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.
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<![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[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[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 ]]>
Show Abstract
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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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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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[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 ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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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.]]>
