Islamic Journal of Integrated Science Education
Islamic Journal of Integrated Science Education (IJISE) publishes a scientific paper on the results of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education which have a scope and focus on science education sciences such as physics education, biology education, and chemistry education. In addition, this journal also covers issues of environmental education & environmental science.
Articles
130 Documents
<![CDATA[The Influence of Using Animated Learning Media on Students Activities in Natural Science Course ]]>
<![CDATA[Puspita, Tita]]>;
<![CDATA[Sesrita, Afridha]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 2 (2022): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i2.278
<![CDATA[The purpose of this study was to determine the effect of using animation learning media on students’ activities in science subjects. The method used in this study was to use an experimental design using Posttest Only Control as a measuring tool and collected using a questionnaire technique used to determine the effect of using animation media on student activity in science lessons with a total of 20 students in the experimental class and 20 students in the control class so that the total number of respondents was 40 students. From the results of this research data analysis, it is known that posttest of the use of animation learning media in science lessons, the experimental and control classes have a sign value > 0.05, in the experimental class itself the significance value is 0.200 > 0.05, meaning that the significance value is greater than the significance value minimal. While in the control class itself, the significance value is 0.71 > 0.005, which is greater than the minimum limit. Based on the homogeneity and variance table data for the experimental class and the control class, the calculated significance for student activity in science subjects is 0.768. This means that the significance is greater than the minimum significance of 0.768 > 0.05, so it can be concluded that the variance of scores of the experimental and control groups is homogeneous.]]>
<![CDATA[Application of React Learning Model to Increase Students' Physics Learning Activities and Achievements ]]>
<![CDATA[Wulandari, Ratna Wahyu]]>;
<![CDATA[Rochana, Siti]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 1 (2022): March ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i1.279
<![CDATA[This study was attempted to solve the problem of the problem using the aim of increasing the activities and learning achievement of physics students in class VIII D MTsN 7 Kediri using the REACT learning model. The type of research used is classroom action research using two cycles. Each cycle consists of planning, application of activities, observation, and reflection. The action given is the application of REACT learning model. The study was conducted at the MTsN 7 Kediri using class VIIID research subjects using a total of 37 students, all of whom were female students. The research instrument used was an observation sheet on the implementation of education, an observation sheet for student learning activities, and a test. Physics learning activities and achievements are said to be successful if the mastery of learning both has reached 75% of all students. The results of the study show that the application of REACT learning model can improve the activities and learning achievements of students in class VIIID MTsN 7 Kediri. Overall student learning activities face an increase in cycle I to cycle II as much as 14.92%. Students' physics learning achievement faces an increase in the time before the action to cycle I and cycle II which is as much as 10.46% and the class can be said to have completed learning.]]>
<![CDATA[Differences of Student's Motivation and Biology Learning Outcomes Through Jigsaw II Learning Model and NHT Learning Model ]]>
<![CDATA[Winanti, Zuan Puri]]>;
<![CDATA[Amalia, Mei Widya]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 1 (2022): March ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i1.280
<![CDATA[The aims of this study are: (1) to find out whether there are differences in the motivation to learn Biology of students who are taught through Jigsaw II and NHT learning models and to find out whether there are differences in learning outcomes of Biology students who are taught through Jigsaw II and NHT learning models at senior high school of SMA Negeri 1 Tumpang, Indonesia. This study used a quasi-experimental method with a comparative design. The sample in this study were students of class X-2 who were taught using the Jigsaw II learning model and class X-3 students who were taught using the NHT learning model. Analysis of the data used to determine differences in student motivation, namely Anova and to determine differences in student cognitive, affective, and psychomotor learning outcomes, namely Anacova. Based on the results of data analysis, it was found that there was no difference between the biology learning motivation of students who were taught through Jisgsaw II and NHT learning models. In addition, it was found that there was no difference between cognitive learning outcomes, affective learning outcomes, and psychomotor learning outcomes for Biology students who were taught through Jigsaw II and NHT learning models. Thus, it can be concluded that Jigsaw II learning model and NHT learning model have no variation and have good similarities for students' self-development potential.]]>
