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Journal of Authentic Research
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 28283724     DOI : 10.36312/jar
Core Subject : Health, Science, Education, Social,
Earth & Planetary Sciences Education Public Health Social Sciences Other
Journal of Authentic Research (ISSN. 2828-3724) is an open-access journal that published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM). This journal publishes research papers in the field of social science and natural science. Journal of Authentic Research publish twice a year (bianually) in January and July. This journal has OAI address: https://journal-center.litpam.com/index.php/jar/oai
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2022): January" : 5 Documents clear
Validitas Bahan Ajar Hidrokarbon Berbasis Model Inkuiri dengan Strategi Konflik Kognitif untuk Meningkatkan Kemampuan Berpikir Kritis Sabri, Muhammad; Muhali, Muhali; Hulyadi, Hulyadi; Asy'ari, Muhammad
Journal of Authentic Research Vol. 1 No. 1 (2022): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i1.635

Abstract

Ketersediaan bahan ajar hidrokarbon yang secara eksplisit membelajarkan kemampuan berpikir kritis masih jarang ditemukan. Kondisi tersebut menyebabkan rendahnya kemampuan berpikir kritis mahasiswa calon guru. Penelitian ini bertujuan mengembangkan prototipe berupa bahan ajar model inkuiri dengan strategi konflik kognitif yang valid dan efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian ini merupakan penelitian deskriptif kuantitatif dari validitas dan keefektifan bahan ajar berbasis inkuiri dengan strategi konflik kognitif yang merupakan hasil pengembangan dengan rancangan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Dua validator ahli, satu validator praktisi dan lima mahasiswa dilibatkan pada evaluasi validitas dan keterbacaan bahan ajar. Data penelitian dianalisis secara deskriptif-kuantitatif menggunakan persamaan N-gain. Hasil penelitian menunjukkan bahan ajar yang dikembangkan dinyatakan (1) valid (rerata= 90,31) dengan keterbacaan sangat baik (rerata= 90,22); dan (2) efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa (pretest= 31,3 dan posttest= 61,3) dengan peningkatan medium (n-gain= 0,4). Berdasarkan temuan tersebut, dapat disimpulkan bahwa bahan ajar berbasis inkuiri dengan strategi konflik kognitif dapat digunakan dalam pembelajaran untuk meningkatkan kemampuan berpikir kritis mahasiswa. The Validity of the Hydrocarbon Teaching Materials based on Inquiry Learning Model with Cognitive Conflict Strategies to Improve Critical Thinking Ability Abstract The availability of instructional materials explicitly teaching critical thinking skills is still rare. This condition leads to a low level of critical thinking ability among prospective teachers. This research aims to develop a prototype in the form of an inquiry-based instructional material with cognitive conflict strategy that valid and effective to enhance prospective teachers’ critical thinking ability. This study is a quantitative descriptive research on the validity and effectiveness of inquiry-based instructional materials with cognitive conflict strategy, developed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Two expert validators, one practitioner validator, and five students were involved in evaluating the validity and readability of the instructional material. The research data were analyzed descriptively and quantitatively using the N-gain equation. The results of the study indicate that the developed instructional material is (1) valid (mean=90.31) with excellent readability (mean=90.22), and (2) effective in improving students' critical thinking ability (pretest=31.3 and posttest=61.3) with a medium level of improvement (n-gain=0.4). Based on these findings, it can be concluded that inquiry-based instructional materials with cognitive conflict strategy can be used in teaching to enhance prospective teachers' critical thinking ability.
Pengaruh Lama Penyimpanan terhadap Kadar “Gula Reduksi” Nira Aren dengan Penambahan Kapur Sirih Sukmana, Dhika Juliana; Suhada, Adriyan; Yanti, I Gusti Ayu Nyoman Danu; Anam, Haerul
Journal of Authentic Research Vol. 1 No. 1 (2022): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i1.636

