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<![CDATA[GAMBARAN UMUM PENGUASAAN MATERI UJIAN NASIONAL TINGKAT SMA/MA MATA PELAJARAN BIOLOGI ]]>
<![CDATA[Hanurani, Hikmawati]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1735-1739
<![CDATA[Salah satu kegunaan ujian nasional adalah untuk melakukan pemetaan tingkat pencapaian hasil belajar. Oleh karena itu penelitian tentang penguasaan materi ujian nasional sangatlah diperlukan. Penelitian ini bertujuan mengetahui tingkat penguasaan materi mata pelajaran biologi pada ujian nasional. Penelitian ini menggunakan pendekatan kuantitatif dengan metode analisis statistik deskriptif. Data yang digunakan dalam penelitan ini adalah data sekunder yang diperoleh dari Pusat Penilaian Pendidikan (Puspendik). Parameter yang dilibatkan dalam kajian ini adalah Penguasaan materi ujian Mata Pelajaran Biologi pada Ujian Nasional Tingkat SMA/MA seluruh provinsi di Indonesia untuk periode tahun 2015-2019. Data yang diperoleh disajikan dalam bentuk grafik. Software yang digunakan untuk analisis data adalah Program Excel. Tingkat penguasaan materi pada mata pelajaran Biologi mengalamai penurunan mulai tahun 2016. Penurunan terendah terjadi pada tahun 2018 kecuali untuk materi genetika dan evolusi ada peningkatan. Tahun 2019 tingkat penguasaan materi mengalami kenaikan, kecuali untuk sub materi biomolekuler dan bioteknologi. Materi biomolekuler dan bioteknologi tetap mengalami penurunan.]]>
<![CDATA[MODEL APPOSITE UNTUK MENINGKATKAN PENGUASAAN KONSEP FISIKA KINEMATIKA PADA MAHASISWA ]]>
<![CDATA[prastowo, sri handono budi]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1745-1749
<![CDATA[Model Apposite merupakan suatu pengembangan model pembelajaran baru yang menunjukan interaksi antara guru dan siswa berdasarkan pada kemampuan skemata serta respon dari siswa. Model ini menekankan interaksi guru dan siswa dalam pembelajaran dengan menggunakan pendekatan kontekstual yang diharapkan mampu mengontrol proses kognitif siswa secara berkesinambungan.Penguasaan konsep Fisika merupakan kemampuan mahasiswa dalam menguasai konsep serta aplikasinya dalammenyelesaikan permasalahan.Kinematika merupakan materi Fisika yang membahas tentanggerk suatu benda tanpa memperhitungkan penyebab benda tersebut bergerak. Terdapat 7 tahapan dalam menggunakan model Apposite pada pembelajaran Fisika melalui pendekatan kontekstual ; Invitasi, Eksplorasi, Elaborasi, Penjelasan dan solusi, Pengambilan tindakan dan evaluasi,serta refleksi.diri.Desainpenelitian yang digunakan dalam penelitian ini menggunakan pre tes post tes one group desain dengan responden dalam aplikasi model ini adalah mahasiswa semester 1 Prodi Fsika FKIP universitas jember. Dari hasil penelitian yang dilakukan untuk mengetahui penguasaan konsep mahasiswa didapatkan bahwa terdapat peningkatan penguasaan konsep mahasiswa pada materi Kinematika dengan kategori sangat baik dengan tingkat kefektifan dalam kategori cukup efektif.]]>
<![CDATA[PENYUSUNAN INSTRUMEN TES KETERAMPILAN PROSES SAINS PADA MATA PELAJARAN IPA DI SMPN 14 KOTA BENGKULU ]]>
<![CDATA[yanti, ripi]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1763-1765
<![CDATA[AbstrakKeterampilan proses sains (KPS) adalah keterampilan yang digunakan para ilmuwan dalam membentuk pengetahuan dalam memecahkan masalah dan merumuskan hasil. Kemampuan pemecahan masalah dan penelitian merupakan kecakapan hidup (Life skills) dan oleh karena itu merupakan hasil belajar yang paling tinggi yang harus dipelajari siswa. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains pada siswa SMPN 14 Kota Bengkulu. Penelitian ini menggunakan metode deskriptif kuantitatif. Teknik pengumpulan data diperoleh dengan menggunakan instumen kuesioner yang berupa angket berstruktur. Angket berstruktur (tertutup) ialah jenis angket yang setelah rumusan pertanyaannya disediakan pula alternatif jawaban yang dapat dipilih oleh responden. kemudian data tersebut dianalisis secara deskriptif kuantitatif yaitu mendeskripsikan skor dalam setiap aspek yang diamati. Hasil penelitian menunjukan bahwa nilai terendah yaitu sebesar 30 (termasuk kriteria rendah), nilai sedang 55 (termasuk kategori sedang) dan nilai tertinggi adalah 95 (termasuk kriteria tinggi). Berdasarkan data dari 16 responden. Hal ini menandakan bahwa sebagian siswa diantaranya belum memiliki keterampilan proses sains dan sebagian sudah memiliki keterampilan proses sains.Kata kunci: Instrument Tes, Keterampilan Proses Sains, Pelajaran