cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
jpps@unesa.ac.id
Editorial Address
Jl Lidah Wetan, Gedung CPD, Surabaya 60213, Indonesia
Location
Kota surabaya,
Jawa timur
INDONESIA
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 649 Documents
 39   40   41   42   43 
REDUKSI MISKONSEPSI ASAM BASA MELALUI INKUIRI TERBUKA DAN STRATEGI CONCEPTUAL CHANGE Ahmad Ahmad; Suyono Suyono; Leny Yuanita
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p286-293

Abstract

This research aims to study the effect of inquiry learning by critical thinking practice followed by a conceptual change efforts to reduce misconceptions on acid-base learn. The research design using one-group pretest-posttest design with students of SMAN 2 Ngawi as sample research. The student conception  status finding by knowing concept (TK), not knowing concept (TTK), and misconception (MK), whereas intensity of misconception be analized by CRI. Results and analysis of research data found that there is a shift in conception after inquiry learning p rocess. Based on Wilcoxons signed rank test, the T value of test TK, TTK, and MK is less than T table at α = 0.05 , so it was concluded that inquiry learning increase TK and decrease TTK and MK. The influence of inquiry learning for understanding the influence was strengthened by the results of the t test tests before and after understanding the concept of inquiry learning that indicate a significant difference.  t-test results on tests of critical thinking before and after the inquiry learning also showed a significant difference. Inquiry learning can not reduce all of misconceptions. Reduction step again is with conceptual change. Based on Wilcoxons signed rank test was concluded that conceptual change learning can reduce misconception significantlyPenelitian ini bertujuan mempelajari pengaruh pembelajaran inkuiri terbuka disertai latihan berpikir kritis yang dilanjutkan dengan conceptual change sebagai upaya mereduksi miskonsepsi pada materi asam basa. Penelitian eksperimen semu ini menggunakan metode one group pretest-postest design dengan subyek penelitian  siswa kelas XI SMA Negeri 2 Ngawi. Profil konsepsi siswa dinyatakan dengan status tahu konsep (TK), tidak tahu konsep (TTK), dan miskonsepsi (MK), sedangkan intensitas miskonsepsi diperoleh dari hasil analisis CRI jawaban siswa.  Hasil dan analisis hasil tes pemahaman konsep menemukan bahwa terjadi pergeseran konsepsi setelah proses pembelajaran inkuiri terbuka. Berdasarkan wilcoxons signed rank test diperoleh T hitung untuk semua status TK, TTK, dan MK kurang dari nilai T tabel pada α = 0,05 dan n = 25, sehingga   disimpulkan bahwa pembelajaran inkuiri meningkatkan jumlah TK dan menurunkan TTK dan MK.  Pengaruh pembelajaran inkuiri terhadap pemahaman konsep serta kemampuan berpikir kritis diketahui dari uji t hasil tes pemahaman konsep serta tes berpikir kritis sebelum dan setelah pembelajaran. Hasil uji t pada α = 0,05 menunjukkan adanya perbedaan signifikan pemahaman konsep serta kemampuan berpikir kritis antara sebelum dan setelah pembelajaran inkuiri. Miskonsepsi yang masih tersisa setelah pembelajaran inkuiri direduksi kembali dengan strategi   conceptual change. Berdasarkan wilcoxons signed rangk test disimpulkan bahwa pembelajaran conceptual change dapat mereduksi miskonsepsi secara signifikan.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BLENDED LEARNING MODEL COOPERATIVE UNTUK MENINGKATKAN HASILBELAJAR FISIKA SMA KELAS XI Rosmiati Rosmiati; Budi Jatmiko; Madlazim Madlazim
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p294-298