Abstract

Nira aren mudah mengalami fermentasi yang disebabkan oleh aktivitas mikroba. Untuk mencegah kerusakan nira akibat fermentasi, dibutuhkan pengawetan menggunakan bahan pengawet dengan waktu yang tepat. Penelitian ini bertujuan untuk mengetahui pengaruh variasi waktu penyimpanan terhadap kadar gula reduksi nira aren yang telah ditambahkan kapur sirih. Penelitian ini bersifat true ekperimental yang dilakukan di Laboratorium Kimia Jurusan Analis Kesehatan Poltekkes Kemenkes Mataram untuk mengetahui pengaruh yang timbul akibat dari perlakuan yang diberikan. Perlakuan terdiri atas 4 waktu penyimpanan yaitu 0 jam, 2 jam, 4 jam dan 6 jam dengan masing-masing 6 kali replikasi. Hasil penetapan kadar gula reduksi nira aren masin-masing perlakuan secara berurutan adalah 2,01%, 2,03%, 2,33% dan 0,62%. Kesimpulan dari penelitian ini yaitu waktu simpan maksimal nira aren yang diawetkan dengan kapur sirih adalah 4 jam, sedangkan waktu optimalnya adalah 2 jam. Rekomendasi untuk penelitian lanjutan diuraikan lebih detail dalam artikel ini. The Effect of Storage Duration on the Reducing Sugar Content of Arenga Sap with the Addition of Betel Lime Abstract Aren sap is prone to fermentation caused by microbial activity. To prevent sap damage due to fermentation, preservation using appropriate preservatives is required. This study aims to determine the influence of storage time variations on the reducing sugar content of arenga sap added with betel lime. The study follows a true experimental design conducted at the Chemistry Laboratory, Department of Health Analysts, Polytechnic of Health Ministry of Health Mataram, to assess the effects of the treatments. The treatments consisted of four storage times, namely 0 hours, 2 hours, 4 hours, and 6 hours, each with six replications. The results of reducing sugar content determination for each treatment were 2.01%, 2.03%, 2.33%, and 0.62%, respectively. The conclusion of this research is that the maximum storage time for preserved arenga sap with betel lime is 4 hours, while the optimal time is 2 hours. Detailed recommendations for further research are presented in this article.
Meningkatkan Pemahaman Konsep dan Kesadaran Metakognisi Siswa pada Materi Struktur Atom Melalui Pemodelan Musahidin, Musahidin; Muhali, Muhali; Asy’ari, Muhammad; Sukaisih, Roniati
Journal of Authentic Research Vol. 1 No. 1 (2022): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i1.637

Abstract

Pemahaman konsep siswa pada materi struktur atom tergolong rendah sehingga menyebabkan kesulitan siswa dalam mengkonstruksi pengetahuan baru. Siswa bahkan tidak dapat menangkap konsep inti dari keseluruhan konsep yang dipelajari. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep dan kesadaran metakognisi siswa pada materi struktur atom. Penelitian tindakan kelas yang dilaksanakan dalam dua siklus dan melibatkan 30 siswa kelas X IPA SMAN 2 Pujut dilakukan untuk mencapai tujuan penelitian. Tes pemahaman konsep berupa lima butir soal uraian dan Metacognitive Awareness Inventory (MAI) diadmisnistrasikan pada setiap siklus penelitian untuk mengidentifikasi pemahaman konsep dan kesadaran metakognisi siswa. Data penelitian dianalisis secara deskriptif melalui penentuan skor dengan skala 100. Peningkatan pemahaman konsep dan kesadaran metakognisi siswa juga dianalisis dalam penelitian ini menggunakan persamaan n-gain. Hasil penelitian menunjukkan pemahaman konsep siswa mencapai rata-rata 65,20 (siklus I) dan 75,47 (siklus II), dengan persentase ketuntasan sebesar 73,33% (siklus I) dan 86,67 (siklus II). Pemahaman konsep siswa juga ditemukan mengalami peningkatan setelah pembelajaran dengan kategori medium (n-gain= 0,30). Di pihak lain, kesadaran metakognisi siswa juga mengalami peningkatan dengan kategori medium (n-gain= 0,35) dengan rata-rata 63,02 (siklus I) dan 76,25 (siklus II). Hasil temuan tersebut menunjukkan bahwa penerapan pembelajaran pemodelan dengan alat peraga kimia sederhana dapat meningkatkan pemahaman konsep dan kesadaran metakognitif siswa kelas X IPA SMAN 2 Pujut pada materi struktur atom. Enhancing Conceptual Understanding and Metacognitive Awareness of Students on Atomic Structure through Modeling Abstract Understanding of the concept among students in atomic structure is considered low, resulting in difficulties for students in constructing new knowledge. Students are unable to grasp the core concept of the overall concepts being taught. This research aims to improve students' understanding of the concept and metacognitive awareness in the topic of atomic structure. A classroom action research was conducted in two cycles, involving 30 students from the 10th grade of Science Program at SMAN 2 Pujut, to achieve the research objectives. A concept comprehension test consisting of five essay questions and the Metacognitive Awareness Inventory (MAI) were administered in each research cycle to identify students' concept understanding and metacognitive awareness. The research data were analyzed descriptively by scoring with a scale of 100. The improvement in students' concept understanding and metacognitive awareness was also analyzed in this research using the n-gain equation. The results of the study indicate that students' concept understanding reached an average score of 65.20 (cycle I) and 75.47 (cycle II), with a mastery percentage of 73.33% (cycle I) and 86.67% (cycle II). Students' concept understanding also showed an improvement after the instruction with a medium level of improvement (n-gain = 0.30). On the other hand, students' metacognitive awareness also experienced an improvement with a medium level of improvement (n-gain = 0.35), with an average score of 63.02 (cycle I) and 76.25 (cycle II). These findings indicate that the application of modeling learning with simple chemical models can enhance students' concept understanding and metacognitive awareness in the topic of atomic structure among 10th-grade students at SMAN 2 Pujut.
Pengembangan LKS berbasis POE untuk Meningkatkan Hasil Belajar Kognitif Siswa pada Materi Kingdom Animalia Santana, Reki; Samsuri, Taufik
Journal of Authentic Research Vol. 1 No. 1 (2022): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i1.650

