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<![CDATA[The Development of Student Live Worksheets Based on Problem Based Learning in the Optical Instrument Chapter ]]>
<![CDATA[Hendrayani, Aditya]]>;
<![CDATA[Permana, Niki Dian]]>;
<![CDATA[Ilhami, Aldeva]]>;
<![CDATA[Syarif, Muhammad Ilham]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6539
<![CDATA[Solving science problems theoretically is sometimes difficult for students to do. This is because students have never been in directcontact with science problems. This study aims to develop student live worksheets based on problem based learning on opticalinstrument chapter The research method used reffered to the research and development by Sugiyono. This model has stepsconsisting of 10 steps: (1) Potential and problems, (2) Data collection, (3) Product design, (4) Design validation, (5) Designrevision, (6) Product trial, (7) Product Revision, (8) Usage Trial, (9) Product Revision, and (10) Mass production. Thisresearch was only carried out until the seventh step. This study used data collection techniques in the form of interviews andquestionnaires and used qualitative and quantitative descriptive data analysis techniques.The results of the validity of the studentlive worksheet had been declared very valid based on the results of the validation of the learning material experts who obtaineda score of 85% with a very valid category, and media experts obtained a score of 77.08% with a very valid category. In addition,the student work sheet was declared very practical with a value of 97.22% without revision. Based on the students' responses,they scored 91.67% in the very good category. Based on these data, it can be said that the student live worksheet Based onProblem Based Learning on Optical Instrument chapter stated to be very valid and practical to be used as science teachingmaterial in schools]]>
<![CDATA[Validity of E-Module Based on Problem Based Learning Integrated Demonstration Video and Science Literacy ]]>
<![CDATA[Aulia, Annisa]]>;
<![CDATA[Hardeli, Hardeli]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6497
<![CDATA[The time of mechanical insurgency 4.0 is a period of digitalization in different areas particularly within the field of instruction so it takes educating fabric that can increment understudy movement in learning. This type of research is educational design research using the Plomp model. This model consists of three steps: (1) preliminary research, (2) prototyping, and (3) assessment phase. The research instrument used observation sheets, questionnaires, and learning outcomes tests. The e-module was validated by six construct experts and three content experts. This inquires about points to create an e-module of electrolyte and nonelectrolyte solutions based on problem-based learning integrated demonstration videos and scientific literacy and decide the level of validity of created e-module. This sort of investigation is instructive plan inquire about utilizing the plomp model. The appraisal rebellious utilized were perceptions sheets, surveys, and learning results tests. The e-module was approved by five validators, to be specific the build validator and the substance validator. The comes about of the validity of the e-module develop gotten Aiken’s V normal esteem of 0.85 with a substantial category, and the validity of the e-module substance gotten a normal CVI esteem of 1 with a substantial category. Based on the results of the study, it was concluded that the problem-based learning e-module of electrolyte and nonelectrolyte solutions integrated with demonstration videos and scientific literacy developed was valid.]]>
<![CDATA[The Development of Student Live Worksheets Based on Problem Based Learning in the Optical Instrument Chapter ]]>
<![CDATA[Hendrayani, Aditya]]>;
<![CDATA[Permana, Niki Dian]]>;
<![CDATA[Ilhami, Aldeva]]>;
<![CDATA[Syarif, Muhammad Ilham]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6545
<![CDATA[Solving science problems theoretically is sometimes difficult for students to do. This is because students have never been in directcontact with science problems. This study aims to develop student live worksheets based on problem based learning on opticalinstrument chapter The research method used reffered to the research and development by Sugiyono. This model has stepsconsisting of 10 steps: (1) Potential and problems, (2) Data collection, (3) Product design, (4) Design validation, (5) Designrevision, (6) Product trial, (7) Product Revision, (8) Usage Trial, (9) Product Revision, and (10) Mass production. Thisresearch was only carried out until the seventh step. This study used data collection techniques in the form of interviews andquestionnaires and used qualitative and quantitative descriptive data analysis techniques.The results of the validity of the studentlive worksheet had been declared very valid based on the results of the validation of the learning material experts who obtaineda score of 85% with a very valid category, and media experts obtained a score of 77.08% with a very valid category. In addition,the student work sheet was declared very practical with a value of 97.22% without revision. Based on the students' responses,they scored 91.67% in the very good category. Based on these data, it can be said that the student live worksheet Based onProblem Based Learning on Optical Instrument chapter stated to be very valid and practical to be used as science teachingmaterial in schools]]>
<![CDATA[Identification of Difficulties of Physics Education Student Faculty of Teacher Training & Education in Online Learning Process On Covid-19 Pandemic Era ]]>
<![CDATA[Wahyuni, Agus]]>;
<![CDATA[Wulandari, Sri]]>;
<![CDATA[Farhan, Ahmad]]>;
<![CDATA[Rizal, Syamsul]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6504
