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<![CDATA[Mengukur Indeks Bias Berbagai Jenis Kaca Dengan Menggunakan Prinsip Pembiasan ]]>
<![CDATA[Faradhillah, Faradhillah]]>;
<![CDATA[Hendri, silviana]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 1, No 2 (2019): July 2019 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v1i2.1959
<![CDATA[Penelitian ini bertujuan untuk mengetahui indeks bias berbagai jenis kaca dengan menggunakan prinsip pembiasan cahaya. Prinsip pembiasan yang digunakan dalam penelitian ini adalah prinsip Pembiasan cahaya menurut Huygens. Penelitian ini dilakukan dalam jangka waktu 14 hari yang bertempat di Laboratorium Pendidikan Fisika Prodi Pendidikan Fisika Fakultas Keguruan dan Ilmu Pendidikan Universitas Syiah Kuala. Adapun sampel dalam penelitian ini adalah kaca flinta dan kaca korona. Penelitian ini menggunakan konsep pembiasan cahaya yang terjadi pada kaca planparalel, dengan teknik pengambilan data secara perulangan. Analisis data yang di gunakan dalam penelitaan ini adalah hukum pembiasan yang dirumuskan oleh Snellius tetang pembiasan. hasil penelitian menunjukkan bahwa kaca Korona mempunyai indeks bias 1,418 sedangkan kaca Flinta mempunyai indeks bias 1,6203, sedangkan menurut referensi kaca Korona mempunyai indeks bias 1,52 dan Flinta 1,62. Dari hasil penelitian dapat disimpulkan bahwa untuk kaca Flinta terdapat perbedaan tetapi tidak terlalu signifikan sedangkan untuk kaca Korona hasil yang didapatkan sesuai dengan refensi.Abstract:This study aims to determine the refractive index of various types of glass using the principle of refraction of light. The principle of refraction used in this study is the principle of refraction of light according to Huygens. This research was conducted within a period of 14 days at the Physics Education Laboratory, Physics Education Study Program, Faculty of Teacher Training and Education, Syiah Kuala University. The samples in this study were flint glass and corona glass. This study uses the concept of refraction of light that occurs in plan parallel glass, with looping data retrieval techniques. The data analysis used in this study is refraction law formulated by Snellius about refraction. The results showed that the Corona glass has a refractive index of 1.418 while the Flint glass has a refractive index of 1.6203, whereas according to the reference the Corona glass has a refractive index of 1.52 and Flint 1.62. From the results of the study, it can be concluded that for the Flint glass there are differences but not too significant while for the Korona glass the. Results obtained are in accordance with the reference.]]>
<![CDATA[History of the Development of Philosophy of Science: Epistemology of Education/Educational Thought in the Middle East in Ancient, Middle, Modern and Contemporary Periods ]]>
<![CDATA[Muslim, Muhammad Irfai]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 2 (2022): July 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i2.6489
<![CDATA[Talking about the philosophy of science, it is necessary to ask yourself a question, the extent to which this branch of philosophy has meaning and relevance to urgent and urgent practical problems, which require practical solutions, such as the problem of employment opportunities for college graduates, which is increasingly limited. educational funds and facilities, etc. Along with that, there is an assumption that the presence of this philosophy of science is too early on the one hand, but it is also considered too late on the other hand. This research uses a literature study method by collecting data from various articles. The results illustrate that the development of the Philosophy of Science undergoes changes over time. the changes that started from the prophetic era to the contemporary era in the Middle East experienced struggles in various circles and became one bright spot for a better future]]>
<![CDATA[Application of Cooperative Learning Model Assisted Individualization Teams To Improve Student Results In Human Digestive System Material In 11th Grade Science Public High School 14 Tebo Jambi ]]>
<![CDATA[Arjoni, Muhammad]]>;
<![CDATA[Seri, Herman]]>;
<![CDATA[Hidayat, Saleh]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 3, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v3i1.6559
