cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rojai Zhofir
Contact Email
rojaizho@gmail.com
Phone
+6285709037738
Journal Mail Official
j.pustakaindonesia@gmail.com
Editorial Address
Jl. Jaya Wijaya No.64, Dusun Besar, Kec. Singaran Pati, Kota Bengkulu, Bengkulu 38224
Location
Kota bengkulu,
Bengkulu
INDONESIA
Indonesian Science Education Journal (ISEJ)
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27163350     DOI : https://doi.org/10.62159/isej.XXXX
Core Subject : Education, Agriculture,
Agriculture, Biological Sciences & Forestry Education Other
ISEJ : Indonesian Science Education Journal ISEJ : Indonesian Science Education Journal is a medium of communication used by researchers, lecturers, teachers, practitioners, and University student for submitting result of studies and prioritized result of the study and review of the literature in the sphere of natural science education in primary education, secondary education and higher education. Additionally, this journal also covers the issues of environmental education & environmental science.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 3 (2022): September 2022" : 5 Documents clear
Peningkatan Hasil Belajar IPA Materi Ciri-ciri Khusus Makhluk Hidup Melalui Penerapan Puzzle Picture Game Pada Siswa Sekolah Dasar Zulhaini, Zulhaini
ISEJ : Indonesian Science Education Journal Vol. 3 No. 3 (2022): September 2022
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v3i3.47

Abstract

This research aims to improve the learning outcomes of 6th Grade students of Public Elementery School 01 Mukomuko City through puzzle pictured games in the material of special characteristics of living things. The collaboration or discussion activities carried out in the first cycle are still dominated by a number of students. Students who appear to speak to that and students who are at the lower level are still shy to express their opinions. While in the second cycle students become more active, motivated, more challenged to learn, positive attitudes appear and less negative attitudes. Students are more often actively involved in drawing up puzzles, interacting with group friends and caring about their friends, active in class discussions and diligently reading sourcebooks to solve questions in the student worksheets. The final test results of learning in the initial conditions before being given an action only reached an average value of 56.25 with only 29.2% (7 students) completing the minimum criteria. At the end of the first cycle learning test, there was an increase in the average value of students 68.75 with mastery learning by 70.8% (17 students). This means that 7 students have not yet reached the minimum criteria that have been set ie 70.00. Therefore researchers need to continue the second cycle by improving the learning process in accordance with the results of the reflection of the first cycle of activities. In the second cycle, the average value of students has reached 85.4 shows that the learning process of the second cycle has shown a very sharp improvement, where mastery learning achieved even exceeding the target set. All this is caused by the involvement and seriousness of students in discussions getting higher.
Upaya Eskalasi Hasil Belajar Matematika Siswa SMA Melalui Implementasi Metode Pembelajaran STAD Rahayu, Sri
ISEJ : Indonesian Science Education Journal Vol. 3 No. 3 (2022): September 2022
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v3i3.54

Abstract

The learning outcomes of students of 11th Grade of Public Senior High School 1 Mejayan have not achieved satisfactory results, seen from the average daily test scores of 11th grade IPA 1 in odd semester only 51 and the percentage of students who completed only 36.66% of the 30 students there. Factors that influence learning outcomes are students who are less active in classroom learning activities. In an effort to improve student learning outcomes is to apply STAD cooperative learning. This learning method requires students to be able to work together in groups and take responsibility for the success of the group. The purpose of this study was to improve mathematics learning outcomes of students of 11th grade IPA in Public Senior High School 1 Mejayan 1 using the STAD type cooperative learning method. Using an classroom action research method with research subjects 30 students of class 11th grade of Public Senior High School 1 Mejayan in the odd semester of the 2018/2019 academic year. The factors studied are student learning outcomes and implementation of STAD method. The conclusions of the study are: (1) The application of learning by using the STAD type cooperative learning method in 11th grade of Public Senior High School 1 Mejayan can increase student activity in each cycle, student learning activities have met the indicators of success at the second meeting of the second cycle with average the average active students reached 72.41% (2) Implementation of learning using the STAD learning method in 11th grade IPA 1 of Public Senior High School 1 Mejayan can improve student mathematics learning outcomes. Student learning outcomes have met the criteria of mastery learning in the 3rd cycle test with an average student completeness of 83.33%.
Problem-Based Physical Learning with Experimental and Demonstration Methods : Analysis with Scientific Attitude and Student Creativity Pujiarto, Lulus
ISEJ : Indonesian Science Education Journal Vol. 3 No. 3 (2022): September 2022
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v3i3.76