Abstract

Tujuan penelitian ini adalah mengembangkan LKS berbasis model pembelajaran POE (Predict Observe Explain) yang valid, praktis, dan efektif untuk meningkatkan hasil belajar kognitif pada materi Kingdom Animalia. Penelitian ini merupakan penelitian pengembangan menggunakan model 4D. Validasi produk pengembangan melibatkan dua validator, sedangkan kepraktisan ditinjau dari keterlaksanaan pembelajaran yang diamati oleh dua observer dan hasil analisis respon siswa. Keefektifan ditinjau dari hasil belajar kognitif siswa setelah pembelajaran menggunakan LKS berbasis model pembelajaran POE. Penelitian ini melibatkan 20 siswa kelas X SMAN 1 Pringgarata. Instrumen penelitian berupa lembar validasi, observasi keterlaksanaan pembelajaran, tes hasil belajar kognitif, dan angket respon siswa. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain. Hasil penelitian menunjukkan bahwa LKS biologi berbasis model pembelajaran POE yang dikembangkan valid (skor: 3,457) baik secara isi maupun konstruk. Keterlaksanaan pembelajaran mengalami peningkatan dengan skor rata-rata yaitu 89,7% dan respon siswa ditemukan berkategori sangat kuat (persentase: 88,65%). Sedangkan hasil belajar kognitif meningkat (N-Gain=0,68) dengan kategori sedang, setelah pembelajaran menggunakan LKS berbasis model pembelajaran POE. Penelitian ini menyimpulkan bahwa LKS berbasis POE (Predict Observe Explain) yang dikembangkan valid, praktis, dan efektif dalam meningkatkan hasil belajar kognitif siswa kelas X SMAN 1 Pringgarata pada materi Kingdom Animalia. Development of POE-based Student Worksheets to Enhance Students’ Cognitive Learning Outcomes on the Kingdom Animalia Subject Material Abstract The aim of this research was to develop valid, practical, and effective POE (Predict Observe Explain) model-based Student Worksheets (LKS) to enhance cognitive learning outcomes in the subject of Kingdom Animalia. This study utilized 4D development model. The validation of the development product involved two validators, while the practicality was assessed through the implementation of the learning process observed by two observers, along with an analysis of student responses. The effectiveness was measured by comparing the cognitive learning outcomes of students before and after using the POE model-based LKS. The study was conducted with 20 tenth-grade students from SMAN 1 Pringgarata. Research instruments included validation sheets, observations of the learning process, cognitive learning outcome tests, and student response questionnaires. The collected data were analyzed descriptively using the n-gain formula. The results indicated that the biology worksheets based on the POE model were valid (score: 3.457), both in terms of content and construct. The implementation of the learning process showed improvement, with an average score of 89.7%, and student responses were categorized as very strong (percentage: 88.65%). Moreover, the cognitive learning outcomes showed a moderate improvement (N-Gain=0.68) after using the POE model-based LKS. In conclusion, the POE model-based LKS developed in this research is valid, practical, and effective in enhancing the cognitive learning outcomes of tenth-grade students at SMAN 1 Pringgarata in the subject of Kingdom Animalia.
Pengaruh Metode Demonstrasi terhadap Daya Nalar Matematis Siswa Sekolah Menengah Rahmawati, Helmi
Journal of Authentic Research Vol. 1 No. 1 (2022): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i1.652

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode demonstrasi terhadap daya nalar siswa pada materi garis dan sudut. Penelitian ini merupakan penelitian eksperimen semu dengan nonequivalent control group design. Kelas VII A (37 siswa) dan VII B (37 siswa) pada salahsatu SMP di Lombok Tengah digunakan sebagai sampel yang diambil secara purposive sampling. Data penelitian dikumpulkan menggunakan instrumen tes berbentuk essai. Data daya nalar siswa dianalisis secara statistic menggunakan uji Z. Berdasarkan hasil tes akhir, rata-rata daya nalar siswa pada kelas eksperimen sebesar 76,95 dan pada kelas kontrol sebesar 60,56. Hasil uji-Z daya nalar siswa diperoleh Zhitung  sebesar 0,579 lebih besar dari Ztabel sebesar 1,96 dan hasil, maka Ho ditolak, sehingga dapat disimpulkan bahwa terdapat pengaruh metode demonstrasi terhadap daya nalar siswa sekolah menegah. The Effect of the Demonstration Method on Students' Mathematical Reasoning Ability in Secondary School Abstract This study aims to determine the effect of the demonstration method on students' reasoning abilities in the topic of lines and angles. This research employs a quasi-experimental design with a nonequivalent control group. Class VII A (37 students) and VII B (37 students) in one of the middle schools in Central Lombok were selected as the sample using purposive sampling. Research data was collected using an essay test instrument. Students' reasoning abilities data were statistically analyzed using the Z-test. Based on the final test results, the average reasoning ability score of the experimental group was 76.95, while that of the control group was 60.56. The Z-test results for students' reasoning abilities yielded a calculated Z value of 0.579, which is greater than the critical Z value of 1.96. As a result, the null hypothesis (Ho) is rejected, leading to the conclusion that there is an influence of the demonstration method on the reasoning abilities of secondary school students.

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