Abstract

This research is research development at developing learning material based on blended learning cooperative model. The learning material is developed using Kemp model and one group pretest-posttest design. Try out for learning material is carried out at 2nd semester SMAN 16 Surabaya. The research subjects in grade XI IPA 2, XI IPA 3 and XI IPA 4 and the topic is thermodynamics. Data gathering uses three methods; observation, test and questionnaire. Material validity analysis is applied to analyses data. The validity involve (a) the truth of conseptual in learning material: the reabilitas of learning plans at 85,71%, students worksheet at 75%, students teks book at 77,27%, web moodle with homepage  http://fisikaunesa.net/elearning/ at 86,34% and assesment sheet for product and process test at 100%, (b) legibility of: students worksheet at 99%,  students text book at 97,7% and web moodle at 100% in easily understood category, (c) difficulties: students worksheet at 1,0; students text book at 13,0; Web Moodle at 0,0; and assessment sheet in easily understood category. 2) the practicality involve: (a) realization of Learning Plans reached 100% in good category, (b) students activity reached 89% in good category, (c) WIFIs trouble. 3) the effectivity involve: (a) enhancement  of students achievement with N-Gain calculation: Natural Science 2 class with score 0,88, Natural Science 3 with score 0,85, Natural Science 4 with score 0,87 in high category, (b) students response with meanin 3 in agree category. Based on the results, it can be concluded that learning material based on Blended Learning Cooperative Model to increase students achievement in physics at senior high school grade XI is feasible.Penelitian ini adalah penelitian pengembangan yang mengembangkan perangkat pembelajaran blended learning model kooperatif. Perangkat pembelajaran dikembangkan menggunakan model Kemp dengan model ujicoba one group pretest-posttes design. Uji coba perangkat pembelajaran dilakukan pada semester genap SMAN 16 Surabaya. Penelitian ini dilakukan pada kelas XI IPA 2, XI IPA 3 dan XI IPA 4 materi termodinamika. Pengumpulan data menggunakan tiga teknik yaitu observasi, tes dan angket sedangkan analisis data menggunakan analisis validitas perangkat. Hasil penelitian dianalisis dan diperoleh beberapa temuan yaitu: 1) validitas yang meliputi: (a) kebenaran konseptual perangkat pembelajaran: RPP dengan reabilitas 85,71%, LKS dengan reabilitas 75%, BAS dengan reabilitas 77,27%, web moodle dengan hompage  http://fisikaunesa.net/elearning/ dengan reabilitas 86,34%, dan LP untuk THB produk dan proses dengan reabilitas 100%, (b) keterbacaan: LKS 99%, BAS 97,7% dan  Web Moodle 100% dengan kategori mudah dipahami (c) Kesulitan: LKS 1,0; BAS 13,0; Web Moodle 0,0; dan LP berada pada kategori mudah dipahami. 2) Kepraktisan yang meliputi: (a) Keterlaksanaan RPP mencapai 100% berkategori baik, (b) Aktivitas siswa mencapai 89% berkategori baik, (c) kendala jaringan WIFI. 3) Efektifitas meliputi: (a) Peningkatan hasil belajar dengan perhitungan N- Gain: IPA 2 skor 0,88, IPA 3 skor 0,85, IPA 4 skor 0,87 dengan kriteria tinggi, (b) respon siswa dengan rata -rata 3 berada pada ketegori setuju. Berdasarkan hasil temuan di atas, dapat disimpulkan bahwa perangkat pembelajaran blended learning model cooperative untuk meningkatkan hasil belajar fisika SMA kelas XI layak digunakan.
PENGARUH E-EVALUATION BERSIKLUS TERHADAP PRESTASI BELAJAR KIMIA SISWA SMK Hadibyono Hadibyono
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p299-305