IPAAbstractScience process skills (KPS) are skills that are used by scientists in shaping knowledge in solving problems and formulating results. Problem solving and research skills are Life skills and therefore are the highest learning outcomes students must learn. This study aims to determine the science process skills in students of SMPN 14 Bengkulu City. This research uses quantitative descriptive methods. Data collection techniques were obtained using a questionnaire instrument in the form of a structured questionnaire. Structured questionnaire (closed) is a type of questionnaire after the question formulation is also provided alternative answers that can be chosen by respondents. then the data is analyzed in a quantitative descriptive manner which is to describe the score in every aspect observed. The results showed that the lowest value was 30 (including low criteria), moderate value was 55 (including moderate category) and the highest value was 95 (including high criteria). Based on data from 16 respondents. This indicates that some of the students do not yet have science process skills and some already have science process skills.Keyword: Test Instruments, Science Process Skills, Natural Sciences ]]>
<![CDATA[EVALUASI PEMAHAMAN KOGNITIF DIKLAT KEPALA TATA USAHA MADRASAH DI BALAI DIKLAT KEAGAMAAN SEAMARANG ]]>
<![CDATA[Masfifah, Masfifah]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1740-1744
<![CDATA[Semarang Religious Education and Training Center is an institution that serves to educate prospective civil servants or State Civil Apparatuses. Types of education are many kinds, but what the authors mean is the Madrasah Administration Head Training, Seoarang PNS in ASN Management material, which is derived from PP 11 of 2017 said that a PNS at least in one year must have a minimum of 20 hours of Education Training certificate. The author makes and studies more in Madrasa Administration Training, because based on the Pre test result data guided by the homeroom teacher (widyaiswara) and the organizing committee, the results are not in line with the expectations of the Semarang Religious Education Center. The test post is the final destination after participants take part in KTI learning so that the implementation of the education program knows the results of the study, the test post is carried out after the participant receives the learning material in accordance with the curriculum and syllabus. The results of the pre-test and post-test we processed the data through quantitative and descriptive statistical methods, resulting in the finding that participants of the Madrasah Administration Head of Education for the following year had to take part in the training again because it was not in line with the expectations of the Semarang Religious Education Center. The final result is in accordance with the statistical data processing and the writer describes one class of 35 participants, the pre test average score is 59, the results of the post test score 68.]]>
<![CDATA[IMPLEMENTATION OF GUIDED INQUIRY-BASED LEARNING MODEL TO IMPROVE STUDENTS’ CREATIVITY THINKING SKILL ]]>
<![CDATA[Oktavia, Rela Setyawati]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1756-1762
<![CDATA[The study aims to implement learning media guided inquiry-based to improve students? creativity thinking skill of grade X on Pteridophyte material. The type of research was pre-experimental study which used one class without a control class. The study was conducted on March 2019. The research subject was 22 senior high school students of grade X on Pteridophyte sub material. The research design was One Group Pretest-Posttest Design. The learning media used was lesson plans, student activity sheets, and creative thinking test instruments. The research instrument used was the observation sheet of learning model implementation, the activities of students and the instruments test of creative thinking skills. The data result of creative thinking skills? pre-test and post-test was analyzed by N-Gain analysis which was the result of the students? progress of creative thinking skill after learning conducted. The conclusion was the implementation of guided inquiry-based learning model on Pteridophyte material to improve students? creativity thinking skill. This can be seen from the results of students' thinking skills tests that improved after posttests. Keywords: guided inquiry-based learning, Pteridophyta, creative thinking skills.]]>
