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<![CDATA[ANALISIS KESULITAN PEMAHAMAN KONSEP DAN PRINSIP MATERI POKOK DIMENSI TIGA SISWA KELAS XI SMK KEPERAWATAN YAHYA BIMA ]]>
<![CDATA[Syahrir Syahrir]]>;
<![CDATA[Kusnadin Kusnadin]]>;
<![CDATA[Nurhayati Nurhayati]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v1i1.522
<![CDATA[The results of observations in class XI SMK Health Nursing Yahya Bima note that students still think that math is hard and scary that students often find it difficult when working on math problems. Student difficulties in learning mathematics are also characterized by low daily test results mathematics class XI student of SMK Nursing Yahya Bima. Therefore it is necessary to do an analysis of learning disability and the factors that influence the students' learning difficulties in learning mathematics in particular three-dimensional. This research is a descriptive study conducted on 64 students of class XI SMK Yahya Nursing Bima. Data collected by the method of three-dimensional tests and questionnaires. Tests that have been declared valid and reliable research subjects used to determine which students who received grades of less than KKM defined as research subjects. Questionnaire is used to determine the internal factors and external factors that greatly affect the students' learning difficulties in studying the three-dimensional. Data analysis techniques used in this research is descriptive qualitative and quantitative analysis. The results showed that as many as 33 students have difficulty in solving the three-dimensional, it is due to students 'difficulties in providing examples of specific concepts, students' difficulty in giving up the name space, difficulties in classification, less skills students in basic skills, calculation errors, procedural errors , students are not mastering algorithms and do not understand the basic concepts. Factors - factors that cause learning difficulties students have great influence on quite a high level of learning difficulties experienced by students of class XI Vocational Nursing Yahya Way in three dimensions is the subject matter of interest, motivation, talent and intelligence of students who are on average relatively less and methods applied teachers including the use of visual aids in teaching the less even very low.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NHT (NUMBERED HEAD TOGETHER) MENGGUNAKAN PETA KONSEP TERHADAP HASIL BELAJAR FISIKA SISWA ]]>
<![CDATA[Bahtiar Bahtiar]]>;
<![CDATA[Musanni Musanni]]>;
<![CDATA[Laelatul Hapipah]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v1i1.518
<![CDATA[This study aims to determine the effect of cooperative learning type NHT (Numbered Head Together) Using Concept Map to physics learning outcomes of VIII grade students og state MTs. 3 Mataram Academic Year 2012/2013. The hypothesis proposed is there is influence of cooperative learning type NHT (Numbered Head Together) using concept map to physics learning result of VIII grade MTs 3 Mataram students Academic Year 2012/2013 Lesson. Type of research used is Quasy experiment. The population in this research is all VIII grade students of state MTs. 3 Mataram. The sample was taken by purposive sampling technique that is VIIIB class as experimental class and VIIIE class as control class in state MTs. 3 Mataram. The data was collected in study by giving pre-test and post-test to the sample class student. Data collection techniques using objective tests that have been tested for validity, reliability, difficulty index, differentiation, and spotting function. Based on the analysis results of pre-test data obtained the average value of the experimental class is 50.4 and the control class is 51.8. Post-test results showed the average experiment class is 73.51 and the control class is 62.42. The sample student's post-test data were analyzed using t-statistical calculations. Based on the result of data analysis using t-statistic obtained t count 4,13 and t table 1.99. From the results obtained t count> t table at 5% error level, this indicates that Ha accepted and Ho rejected. Based on the results of N-Gain test in the experimental class obtained an increase of 0.47 while in the control class there was an increase of 0.22. The improvement of the students' learning outcomes in the experimental class is classified into the medium category and the control class fall into the low category. Thus, the improvement of students' learning outcomes in the experimental class is higher than the control class (0.47> 0.22). This means that the application of cooperative learning model type NHT (Numbered Head Together) using concept map gave a significant contribution to physics learning outcomes of VIII grade students of State MTs. 3 Mataram on the subject of energy and effort.]]>
<![CDATA[EPISTEMOLOGY, CONSTRUCTIVISM, AND DISCOVERY LEARNING IN MATHEMATCS ]]>
<![CDATA[I Ketut Sukarma]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.523
<![CDATA[This article describes the epistemology of mathematical scholarship, the constructivism view of mathematics and how mathematical learning can achieve the goals of which one is by studying discovery with a philosophical approach that emphasizes its implications on the learning of mathematics. The world of educational research, especially mathematics has shown a shift, which is more emphasize the teaching and learning process and research methods that apply the concept that, in learning someone to construct his knowledge. Humans construct their knowledge through interaction with objects, phenomena, experiences, and the environment. A knowledge is assumed to be true if it can be useful to confront and solve appropriate problems or phenomena. On constructivism view, knowledge can not be transferred from one person to another, but must be interpreted by one person individually. Knowledge is not something that is finished, but a process that develops continuously. In the process that the activity of someone who wants to know, very instrumental in the development of knowledge. Some factors such as limited previous construction experience, and a person's cognitive structure may limit the establishment of the person's personality. Conversely, conflict situations or anomalies that make people forced to think more deeply and situations that require people to defend themselves and explain in more detail, will develop one's knowledge. Constructivism is divided into three levels: radical, hypothetical realism, and the usual. This difference is based on the relationship between knowledge and existing reality.]]>