Abstract

This study aimed to know the effect of cyclical e-evaluation of learning achievement in chemistry at second class even semester in Multimedia of SMK Negeri 12 Surabaya. A set of learning was developed by modification of the development of the 3-P model of learning that adapted from Ibrahim. Planning applied in taking data is modification from design "The Randomized Pretest-Posttest Control Group Design, Using Matched Subjects". Statistical result of calculation using t test  sample correlated, shows there are influence cyclical e-evaluation is having  to achievement of student learning chemistry  at SMK in significance. Cyclical e-evaluation can be used as an alternative of recording of students' cognitive abilities, so that teachers can know the student's cognitive condition easily and quickly. Cyclica l e- evaluation can also encourage students to learn more intense because the students knew directly the score obtained and they will be directed by feedback.Penelitian ini bertujuan untuk mengetahui pengaruh e-evaluation bersiklus terhadap prestasi belajar kimia pada siswa kelas XI semester II jurusan Multimedia SMK Negeri 12 Surabaya. Perangkat dikembangkan dengan modifikasi pengembangan perangkat pembelajaran model 3-P yang diadapatasi dari Ibrahim. Rancangan yang digunakan dalam mengambil data adalah modifikasi dari rancangan œThe Randomized Pretest-Posttest Control Group Design, Using Matched Subjects. Data statistik hasil perhitungan menggunakan uji t sampel berhubungan, menunjukkan ada pengaruh e-evaluation bersiklus terhadap prestasi belajar kimia siswa SMK secara signifikan. E-evaluation bersiklus dapat digunakan sebagai alternatif perekaman kemampuan kognitif siswa, sehingga guru dapat mengetahui kondisi kognitif siswa dengan mudah dan cepat. E-evaluation bersiklus juga dapat mendorong siswa untuk belajar lebih intens karena siswa langsung tahu perolehan skornya dan mereka akan terarahkan oleh balikan atau feedback yang tersedia
MENCEGAH MISKONSEPSI SISWA PADA KESETIMBANGAN KIMIA MENGGUNAKAN MODEL INKUIRI TERBUKA DAN REMEDIASI MENGGUNAKAN STRATEGI CONCEPTUAL CHANGE Muallifah Muallifah; Suyono Suyono; Leny Yuanita
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p306-313

Abstract

The main research goals are: (1) to prevent studentsmisconception on chemical equilibri um using open inquiry models and (2) imple mentting conceptual change remedial strategy on students whos have misconceptions. The other goals of this research are tested the influence of open inquiry learning models to increase the students creative thinking skills. The research followed the preexperiment with one-group pretest- posttest design which applied to both of prevention and reduction of misconception. Students preconception before learning, students conception after prevention of misconception learning and student conception after reduction of misconception, they are measured by the test of concept learning result that have been validated and the concept profile is determined by CRI (Certainty of Response Index) method. The skill of student creative thinking is measured after and before the steps of prevention of misconception by using creative thinking skills test sheet. Descriptive analysis are used to analyse of data that is used in prevention learning and reduction, students  preconception and conception, also the dominant factor that influence student misconception. Inferensial analysis is using: (1) to test the significancy of decreasing of students misconception before and after remedial teaching by conceptual change strategy and (2) to test the significancy of increasing of students creative thnking skills. The inferensial analysis is Wilcoxon signed rank test. The main result of this research are: (1) the prevency step which had been done is still left a big number of student that have misconception load (mean= 38,2%) and (2) reduction step (by conceptual change remedial strategy) that had been done is success to reduce the number of students who have  misconception load. The other result is the chemical concept learning by using opened inquiry learning model has a significant impact to the improvement of students creative thinking skills.Tujuan penelitian adalah: (1) mencegah miskonsepsi siswa pada kesetimbangan kimia menggunakan model pembelajaran inkuiri  terbuka  dan  (2)  melakukan  remediasi  siswa  yang  miskonsepsi  menggunakan strategi  belajar conceptual change. Di samping dua tujuan utama itu, penelitian juga bertujuan menguji dampak model pembelajaran inkuiri terbuka terhadap peningkatan keterampilan berpikir kreatif siswa. Penelitian dilaksanakan mengikuti rancangan praeksperimen one-group pretest-posttest design yang dijalankan secara berurutan. Data prakonsepsi sebelum pembelajaran, konsepsi setelah pembelajaran menggunakan model inkuiri terbuka, dan konsepsi siswa setelah remediasi diperoleh dengan metode tes menggunakan tes pemahaman konsep kesetimbangan kimia yang disertai indeks keyakinan siswa dalam memberikan jawaban. Data keterampilan berpikir kreatif siswa sebelum dan sesudah pembelajaran menggunakan model inkuiri terbuka diperoleh dengan metode tes juga menggunakan tes keterampilan berpikir kreatif. Analisis deskriptif untuk menetapkan status konsepsi siswa dan jumlah siswa miskonsepsi sebelum dan setelah pembelajaran prevensi, serta setelah pembelajaran remediasi. Analisis inferensial untuk: (1) menguji signifikansi penurunan jumlah siswa miskonsepsi sebelum dan sesudah pembelajaran remediasi menggunakan strategi belajar conceptual change dan (2) menguji signifikansi peningkatan skor keterampilan berpikir kreatif siswa. Analisis inferensial menggunakan uji jenjang-bertanda Wilcoxon. Hasil penelitian: (1) tindakan pencegahan yang dilakukan masih menyisakan dalam jumlah besar siswa yang memiliki beban miskonsepsi, rata-rata 38,2% dan (2) ) tindakan remediasi yang dilakukan telah berhasil mengurangi secara signifikan jumlah siswa yang memiliki beban miskonsepsi. Di samping itu diperoleh pula simpulan bahwa pembelajaran konsep kimia dengan model inkuiri berdampak signifikan terhadap perkembangan keterampilan berpikir kreatif siswa.
UPAYA MEREDUKSI MISKONSEPSI SISWA PADA MATERI BAHASAN RANGKAIAN LISTRIK SEDERHANA MELALUI MODEL PEMBELAJARAN KOOPERATIF DENGAN STRATEGI KONFLIK Mufarridah Mufarridah; Z. A. Imam Supardi; Tjipto Prastowo
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p314-324

