cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Asy'ari
Contact Email
m.asyari@litpam.com
Phone
+6285338219596
Journal Mail Official
m.asyari@litpam.com
Editorial Address
Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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. 3 No. 1 (2024): January" : 5 Documents clear
Materi Ajar Gerak Lurus Berbasis Authentic Learning Menggunakan Model Collaborative Problem Solving: Validitas Aspek Munir, Muhammad Jiddan Mishbahul; Wati, Mustika; Mahtari, Saiyidah
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.1034

Abstract

Kemampuan memecahkan masalah dan kolaborasi dibutuhkan dalam proses pembelajaran fisika, tetapi kurangnya sumber belajar berbasis authentic learning serta model pembelajaran yang tidak sesuai menyebabkan peserta didik kesulitan memahami materi dan menyelesaikan permasalahan secara kolaboratif. Tujuan penelitian ini adalah mendeskripsikan validitas teoritis dari produk pengembangan berupa materi ajar gerak lurus berbasis authentic learning menggunakan model collaborative problem solving. Model penelitian dan pengembangan yang digunakan adalah ASSURE. Data diperoleh melalui lembar validasi materi ajar yang dinilai oleh tiga validator. Hasil validasi menunjukkan bahwa materi ajar yang dikembangkan terkategori sangat valid dengan skor rata-rata 3,55. Dengan demikian, diperoleh simpulan bahwa materi ajar gerak lurus berbasis authentic learning menggunakan model collaborative problem solving dapat diujicobakan dalam proses pembelajaran. Hasil penelitian ini berpotensi untuk menjembatani kesenjangan antara pengetahuan teoritis dan aplikasi praktis, meningkatkan pengalaman belajar siswa dan mempersiapkan siswa untuk tantangan dunia nyata. Straight Movement Teaching Materials Based on Authentic Learning using the Collaborative Problem-Solving Model: Validity’s Aspects Abstract Problem-solving and collaboration skills are required in the physics learning process. Still, the lack of learning resources based on authentic learning and inappropriate teaching models causes students to have difficulty understanding the material and solving problems collaboratively. This research aims to describe the theoretical validity of the developed product in the form of straight-movement teaching materials based on authentic learning using the collaborative problem-solving model. The research and development model used is ASSURE. Data were obtained through the teaching material validation sheet assessed by three validators. The validation results show that the developed teaching materials are categorized as very valid with an average score of 3.55. Thus, it is concluded that the straight movement teaching materials based on authentic learning using the collaborative problem-solving model can be tested in the learning process. The results of this study have the potential to bridge the gap between theoretical knowledge and practical application, enhance student learning experiences, and prepare students for real-world challenges.
Validitas Modul Sistem Pencernaan Manusia Berbasis Problem Based Learning di MA Sirojut Tholibin Taman Sari Pamekasan Selaturrohmi, Selaturrohmi; Haikal, Moch.
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.1477

Abstract

Penelitian ini mengkaji pengembangan modul biologi yang berfokus pada sistem pencernaan manusia, menggunakan pendekatan Problem Based Learning (PBL). Studi ini diarahkan untuk menghasilkan materi pembelajaran yang efektif dan interaktif, dengan mengadopsi metodologi Research and Development (R&D) berbasis model 4D oleh Thiagarajan, yang mencakup empat tahapan utama: Define, Design, Develop, dan Disseminate. Namun, tahap Disseminate tidak dijalankan karena keterbatasan waktu. Validasi modul dilakukan melalui penilaian dari ahli materi, ahli media, dan praktisi pendidikan (guru) untuk menjamin kualitas dan keefektifan modul. Uji coba modul dilaksanakan pada enam siswa kelas XI IPA Putri, menghasilkan feedback positif dan konstruktif terhadap kelayakan modul. Hasil validasi dari ahli materi menunjukkan persentase kelayakan sebesar 84% (Cukup Layak), ahli media dengan 95% (Layak), dan respon positif dari guru biologi sebesar 82% (Cukup Layak). Sementara itu, validasi dari siswa memberikan persentase rerata 89% dengan kriteria Sangat Baik. Temuan ini menegaskan bahwa modul PBL yang dikembangkan efektif untuk digunakan dalam pembelajaran biologi khususnya materi sistem pencernaan manusia, mendukung peningkatan pemahaman konseptual dan aplikatif siswa. Dengan demikian, penelitian ini memberikan kontribusi penting terhadap pengembangan sumber belajar inovatif yang mendukung keterlibatan aktif dan pembelajaran mandiri siswa. The Validity of Human Digestive System Module Based on Problem-Based Learning at MA Sirojut Tholibin Taman Sari Pamekasan Abstract This study investigates the development of a biology module focused on the human digestive system, utilizing the Problem-Based Learning (PBL) approach. The study aims to produce effective and interactive learning materials, adopting the Research and Development (R&D) methodology based on Thiagarajan's 4D model, which includes four main stages: Define, Design, Develop, and Disseminate. However, the Disseminate stage was not conducted due to time constraints. The module's validation was conducted through assessments by subject matter experts, media experts, and education practitioners (teachers) to ensure the quality and effectiveness of the module. The module trial was carried out on six female students of the 11th grade science class, yielding positive and constructive feedback on the module's feasibility. Validation results from the subject matter expert showed a feasibility percentage of 84% (Moderately Feasible), media experts with 95% (Feasible), and positive responses from biology teachers at 82% (Moderately Feasible). Meanwhile, validation from students provided an average percentage of 89% with a Very Good criterion. These findings affirm that the developed PBL module is effective for use in biology learning, specifically on the digestive system material, supporting the enhancement of students' conceptual and applicative understanding. Thus, this study contributes significantly to the development of innovative learning resources that support active engagement and independent learning of students.
Efektivitas Problem-Based Learning (PBL) dalam Meningkatkan Hasil Belajar dan Keterampilan Berpikir Kritis: Sebuah Studi Komparatif Halimah, Halimah; Haikal, Moch.; Ramadani, Shefa Dwijayanti
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.1370

