide the questions related to the students’ real life in which they are not merely stated in the textbook. Problem-solving skills are needed by students in everyday life, So it needs an innovation in the learning activities in school. Argument Driven Inquiry (ADI) models with Problem Solving method is a learning innovation that is expected to improve students' ability to think and argue. The purpose of this research is to describe the influence of Argument Driven Inquiry (ADI) model of Problem Solving to the ability of argumentation and critical thinking. This study was an experimental study with the entire population of students of class VIII SMP Muhammadiyah 3 Semarang. Sampling using probability sampling and cluster random sampling. Class VIII G as an experimental class treated Argument Driven Inquiry (ADI) models with Problem Solving Method and VIII F as a control class that are subjected to information and discussion models. Data in the form are argumentation skills and critical thinking skills. Data were analyzed using independent sample t test. The results of pretest show that students' argumentation and critical thinking are in the low category. While posttest result indicate that there is improvement of student ability after given treatment ADI with problem solving method. Based on the results of data analysis can be concluded that the application of the model ADI with Problem Solving method affect the development of argumentation and critical thinking skills. Viewed of n-gain t test experiment class ability is higher than the control class. This Learning activities can be developed better by teachers with designing learning activities contextually and give questions related to student life, not just about textbooks.]]>
<![CDATA[Authentic Assessment of Fungi for Vocational School Student: Concept Map, Self Assessment and Performance Test ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.21730
<![CDATA[The authentic assessment in biology teaching learning at vocational school of Bawen, SMK Negeri 1 Bawern, especially at the department of post harvest technology, has not been fully implemented yet. This study was aimed at developing and analyzing the validity, reliability, effectiveness, and practicality of authentic assessment tools such as concept map assessment (CMA), self assessment (SA), and performance assessment (PA) for vocational students. This research used Research and Development (R & D) approaches. Content and construction validities were verified by experts. Concruent and predictive validity of CMA was verified by score of correlation between CMA score and master map as well as final semester score. Concruent validity of SA was calculated from corelation scores of PA and basic competency 3.5. Concruent and predictive validations were calculated by pearson corelation product moment. Reliability of CMA and PA was analysed by reliability inter-rater reliability techniques. Reliability of SA was calculated by alpha cronbach’s methods. Effectiveness and praticability of instruments were calculated from teachers’s and students’ responses analysed with percentage description techniques. The results showed that the concept map has excellent content and construction validity, excellent concurrency validity, and good predictive validity. Self assessment had excellent content and construction validity and good concurrency validity. PA had excellent content and construction validity and good concurrency validity. CMA is very effective for measuring cognitive aspects, SA is very effective to measure scientific attitudes, and PA of biological process skills. The three types of assessment were claimed to have practicality in terms of time, ease of use, ease of correction, facility supports, and cost required]]>
<![CDATA[Developing Guided Discovery Based Biology Teaching Material Supported by Pictorial Analysis ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.21831
<![CDATA[Most of students still consider the subject of classification to be the most difficult subject. 33.989% of the students chose the classification of living things subject as the most difficult subject. This study aims to determine the validity and impact of using learning material based on guided discovery with pictorial analysis on students' learning outcomes on the classification of living things subject. in junior high school. The research method used quasi experimental design with pre-test-post-test non equivalent control group design. Research development was done through 10 stages. This study was conducted at SMPN 1 Jati Kudus. The sample in this study was the students of grade 7th of academic year 2017/2018. Sampling was done by purposive sampling. The research revealed that learning material based on guided discovery with pictorial analysis has validation value with an average of 3.52 with the very valid criteria, but still needed revision on learning material. The learning material that is developed, it has a positive impact on student achievement. There are significant differences between the control class and the experimental class of the t test results obtained by the value of t arithmetic (5.041) > t table (1.988) indicates that there is the impact of using learning material based on guided discovery with pictorial analysis to the students achievement in the classification of living creatures subject. Guided discovery based teaching materials with pictorial analysis make students more active in learning with student activity level in experimental class 80,25% higher than control class that is equal to 70,36%.]]>
<![CDATA[The Influence of Ethnoscience-Based Learning Video to Improve Students’ Understanding of Green Chemistry in Integrated Science Subject ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.22423
<![CDATA[Indonesia is a country with a lot of culture and wisdoms. These identities are proudly upheld and maintained by every citizens of the nation. Education plays an important role in preserving these values, including to insert it into classroom activities. Ethnoscience-based learning process is hoped to change teacher-centered learning stigma to a contextual and meaningful learning. This research aims to develop learning video for integrated natural science class with ethnoscience basis and implementation of green chemistry principle for students. The used method in this research was research and development with a 4D modification. The result were obtained from the judgment of experts of media, materials, and ethnoscience. The judgment proved that the media was very properly able to be used. The responses of the teachers and students to the video was very good. The effectiveness of the video was shown with n-gain value of 0.52 or the criterion of medium. Based on the research, it can be concluded that the use of video were very proper to develop students’ understanding of green chemistry based on the National Education Standardization Agency.]]>
