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Jurnal Riset Pendidikan MIPA
Published by Universitas Tadulako
ISSN : 25490192     EISSN : 25490184     DOI : https://doi.org/10.22487/j25490192
Core Subject : Science, Education,
Chemistry Education
Jurnal Riset Pendidikan MIPA (JRPM) is an open-access journal published by Universitas Tadulako. The JRPM is published biannually (June and December) which aims to publish the latest research results from university academics, educators, and other practitioners at all levels of education, especially in the field of mathematics and natural sciences education which includes the scope of research on mathematics education, chemistry education, physics education, biology education as well as environmental education.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 6 Documents
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Search results for , issue "Vol. 4 No. 1 (2020)" : 6 Documents clear
Development of Physics Learning Devices in High School Based on Science Technology Engineering and Mathematics (STEM) Assisted by Android in Dynamic Electricity Subject Matter Ansar, Mohammat Ari; Werdhiana, I Komang; Darsikin, Darsikin
Jurnal Riset Pendidikan MIPA Vol. 4 No. 1 (2020)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2020.v4.i1.pp1-11

Abstract

This research is a development research with a 4D development model. The study was conducted in class XII IPA 1 and IPA 2 in SMA Negeri 1 Moutong, each class consisted of 25 students. The instruments used were observation sheets, test questions and documentation. The data obtained consisted of experimental class data and control class data. For Cognitive tests in the experimental class, data were obtained that the percentage of graduation was 89%, while for the control class the percentage of graduation was 76%. For the attitude assessment, in the experimental class the total percentage of all meetings was 84,4%, while in the control class the total percentage of all meetings was 79%. For the Skills assessment, in the experimental class the total percentage of all meetings was 80%, while in the control class the total percentage of all meetings was 76%. For Percentage of Activity of Students, in the experimental class the total percentage of all meetings was 81,3%, while in the control class the total percentage of all meetings was 79,1%. Then from the process of analyzing Validity, Reliability, Difficulty Index, and Differences in the items it was found that, 24 items were received from a total of 25 items submitted. As well as in the interview results were found, namely a positive response from the teacher and students interviewed. The performance of the Android application is very good, able to calculate each score of the experimental class students in 0 (zero) seconds. So, it was concluded that the learning devices developed and assisted with Android were valid, practical and effective quality.
Critical Thinking Profile of Junior High School Class VIII Students in Solving the Pythagoras Theorem Problem in Review of Spatial Ability Nurfadila, Nurfadila; Rochaminah, Sutji; Nurhayadi, Nurhayadi
Jurnal Riset Pendidikan MIPA Vol. 4 No. 1 (2020)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2020.v4.i1.pp12-24

Abstract

The purpose of this research is to obtain a description of the critical thinking profile of Junior High School Class VIII students in solving the Pythagoras theorem problem in review of spatial ability. This research uses qualitative methods based on the category of critical thinking according to Jacob and Sam. The results of research showed a critical thinking profile of high spatial ability subject (MC) on the categories: (1) Clarification, namely formulating problems and information accurately and clearly, as well as describing rectangles, (2) Assessment, namely choosing and using the formula of another subject, one right triangle to facilitate problem solving, (3) Inference, which is making precise and clear conclusions based on the information obtained, (4) Strategies, namely predicting answers using triple Pythagoras and proposing other alternatives by choosing other right triangle images and making another formula. The critical thinking profile of moderate spatial ability subject (BT) on the categories: (1) Clarification, namely formulating problems and information precisely and clearly, and describing the square, (2) Assessment, which is choosing a physical triangle elbows to facilitate problem solving, using other lesson formulas, but the formula used is not correct, (3) Inference, which is making inaccurate conclusions because it is not accurate, (4) strategies, namely evaluating solutions that are lacking right and have no other way of solving problems. The critical thinking profile of low spatial ability subject (AR) on the categories: (1) clarification, which is to formulate problems and information clearly but less precisely by writing and reciting the answer and no rectangular images known,(2) Assessment, which is choosing and using an inappropriate formula with inappropriate reasons, (3) Inference (inference), which is making inaccurate conclusions, (4) Strategies, namely unable to propose or predict or evaluate the answer and also have no other way of solving problems.
Profile of Problem Solving Systems in Linear Equations of Three Variabels of Class X Students in Terms of Mathematical and Gender Anxiety Based in MAN 2 Palu Rina, Rina; Bennu, Sudarman; Sukayasa, Sukayasa
Jurnal Riset Pendidikan MIPA Vol. 4 No. 1 (2020)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2020.v4.i1.pp25-31