Abstract

This study aims to determine the existence of: 1) the effect of Experimentation and Demonstration methods on physics learning achievement, 2) the effect of scientific attitudes on physics learning achievement, 3) the effect of creativity on physical learning achievement, 4) the interaction of learning methods and scientific attitude on physics learning achievement , 5) the interaction of learning methods and creativity on physics learning achievement, 6) the interaction of scientific attitude and creativity on physics learning achievement, 7) the interaction of learning models, scientific attitude, and creativity on physics learning achievement. This research was conducted in December 2009 - May 2010 using the Experimental and Demonstration method. The population of this study were all grade X students of SMA Negeri I Mejayan in the 2009/2010 school year. The sample in this study were four classes taken at random (cluster random sampling). Classes that use experimental methods are selected classes X-1 and X-3 and classes that use selected demonstration methods are classes X-6 and X-7. Variable data collection techniques are used to collect data on cognitive learning achievement, while scientific attitudes and student creativity are obtained using the questionnaire and observation methods. Research hypothesis testing using ANAVA three cell path is not the same as the help of Minitab software 15. The results of research data analysis are 1) there is an influence of the use of Experimentation and Demonstration methods on physics learning achievement, the experimental method is better than the demonstration method (p-value = 0,000 <0.050 ), 2) there is an effect of high and low scientific attitudes of students on physics learning achievement, students who have high scientific attitudes have better achievements than students whose scientific attitude is low (pvalue = 0,000 <0.050), 3) there is an influence of high and low creativity of students towards physics learning achievement, students who have high creativity are better than students with low creativity (p-value 0,000 <0.050), 4) there is no interaction between learning methods and students' scientific attitudes toward physics learning achievement (p value = 0.433> 0.050) 5 ) there is no interaction between learning methods and student creativity on physics learning achievement (p-val ue = 0.251> 0.050), 6) there is no interaction between scientific attitude and student creativity on physics learning achievement (p-value = 0.180> 0.050, 7) there is an interaction between learning methods, scientific attitude, and student creativity on physics learning achievement ( p-value = 0.018 <0.050).
Efektivitas Metode Pembelajaran TAI (Team Assisted Individualization) Yang Didukung Diagram V (Ve) Dan TAI Didukung Peta Konsep Pada Materi Pokok Hukum-Hukum Dasar Kimia Matematika dengan Memperhatikan Keingintahuan Siswa Kelas X SMA Negeri 2 Mejayan Jatmiko, Wirawan
ISEJ : Indonesian Science Education Journal Vol. 3 No. 3 (2022): September 2022
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v3i3.363