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas Problem-Based Learning (PBL) dibandingkan dengan metode pembelajaran konvensional dalam meningkatkan hasil belajar dan keterampilan berpikir kritis siswa. Penelitian ini melibatkan dua kelompok siswa: kelompok Eksperimen yang menerima PBL dan kelompok Kontrol yang mengikuti metode konvensional. Skor pretest dan posttest dianalisis menggunakan uji Mann-Whitney U. Hasil menunjukkan bahwa kelompok Eksperimen memiliki skor posttest rata-rata 46,5 dalam hasil belajar, dibandingkan dengan 44,7 pada kelompok Kontrol, tanpa perbedaan yang signifikan (U=216, p=0,131, rank biserial correlation = 0,250). Namun, dalam keterampilan berpikir kritis, kelompok Eksperimen menunjukkan peningkatan signifikan, dengan skor median meningkat dari 40 menjadi 77, dibandingkan kelompok Kontrol yang meningkat dari 40 menjadi 74 (U=146, p=0,002, rank biserial correlation = 0,492). Temuan ini menunjukkan bahwa meskipun PBL secara signifikan meningkatkan keterampilan berpikir kritis, dampaknya terhadap hasil belajar tidak signifikan secara statistik dalam konteks penelitian ini. Penelitian lebih lanjut direkomendasikan untuk mengeksplorasi faktor-faktor yang mempengaruhi efektivitas PBL dan menilai dampak jangka panjangnya terhadap hasil pendidikan. The Effectiveness of Problem-Based Learning (PBL) in Enhancing Learning Outcomes and Critical Thinking Skills: A Comparative Study Abstract This study aims to evaluate the effectiveness of Problem-Based Learning (PBL) compared to conventional teaching methods in enhancing students' learning outcomes and critical thinking skills. The research involved two groups of students: an Experimental group that received PBL and a Control group that followed conventional methods. Pretest and posttest scores were collected and analyzed using the Mann-Whitney U test. Results showed that the Experimental group had a mean posttest score of 46.5 in learning outcomes, compared to 44.7 in the Control group, with no significant difference (U=216, p=0.131, rank biserial correlation = 0.250). However, in critical thinking skills, the Experimental group exhibited a significant improvement, with the median score increasing from 40 to 77, compared to the Control group, which increased from 40 to 74 (U=146, p=0.002, rank biserial correlation = 0.492). These findings suggest that while PBL significantly enhances critical thinking skills, its impact on learning outcomes is not statistically significant within the context of this study. Further research is recommended to explore factors influencing the effectiveness of PBL and to assess its long-term impact on educational outcomes.
Peningkatan Keterampilan Proses Sains dan Hasil Belajar Kognitif Melalui Pembelajaran Kontekstual Berbasis Praktikum di Sekolah Menengah Pertama Imanuddin, Imanuddin; Fatmawati, Any; Samsuri, Taufik; Armansyah, Armansyah
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.2009