<![CDATA[PENGARUH BLENDED LEARNING DALAM PEMBELAJARAN BERBASIS MASALAH (PBL) TERHADAP HASIL BELAJAR MAHASISWA IKIP MATARAM PADA MATERI PENCEMARAN LINGKUNGAN ]]>
<![CDATA[Citra Ayu Dewi]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.514
<![CDATA[To teach environmental pollution subject material must be adjusted to real daylife problem because environmental pollution can’t last from human life. Associated with the characteristics of environmental contamination materials will be more appropriate if taught with problem-based learning strategies and to provide more learning opportunities, discussing the concept thoroughly, improve the transfer of learning and experience in leading the learning itself so that a blended learning is needed to be able to improve the process of critical thinking and lead to an optimal learning environment. This study has proved that the learning process that uses PBL and blended learning turned out to provide better student study result include cognitive, affective and psychomotor domains. In addition, the application of blended learning in PBL can also provide a positive perception.]]>
<![CDATA[MEMBERDAYAKAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING) SISWA SMA DALAM PEMBELAJARAN BIOLOGI ]]>
<![CDATA[I Wayan Karmana]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.519
<![CDATA[The purpose of education in high school biology emphasizes the development of potential students to become independent learners, so that students have the critical thinking skills, creative, innovative, and able to solve the problems of life (higher order thinking). But in reality it is still relatively low ability, so it needs ditingkatkan.Terkait with this, the objective of this study is to clarify the effectiveness of Problem Based Learning (PBL) and potential interaction in the academic as well as empowering high order thinking (critical thinking skills, problem solving, and metacognitive awareness). This is a type of quasi-experimental study that implements two different strategies with pretest-posttest non equivalent control group design 2x2 factorial conducted in academic year 2012/2013. The study population was a tenth grade student at SMAN 8 Mataram, while the study sample were students of class X by 2 classes. The research instrument is a test of critical thinking skills, and problem solving skills, and metacognitive awareness questionnaire. Data were analyzed by descriptive analysis and to test the hypothesis that continued Anacova test further test of Least Significant Difference (LSD). Tally assisted with SPSS 14 for Windows. The results showed that the effect on the Problem Based Learning problem-solving skills, and critical thinking, but do not affect the metacognitive awareness. While the ability (potential) academic has no effect on the ability of problem solving, critical thinking and metacognitive awareness of high school students.]]>
<![CDATA[HUBUNGAN ANTARA LATAR BELAKANG PENDIDIKAN FORMAL, PENGETAHUAN, STATUS EKONOMI DAN SIKAP DENGAN UPAYA MASYARAKAT MENGENAI BUDIDAYA Gyrinops versteegii (Gilg.) Domke DI PULAU LOMBOK ]]>
<![CDATA[Taufik Samsuri]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.515
<![CDATA[The purpose of this study was: (1) to reveal how formal educational background, knowledge, economic status, attitudes and efforts of the farming community farming Gyrinops versteegii (Gilg.) Domke on the island of Lombok. (2) to determine the relationship of formal educational background, knowledge, and attitudes to the economic status of the farming community efforts Gyrinops versteegii (Gilg.) Domke on the island of Lombok. This type of research is survey research design and descriptive quantitative descriptive correlational. Data were analyzed using descriptive statistics. While the relationship of formal education background, knowledge, economic status and attitudes correlated with community efforts on cultivating Gyrinops versteegii (Gilg.) Domke using bivariate product moment correlation test, followed by regression analysis using the aid package SPSS for Windows 00:17. Results of this study indicate that (1) the level of formal education background, at 25.71% with very low category, knowledge of 67.23% with enough categories, economic status by 50% with the low category, the attitude of 65.40% with enough categories, and cultivation efforts Gyrinops versteegii of 54.42% with low category. (2) The results of analysis of the association in this study showed that there is a significant relationship between formal educational background, knowledge, and attitudes to the economic status of efforts farming Gyrinops versteegii with correlation value of 0.898 and the coefficient of determination (R2) of 0.806.]]>
<![CDATA[APLIKASI SENYAWA AMIDA HUMAT SEBAGAI IONOFOR DALAM MEMBRAN ELEKTRODA SELEKTIF ION Ni (II) ]]>
<![CDATA[Muhali Muhali]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.520