Abstract

Tujuan penelitian ini adalah untuk mengetahui perbedaaan (1) Prestasi belajar siswa yang diberi model pembelajaran TAI didukung Diagram V dengan TAI didukung Peta Konsep pada materi pokok Hukum-hukum Dasar Kimia Matematika Berdasarkan tujuan penelitian, maka penelitian ini dilakukan dengan menggunakan metode eksperimen dengan desain faktorial 2 x 2. Sampel yang digunakan dalam penelitian ini siswa kelas X dengan 2 kelas dari 7 kelas di SMA N 2 Mejayan. Pengambilan sampel dilaksanakan dengan cara random sampling. Teknik pengumpulan data yang digunakan adalah metode dokumentasi, metode angket untuk data keingintahuan dan afektif siswa serta metode tes untuk prestasi belajar berbentuk obyektif. Teknik analisis data menggunakan analisis variansi dua jalan yang dilanjutkan dengan uji Scheffe. Dari hasil penelitian yang diuji dengan analisis variansi dua jalan diperoleh bahwa (1) Penggunaan metode TAI didukung Diagram V dapat menghasilkan prestasi belajar yang lebih tinggi dibandingkan penggunaan metode TAI didukung Peta Konsep pada materi pokok Hukum-hukum Dasar Kimia yang ditunjukkan oleh selisih nilai kognitif rata-rata dan selisih nilai afektif rata-rata berturut-turut 25,91; 21,49 dan 11,98 ; 9,88. Tidak ada interaksi antara metode pembelajaran kooperatif TAI didukung Diagram V dan TAI didukung Peta Konsep dengan keingintahuan siswa terhadap prestasi belajar siswa pada materi pokok Hukum-hukum Dasar Kimia.
Implementasi Model Pembelajaran Aktif Tipe Index Card Match dalam Meningkatkan Hasil Belajar Siswa dan Keterampilan Kolaborasi Siswa Ria Carta Sasmita
ISEJ : Indonesian Science Education Journal Vol. 3 No. 3 (2022): September 2022
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v3i3.958

Abstract

Keterlibatan siswa secara aktif dalam proses pembelajaran merupakan hal yang sangat penting dan merupakan modal dasar bagi siswa agar dapat mencapai kompetensi pembelajaran yang diharapakan keberhasilan dalam prosesIpembelajaran iniIakan sangatIberpengaruhIterhadapIkeaktifanIbelajarIsiswa disekolah. AgarIproses IbelajarImengajar ImenjadiIefektifIdanIkondusifI diperlukanImetode-metode pembelajaranIyangIdapat mengaktifkanI siswaIdiIdalamIkelas. Penelitian ini bertujuan untuk mengetahui hasil dari penerapan model pembelajaran aktif tipe index card match pada mata pelajaran Pendidkan Agama Islam dikelas IV SD Negeri 47 Lebong. Metode penelitian yang digunakan adalah penelitian kualitatif. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dokumentasi. Subjek pada penelitian ini adalah siswa kelas IV SD Negeri 47 Lebong. AnalisisIdata IdilakukanImenggunakanIteknik IanalisisIsecaraI deskriptifIkualitatif. Berdasarkan hasil penelitian terkait implementasi model pembelajaran aktif tipe index card match dalam pembelajaran Pendidikan Agama Islam di SD Negeri 47 Lebong menunjukkan bahwa : (1) Penggunaan Model Pembelajaran Aktif Tipe Index Card Match dapat meningkatkan hasil belajar kognitif siswa dan keterampilan kolaborasi siswa dalam bekerjasama. (2) Model Pembelajaran Aktif Tipe Index Card Match dapat meningkatkan hasil belajar siswa, dilihat dari ketuntasan hasil belajar kognitif siswa dengan ketuntasan KKM ≥80, siswa yang tuntas sebesar 90%. Hasil ini telah melampaui target indikator keberhasilan 80%.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2025): September Vol. 6 No. 1 (2025): January Vol. 5 No. 3 (2024): September Vol. 5 No. 2 (2024): May Vol. 5 No. 1 (2024): January Vol. 4 No. 3 (2023): September Vol. 4 No. 2 (2023): May Vol. 4 No. 1 (2023): January Vol. 3 No. 3 (2022): September 2022 Vol. 3 No. 2 (2022): Mei 2022 Vol. 3 No. 1 (2022): Januari 2022 Vol. 2 No. 3 (2021): September 2021 Vol. 2 No. 2 (2021): Mei 2021 Vol. 2 No. 1 (2021): Januari 2021 Vol. 1 No. 3 (2020): September 2020 Vol. 1 No. 2 (2020): Mei 2020 Vol. 1 No. 1 (2020): Januari 2020 More Issue