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains dan hasil belajar kognitif di kalangan siswa kelas VII SMPN 1 Alas melalui penerapan pembelajaran kontekstual berbasis praktikum. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilakukan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 36 siswa, dengan data dikumpulkan melalui lembar observasi dan tes kognitif. Pada Siklus I, nilai tertinggi yang dicapai adalah 90, nilai terendah 68, dengan nilai rata-rata 82. Jumlah siswa yang mencapai kriteria ketuntasan belajar adalah 27 (75% ketuntasan klasikal), yang dikategorikan sebagai tidak tuntas. Pada Siklus II, nilai tertinggi meningkat menjadi 95, nilai terendah menjadi 80, dengan nilai rata-rata 89. Jumlah siswa yang mencapai kriteria meningkat menjadi 33 (91,6% ketuntasan klasikal), yang dikategorikan sebagai tuntas. Selain itu, skor keterampilan proses sains meningkat dari 68% (Siklus I) menjadi 87% (Siklus II). Hasil ini menunjukkan bahwa pembelajaran kontekstual berbasis praktikum secara signifikan meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa. Penelitian ini menyimpulkan bahwa mengintegrasikan pendekatan praktikum dalam pembelajaran kontekstual secara efektif meningkatkan hasil belajar kognitif dan kinerja siswa. Improving Science Process Skills and Cognitive Learning Outcomes Through Contextual Learning Based on Practical Activities in Junior High School Abstract This study aims to enhance science process skills and cognitive learning outcomes among seventh-grade students at SMPN 1 Alas through the implementation of contextual learning based on practical activities. The research employs a Classroom Action Research (CAR) methodology, conducted over two cycles, each consisting of planning, action, observation, and reflection stages. The study involves 36 students, with data collected through observation sheets and cognitive tests. In Cycle I, the highest score achieved was 90, the lowest was 68, with an average score of 82. The number of students who met the learning criteria was 27 (75% classical completeness), which was categorized as incomplete. In Cycle II, the highest score increased to 95, the lowest to 80, with an average score of 89. The number of students meeting the criteria increased to 33 (91.6% classical completeness), categorized as complete. Additionally, the science process skills scores improved from 68% (Cycle I) to 87% (Cycle II). These results indicate that contextual learning based on practical activities significantly improves both science process skills and cognitive learning outcomes. The study concludes that integrating practical, contextual approaches in science education effectively enhances students' understanding and performance.
Pengaruh Pendekatan Saintifik terhadap Peningkatan Keterampilan Berpikir Kreatif Siswa Sekolah Menengah Asy'ari, Muhammad; Kalean, Arman
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.2143

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pendekatan saintifik terhadap keterampilan berpikir kreatif siswa kelas VII di SMPN 16 Mataram. Penelitian ini menggunakan desain kuasi-eksperimen dengan model post-test only control group design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen (28 siswa) yang diajar menggunakan pendekatan saintifik dan kelas kontrol (28 siswa) yang diajar dengan metode konvensional. Data keterampilan berpikir kreatif dikumpulkan melalui tes uraian yang mencakup empat indikator utama: fluency, flexibility, originality, dan elaboration. Hasil analisis statistik menunjukkan bahwa rata-rata nilai post-test keterampilan berpikir kreatif di kelas eksperimen mencapai 72,32, sedangkan di kelas kontrol hanya 62,67. Uji-t yang dilakukan menunjukkan thitung? sebesar 3,28 lebih besar dari ttabel? sebesar 1,67 pada taraf signifikansi 0,05, yang mengindikasikan adanya perbedaan signifikan antara kedua kelompok. Hasil ini menegaskan bahwa pendekatan saintifik secara signifikan lebih efektif dalam meningkatkan keterampilan berpikir kreatif siswa dibandingkan dengan metode pengajaran konvensional. Berdasarkan temuan ini, disarankan agar pendekatan saintifik diintegrasikan lebih luas dalam kurikulum pendidikan untuk mengembangkan keterampilan berpikir kreatif siswa secara lebih efektif. The Impact of the Scientific Approach on Enhancing Creative Thinking Skills of Middle School Students Abstract This study aims to analyze the impact of the scientific approach on the creative thinking skills of seventh-grade students at SMPN 16 Mataram. The research employed a quasi-experimental design with a post-test only control group model. The sample consisted of two classes: an experimental class (28 students) taught using the scientific approach and a control class (28 students) taught using conventional methods. Creative thinking skills data were collected through essay tests covering four main indicators: fluency, flexibility, originality, and elaboration. Statistical analysis revealed that the average post-test score of creative thinking skills in the experimental class reached 72.32, compared to 62.67 in the control class. The t-test results indicated a tcount? of 3.28, which is greater than the ttable? of 1.67 at a 0.05 significance level, suggesting a significant difference between the two groups. These findings confirm that the scientific approach is significantly more effective in enhancing students' creative thinking skills compared to conventional teaching methods. Based on these results, it is recommended that the scientific approach be more widely integrated into the educational curriculum to more effectively develop students' creative thinking skills.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): Februari Vol. 4 No. 1 (2025): Juni 2025 Vol. 4 No. 2 (2025): December Vol. 4 No. Special Issue (2025): Agustus Vol. 3 No. 2 (2024): July Vol. 3 No. 1 (2024): January Vol. 2 No. 2 (2023): July Vol. 2 No. 1 (2023): January Vol. 1 No. 2 (2022): July Vol. 1 No. 1 (2022): January