Abstract

This study aimed at determining the effect of cooperative teaching learning by using conflict-cognitive strategy towards the reduction of students misconceptions, so it can be determined a direct correlation between mastery of physics concepts and the misconceptions reduction. To achieve the aim, a study had been conducted beginning by setting the lesson plan, the students worksheet, and the test in the material of ˜simple electrical circuits. The subject of the study was the students of X in SMAN 15 Surabaya, Second Semester, academic year of 2012-2013. The subject consisted of four groups which were three experimental groups and one control group. The study was an experimental study in control group pretest-posttest research design. The data of the study was collected through a multiple choice test with CRI and argument. The result of the study showed some facts as follows: (1) there was a difference of  the mastery significantly of concept between the experiment group and the control group. The average of the mastery of concept of experiment groups was 80,08 while the control group was 62,77; (2) there was the misconception reduction significantly between the experiment group and the control group. The average of the misconception reduction of the experiment group was 32,92%, while the control group was 11,33%; and (3) there was correlation between the concept mastery and in regression Y = 0,876 0,095X.The conclusion of the study is that there is a significant effect of the conflict-cognitive strategy to increase the  students learning result and the reduction of students' misconception.Penelitian ini bertujuan menentukan pengaruh model pembelajaran kooperatif dengan strategi konflik kognitif terhadap reduksi miskonsepsi siswa, sehingga dapat ditentukan hubungan langsung antara penguasaan konsep fisika dan reduksi miskonsepsi. Untuk mencapai tujuan tersebut, telah dilakukan penelitian yang diawali dengan penyusunan RPP, LKS dan THB dengan pilihan materi Rangkaian Listrik Sederhana. Subjek penelitian adalah siswa kelas X SMAN 15 Surabaya semester genap Tahun Pembelajaran 2012/2013. Subjek penelitian terdiri atas tiga kelompok eksperimen dan satu kelompok kontrol. Jenis penelitian tergolong penelitian eksperimen dengan menggunakan rancangan penelitian control  group  pretest-posttest design.  Data  dikumpulkan  melalui  THB  berbentuk  pilihan  ganda  disertai  CRI  dan argumentasi. Hasil penelitian menunjukkan: (1) terdapat perbedaan penguasaan konsep secara signifikan antara kelompok eksperimen dan kelompok kontrol. Rata-rata penguasaan konsep siswa kelompok eksperimen adalah 80,08, sedangkan kelompok kontrol 62,77; (2) terdapat perbedaan reduksi miskonsepsi secara signifikan antara kelompok eksperimen dan kelompok kontrol. Rata-rata reduksi miskonsepsi siswa kelompok eksperimen adalah 32,92%, sedangkan kelompok kontrol 11,33%; dan (3) terdapat hubungan antara penguasaan konsep dengan reduksi miskonsepsi dalam persamaan regresi Y = 0,876 0,095 X. Simpulan penelitian adalah terdapat pengaruh signifikan pembelajaran strategi konflik kognitif terhadap peningkatan hasil belajar dan reduksi miskonsepsi siswa.
PENGARUH PEMBELAJARAN PEMBERDAYAAN BERPIKIR MELALUI PERTANYAAN DIPADUKAN STRATEGI DISCOVERY LEARNING (PBMP-SDL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Rosyana Rosyana; Sri Poedjiastoeti; Yuni Sri Rahayu
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 1 (2013)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n1.p325-331