<![CDATA[The problem in this study is whether the cooperative learning model type Teams Assisted Individualization(TAI) can improve student learning outcomes in Biology subjects in 11th Grade Science Public High School14 Tebo Jambi? This study aims to improve student learning outcomes from the domains of studentknowledge, attitudes and skills through the Application of Teams Assisted Individualization (TAI)Cooperative Learning Model in 11th Grade Science Public High School 14 Tebo Jambi. The research wasconducted at Public High School 14 Tebo Jambi, involving 30 students consisting of 15 boys and 15 girlswho were registered in the 2019/2020 school year. This study used a Classroom Action Research (CAR)design with a Kart Lewin research design consisting of two cycles. Each cycle held two meetings in theclassroom and each cycle consists of four stages: planning, implementation, observation, and reflection. Theresults showed that the learning outcomes in the realm of knowledge obtained a class average score in thefirst cycle of 63.08 and in the second cycle the class average score was 78.93 with a classical percentage of78.57%. In the realm of attitude, the class average score for the first cycle was 66.31. Cycle II, with a classaverage of 74.86. And in the realm of skills, the class average score in the first cycle is 51.73. While in cycleII the class average value was 77.88. So it can be concluded that there is an increase in student learningoutcomes in the domains of knowledge, attitudes and skills after the application of the Teams AssistedIndividualization (TAI) cooperative learning model in Biology subjects in 11th Grade Science at Public HighSchool 14 Tebo Jambi]]>
<![CDATA[The Effect of Phase on Paper Thickness Optimization in the Recycling Process Using Recycling Machine ]]>
<![CDATA[Rahmasari, Fauzhia Novitri]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 2, No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v2i1.2486
<![CDATA[Efforts to manage the recycling of paper waste into new paper have been carried out in recent times. It takes a tool or machine that is able to effectively and efficiently recycle used paper into new paper. There are several factors that affect the effectiveness of paper recycling machines, one of which is the paper thickness. One method that can be used to analyze the factors that influence paper thickness in the paper production process using a paper recycling machine is regression analysis. Regression analysis is data analysis techniques in statistics that is used to examine the relationship between several independent variables and dependent variable. However, if we want to examine the relationship or effect of two or more independent variables on a dependent variable, the regression model used is a multiple linear regression model. This study purposes are to analyze the factors that influence paper thickness using a paper recycling machine using multiple linear regression and to inform the modeling about that. The results showed that the factors that affect the paper thickness optimization are destruction and press phase.]]>
<![CDATA[Feasibility of Android-Based Physics Learning Media on Dynamic Electricity ]]>
<![CDATA[Sugiarto, Gerry]]>;
<![CDATA[Fathurohman, Apit]]>;
<![CDATA[Yusup, Muhamad]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 2 (2022): July 2022 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v4i2.6521
<![CDATA[The purpose of this research is to determine: (1) validation of android-based physics learning media on dynamic electricity material for Class XII SMA students (2) the effectiveness of Android-based Physics Learning Media on dynamic electricity material for XII Class SMA students. The research method used is development research which refers to the development of Allesi and Trollip which includes: the planning stage, the design stage, and the development stage. This Learning Media was validated by 2 content validators, 2 media validators, and 5 students to determine its eligibility based on the feasibility aspects of content, language, presentation, and graphics. After being validated and fulfilling the eligibility criteria. The results of the development of android-based learning media are: (1) Learning media is feasible and practical to use (2) Learning media is in accordance with student learning styles and student learning independence]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar IPA Siswa Kelas IV SDN 01 Mukomuko Menggunakan Media Torso ]]>
<![CDATA[Julaila, Julaila]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 1, No 1 (2019): January 2019 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v1i1.1405
<![CDATA[Kemampuan siswa dalam menguasai materi pelajaran IPA sering kali menjadi perhatian bagi pengajar IPA di sekolah. Hal ini dikarenakan, kemampuan tersebut akan berpengaruh banyak pada hasil belajar siswa. Siswa kelas 4 SD Negeri 01 Mukomuko pun mengalami hal demikian. Hasil belajar siswa yang didapatkan dari pretest pada awal semester ganjil tahun ajaran 2017/2018 memiliki rata-rata hasil belajar yang relatif rendah. Setelah dilakukan penelusuran awal didapatkan bahwa guru jarang menggunakan media untuk pembelajaran. Sehingga siswa sulit menguasai materi pelajaran. Oleh karena itu perlu dilakukan perbaikan pembelajaran agar rata-rata hasil belajar IPA siswa meningkat. Untuk meningkatkan hasil belajar siswa, metode penelitian yang digunakan yang tepat adalah dengan menggunakan metode penelitian tindakan kelas. Penelitian ini terdiri dari 2 siklus. Media pembelajaran yang digunakan adalah Torso yang menjadi model dari tubuh manusia. Pada siklus I terdapat 2 siswa dari 21 siswa yang tidak memenuhi KKM. Sedangkan pada siklus II KKM terpenuhi hingga 100%. Sehingga dengan demikian media torso yang digunakan dalam pembelajaran ini dapat membantu meningkatkan hasil belajar siswa pada siklus II]]>