<![CDATA[INVESTIGATING STUDENT’S CRITICAL THINKING DISPOSITION BASED ON GENDER IN PHYSICS TEACHING WITH INTERACTIVE MULTIMEDIA ]]>
<![CDATA[Gunawan, Gunawan]]>;
<![CDATA[Harjono, Ahmad]]>;
<![CDATA[Herayanti, Lovy]]>;
<![CDATA[Husein, Sadam]]>;
<![CDATA[Fathoroni, F]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1766-1771
<![CDATA[Interactive multimedia is able to combine various kinds of representations into one whole media unit. These representations are in the form of visual, auditory, and procedural representations. Interactive multimedia capabilities can directly stimulate the development of students' critical thinking skills. This research has explored the increasing tendency of students to think critically or called critical thinking disposition. In particular, this study compared the increasing levels of critical thinking disposition of male and female students. Field trials employed a quasi-experiment with a pretest and posttest control group design. The subject consisted of 16 male and 16 female students in senior high school at Mataram, Indonesia. The research instrument used description problem that has been adapted to the indicators of critical thinking disposition, namely truth-seeking, open-mindedness, analyticity, systematic, and inquisitiveness. The results indicate that of N-gain research for male students were 35.5 and female 36.4. This shows that the use of interactive multimedia has a positive effect on improving critical thinking disposition in both male and female students.]]>
<![CDATA[IMPLEMENTATION OF GUIDED INQUIRY-BASED LEARNING MODEL TO IMPROVE STUDENTS’ CREATIVITY THINKING SKILL ]]>
<![CDATA[Oktavia, Rela Setyawati]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1756-1762
<![CDATA[The study aims to implement learning media guided inquiry-based to improve students’ creativity thinking skill of grade X on Pteridophyte material. The type of research was pre-experimental study which used one class without a control class. The study was conducted on March 2019. The research subject was 22 senior high school students of grade X on Pteridophyte sub material. The research design was One Group Pretest-Posttest Design. The learning media used was lesson plans, student activity sheets, and creative thinking test instruments. The research instrument used was the observation sheet of learning model implementation, the activities of students and the instruments test of creative thinking skills. The data result of creative thinking skills’ pre-test and post-test was analyzed by N-Gain analysis which was the result of the students’ progress of creative thinking skill after learning conducted. The conclusion was the implementation of guided inquiry-based learning model on Pteridophyte material to improve students’ creativity thinking skill. This can be seen from the results of students' thinking skills tests that improved after posttests. Keywords: guided inquiry-based learning, Pteridophyta, creative thinking skills.]]>
<![CDATA[Gambaran Umum Penguasaan Materi Ujian Nasional Tingkat SMA/MA Mata Pelajaran Biologi ]]>
<![CDATA[Hanurani, Hikmawati]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1735-1739
<![CDATA[Salah satu kegunaan ujian nasional adalah untuk melakukan pemetaan tingkat pencapaian hasil belajar. Oleh karena itu penelitian tentang penguasaan materi ujian nasional sangatlah diperlukan. Penelitian ini bertujuan mengetahui tingkat penguasaan materi mata pelajaran biologi pada ujian nasional.  Penelitian ini menggunakan pendekatan kuantitatif dengan metode analisis statistik deskriptif. Data yang digunakan dalam penelitan ini adalah data sekunder yang diperoleh dari Pusat Penilaian Pendidikan (Puspendik). Parameter yang dilibatkan dalam kajian ini adalah Penguasaan materi ujian Mata Pelajaran Biologi pada Ujian Nasional Tingkat SMA/MA seluruh provinsi di Indonesia untuk periode tahun 2015-2019. Data yang diperoleh disajikan dalam bentuk grafik. Software yang digunakan untuk analisis data adalah Program Excel. Tingkat penguasaan materi pada mata pelajaran Biologi mengalamai penurunan mulai tahun 2016. Penurunan terendah terjadi pada tahun 2018 kecuali untuk materi genetika dan evolusi ada peningkatan. Tahun 2019 tingkat penguasaan materi mengalami kenaikan, kecuali untuk sub materi biomolekuler dan bioteknologi. Materi biomolekuler dan bioteknologi tetap mengalami penurunan.]]>
<![CDATA[PENYUSUNAN INSTRUMEN TES KETERAMPILAN PROSES SAINS PADA MATA PELAJARAN IPA DI SMPN 14 KOTA BENGKULU ]]>