Abstract

This research aimed to describe the effect of the TEQ - DLS   learning on critical students critical thinking skill. This research was conducted in two stages, developed teaching learning material followed by the implementation phase of learning in the classroom. This research was a quasi experimental design with one-group pretest-posttest design and the subject of this research was  34  eighth  grade  students  of  SMP  Al  Hikmah  Surabaya. Research  data  collection  was  taken  through  observation,  tests, questionnaires, and documentation. The results of research data validation were analyzed descriptively. The empirical analysis includes the calculation of validity, reliability and sensitivity of the items test instrument. Critical thinking scores were analyzed using normalized gain and paired t-test to determine the effect of TEQ - DLS on learning outcomes of students. The results were obtained as follows: the learning implementation indicated good category. T-paired test on students critical thinking results showed sig (2-tailed) = 0.00 so there were significant differences in students' critical thinking skills after learning. Students score had increased with normalized gain = 0.67 medium category (0,3≤ (<g>) ≤ 0,7). Students completeness viewed from critical thinking indicator as big as 88.24%..  Research was concluded that the TEQ-DLS learning has an effect significantly in improving students' critical thinking skills.Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran PBMP-SDL terhadap kemampuan berpikir kritis siswa. Penelitian dilaksanakan dalam dua  tahap, yaitu tahap pengembangan perangkat pembelajaran dilanjutkan dengan tahap implementasi pembelajaran di kelas. Jenis penelitian ini adalah kuasi eksperimen dengan rancangan one group pretest-postest design dan subyek 34 siswa kelas VIII SMP Al Hikmah Surabaya. Pengumpulan data penelitian diambil melalui observasi, tes, angket, dan dokumentasi. Data hasil validasi perangkat pembelajaran dianalisis secara deskriptif. Analisis empiris instrumen tes meliputi perhitungan validitas, reabilitas dan sensitivitas butir soal dari hasil belajar siswa. Skor berpikir kritis dianalisis menggunakan gain ternormalisasi dan uji t-berpasangan. Hasil penelitian  menunjukkan bahwa  keterlaksanaan pembelajaran  menunjukkan  kategori  baik.  Hasil  uji  t-  berpasangan terhadap kemampuan berpikir kritis siswa pada materi zat aditif makanan menunjukkan sig (2-tailed) = 0,00 artinya terdapat  perbedaan  secara   signifikan  setelah  pembelajaran.  Skor   siswa   mengalami  peningkatan  dengan   gain ternormalisasi = 0,67 berkategori sedang (0,3≤ (<g>) ≤ 0,7). Ketuntasan siswa ditinjau dari indikator berpikir kritis sebesar 88,24%. Kesimpulannya pembelajaran PBMP-SDL berpengaruh secara signifikan meningkatkan kemampuan berpikir kritis siswa.
EFEKTIVITAS PEMBELAJARAN BENTUK MOLEKUL DENGAN PEMODELAN REAL BERBASIS PENEMUAN TERBIMBING UNTUK MELATIHKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI SISWA Sutrisno Sutrisno; Sri Poedjiastoeti; I Gusti Made Sanjaya
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 2 (2014)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n2.p332-339

