Pancaran Pendidikan
Pancaran Pendidikan is an online-International Journal dedicated to publishing the good quality research and non reserach in 1. Natural Science (Mathematics, Physics, Chemistry and Biology) education 2. Social Science (Economy, Geography, and History) education 3. Language and humanities education 4. Formal, informal and non formal educatioan study 5. Pre scholl and elementary school study issue 3. Other related educational issue
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<![CDATA[The Effect of Project-Based Learning Implementation with Photonovel Media on Science Process Skill and Critical Thinking Ability of the IV Grade Students at SDN Wirowongso 01 ]]>
<![CDATA[Shinta Fibriantie]]>;
<![CDATA[Sukidin Sukidin]]>;
<![CDATA[Suparti Suparti]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.366
<![CDATA[The IV grade students of SDN Wirowongso 01 are less motivated to follow the learning since assuming that it is complicated and less attractive. Based on the teacher's analysis, it is known that the student's achievement in following the learning was not maximum, in which 6 students got 50; 3 students got 60; 15 students got 70; 3 students got 80, and 2 students got 90 from the total 29 students. Based on the data, the researcher implemented project-based learning combined with photonovel to make the learning more exciting and meaningful. So, there was an improvement in the students' science process skills and critical thinking ability. The data collection procedures used were test and non-test. The data were the result of pretest and post-tests carried out by the students in the experimental and control classes. It can be seen from the pretest data that there was an improvement. However, through more profound analysis, the control class with conventional learning had never shown optimum improvement. Then, the N-Gain relative effectiveness calculation on pretest and post-test in both classes showed an improvement. Nevertheless, for the control class, the calculation result showed 0.23810 or in the lowest range. Meanwhile, the experimental class obtained 0.58696 or moderate category, in which the N Gained for the combination showed 2.456>1. This means that the implementation of project-based learning with photonovel to 29 students in the experimental class was more effective than conventional learning in the control class.]]>
<![CDATA[The Effect of PhET Simulation in Science Learning of Static Fluid Pressure Topics towards Students’ Creative Thinking Skill ]]>
<![CDATA[Luthfin Afafa]]>;
<![CDATA[Indrawati Indrawati]]>;
<![CDATA[Agustiningsih Agustiningsih]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.321
<![CDATA[This study aims to see is there a significant effect of the use of PhET simulations in science learning of static liquid pressure topics towards creative thinking skill of middle school students. This research was conducted at SMPIT Al-Ghozali Jember in 8th grade of C class and D class where each class consisted of 21 female students. The design of this research is Control Group Pretest-Posttest in which the learning in experimental class uses the PhET simulation while in control class uses the experimental video. The results of Wilcoxon Signed-Rank Test on students' creative thinking skill test scores are differed significantly both in the experimental class and the control class. The results of Mann-Whitney test are the students' student worksheets in the experimental class differed significantly from the control class. It can be concluded that there is a significant effect of the use of PhET simulations in this study.]]>
<![CDATA[The Differences of The Students Mathematics Learning Outcomes Under The Implementation of The Long Multiplication and Chinese Multiplication ]]>
<![CDATA[Siti Subuh Hemi]]>;
<![CDATA[Sukidin Sukidin]]>;
<![CDATA[Tri Dyah Prastiti]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.367
<![CDATA[The multiplication operations of whole numbers to solve the Mathemamtical problems were long multiplication and Chinese multiplication. Long multiplication of whole numbers was implemented by SD Negeri Darungan 01 Jember, while Chinese multiplication was considered as one of the most remarkable ways to calculate multiplication with more than two numbers. The students found it easier in counting than memorizing through the use of crossed lines. This design of this research was quantitative research method. The quantitative approach and quasi-experimental research were taken into this. As many as 64 respondents covering 32 students of class VIA and the other 32 of class VIB were selected by using the independent sample t-test technique. The data collection method used was observation, interview and tests. The learning outcomes through long multiplication showed that the mean score of pretest was 49.50, below the minimum completeness criteria; whilst the post-test obtained was 75.63. Learning outcomes achieved in pretest by using long multiplication revealed that the mean score was below the KKM, which was 45.00. After administering posttest, the mean score was 63.38. According to hypothesis verification through t-test polled variance on the students' posttest scores, the t-count was 3.434 in which it was lower than the t-table of 2.2971. The students who solved the problems by using Chinese multiplication learning got the higher mean scores of posttest which was 73.16 than the ones who obtained the mean score of 62.66 by using long multiplication. Thus, there was found a significant difference in the scores of students’ learning outcomes through long multiplication and Chinese multiplication techniques.]]>