Abstract

This research is a qualitative study which aims to obtain a description of the profile of problem solving systems in linear equations of three variables of the Islamic student madrasah in terms of mathematical and gender anxiety based on Polya's steps. The subjects of this study were male and female students of class X who had severe and mild math anxiety. The results of this study are (1) When understanding mathematical problems, the LB subject reads the voice slowly but can still be heard, the whole slowly, many times and often asks, PB subjects read in a rather loud voice, all slowly, many times -times and often asking questions, the subject of LR reads in a low voice, slowly, word for word, the subject of PR does a sound reading rather loudly, slowly, and repeatedly; (2) When compiling a problem-solving plan, LB and PB subjects plan to use a combined method, look nervous, impatient, and ask many questions, LR subjects using substitution methods are relatively more patient and calm in finding solutions, PR subjects plan to use a combined method , relatively more patient and calm in finding solutions; (3) when carrying out the problem solving plan, LB and PB subjects tend to be restless, in a hurry and need a relatively long time and do not write the completion steps completely, the subject of LR and PR tends to be quiet, silent, not saying much words and requires a relatively short time and write down the completion steps completely; (4) when re-examining the results of work, the subject of LB and PB checks the results of the answers obtained by verification only once and often asks, the subject of LR and homework re-check the results of answers obtained through repeated verification three times to feel confident with the answer.
Application of Contextual Teaching and Learning Using Power Point in Improving Learning Outcomes of Light Properties in Grade IV Students SDN 12 Palu Murniasih, Ni Putu; Hatibe, Amiruddin; Suleman, Samsurizal M.
Jurnal Riset Pendidikan MIPA Vol. 4 No. 1 (2020)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2020.v4.i1.pp31-39

Abstract

Teachers strive to improve student learning outcomes in science subjects through the use of approaches to classroom learning. As for the chosen approach to improve learning outcomes, foster a spirit of learning, diligence, and respect for each other is the approach of contextual teaching and learning (CTL) using power points. The study aims to: 1) describe the implementation of contextual teaching and learning using power points to improve the learning outcomes of light properties in grade IV students at SDN 12 Palu (2) describing increased learning outcomes on the properties of light in grade IV students at SDN 12 Palu through the application of contextual teaching and learning using power points. The research method uses the classroom action research design Mc. Taggart, consisting of 4 stages, namely planning, implementation, observation, and reflection. The research location is at SDN 12 Palu. The research subjects (n = 24) consisting of 13 male students and 11 female students. Data retrieval techniques using observation methods and tests. Data analysis is conducted with qualitative and quantitative data analysis. The results showed that students' activity in Cycle I gained 71.33% or enough category, increasing in cycles of II 86.66% or very good category. Learning activities through the results of observation of teacher skills on cycle I, obtained 76% or good, and cycle II 90.66% or very good. Student learning data for the classical absorbent (DSK) cycle I (63%) and cycle II (80%). For the classical learning (KBK) cycle I (58%) and cycle II (83%). Based on these results, it was concluded that the implementation of contextual teaching and learning using power points can increase the activity and outcomes of science in class IV SDN 12 Palu.
Improving Student Learning Outcomes about Science through the Application of Guided Inquiry Learning Models Assisted by SEQIP Kits in Class VI of SD Inpres Bumi Bahari Rugaiyah, Rugaiyah; Tellu, Andi Tanra; Rede, Amram
Jurnal Riset Pendidikan MIPA Vol. 4 No. 1 (2020)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2020.v4.i1.pp40-52

Abstract

One effort to improve the implementation of student-centered learning is through inquiry learning models. This study aims to describe the application of a guided inquiry learning model assisted by the SEQIP Kit in improving student learning outcomes in science subjects in the sixth grade of SD Inpres Bumi Bahari. The research method used classroom action, which consists of four stages, namely planning, implementation, observation, and reflection. This research was conducted at the SD InpresBumi Bahari. The research subjects were 28 students. The data collection technique uses observation and tests. Data analysis was carried out by analyzing data qualitatively and quantitatively. The results showed that there was an increase in teacher activity and student activities. Teacher activities in the first cycle were 61% enough, and cycle II increased to 81% in the excellent category. Student activities in the first cycle were 58% enough, increasing in the second cycle to 79% in the good category. Data on student learning outcomes with classical absorption (DSK) cycle I was 63.5% and classical learning completeness (CBC) was 60.5%. These results increased in the second cycle where DSK became 87.5% and KBK 87%. Based on these results, it was concluded that the application of a guided inquiry learning model assisted by the SEQIP Kit could improve science learning outcomes in the sixth grade of SD Inpres Bumi Bahari.
Mapping of Reflective Thinking Levels and Basic Thinking Ability of Students on Learning Science at SMP Negeri 30 Sigi Delviana, Delviana; Hamzah, Baharuddin; Solfarina, Solfarina
Jurnal Riset Pendidikan MIPA Vol. 4 No. 1 (2020)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2020.v4.i1.pp53-60

Abstract

This study aims to map the reflective thinking level of students and to map students' basic thinking skills in science learning at SMP Negeri 30 Sigi. The method used in this research is the descriptive method. The test used is a set of tests containing UN questions for the last five years about science learning given to students with the aim of obtaining information about students' basic thinking levels while measuring reflective thinking skills using a questionnaire that has been validated by experts. Students of SMP N 30 Sigi have very low basic thinking skills. The highest correct answer is 21 questions and the lowest correct answer is 7 questions. A total of 42 students as a whole had a reflective thinking stage for habitual action, 29 of which were transitions between habitual action and understanding, 11 of which were transitioning to habitual action, understanding, and reflective, and only 2 of them reached the critical thinking stage. Students 'reflective thinking skills are directly proportional to students' basic thinking skills. The higher the students 'reflective thinking stages, the better the students' basic thinking skills.

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