<![CDATA[Group Learning in Optimizing the 5 Part of Collaborative Learning and Learning Performance ]]>
<![CDATA[Imtiyaza, Muhammad Iffat]]>;
<![CDATA[Said, Ibrahim Bin]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 1 (2022): March ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i1.281
<![CDATA[The method was obtained from the results of research in the form of classroom action research that uses 2 periods in class X-B MAN 3 Kediri and the topic of discussion is plants (plantae). By using a group learning style helps in the improvement process: 1) the teacher provides learning topics in cycle I to cycle II where the teacher finds it difficult to manage the class situation because students are still unfamiliar with the group learning model but in cycle II the teacher is able to manage the class because students already familiar with the group model; 2) the 5 parts of the collaborative learning style obtained results in the second cycle, level K amounted to 1.248%, level C amounted to 11.248%, and level B amounted to 87.5%; and 3) student learning performance which was calculated with an average score collateral average and profit at the end of the study from the beginning of the data, cycle I, and cycle II. The mean values (54.7, 67.5, and 81.4) were the scores obtained and the end of the collateral learning resulted in the percentage (12.9%, 53.12%, and 93.75%). The research conducted at the end of the second cycle there were several students who scored (< 70) so that these students must be guided in understanding the material that has not been understood. The teacher must give thorough attention to all students in order to improve the 5 parts collaborative and student performance.]]>
<![CDATA[Application of Student Team Achievement Division (STAD) in Improving Students Activities and Learning Achievements ]]>
<![CDATA[Aslamiyah, Mughiz Suwaybatul]]>;
<![CDATA[Imtiyaza, Muhammad Iffat]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 1 (2022): March ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i1.282
<![CDATA[This experiment aims to describe the results of the application of the STAD learning model in increasing physics learning activities and achievements. The subjects studied were students of class VII-1 of Kediri State Islamic Junior High School 2. This study uses a qualitative method with the type of CAR (Classroom Action Research). The research subjects in this study were students of class VII-1 even semester 2018/2019 academic year total 31 students. The results of data analysis in cycle 1 showed that student achievement had not reached the passing standard and student activity was still in the low category. While the results of data analysis in cycle 2 showed that student achievement had reached the passing standard and student activities had increased in all aspects except for the aspects of oral activities, drawing activities, and mental activities which had not yet reached the standard passing indicators. Thus, it can be concluded that the application of the STAD model can increase student activity and achievement.]]>
<![CDATA[The Effect of Cooperative Model Type of Decision Making Assisted Poster on Creative Thinking Ability on Biology Material ]]>
<![CDATA[Novia, Alda]]>;
<![CDATA[Anas, Nirwana]]>;
<![CDATA[Kharuna]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 2 (2022): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i2.283
<![CDATA[This study aims to determine the effect of the poster-assisted Decision Making cooperative learning model on the creative thinking skills of students in class X Madrasah. This research is a type of quantitative research with a quasi-experimental design. The sample of this research is the students of class X IPA Madrasah Aliyah which consists of class X IPA 1 totaling 30 students as the experimental class and X IPA 2 totaling 30 students as the control class. The instrument in this research is in the form of a test in the form of essay questions with 1 item with indicators of creative thinking Fluency, Flexibility, Originality and elaboration. Analysis of creative thinking ability data using test formulas also with the help of Microsoft Excel 2010 Software. The prerequisite test proved to be normally distributed and homogeneous. The result of the test calculation is that it is worth 2.21076 and is worth 1.6973 so that it shows that it is accepted. The conclusions in this study explain that there is an effect of the poster-assisted Decision Making type cooperative learning model on biology material on the creative thinking skills of class X Madrasah students.]]>
<![CDATA[Quality of Electronic Student Worksheets on The Concept Ferns (Pteridophyte) to Improve High School Level Critical Thinking Skills ]]>
<![CDATA[Yunita]]>;
<![CDATA[Zaini, Muhammad]]>;
<![CDATA[Kaspul]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 2 (2022): July ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i2.284