<![CDATA[Online thesis guidance is an obstacle faced by students majoring in physics education, FKIP USK. This qualitative descriptive study aims to find out what difficulties affect the student learning process through online learning for Physics Education students. The sample in this study were all Physics Education students who carried out online learning, totaling 54 respondents. Data collection was obtained by using a questionnaire to determine learning difficulties in the online learning process. The data analysis technique used to determine the percentage of learning difficulties is sorting the data according to research indicators including internal factors, namely physical and psychological barriers, external factors, namely barriers to educators (lecturers), facilities, families, and extracurriculars. The results of data analysis showed that learning difficulties with percentages were physical barriers (61.1%), psychological barriers (56.7%), educators (lecturers) (58.7%), facilities (53.6%) ), family (49.7%), and extracurricular (47.4%). So it can be concluded that the main factor that affects the difficulty in the learning process is internal physical barriers]]>
<![CDATA[The Development of Student Live Worksheets Based on Problem Based Learning in the Optical Instrument Chapter ]]>
<![CDATA[Hendrayani, Aditya]]>;
<![CDATA[Permana, Niki Dian]]>;
<![CDATA[Ilhami, Aldeva]]>;
<![CDATA[Syarif, Muhammad Ilham]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6540
<![CDATA[Solving science problems theoretically is sometimes difficult for students to do. This is because students have never been in directcontact with science problems. This study aims to develop student live worksheets based on problem based learning on opticalinstrument chapter The research method used reffered to the research and development by Sugiyono. This model has stepsconsisting of 10 steps: (1) Potential and problems, (2) Data collection, (3) Product design, (4) Design validation, (5) Designrevision, (6) Product trial, (7) Product Revision, (8) Usage Trial, (9) Product Revision, and (10) Mass production. Thisresearch was only carried out until the seventh step. This study used data collection techniques in the form of interviews andquestionnaires and used qualitative and quantitative descriptive data analysis techniques.The results of the validity of the studentlive worksheet had been declared very valid based on the results of the validation of the learning material experts who obtaineda score of 85% with a very valid category, and media experts obtained a score of 77.08% with a very valid category. In addition,the student work sheet was declared very practical with a value of 97.22% without revision. Based on the students' responses,they scored 91.67% in the very good category. Based on these data, it can be said that the student live worksheet Based onProblem Based Learning on Optical Instrument chapter stated to be very valid and practical to be used as science teachingmaterial in schools]]>
<![CDATA[Profile of Students’ Inquiry Ability Variation on Heat Transfer ]]>
<![CDATA[Hardiansyah M, Muhammad Rizal]]>;
<![CDATA[Darwi, Rahmiati]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6500
<![CDATA[This study is conducted to investigate the improvement of inquiry ability variation of students after applying inquiry learning model in 30 Junior High School, Makassar. Inquiry variation is amount of counseling intensity or guidance that is given by teacher in a learning. Inquiry variation can be seen based on five inquiry essential features such as applying question, deciding and collecting relevant evidence, making explanation based on the evidence, connecting the explanation with scientific references and communicate it. This research uses documentation study method. The sample of the research are 74 students of seventh grade that are taken by using random class sampling technique. Data collection technique uses observation sheet of inquiry ability variation. The data processing technique uses descriptive method. Data analysis result shows the improvement in five inquiry essential characteristics. It can be seen in the comparison between the first and the last meeting. In the first meeting, all of the inquiry essential characteristics were given by teacher, while in the last meeting, students can do the characteristics by themselves. However, it is only one characteristic that still need guidance from teacher like essential characteristic in deciding and collecting relevant evidence. The result of the study shows that the application of inquiry learning model can help students in improving inquiry ability variation that is better than the using of conventional learning model.]]>
<![CDATA[Utilization Of Used Goods As A Biomath Learning Media ]]>
<![CDATA[Purba, Yoel October]]>;
<![CDATA[Sihite, Julius Martunas Sihite Martunas]]>;
<![CDATA[Sinaga, Hotmida Sinaga]]>;
<![CDATA[Siahaan, Kevin William Andri]]>;
<![CDATA[Yunita, Widia]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6484
<![CDATA[Utilization of used goods in the environment can be used as a learning medium to trigger the creativity of students in learning and learning activities. Learning media is very influential in the implementation of the learning process, it is because students are more sensitive to see clearly than the learning material. This study aims to describe: 1) Biomath learning media obtained from used goods in the environment; 2) Simple learning media as a way to improve students' understanding of the lesson; 3) Utilization of used goods as a form of environmental care. This research was conducted in 2 cycles, each cycle consisting of four stages, namely: (1) planning, (2) implementing actions, (3) observation, and (4) reflection. The type of data collected is qualitative data in the form of observations of teacher and student activities during the teaching and learning process, and quantitative data in the form of student learning outcomes through the final evaluation test of the action. The results of this research are expected to be used by educators as a reference for obtaining learning media from used goods in the surrounding environment, so as to create varied learning with learning media that builds enthusiasm for learning and creates learning comfort to create those who can explore themselves with various things. new close to his world]]>
