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Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
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Journal of Educational Sciences
Published by Universitas Riau
ISSN : 25811657     EISSN : 25812203     DOI : 10.31258/jes.
Core Subject : Religion, Humanities, Science, Education,
Religion Humanities Education Library & Information Science Other
JES publishes original articles on the latest issues and trends occurring regionally and internationally in the educational sciences with the aim to advance our knowledge both in term of theory and practice. Moreover, this journal also covers the issues concerned with the following special sections: Education Technology Mathematic and Natural Sciences Education Social and Humaniora Sciences Education Early Childhood Education Physical Health and Sport Education All the related educational research
Arjuna Subject : Umum - Umum
Articles 22 Documents
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Search results for , issue "Vol 4, No 1: January 2020" : 22 Documents clear
Improvement on Student LearniInterest through the Integrated Sciences Learning Based on Webbed Model Mulyani Mulyani; Wan Syafii; L.N. Firdaus
Journal of Educational Sciences Vol 4, No 1: January 2020
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (692.732 KB) | DOI: 10.31258/jes.4.1.p.53-61

Abstract

This study aims to determine differences in increasing student interest in the learning process through integrated science learning based on Webbed Model. The basis of this research was the students low interest in the learning process as a result of the implementation in natural science learning that is not in accordance with the mandate of the 2013 curriculum. The research method was a quasi-experiment with a randomized pretest-posttest control group design. Data collection techniques were questionnaires for students interest in learning based on predetermined indicators. While data analysis techniques, which were in the form of descriptive analysis and statistical analysis, were using the Independent Sample T Test. The results showed that an increase in student interest in learning through integrated science-based Webbed Models by 2.9% with a very good category. Furthermore, based on statistical tests the fcount is 10.813 > ftabel 0.40 and 0.315 was obtained with a significance value of 0.04. Thus, it can be concluded that there are some differences in student interest in learning through integrated Webbed Model-based science learning.
Enhancing Science Process Skills through Conceptual Teaching and Learning Related to Water-Savings and Natural Events Concept Neni Hermita; Mahmud Alpusari; Eva Astuti Mulyani; Anggi Paura; Herliana Herliana
Journal of Educational Sciences Vol 4, No 1: January 2020
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (677.687 KB) | DOI: 10.31258/jes.4.1.p.146-152

Abstract

This study aims to enhance science process skills (SPS) through contextual teaching and learning (CTL). This research method used the Quasi-Experiment None-equivalent Pretest-Posttest Design Group. This research was conducted at SDN 002 Ujung Batu with a sample of 54 students. The results obtained that the science process skills of students who learn with the CTL model are better and have more significant improvement than those who learn with conventional models. The experiment group obtained a posttest score with an average of 90.71, while the control group obtained an average of 51.42. N-gain of students' SPS in the experiment group is 0.56 (medium category) higher than the control group that is 0.24 (low category). These indicate that the CTL model can enhance the SPS of fifth-grade elementary school students in the saving-water and natural events concept.

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