Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Jurnal Pendidikan, Sains, Geologi dan Geofisika (GeoScienceEd Journal): |e-ISSN: 2723-2913, p-ISSN: 2723-2905| diterbitkan 2 (dua) kali dalam setahun (Peride Juni dan Desember) dan dimulai pada bulan Juni 2020 oleh Program Studi Pendidikan Fisika FKIP Universitas Mataram. Artikel dapat diterima dalam Bahasa Indonesia dan Bahasa Inggris. GeoScienceEd merupakan wadah publikasi penelitian pendidikan, sains, geologi dan geofisika. Cakupan dari jurnal ini adalah artikel ilmiah berupa hasil penelitian yang meliputi pendidikan, sains, kebumian, geologi dan geofisika.
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<![CDATA[Pembuatan KIT Sederhana Rangkaian Listrik Dinamis Sebagai Produk Akhir Pada Mata Kuliah Praktikum IPA ]]>
<![CDATA[Dedi Riyan Rizaldi]]>;
<![CDATA[Kasmah Harwati]]>;
<![CDATA[Ziadatul Fatimah]]>;
<![CDATA[Muh. Makhrus]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.46
<![CDATA[Learning physics is of course a part of science and should be able to facilitate students to do lab sessions or experiments to prove the concepts learned. One of them relates to dynamic electricity at the secondary level. However, there are still many schools that do not have practical tools that can assist students in learning dynamic electricity equipment. Therefore, the writing of this article is to explain the process of making a simple KIT dynamic electrical circuit as the final product in the science practicum course. The process to create this KIT consists of three stages, namely preparation, implementation and testing. Based on the work carried out, this appears 1). The process of making a dynamic electrical circuit KIT is divided into two parts, namely making tool sets and storage boxes, and 2). Practical activities that can use this electrical circuit KIT include measuring the size of GGL on the battery, measuring the voltage and electrical current, as well as series and parallel circuits]]>
<![CDATA[Pengembangan Instrumen Tes Kemampuan Berpikir Kreatif Berbasis Pendekatan Konflik Kognitif ]]>
<![CDATA[Rangga Alif Faresta]]>;
<![CDATA[Walid Anggara]]>;
<![CDATA[Tegar Agusfian Mandiri]]>;
<![CDATA[Adi Septiawan]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.55
<![CDATA[The ability to think creatively is part of the affective domain that also determines the success of learning. The researcher intends to conduct developmental research to produce a viable creative thinking tool. So that it can be used as a tool to assess students' creative thinking ability. This research is a development research or Research and Development (R&D) with the 4D model, namely Define, Design, Develop and Disseminate. In this study, it was only performed up to the development phase, namely expert validation and practitioner validation. The tools developed were descriptive questions. The sample used were class X high school students. Based on the expert validator's rating, the demand for creative thinking averaged 3.25 in all aspects with a very good category and a content validation value of 0.71 in the valid category. Meanwhile, the practitioner validator rating achieved the feasibility of the mean value of all aspects of 3.71 with the very good category and the content validation of 0.89 with the valid category. Thus, it can be concluded that the creative thinking assessment tool is suitable to be used to measure students' creative thinking level]]>
<![CDATA[Peningkatan Hasil Belajar IPA melalui Penerapan Metode Group Investigation ]]>
<![CDATA[Roslaini Roslaini]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.66
<![CDATA[The purpose of this classroom action research was to find out that the application of the group investigation method in class IX-2 students of SMP Negeri 4 Dumai in the 2019/2020 academic year. This research was conducted in class IX-2 of SMP Negeri 4 Dumai in the even semester of the 2019/2020 learning year. This research was started from January 2020 to February 2020. The subjects of this study were 32 students of class IX-2 of SMP Negeri 4 Dumai, consisting of 18 men and 14 women with heterogeneous abilities. The form of this research is Classroom Action Research (CAR). The results of this study indicate that the application of the group investigation method can improve science learning outcomes in class IX-2 students of SMP Negeri 4 Dumai in the 2019/2020 academic year. The learning outcomes before CAR was 62.8 with a poor category. In the first cycle the student learning outcomes obtained an average of 74.5 in the sufficient category. In the second cycle, there was an increase in student learning outcomes to 81.0 in the good category]]>
<![CDATA[Meningkatkan Hasil Belajar IPA Melalui Metode Pembelajaran Guided Inquiry dengan Menggunakan Media Gambar ]]>