<![CDATA[The amide compound derived from humic acid has been applied as ionophore in ion selective electrode (ISE) measurement based on poly vinyl chloride (PVC) membrane. The carboxylic acid group of the humic acid was first modified to the corresponding amide and is expected to form complex with the target cation. This work aims at obtaining selectivity coefficient towards Ni2+ ion. The products of the reactions were observed using infra red (IR) spectrometer. The amide compound derived from humic acid was immobilized into the membrane with composition percentage (w/w) as the following 32% of PVC, 64% of plasticizer of either [orto-nitrophenil octyl ether (NPOE) or dioctylpthalate (DOP) or dibenzyl ether (DBE)], 2% of lipophilic anion [sodiumtetraphenylborate (NaTPB), and oleic acid], and 2% of ionophore the humic amide, respectively. The results show that ISE membrane give selective response to the Ni2+ ion at pH of 4,5 with response time of approximately 80 seconds. Among many others, the cations that give strong emf interference include Cu2+,Li+, K+, Pb2+, Na+, Zn2+, and Ca2+. The Nernstian factor of ISE membrane is close to +28 mV per decade with linear range of concentration of pNi2+ of 1-6, with composition PVC membrane, DBE as plasticizer, oleic acid as lipophilic anion, and humic amide as ionophore, respectively.]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN SAINS SMP BERORIENTASI PADA PENDEKATAN SAINS TEKNOLOGI MASYARAKAT UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF ]]>
<![CDATA[Hunaepi Hunaepi]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.516
<![CDATA[The availability of science learning instructional that integrate between the science, society and technology is still very limited so that it needs to be developed science-learning instructional with science, society and technology oriented. This learning instructional development aims to develop science learning instructional with science, technology and society approach oriented to improve students' cognitive abilities. Learning instructional that have been developed in trials in class VIIb with a number of 30 students at State Yunior High School 2 Sepulu Madura through One Group Pretest-Postest Design. Instructional development uses the Kemp development model. The results showed that RPP validation, student textbooks, Student Worksheets, and category rating sheets were feasible with validity of instrument reliability of RPP 91%; Student book 90%; Student Worksheet 92%. The highest teacher activity is to guide the experiment by 22% at meeting one (P1) and at the second meeting (P2) 24%. Highest student activity is Observing with 22% (P1) and 24% (P2). Lesson learned on (P1 and P2) is implemented (92%) and (75%). Student responses to the instructional and learning are good categorized or students respond positively. Cognitive abilities seen from the completeness of Pretest learning indicators averaged <60 categorized incomplete, Postest average ≥ 60 categorized complete, individual completeness on average Pretest <60 categories incomplete, Postest average ≥ 65 category of completeness, and mastery classically on Pretest <75 is categorized incomplete, whereas in Postest ≥ 75 is complete. The conclusion of the research shows that the approach of Science, Techonology, and Society on damage and environmental pollution subject material in State Junior High School 2 Sepulu can improve students' cognitive abilities and learning instructional used in this research categorized as valid and reliable.]]>
<![CDATA[IMPLEMENTASI MODEL PBL (PROBLEM BASED LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR DAN KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Saiful Prayogi]]>;
<![CDATA[Muhammad Asy’ari]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.521
<![CDATA[This research was aimed to improve the students’ learning achievement and critical thinking ability through problem based learning (PBL) model, the method which was applied in this research was classroom action research. It consisted of two cycles and each cycle consisted of planning, implementing, observing, and reflecting. The data was taken by giving the students test, it was in form of multiple choice test. The was used to know the students learning achievement to know students critical thinking, essay test was used. The finding of the research show that there was improvement from cycle to cycle. (1) at the first cycle: the percentage score of students mastery was 63.16% ; the mean score of the students critical thinking ability was 51.31 ; (2) at the second cycle : percentage score of the students mastery was 85% ; mean score of the students critical thinking ability was 72.08 and catagorized into critical and between 62.59 – 81.25. based on the finding, it can be concluded that problem based learning (PBL) model can improve the students learning achievement and critical thinking ability.]]>
<![CDATA[METAKOGNITIF, PROSES SAINS, DAN KEMAMPUAN KOGNITIF MAHASISWA DIVERGEN DAN KONVERGEN DALAM PBL ]]>
<![CDATA[Yusran Khery]]>;
<![CDATA[Subandi Subandi]]>;
<![CDATA[Suhadi Ibnu]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013 ]]>
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DOI: 10.33394/j-ps.v1i1.517
<![CDATA[The purpose of this study was: (1) determine differences in metacognitive awareness and cognitive abilities of students who learned with PBL and conventional strategies, (2) determine differences in metacognitive awareness, science process skills, and cognitive abilities among students with divergent thinking and character convergent strategies are learned with PBL. This study uses three different kinds of design that is descriptive research design, quasi-experimental design, and pre-experimental design to answer the research objectives numbered one through three in a row. The instrument used in this study were: (1) questionnaire divergent thinking and convergent character, (2) metacognitive awareness questionnaire, (3) observation sheets science process skills, and (4) tests of cognitive ability. Data were analyzed by inferential statistics. The results showed that: (1) there is no difference in metacognitive awareness and cognitive skills of students with learning strategies derived from PBL and conventional strategies, (2) there are no differences in metacognitive awareness and cognitive abilities among students divergent and convergent. Science process skills students better than the divergent-convergent.]]>
