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JPPS (Jurnal Penelitian Pendidikan Sains)
Published by Universitas Negeri Surabaya
ISSN : 20891776     EISSN : 25491597     DOI : http://dx.doi.org/10.26740/jpps.v9n1
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Physics
JPPS (Jurnal Penelitian Pendidikan Sains) is one of the research journals in the education field which includes science, physics, chemistry, and biology education. JPPS also contains articles that discuss the latest issues about education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
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Search results for , issue "Vol 10, No 1 (2020)" : 4 Documents clear
INTEGRASI LITERASI INFORMASI PADA PENDIDIKAN DAN PELATIHAN JARAK JAUH PENDALAMAN MATERI BIOLOGI MADARASAH ALIYAH Hanurani, Hikmawati
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 10, No 1 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v10n1.p1874-1888

Abstract

Abstract                                                                    This study aims to find out how the integration of information literacy substnce in distance training on biological substance for Madrasah Aliyah (MA) in improving information literacy skills in MA biology teachers. In this study the teacher participated in Distance  Training on MA biological material that was integrated with information literacy substance. The research sample consisted of 26 participants in Distance Training  in  Biology Substance for Biology Teacher Aliyah Madrasah in the Bandung Religious Education Training Center originating from the Ministry of Religion of West Java Province. The research design used was pre-experimental design with one group pretest-posttes design. The design procedure of this study was to take the 1st measurement on the subject (pretest) on the ability of mastery of information literacy, then the subject was treated for a certain period (exposure) through education and training in e-learning based distance training deepening of Biology Substance. The second measurement (posttest) was carried out after the treatment was given, and the prestest measurement results were compared with the results of the posttest measurements, using the t-test statistical test. Based on the t-test it can be concluded that "There is a significant difference in the results of self-assessment of information literacy between before and after doing Distance Learning Training".Abstrak                                                                     Penelitian ini bertujuan untuk mengetahui bagaimana integrasi materi literasi informasi pada kurikulum pendidikan dan pelatihan Diklat jarak jauh (DJJ) pendalaman materi biologi Madrasah Aliyah (MA) dalam meningkatkan keterampilan literasi informasi pada guru biologi MA.  Dalam penelitian ini guru mengikuti Diklat Jarak Jauh  Pendalaman materi biologi MA yang diintegrasikan dengan materi literasi informasi. Sampel penelitian berjumlah 26 orang peserta Diklat Jarak Jauh Teknis Substantif Pendalaman Materi Biologi Bagi Guru Biologi Madrasah Aliyah di Balai Diklat Keagamaan Bandung   yang berasal dari Lingkungan Kementerian Agama Provinsi Jawa Barat.   Desain penelitian yang digunakan adalah pre-eksperimental dengan desain One group pretest-posttes design. Prosedur desain penelitian ini adalah melakukan pengukuran ke-1 pada subyek (pretest) terhadap kemampuan penguasaan literasi informasi,  kemudian subjek diberi perlakuan untuk jangka waktu tertentu (exposure) melalui pendidikan dan pelatihan diklat jarak jauh pendalaman materi biologi MA berbasis e-learning yang terdiri dari tiga kegiatan belajar.  Pengukuran ke-2 (posttest) dilakukan setelah perlakuan diberikan, dan hasil pengukuran prestest dibandingan dengan hasil pengukuran posttest, menggunakan uji statistik Uji-t.  Berdasarkan uji-t dapat disimpulkan bahwa “Terdapat perbedaan yang signifikan hasil penilaian diri penguasaan literasi informasi  antara sebelum dan sesudah melakukan pembelajaran Diklat Jarak Jauh”
ENHANCING STUDENTS’ SCIENCE COMMUNICATION SKILLS THROUGH MORE LEARNING MODEL Pratiwi, Taufanny Putri; Munasir, Munasir; Suprapto, Nadi
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 10, No 1 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v10n1.p1844-1856