<![CDATA[Smart Three-Dimensional (3D) Hologram as an Innovative Teaching Tool in Virtual Learning Environment during Exigent Circumstances ]]>
<![CDATA[Nadila Nadila]]>;
<![CDATA[Mega Wirda Angriani]]>;
<![CDATA[Diah Novrianty Utami]]>;
<![CDATA[Dewi Nopita]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.362
<![CDATA[It cannot be denied that almost all aspects of human life are in gadgets. Gadgets are equipped with different types of applications that can make human activities more effective. Smart 3D hologram is one of the applications that can be downloaded and installed on a smartphone. Smart 3D Hologram is considered as the most advanced technology that gives several advantages in education such as helping teachers and students to view devices that cannot be seen in traditional teaching-learning, offering virtual teachers, and making teachers and students still connected. It also shows us the real-size object. This article intends to describe Smart 3D hologram, an innovative teaching tool for future education that can be used offline in students-parents’ smartphones in a virtual learning environment. It is hoped that smart 3D hologram can become a smart solution in facilitating students in learning during exigent circumstances.]]>
<![CDATA[The Improvement of Mathematics Learning of Trigonometry on Students in Class X-Tei of SMK Negeri 1 Situbondo by Using STAD Method ]]>
<![CDATA[Sidawi Sidawi]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.364
<![CDATA[This research aimed to analyze Mathematics learning on Vocational High School students by using STAD learning model on Trigonometry material. By using acquisition processing skills, students will be able to discover and develop their own facts and concepts as well as growing and developing attitudes and values. This research used a classroom action research (CAR) design. Data collection tools and methods used in this research were tests, observations, and questionnaires. The results showed that the average score of students in cycle 1 was 69.84 with the lowest score as much as 61 and the highest score was 79. The limit for learning completeness was 65, the number of students who scored 65 as many as 27 students, which means 81.82% out of 32 students had a value in the top level of mastery of a given concept, or more than 80%. The average score of students in cycle 2 was 76.15 with the lowest score as much as 68 and the highest was 87. The limit for learning completeness was 65, the number of students who scored 65 as many as 32 students, which means that 100% of the students had grades at the top level of mastery of the given concept, or more than 80%. From cycle II, it can be said that the learning process has succeeded in achieving what has been targeted. Thus, it can be said that the learning process has met what was expected, namely an increase in the quality of learning as indicated by an increase in the quality of students’ achievement as a whole]]>
<![CDATA[Implementation of Straight Motion Learning Using Software Tracker Towards Junior High School Students 'Cognitive Abilities ]]>
<![CDATA[Erin Wardani]]>;
<![CDATA[Indrawati Indrawati]]>;
<![CDATA[Iwan Wicaksono]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.318
<![CDATA[This study aims to determine the effect of using tracker software media on students' cognitive abilities in straight motion material in junior high school. This research is an experimental study with a post-test only control design. The population was tested for homogeneity to obtain samples, namely two classes with homogeneous abilities. Furthermore, learning was carried out using the tracker software media in the experimental class. The students' post-test scores were tested for normality using the Kolmogorov Smirnov test. Furthermore, if the data is normally distributed, it is followed by an independent sample t-test. The results of the analysis using SPSS show that the sig. (2-tailed), namely 0.000 so that it is smaller than 0.05. Based on these results it can be concluded that there is a significant difference in the cognitive abilities of students between the control and experimental classes in learning straight motion.]]>
<![CDATA[The Effect of Pictorial Riddle Assisted Inquiry Learning Model on Metacognition Awareness of Biology Students ]]>
<![CDATA[Destia Putri Oktaviani]]>;
<![CDATA[Suratno Suratno]]>;
<![CDATA[Kamalia Fikri]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.365