<![CDATA[21stcentury learning is an era in which science and technology are developing very rapidly and demand quality human resources and can compete globally. One of the skills that meet the demands of this century is critical thinking skills which are developed through the provision of Student Worksheets. This study aims to describe the validity, practicality, and effectiveness of the e-student worksheet on the concept of Ferns (Pteridophyte) based on Critical Thinking Skills. The subjects of the validity test were three experts, the individual test was three students of class X high school level and the small group test was four students of class X high school level. This type of research is development research to produce valid, practical, and effective products. The results showed that: 1) the validity of the e-student worksheet has a valid category, 2) the practicality of thee-student worksheet has a good category, and 3) the effectiveness of e-student worksheet expectations based on the assessment of students critical thinking skills in doing tasks on thee-student worksheet has a very good category (covering interpretation, analysis, evaluation, inference, and explanation) and good category on self-regulation aspect.]]>
<![CDATA[Increasing Environmental Conservation and Economic Value of Waste Through Waste Bank Management ]]>
<![CDATA[Sabela, Ikne]]>;
<![CDATA[Adhaeni, Winda]]>;
<![CDATA[Azzah, Aslikhatul Isti]]>;
<![CDATA[Ngazizah, Nur]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 1 (2022): March ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i1.285
<![CDATA[The Trirejo Village Government, Loano District, Purworejo Regency has succeeded in educating its people to be aware of a clean and healthy environment. The mindset of the community needs to be changed that waste will be of economic value to improve welfare. One way to maintain a clean environment is the management of a waste bank that can be used as an economic value. The purpose of this activity is to increase environmental conservation and the economic value of waste through waste bank management. The community-based 3R (reduce, reuse, and recycle) waste management strategy is able to change the imagination of many people towards waste that has no economic value. The type of research used is descriptive qualitative. The method used in this research is the phenomenological method as a medium to examine and analyze life. individual in the form of experience of phenomena or appearances as they are which is commonly referred to as consciousness. The TPST 3R waste bank manages waste originating from household waste and other types of household waste. then the waste is also distinguished again between organic and inorganic waste.]]>
<![CDATA[Development of Integrated Biology Learning Modules on Local Potential of Padang Lawas Karamunting Plants (Rhodomyrtus tomentosa) as Biology Teaching Materials ]]>
<![CDATA[Hafizah, Anni]]>;
<![CDATA[Febriani, Indayana]]>;
<![CDATA[S, Irwan]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 3 (2022): November ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i3.354
<![CDATA[This study aims to determine the validity, practicality, and effectiveness of the integrated biology learning module of the local potential of the Karamunting plant (Rhodomyrtus Tomentosa) for learning activities on Plantae material. This study uses Research and Development (R&D) research methods based on the Thiagarajan methodology with four stages, namely define, design, development and disseminate stages. This research was carried out from July-September 2021 with a research sample of 32 students of class X. The results showed that the percentage of the validity of the assessment by material experts was 87%, media experts was 70%, and the practicality test of biology teacher responses (field practitioners) was 92 % and student responses of 92%. Meanwhile, the results of the test scores for the effectiveness of the biology learning module were proven to increase up to 100% and were able to improve student learning mastery. So, it can be concluded that the integrated biology learning module of the local potential of the Karamunting plant (Rhodomyrtus Tomentosa) as a biology teaching material for class X MAS NU Siborong-borong is valid and effective for learning activities.]]>
<![CDATA[Analysis of Small Group and Individual Teaching Skills Students of Microteaching Learning ]]>
<![CDATA[Saidah, Ika Nurul Afifatus]]>;
<![CDATA[Ngazizah, Nur]]>
<![CDATA[ Islamic Journal of Integrated Science Education (IJISE) Vol. 1 No. 3 (2022): November ]]>
Publisher : <![CDATA[Program Studi Tadris IPA, Fakultas Tarbiyah (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/ijise.v1i3.357
<![CDATA[Small group and individual teaching is a form of learning that allows teachers to pay attention to each student, and establish a closer relationship between teachers and students as well as between students and students. This study aims to determine the ability of small group and individual teaching skills possessed by semester VI students of Primary School Teacher Education Study Program for the 2021/2022 academic year in the microteaching course. The basic teaching skills that must exist in a teacher or educator can be divided into eight types of skills. These skills play a very important role and determine the quality of learning, namely: explaining skills, opening and closing skills, questioning skills, skills to provide reinforcement, skills to carry out variations, skills to guide discussions and teach small groups and individuals, and skills to manage classes. To achieve the research objectives, the researcher used the type of research used was descriptive qualitative research to describe descriptively the basic teaching skills of prospective elementary school teacher students in microteaching courses involving 10 students. Data collection was done by direct observation in the form of a questionnaire given to students. Data were analyzed quantitatively and presented in tables.]]>