Abstract

A This study aims to analyze students’ science communication skills in the physics learning process especially in the Work and Energy concept using (Model-Observe-Reflect-Explain) MORE learning models. The research used a mixed method by utilizing test, questionnaires, and interviews with 10th and 11st grade students majoring in science, physics teachers and headmaster. The data was obtained by taking the physics scores of students in the work and energy concept who have received learning with the MORE learning model, then provides a questionnaire containing the obstacles faced by students in learning physics and interviews with students and teachers regarding learning constraints and science communication skills after learning using the MORE learning model. The findings indicated the MORE learning model helps students in practising science communication skills in learning with good student science communication skills will increase students’ understanding of Work and Energy concepts as seen from the students’ scores in the work and energy concept.  Keywords: science communication skill, MORE learning model, mixed methods, physics, cognitive ability                                                                                                                                                           Abstrak                                                                           Penelitian ini bertujuan untuk menganalisis keterampilan komunikasi sains siswa dalam proses pembelajaran fisika khususnya pada materi pembelajaran Usaha dan Energi dengan menggunakan model pembelajaran (Model-Observe-Reflect-Explain) MORE. Penelitian ini menggunakan mixed method dengan menggunakan tes, angket, dan wawancara yang diberikan pada siswa kelas 10 dan 11 jurusan IPA, guru-guru fisika dan kepala sekolah. Pengumpulan data dilakukan dengan cara mengambil nilai fisika siswa yang telah mendapatkan  pembelajaran pada materi Usaha dan Energi dengan model pembelajaran MORE, kemudian memberikan angket yang diisikan kendala-kendala yang dihadapi siswa selama proses pembelajaran fisika dan wawancara dengan siswa dan guru mengenai kendala-kendala selama proses pembelajaran untuk melatihkan keterampilan komunikasi sains dengan menggunakan model pembelajaran MORE. Hasil penelitian yang diperoleh, menunjukkan bahwa model pembelajaran MORE dapat membantu siswa dalam melatihkan keterampilan komunikasi sains dalam pembelajaran fisika. Meningkatnya keterampilan komunikasi sains siswa maka akan meningkatkan pula pemahaman siswa pada materi Usaha dan Energi yang terlihat dari nilai yang diperoleh siswa.  Kata Kunci: keterampilan komunikasi sains, model pembelajaran MORE, mixed methods, fisika, kemampuan kognitif 
PENGARUH MODEL PEMBELAJARAN (CC) BERBASIS SCAFFOLDING TERHADAP KEMAMPUAN SCIENTIFIC REASONING FISIKA SISWA SMA Azmi, Devi Tri Ulul; Astutik, Sri; Subiki, Subiki
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 10, No 1 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v10n1.p1833-1843

Abstract

The purpose of the research is conducted to examine the effect of Scaffolding-based  (CC) learning models on the ability of scientific reasoning physics of high school students. The research population was MAN Bondowoso 2019/2020 students and the research sample was the students of class XI IPA 1 and XI IPA 2. The research techniques used were observation, tests and documentation. There are two stages of data analysis technique, they are normality test and independent sample t-test using SPSS version 23. The result shows that the experimental class and control class data are normally distributed, that is the sig value. > 0.05. Independent test sample t-test using SPSS 23 on the scientific reasoningphysics capability obtained sig. (2-tailed) by 0,038 and the result of sig. (1-tailed) for 0,019 meaning that the test is <0.05. The results showed that the  model based on Scaffolding had a significant effect on the ability of scientific reasoning physics of high school students of high school students.
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ADOBE FLASH CS6 UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR PADA MATERI KESETIMBANGAN KIMIA Harahap, Lenni Khotimah; Siregar, Anggi Desviana
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 10, No 1 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v10n1.p1910-1924

Abstract

This study aims to determine: (1) the feasibility of interactive learning media based on Adobe Flash CS6; (2) differences in motivation and learning outcomes using interactive learning media based on Adobe Flash CS6 and using chemistry learning media on the internet; (3) the influence of motivation on learning outcomes. This study uses R&D ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. The population was all students of second grade at SMA Negeri 1 Padangsidimpuan. The samples were taken by using purposive sampling, there were 60 students from two classes at the second grade. The data collection instruments were tests and questionnaires. The results: (1) the feasibility of interactive learning media based on Adobe Flash CS6 shows the mean is 4.5, which is very suitable to use; (2) motivation and learning outcomes using interactive learning media based on Adobe Flash CS6 shows 94.7% and 87.17 which is higher than the motivation and learning outcomes using chemistry learning media on the internet, namely 88.5% and 79.67; (3) the effect of learning motivation in learning outcomes using interactive learning media based on Adobe Flash CS6 is 18.6%. The results of this study is used as an input for teachers and prospective teachers in using interactive learning media to create fun learning and increase motivation that will have an impact on learning outcomes.

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