<![CDATA[Learning Cycle 7e Model - Based Multiple Representation to Reduce Misconseption of The Student on Heat Theme ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.22529
<![CDATA[Students' success is determined by the conceptual that has been owned by the students while studying certain theme. New concepts will be elusive if the relevant concepts have not been owned by the students. Based on the observation and interview in SMP Negeri 1 Doro indicated that the heat concept is one of the elusive concept in science learning by the students. This study aims to: (1) describe the misconception experienced by students on the heat theme using a diagnostic test that is three-tier multiple choice, (2) determine the implementation of learning cycle 7E model-based multiple representation on the heat theme, (3) determine the effectiveness of the application of the learning cycle 7E model-based multiple representation in reducing misconceptions students on the heat theme. This study used a mixed method research with concurrent triangulation strategy. The identification results of students misconceptions on the heat theme obtained by average percentage of students' conceptions in the category Know the Concept (TK) is 43.44%. The average percentage of students' conceptions in the category Don’t Know the Concepts (TTK) is 15.31%. The average percentage of all misconceptions (MK) experienced by students in heat theme is 41.26%. Sub heat themes that most experienced misconceptions are ice melt events, boiling water events, heat calculations in the chart, the specific heat of water and oil, the absorption and release of heat, and the relationship of the specific heat with temperature changes. The implementation of learning cycle 7E model-based multiple representation obtained by the average percentage of 84.67% with the criteria very well. Learning cycle 7E model-based multiple representation became effective in reducing students misconceptions on the heat theme due to the decrease percentage of students misconceptions in the experimental class 18.72% is higher than the control class which only 9.68%. The analysis calculation result of the Equal Variance Assumed against independent sample of t test towards the decrease of misconceptions level indicate significance (2-tailed) of 0.003 < 0.05, which means that there are differences in average reduction of misconceptions in the experimental class and control class. Students' success is determined by the conceptual that has been owned by the students while studying certain material. New concepts will be elusive if the relevant concepts have not been owned by the students. Based on the observation and interview in SMP Negeri 1 Doro indicated that the heat concept is one of the elusive concept in science learning by the students. This study aims to: (1) describe the misconception experienced by students on the heat material using a diagnostic test that is three-tier multiple choice,(2) determine the implementation of learning cycle 7E model-based multiple representation on the heat material, (3) determine the effectiveness of the application of the learning cycle 7E model-based multiple representation in reducing misconceptions students on the heat material. This study used a mixed method research with concurrent triangulation strategy. The identification results of students misconceptions on the heat material obtained by average percentage of students' conceptions in the category Know the Concept (TK) is 43.44%. The average percentage of students' conceptions in the category Don’t Know the Concepts (TTK) is 15.31%. The average percentage of all misconceptions (MK) experienced by students in heat material is 41.26%. Sub heat materials that most experienced misconceptions are ice melt events, boiling water events, heat calculations in the chart, the specific heat of water and oil, the absorption and release of heat, and the relationship of the specific heat with temperature changes. The implementation of learning cycle 7E model-based multiple representation obtained by the average percentage of 84.67% with the criteria very well. Learning cycle 7E model-based multiple representation became effective in reducing students misconceptions on the heat material due to the decrease percentage of students misconceptions in the experimental class 18.72% is higher than the control class which only 9.68%. The analysis calculation result of the Equal Variance Assumed against independent sample of t test towards the decrease of misconceptions level indicate significance (2-tailed) of 0.003 <0.05, which means that there are differences in average reduction of misconceptions in the experimental class and control class.]]>
<![CDATA[Application of a Pbl-Based Modules to Increase Critical Thinking Skills and Independence Learning ]]>
<![CDATA[ Journal of Innovative Science Education Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jise.v7i1.23220
<![CDATA[This study aims to measure the effect of application of Problem Based Learning (PBL) based module to critical thinking skill and student learning independence related to reaction rate material. PBL-based module is a module that can make students think actively in searching and finding answers from a problem. This type of research is an experiment. The research design used is posttest design and sampling technique using purposive sampling. The research instruments used were: cognitive test to measure students' critical thinking skill, questionnaire of learning independence, and questionnaire of student response to learning. Quantitative analysis result of experiment class score is 77,49 with 25 complete student from 28 students and control class has average 73,62 with 22 students complete from 29 students. Correlation test obtained correlation number of 0.37 and test the coefficient of determination obtained a number of 14.31%. Qualitative analysis found that overall showed that the experimental class was better than the control class. Thus it is concluded that the application of PBL-based module affect the improvement of critical thinking skills and student independence learning.]]>