<![CDATA[Meri Finda]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.67
<![CDATA[This study aims to improve science learning outcomes through the guided inquiry-based learning method using image media in class IX-1 students of SMP Negeri 4 Dumai in the 2017/2018 academic year. The subjects of this study were 37 students from Class IX-1 SMP Negeri 4 Dumai, consisting of 11 male students and 26 female students. This research is a classroom action research (PTK) consisting of 2 (two) cycles. The data collection took place from January to February 2018. This research was carried out in different phases, namely the preparation phase, the implementation phase, the observation phase and the reflection phase. The research results showed that the guided research method using image media can improve the scientific learning outcomes of class IX-1 students of SMP Negeri 4 Dumai in the 2017/2018 academic year. Where the average student learning outcomes in the first cycle increased by 83.4 with good categories, in the second cycle to 87.7 with good categories.]]>
<![CDATA[Metode Question dan Answer (Q&A) berbasis LMS pada Mata Kuliah Sejarah Fisika untuk Melatih Keterampilan Berkomunikasi Mahasiswa ]]>
<![CDATA[Hikmawati Hikmawati]]>;
<![CDATA[Haerunisyah Sahidu]]>;
<![CDATA[Kosim Kosim]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.83
<![CDATA[Limited trial research has been conducted on the application of the Question and Answer (Q&A) method based on Learning Management System (LMS) to train students' communication skills. The subjects of this study were 32 students who took the History of Physics lecture in Class 5C for the 2020/2021 Academic Year at the Program Studi Pendidikan Fisika, Universitas Mataram. The instrument used was a student communication skills assessment sheet. The communication skills assessed consist of 3 indicators, namely the ability to answer questions, the ability to communicate ideas with symbols or tables, the ability to work together in groups. Assessment of student communication skills is obtained through observations in the History of Physics lecture activities as many as 7 meetings. The assessment score for each indicator uses a scale of 4. The average value of the ability to answer questions is 3.50 (very good criteria), the ability to communicate ideas with symbols or tables is 3.17 (good criteria), the ability to work together in groups is 3, 42 (good criteria). Thus, the Question and Answer (Q&A) method based on Learning Management System (LMS) can be an alternative learning method for training student communication skills]]>
<![CDATA[Model Inkuiri Terbimbing Berbantuan Laboratorium Virtual Untuk Meningkatkan Keterampilan Proses Sains ]]>
<![CDATA[Ziadatul Fatimah]]>;
<![CDATA[Dedi Riyan Rizaldi]]>;
<![CDATA[A. Wahab Jufri]]>;
<![CDATA[Jamaluddin Jamaluddin]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020) ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.45
<![CDATA[Penulisan ini bertujuan untuk mengetahui laboratorium virtual atau yang biasa disebut dengan V-lab sebagai suatu media pembelajaran yang dapat membantu peserta didikdalam meningkatkan keterampilan proses sains dalam proses pembelajaran. Jenis penelitian ini adalah penelitian kualitafif dengan teknik analisis induktif berupa pengumpulan data triangulasi, dimana teknik pengumpulan data yang bersifat menggabungkan dari berbagai teknik pengumpulan data dan sumber data yang telah ada. Data dikumpulkan melalui kegiatan kajian pustaka dari beberapa sumber, seperti buku teks dan jurnal terakreditasi. Berdasarkan kajian pustaka dapat disimpulkan bahwa V-lab merupakan suatu media berbasis komputer yang berisi simulasi kegiatan di laboratorium. Jenis V-lab berkembang sesuai dengan perkembangan zaman. V-lab juga mendukung kegiatan pembelajaran di tingkat sekolah dan perguruan tinggi dan V-lab juga memiliki kelebihan yang dapat membantu dalam proses pembelajaran dan disamping itu memiliki beberapa kelemahan]]>
<![CDATA[Model Inkuiri Terbimbing Berbantuan Laboratorium Virtual Untuk Meningkatkan Keterampilan Proses Sains ]]>
<![CDATA[Fatimah, Ziadatul]]>;
<![CDATA[Rizaldi, Dedi Riyan]]>;
<![CDATA[Jufri, A. Wahab]]>;
<![CDATA[Jamaluddin, Jamaluddin]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020): December ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.45
<![CDATA[Penulisan ini bertujuan untuk mengetahui laboratorium virtual atau yang biasa disebut dengan V-lab sebagai suatu media pembelajaran yang dapat membantu peserta didikdalam meningkatkan keterampilan proses sains dalam proses pembelajaran. Jenis penelitian ini adalah penelitian kualitafif dengan teknik analisis induktif berupa pengumpulan data triangulasi, dimana teknik pengumpulan data yang bersifat menggabungkan dari berbagai teknik pengumpulan data dan sumber data yang telah ada. Data dikumpulkan melalui kegiatan kajian pustaka dari beberapa sumber, seperti buku teks dan jurnal terakreditasi. Berdasarkan kajian pustaka dapat disimpulkan bahwa V-lab merupakan suatu media berbasis komputer yang berisi simulasi kegiatan di laboratorium. Jenis V-lab berkembang sesuai dengan perkembangan zaman. V-lab juga mendukung kegiatan pembelajaran di tingkat sekolah dan perguruan tinggi dan V-lab juga memiliki kelebihan yang dapat membantu dalam proses pembelajaran dan disamping itu memiliki beberapa kelemahan]]>