<![CDATA[The Effect of Guided Inquiry Learning Model Based On Lesson Study For Learning Community On Chemical Equality Materials ]]>
<![CDATA[Defista, Chesa]]>;
<![CDATA[Andromeda, Andromeda]]>;
<![CDATA[sopia, Eka]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6495
<![CDATA[The learning process on chemical equilibrium material at Public Senior High School 1 Padang tends to use a teacher-centered learning model. This resulted in students' critical thinking skills did not develop because students were not actively involved in the learning process so it had an impact on student learning outcomes. Thus, the guided inquiry learning model can be one solution so that students can be actively involved. To maximize the implementation of the guided inquiry learning syntax, a learning system is applied, namely lesson study for the learning community. In lesson study-based learning for the learning community, learning will be planned and reflected on an ongoing basis. This study was conducted to determine the effect of the guided inquiry learning model based on lesson study for learning community on chemical equilibrium material on student learning outcomes at PUBLIC SENIOR HIGH SCHOOL 1 Padang. The research method is a quasi-experimental research with one group pretest-posttest design. Based on hypothesis testing with the Mann-Whitney test at a significance level of 5% (α = 0.05), the value of asymp sig. is <0.001. Then the value of asymp sig. (<0.001) <α (0.05), it can be concluded that the guided inquiry learning model based on lesson study for learning community on chemical equilibrium material affects student learning outcomes.]]>
<![CDATA[Students’ Responses to the Comic based on the Local Potential of West Kalimantan on Biodiversity Material 10 th Grade of MAN 2 Pontianak ]]>
<![CDATA[Sari, Eka]]>;
<![CDATA[Yeni, Laili Fitri]]>;
<![CDATA[Yuniarti, Anisyah]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6491
<![CDATA[Comics are one instance of visual media that can be used as learning media. Comics engage students to be more interested, motivated, and entertained so that they can help teachers deliver learning materials. The comics developed in this study contain material about the biodiversity that exists in West Kalimantan, especially endemic flora and fauna, considering that West Kalimantan has various potential for diversity. This study aims to determine the feasibility of comics based on the local potential of West Kalimantan on biodiversity material as a learning medium for class X MAN 2 Pontianak and to determine student responses to the developed learning media. The form of this research is descriptive with a survey research method. The sample in this study was class X MIA 4 MAN 2 Pontianak which was selected through a purposive sampling technique. The instruments used were comic media validation sheets and student response questionnaires. Based on the results of the validation data analysis, the calculation of the CVR and CVI values against the 11 assessment indicators, it was found that the comic media developed was categorized as valid with the CVR and CVI values by 1. The results of student responses to the developed comic media, for 3 aspects including cognitive, affective, and conative is 76.18% with a high category. Cognitive responses of 77.6%, affective responses of 78.3%, and conative responses of 72.66% with a high category, respectively. Therefore, comic media based on local potential of flora and fauna endemic to West Kalimantan is feasible to be used as a learning medium in class X in MAN 2 Pontianak, and student responses to the developed media are categorized as strong responses.]]>
<![CDATA[Barriers to Online Science Learning during the Covid-19 Pandemic in the Dimension of Class Teacher Readiness at Elementary School ]]>
<![CDATA[Nurjanah, Maya]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i1.6502
<![CDATA[Online learning is a new thing in the implementation of the learning process for educators and students. With this online learning, teachers are required to have readiness. A teacher who is ready to learn in any condition will be able to improve the quality of the teacher. In addition, the readiness of a teacher to face the learning process has a major influence on the success of education in schools and teachers who have good readiness will be able to improve student learning. The purpose of this study is to reveal various barriers to online learning during the COVID-19 pandemic in terms of the readiness of classroom teachers in elementary schools. The research method used in this research is using descriptive qualitative research methods. The results of the study show various barriers to online learning from the dimensions of teacher readiness. First, the teacher must think of a strategy on how to get children out of their boredom zone. The second obstacle is that sometimes parents complain that they cannot explain in detail to students. The third obstacle is the signal problem. The fourth obstacle is that sometimes parental assistance is lacking because they have to work from morning to evening. The fifth obstacle is not being able to monitor the process directly. This causes the essence of learning that puts forward the process cannot be observed by the teacher. The product is the only thing the teacher can monitor. The conclusion of this study is that the barriers to online learning in terms of the readiness of classroom teachers in elementary schools are a challenge for teachers. This online learning must be prepared by the teacher as the holder of control in the learning process, because as a facilitator, the teacher must provide facilities that support the learning process, especially in this online learning. This makes teachers required to be technology literate and learn many things, especially online-based learning. This online learning system can be used as a model for further learning]]>