<![CDATA[yanti, ripi]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1763-1765
<![CDATA[AbstrakKeterampilan proses sains (KPS) adalah keterampilan yang digunakan para ilmuwan dalam membentuk pengetahuan dalam memecahkan masalah dan merumuskan hasil. Kemampuan pemecahan masalah dan penelitian merupakan kecakapan hidup (Life skills) dan oleh karena itu merupakan hasil belajar yang paling tinggi yang harus dipelajari siswa. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains pada  siswa SMPN 14 Kota Bengkulu. Penelitian ini menggunakan metode deskriptif kuantitatif. Teknik pengumpulan data diperoleh dengan menggunakan instumen kuesioner yang berupa angket berstruktur. Angket berstruktur (tertutup) ialah jenis angket yang setelah rumusan pertanyaannya disediakan pula alternatif jawaban yang dapat dipilih oleh responden. kemudian data tersebut dianalisis secara deskriptif kuantitatif yaitu mendeskripsikan skor dalam setiap aspek yang diamati. Hasil penelitian menunjukan bahwa nilai terendah yaitu sebesar 30 (termasuk kriteria rendah), nilai sedang 55 (termasuk kategori sedang) dan nilai tertinggi adalah 95 (termasuk kriteria tinggi). Berdasarkan data dari 16 responden. Hal ini menandakan bahwa sebagian siswa diantaranya belum memiliki keterampilan proses sains dan sebagian sudah memiliki keterampilan proses sains.Kata kunci: Instrument Tes, Keterampilan Proses Sains, Pelajaran IPAAbstractScience process skills (KPS) are skills that are used by scientists in shaping knowledge in solving problems and formulating results. Problem solving and research skills are Life skills and therefore are the highest learning outcomes students must learn. This study aims to determine the science process skills in students of SMPN 14 Bengkulu City. This research uses quantitative descriptive methods. Data collection techniques were obtained using a questionnaire instrument in the form of a structured questionnaire. Structured questionnaire (closed) is a type of questionnaire after the question formulation is also provided alternative answers that can be chosen by respondents. then the data is analyzed in a quantitative descriptive manner which is to describe the score in every aspect observed. The results showed that the lowest value was 30 (including low criteria), moderate value was 55 (including moderate category) and the highest value was 95 (including high criteria). Based on data from 16 respondents. This indicates that some of the students do not yet have science process skills and some already have science process skills.Keyword: Test Instruments, Science Process Skills, Natural Sciences         ]]>
<![CDATA[COMPARATIVE STUDY: MISCONCEPTIONS ON PHOTOSYNTHESIS AND RESPIRATION CONCEPTS FROM PAST TO THE PRESENT ]]>
<![CDATA[Jayanti, Puji]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 9, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v9n1.p1750-1755
<![CDATA[This study aimed to compare the past misconception problems in photosynthesis and respiration topics with the present cases in Indonesia. This descriptive study was undertaken to mainly describe the misconception on science learning from the past to the present times. Misconception test was used as the research instrument that was given to Indonesian students from four provinces namely East Java, South Sulawesi, South Sumatra, and Middle Kalimantan. This study used an experiment conducted in 1996, of which they were further compared with the present literatures about misconception in photosynthesis and respiration, including the data of pre-service teacher class obtained from 2010 to 2017. Results found that there was a similar misconception from 1996 to 2017 about photosynthesis and respiration. There was an indication that misconception in photosynthesis and respiration was not solved properly. This study suggested that the results could be used as an awareness for teachers in accordance with numbers of misconceptions in photosynthesis and respiration that have existed since long ago. Some actions were needed to overcome the misconceptions. One of the effort is by increasing students scientific reasoning skills. By increasing of students’ scientific reasoning skills, students will be able to interpret the information they got and using some evidence that related to evaluated the information truth. But the further research is needed to develop learning devices to train students’ scientific reasoning skills.]]>