Abstract

This study aimed to describe the effectiveness of learning materials on shape of the molecule with the real modeling supported by PhET media-based on guided discovery to facilitate the students high-order-thinking skills at odd semester XI class of SMAN 10. This research is developmental research using 4D models. Thetest of the learning materials use one group pretest-posttest design. The results of validity syllabus (3.87), lesson plans (3.71), students book (3.35), work sheet (3.63), and test of products (3.58) are categorized very good and reliability syllabus (99%), lesson plans (100%), students book (89%), work sheet (100%), and test of products (100%) are categorized reliable. The Achievement test of higher-order thinking skills showed that the individuals completeness an average score of 82.79, the average sensitivity of items was 0.74 and the average individual gain score of 0.82. Students' response to the learning and teaching activities in average were well-categorized. Based on the findings of the study, it can be concluded that the shape of molecule with the real modeling supported by PhET media based on guided discoverywas effective to train the students' higher-order thinking skills.Penelitian ini bertujuan untukmendeskripsikan efektivitas perangkat pembelajaran bentuk molekul dengan pemodelan real ditunjang media PhET berbasis penemuan terbimbinguntuk melatihkan keterampilan berpikir tingkat tinggi siswa kelas XI semester ganjil SMAN 10 Samarinda pada materi bentuk molekul.Perangkat pembelajaran yang digunakan dikembangkan dengan model 4D. Perangkatpembelajaran di uji cobakan menggunakan one group pretest-posttest design. Validitas Silabus (3,87), RPP (3,71), BAS (3,35), LKS (3,63), dan LP Produk (3,58) berkategori sangat baik dan reliabilitas Silabus (99%), RPP (100%), BAS (89), LKS (100%), LP Produk (100%) berkategori reliabel. Tes hasil belajar keterampilan berpikir tingkat tinggi menunjukkan ketuntasan individual rata-rata 82,79, sensitivitas butir soal rata-rata 0,74 dan gain score individual rata-rata 0,82. Respon siswa terhadap perangkat pembelajaran dan kegiatan pembelajaran rata-rata baik.Berdasarkan temuan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran bentuk molekul dengan pemodelan real ditunjang media PhET berbasis model penemuan terbimbingefektif untuk melatihkan keterampilan berpikir tingkat tinggi siswa.
PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BIOLOGI BERBASIS MODEL PEMBELAJARAN PEMAKNAAN DALAM PEMBELAJARAN IPA DAN PENUMBUHAN SENSITIVITAS MORAL IrwanSyah Putra; Muslimin Ibrahim; Z.A. Imam Supardi
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 2 (2014)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n2.p340-345