<![CDATA[Pembuatan KIT Sederhana Rangkaian Listrik Dinamis Sebagai Produk Akhir Pada Mata Kuliah Praktikum IPA ]]>
<![CDATA[Rizaldi, Dedi Riyan]]>;
<![CDATA[Harwati, Kasmah]]>;
<![CDATA[Fatimah, Ziadatul]]>;
<![CDATA[Makhrus, Muh.]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020): December ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.46
<![CDATA[Learning physics is of course a part of science and should be able to facilitate students to do lab sessions or experiments to prove the concepts learned. One of them relates to dynamic electricity at the secondary level. However, there are still many schools that do not have practical tools that can assist students in learning dynamic electricity equipment. Therefore, the writing of this article is to explain the process of making a simple KIT dynamic electrical circuit as the final product in the science practicum course. The process to create this KIT consists of three stages, namely preparation, implementation and testing. Based on the work carried out, this appears 1). The process of making a dynamic electrical circuit KIT is divided into two parts, namely making tool sets and storage boxes, and 2). Practical activities that can use this electrical circuit KIT include measuring the size of GGL on the battery, measuring the voltage and electrical current, as well as series and parallel circuits]]>
<![CDATA[Pengembangan Instrumen Tes Kemampuan Berpikir Kreatif Berbasis Pendekatan Konflik Kognitif ]]>
<![CDATA[Faresta, Rangga Alif]]>;
<![CDATA[Anggara, Walid]]>;
<![CDATA[Mandiri, Tegar Agusfian]]>;
<![CDATA[Septiawan, Adi]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020): December ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.55
<![CDATA[The ability to think creatively is part of the affective domain that also determines the success of learning. The researcher intends to conduct developmental research to produce a viable creative thinking tool. So that it can be used as a tool to assess students' creative thinking ability. This research is a development research or Research and Development (R&D) with the 4D model, namely Define, Design, Develop and Disseminate. In this study, it was only performed up to the development phase, namely expert validation and practitioner validation. The tools developed were descriptive questions. The sample used were class X high school students. Based on the expert validator's rating, the demand for creative thinking averaged 3.25 in all aspects with a very good category and a content validation value of 0.71 in the valid category. Meanwhile, the practitioner validator rating achieved the feasibility of the mean value of all aspects of 3.71 with the very good category and the content validation of 0.89 with the valid category. Thus, it can be concluded that the creative thinking assessment tool is suitable to be used to measure students' creative thinking level]]>
<![CDATA[Peningkatan Hasil Belajar IPA melalui Penerapan Metode Group Investigation ]]>
<![CDATA[Roslaini, Roslaini]]>
<![CDATA[ Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 1 No. 2 (2020): December ]]>
Publisher : <![CDATA[Mataram University ]]>
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DOI: 10.29303/goescienceedu.v1i2.66
<![CDATA[The purpose of this classroom action research was to find out that the application of the group investigation method in class IX-2 students of SMP Negeri 4 Dumai in the 2019/2020 academic year. This research was conducted in class IX-2 of SMP Negeri 4 Dumai in the even semester of the 2019/2020 learning year. This research was started from January 2020 to February 2020. The subjects of this study were 32 students of class IX-2 of SMP Negeri 4 Dumai, consisting of 18 men and 14 women with heterogeneous abilities. The form of this research is Classroom Action Research (CAR). The results of this study indicate that the application of the group investigation method can improve science learning outcomes in class IX-2 students of SMP Negeri 4 Dumai in the 2019/2020 academic year. The learning outcomes before CAR was 62.8 with a poor category. In the first cycle the student learning outcomes obtained an average of 74.5 in the sufficient category. In the second cycle, there was an increase in student learning outcomes to 81.0 in the good category]]>