<![CDATA[This study aims to determine the effect of metacognitive awareness among high school students in using the Inquiry learning model with the help of the Pictorial Riddle. This study used a quasiexperimental study involving students of class XI IPA as an experimental group and a control group. The experimental group applied the Inquiry learning model assisted by the Pictorial Riddle, while the control group applied the STAD learning model with information discussion by forming a small group. Kolmogorov Smirnov's one-sample test and homogeneity were used to select the experimental group and the control group. In this study the measurement of students' metacognitive awareness used the MAI (Metacognitive Awareness Inventory) questionnaire. The number of questions consists of 37 items, of which the questions are divided into three factors which are included in the knowledge of awareness, and five other factors related to the regulation of awareness. The data on the value of metacognition awareness used to measure student’s metacognition awareness were obtained from the MAI questionnaire given to students, both the experimental class and the control class before and after the study, the data obtained were analyzed using the ANAKOVA test, the result show that the model is corrected for the score after MAI treatment, the probability value is 0,000 which is smaller than 0.05 (p = 0,000 <0.05), which means that H0 is rejected and H1 is accepted and there is a significant effect on the Pictorial Riddle-assisted Inquiry learning model on student metacognition.]]>
<![CDATA[The Effectiveness of Inquiry Learning Model with Concept Mapping Technique on Metacognitive Awareness on Senior High School Students in Class X ]]>
<![CDATA[Putri Novitasari]]>;
<![CDATA[Suratno Suratno]]>;
<![CDATA[Mochammad Iqbal]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.363
<![CDATA[This study aims to determine the effect of metacognitive awareness of high school students in using the inquiry learning model with Concept mapping techniques. This study used a quasi-experimental study involving students of class X Mathematics and Natural Sciences as the experimental group and the control group. The experimental group applied the inquiry learning model with Concept mapping techniques, while the control group applied the STAD learning model with information discussions by forming a small group. Kolmogorov Smirnov's one sample test and homogeneity were used to select the experimental group and the control group. The measurement of students' metacognitive awareness in this study used an MAI (Metacognitive Awareness Inventory) questionnaire. The number of questions consists of 35 items, where the question is divided into three factors involved in the knowledge of consciousness, and five other factors related to the regulation of consciousness. The data on the value of metacognitive awareness used to measure students' metacognitive awareness was obtained from the MAI questionnaire given to students both in the experimental class and in the control class before and after the study, the data obtained was then analyzed using the ANAKOVA test. MAI treatment has a probability value of 0.008 which is smaller than 0.05 (p = 0.008 <0.05) which means that there is a significant influence on the inquiry learning model with Concept mapping techniques on students' metacognition. Based on the Normalized gain test, the n-gain value is 0.]]>
<![CDATA[The Remains of Megalithic Culture of Banyuwangi in East Java and The Historical Interpretation as Teaching Materials for Local History Learning ]]>
<![CDATA[Kayan Swastika]]>;
<![CDATA[Sumarjono Sumarjono]]>;
<![CDATA[Mohamad Na’im]]>;
<![CDATA[A. Ryan Pratama]]>
<![CDATA[ Pancaran Pendidikan Vol 10, No 4 (2021) ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia ]]>
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DOI: 10.25037/pancaran.v10i4.368
<![CDATA[This research aims to: 1) describe the facts regarding the number and distribution pattern of archaeological remains of megalithic culture in Banyuwangi; 2) elaborate typology and identification of functions associated with the archaeological remains 3) reconstruct the conception of belief; 4) reconstruct social and economic life; 5) reveal the characters of megalithic culture in Banyuwangi and their relation to megalithic culture in Iyang-Ijenhighlands. The research was designed as historical research. The results of the study draw the following conclusion: 1) forty-six archaeological remains of megalithic culture are found in 13 sites spread over 10 districts in Bayuwangi; 2) the typology of remains consists of (a) stone platform, (b) stone of worship, (c) menhir, (d) series of TemuGelangBatu, (e) stone terraces, (f) monoliths, and (g) lumpangstone; 3) ancestor worship; 4 economic life already has a fairly complex and sufficient economic order; 5)there is no significant difference in the megalithic culture in Banyuwangi compared to the megalithic culture in Iyang-Ijen Plateau.]]>