Abstract

This research aims to develop devices based science learning biology teaching model in an effort to teach the meaning of science and foster moral sensitivity on the subject of human respiratory system. This study was classified as research development , ie developing syllabus , lesson plans , worksheets , BAS , and THB . Follow the development of the design of the 4- D models of Thiagarajan (1974 ) followed by the implementation phase of learning in the classroom using a pretest - posttest design. Device developed then validated by experts and tested first at 10 eighth grade students of SMP Negeri 1 Tarik. The results showed the validity of the RPP , BAS , and worksheets categorized very well , and the validity of test questions categorized invalid and valid enough. Readability level device includes worksheets for BAS and 77,2 % to the category of material is too easy , and a description of the difficulties include BAS and LKS was 22,1 % with a fairly easy category . The success of RPP during three meetings very well categorized ; activity levels of students categorized quite active ; better student learning outcomes tests of cognitive abilities , processes , psychomotor and moral sensitivity tests considered complete . Barriers in the PBM especially low student motivation in participating in learning .Based on the analysis of data, it can be concluded that the biology-based science learning learning model of meaning on the subject of the human respiratory system is able to teach science and junior high school students growing moral sensitivity. Penelitian ini bertujuan mengembangkan perangkat pembelajaran IPA Biologi berbasis model pembelajaran pemaknaan sebagai upaya mengajarkan IPA dan menumbuhkan sensitivitas moral pada pokok bahasan Sistem Pernapasan Manusia. Penelitian initergolong penelitian pengembangan, yaitu mengembangkan Silabus, RPP, LKS, BAS, dan THB. Pengembangan perangkat mengikuti rancangan 4-D  model dari Thiagarajan (1974) dilanjutkan dengan tahap pelaksanaan pembelajaran di kelas menggunakan rancangan pretest-posttest design. Perangkat yang dikembangkan kemudian divalidasi oleh pakar dan diuji coba I pada 10 siswa kelas VIII SMP Negeri 1 Tarik. Hasil penelitian menunjukkan validitas RPP, BAS, dan LKS berkategori baik; dan validitas soal tes berkategori valid. Tingkat keterbacaan perangkat meliputi BAS dan LKS sebesar 77,2% dengan kategori materi mudah; dan deskripsi kesulitan perangkat meliputi BAS dan LKS sebesar 22,1% dengan kategori tidak sulit. Keterlaksanaan RPP selama tiga kali pertemuan berkategori sangat baik; tingkat aktivitas siswa berkategori cukup aktif; hasil tes belajar siswa baik kemampuan kognitif, proses, psikomotor dan tes sensitivitas moral berhasil melampaui KKM yang ditetapkan. Hambatan dalam  PBM terutama siswa belum terbiasa dengan model pembelajaran pemaknaan. Berdasarkan hasil analisis data, dapat disimpulkan bahwa perangkat pembelajaran IPA Biologi berbasis model pembelajaran pemaknaan pada  pokok bahasan sistem pernapasan manusia efektif membelajarkan IPA dan menumbuhkan sensitivitas moral siswa SMP.
MODEL MENTAL MAHASIWA BARU DALAM MEMAHAMI KONSEP STRUKTUR ATOM DITINJAU DARI PENGETAHUAN AWAL Sunyono Sunyono; Leny Yuanita; Muslimin Ibrahim
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 2 (2014)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n2.p346-353

Abstract

Several studies have shown that mental models can affect a student's ability to perform reasoning on external representation faced. Student mental models are generally used to thinking in order to solve the problem. This study aims to look at the characteristics of mental models beginning of students in understand the concept of atomic structure. Samples were taken at random from the students of Department of Mathematics and Natural Sciences, class of 2012 with the grouping based on students' prior knowledge. The number of samples involved as many as 72 people consisting of students with the prior knowledge of high, medium, and low. Diagnostic tests are used to see the essays shaped the emergence of mental models.  The results showed that for all groups of prior knowledge, mental models beginning of students in understand the concept of atomic structure is still dominated by verbal mental model with the category of "very bad" and "bad" or the characteristics of mental model "formless/not clear" and mental model "intermediates_1." These results imply that the mental models of students can be used as a reference in setting learning to help students in solving problems related to the three levels of chemical phenomenon. To build a mental models of students towards a better, should be designed study involving interconnected between the third-levels of chemical phenomenon (macro, sub-micro, and symbolic).
PENERAPAN MODEL LEARNING CYCLE 7E UNTUK MEMPREVENSI TERJADINYA MISKONSEPSI SISWA PADA KONSEP REAKSI REDOKS Agus Sri Hono; Leny Yuanita; Suyono Suyono
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 3 No. 2 (2014)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v3n2.p354-360