<![CDATA[Improve Science Process Skills and Learning Outcomes with The Quantum Learning Model ]]>
<![CDATA[Wiyoko, Tri]]>;
<![CDATA[Aprizan, Aprizan]]>;
<![CDATA[Riska, Riska]]>;
<![CDATA[Wulandari, Titis]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 3, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v3i1.6546
<![CDATA[Learning in elementary schools that has not been optimal in involving students actively will have a negativeimpact on science process skills and learning outcomes. Students will be actively involved in learning if theapplied learning model involves students to experience the learning process as a whole. This research is aClassroom Action Research (CAR) which is carried out in two cycles.. Retrieval of data using theobservation sheet and learning outcome test questions. The results obtained indicate that the learningprocess with Quantum Learning can improve the science process skills of students. Increasing scienceprocess skills on average obtains very good criteria. The improved science process skills include; 1)Formulating Problems, 2) Formulating hypotheses, 3) Observing, 4) Collecting data, 5) concluding, 6)Communicating. Furthermore, the learning outcomes obtained by students using the Quantum Learningmodel can increase learning outcomes from cycle I by 73.68%, increasing to 89.47% in Cycle II. So theQuantum Learning learning model can improve the process skills and learning outcomes of students ingrade V Elementary School]]>
<![CDATA[Nature Of Science (NOS) Learning Module Development Oriented to Improve Students Scientific Literacy ]]>
<![CDATA[Rambe, Titin Rahmayanti]]>;
<![CDATA[Lubis, Renni Ramadhani]]>;
<![CDATA[Purba, Azrina]]>;
<![CDATA[Parinduri, Wina Mariana]]>;
<![CDATA[Saputra, Andri]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 6, No 1 (2024): January 2024 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v6i1.2393
<![CDATA[This research is research and development (R&D). The object of research is the science learning module containing Nature of Science (NOS). This research is a Four-D model. This development model consists of four stages, namely the define, design, develop, and disseminate stages. The research instrument used in the study was a validation sheet by 3 experts (language expert, material expert, media expert), and 1 teacher and student responses. The results of the validation test results by experts are linguists (87.36), material experts (86.99), and media experts (88.52%), and teacher expert validation (88.23%). The results of the small group trial with the pretest of 44.44% and the posttest reaching 77.8%, the results of the medium group trial with the percentage of scientific literacy of students at the pretest by 50% and at the posttest reaching 77.78% and the results of the large group trial with the percentage of scientific literacy of students at the pretest of 38.59% and at the posttest reaching 80.35%. Based on this percentage, the science learning module containing the nature of science (NOS) which is oriented to improving students' scientific literacy is effective to use. Student responses to the module with a percentage of 87.26%.]]>
<![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[The Study of Misconceptions in the 12th Grade Biology Textbooks: Focus on the Linkage and Crossing Over topics ]]>
<![CDATA[Alexandra Jeni Yoesianata]]>;
<![CDATA[Wolly Candramila Candramila]]>;
<![CDATA[Eko Sri Wahyuni]]>
<![CDATA[ IJIS Edu : Indonesian Journal of Integrated Science Education Vol 7, No 2 (2025): July 2025 ]]>
Publisher : <![CDATA[UIN Fatmawati Sukarno Bengkulu ]]>
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DOI: 10.29300/ijisedu.v7i2.7109
<![CDATA[Misconceptions in textbooks can hinder students' understanding, especially in abstract and molecular topics like linkage and crossing over. This study aims to identify and analyze misconceptions in the linkage and crossing over subtopics in four biology textbooks for 12th grade. The content analysis method used includes the steps of unitizing, sampling, recording/coding, reducing, inferring, and narrating. Data are analyzed using the tabulation method to categorize findings and concepts according to reference materials, along with peer debriefing to ensure data validity by involving experts. Of the 11 key concepts analyzed, none of the four textbooks present them completely. The most common misconception is oversimplification (18 out of 34 items). The highest number of misconceptions was found in Book D (12 items), while Book B had the fewest (6 items). Learning barriers caused by misconceptions require an increased role for teachers in identifying and correcting conceptual errors in textbooks, as well as enriching lessons with more accurate scientific sources.]]>