Abstract

Implementation a model of solution using 7E Learning Cycle to prevent students misconceptions in grade X of Senior High School particularly on Redox Reaction concept. Research samples were grade X-2, X-3 and X-4 students of Integrated Model Senior High School in Bojonegoro. This study was pre-experiment study using One Group Pretest-Postest design. It was prevention learning of misconception by implementing 7E Learning Cycle Model (Elicit, Engage, Explore, Explain, Elaborate, Evaluation, Extend). Identification of misconceptions used three-tier diagnostic test.  Respon variables in this research were conception and students achievement on Redox Reaction concept. Data analysis technique were descriptive and inferential analysis. Findings of this study show that prevention learning of misconception by implementing 7E Learning Cycle Model increased students proportion of ˜knowing concept and successfully students achievement of Redox Reaction concept. Implementasi sebuah model solutif dengan model belajar Learning Cycle 7E bertujuan untuk memprevensi (mencegah) terjadinya miskonsepsi siswa kelas X SMA khususnya pada konsep reaksi redoks. Subjek penelitian siswa kelas X-2, X-3, dan X-4 SMAN Model Terpadu Bojonegoro. Penelitian ini merupakan penelitian pra-eksperimen dengan one group pretest-postest design dengan tindakan pembelajaran prevensi miskonsepsi dengan menerapkan model Learning Cycle 7E (Elicit, Engage, Explore, Explain, Elaborate, Evaluation, Extend). Identifikasi miskonsepsi menggunakan three tier diagnostic test. Variabel respon dalam penelitian ini adalah konsepsi dan hasil belajar siswa setelah dilakukan pembelajaran prevensi terjadinya miskonsepsi siswa dalam pembelajaran konsep redoks dengan menerapkan model Learning Cycle 7E.  Teknik analisis data menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan pembelajaran prevensi miskonsepsi dengan menerapkan model Learning Cycle 7E berhasil menambah proporsi siswa tahu konsep dan meningkatkan hasil belajar siswa pada konsep reaksi redoks.

Page 41 of 65 | Total Record : 649

 39   40   41   42   43 

Filter by Year

2011 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 2 (2025) Vol. 14 No. 1 (2024) Vol. 13 No. 2 (2024) Vol. 13 No. 1 (2023) Vol. 12 No. 2 (2023) Vol. 12 No. 1 (2022) Vol. 11 No. 2 (2022) Vol. 11 No. 1 (2021) Vol 10, No 2 (2021) Vol. 10 No. 2 (2021) Vol. 10 No. 1 (2020) Vol 10, No 1 (2020) Vol. 9 No. 2 (2020) Vol 9, No 2 (2020) Vol. 9 No. 1 (2019) Vol 9, No 1 (2019) Vol 8, No 2 (2019) Vol. 8 No. 2 (2019) Vol. 8 No. 1 (2018) Vol 8, No 1 (2018) Vol 7, No 2 (2018) Vol. 7 No. 2 (2018) Vol. 7 No. 1 (2017) Vol 7, No 1 (2017) Vol 6, No 2 (2017) Vol. 6 No. 2 (2017) Vol. 6 No. 1 (2016) Vol. 5 No. 2 (2016) Vol. 5 No. 1 (2015) Vol. 4 No. 2 (2015) Vol. 4 No. 1 (2014) Vol. 3 No. 2 (2014) Vol. 3 No. 1 (2013) Vol. 2 No. 2 (2013) Vol. 2 No. 1 (2012) Vol. 1 No. 2 (2012) Vol. 1 No. 1 (2011) Vol 6, No 1 (2016) Vol 5, No 2 (2016) Vol 5, No 1 (2015) Vol 4, No 2 (2015) Vol 4, No 1 (2014) Vol 3, No 2 (2014) Vol 3, No 1 (2013) Vol 2, No 2 (2013) Vol 2, No 1 (2012) Vol 1, No 2 (2012) Vol 1, No 1 (2011) More Issue