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INDONESIA
Jurnal Pendidikan Sains
Published by Universitas Negeri Malang
ISSN : 24423904     EISSN : 24423904     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan Sains (JPS) terbit 4 (empat) kali setahun pada bulan Maret, Juni, September, dan Desember, berisi artikel-artikel tentang pendidikan sains baik ditulis dalam bahasa Indonesia maupun asing. Artikel yang dimuat berupa hasil penelitian dan hasil pemikiran. Jurnal Pendidikan Sains (JPS) diterbitkan oleh Pascasarjana Universitas Negeri Malang dengan Nomor ISSN 2338-9117.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 9, No 3: September 2021" : 5 Documents clear
Improving Students' Scientific Argumentation Ability through Argument-driven Inquiry Learning with Procedural E-Scaffolding Husen Jauwad; Supriyono Koes Handayanto; Markus Diantoro
Jurnal Pendidikan Sains Vol 9, No 3: September 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i3.15095

Abstract

Abstract: Scientific argumentation is a communication technique that needs to be improved in the 21st century. Scientific argumentation research using argument-driven inquiry learning with procedural e-scaffolding is still limited. In this work, we report the results of a study combining argument-driven inquiry learning with procedural e-scaffolding. This research was conducted in three classes which were divided into the ADI-ES class, the ADI class, and the control class. Learning is carried out online so that data is collected using Google Forms. Furthermore, the data were analyzed using ANOVA and the post hoc test. The results showed that there were differences in the ability of scientific argumentation before and after learning. Among the three classes, ADI-ES class has better scientific argumentation skills than other classes. Furthermore, the comment feature on Google Docs might be used to support e-scaffolding during learning.Abstrak: Argumentasi ilmiah merupakan teknik berkomunikasi yang perlu ditingkatkan pada abad 21. Penelitian argumentasi ilmiah yang menggunakan pembelajaran argument-driven inquiry dengan e-scaffolding prosedural masih terbatas. Di artikel ini kami melaporkan hasil penelitian yang mengombinasikan pembelajaran argument-driven inquiry dengan e-scaffolding prosedural. Penelitian ini dilakukan pada tiga kelas yang dibedakan menjadi kelas ADI-ES, kelas ADI, dan kelas kontrol. Pembelajaran dilakukan secara daring sehingga data dikumpulkan menggunakan bantuan google form. Selanjutnya, data dianalisis menggunakan ANOVA dan uji pos hoc. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan argumentasi ilmiah sebelum dan sesudah pembelajaran. Diantara ketiga kelas, kelas ADI-ES memiliki perubahan kemampuan argumentasi ilmiah yang lebih baik daripada kelas lainnya. Selanjutnya fitur komentar pada google doc dapat dimanfaatkan lebih lanjut untuk mendukung e-scaffolding saat pembelajaran berlangsung.
The Effect of Project Based Learning (PjBL) Learning Model on Students' Science Process Skills on Colloidal Topic Nurbani Jusuf; Anugrah Ricky Wijaya; I Wayan Dasna
Jurnal Pendidikan Sains Vol 9, No 3: September 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i3.15096

Abstract

Abstract: This research focuses on applying the project-based learning model in teaching chemistry by using local wisdom in the ternate area. This study is to examine differences in science process skills of students who are taught with project-based learning models and students who are taught with conventional models on colloidal material in terms of achievement motivation, using quasi-experimental design designs (posttest only group). The sample in this study was conducted in one of the MAN in Ternate City. The results of the study show that there are significant differences in science process skills and student achievement motivation using project-based learning in the experimental class and conventional learning in the control class.Abstrak: Penelitian ini berfokus pada penerapan model pembelajaran berbasis proyek dalam pengajaran kimia dengan menggunakan kearifan lokal di daerah ternate dan menguji perbedaan keterampilan proses sains siswa yang dibelajarkan dengan model pembelajaran project based learning dan siswa yang dibelajarkan dengan model konvensional pada materi koloid yang ditinjau dari motivasi berprestasi, dengan menggunakan desain rancangan eksperimental semu (posttest only grup). Sampel dalam penelitian ini dilakukan di salah satu  MAN di Kota Ternate. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan pada keterampilan proses sains dan motivasi berprestasi siswa menggunakan pembelajaran berbasis proyek untuk kelas eksprimen dan pembelajaran konvensional di kelas kontrol
Profile of Problem-Solving Ability of High School Students with Different Class Classifications on Light Wave Learning Topic Ahmad Nasich Luthfi; Edi Supriana; Supriyono Koes Handayanto
Jurnal Pendidikan Sains Vol 9, No 3: September 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i3.15092

Abstract

Abstract: The purpose of the study is to compare senior high school problem-solving abilities with different class classifications on light waves. The study used a survey method with subjects of class XI as many as 123 high school students in Mojokerto. The instrument used is in the form of problem-solving abilities items as many as six questions. Student approaches to items are categorized into five: scientific approach, plug & chug (structured and unstructured), memory-based approach, and no clear approach. The results of the study showed that students' problem-solving abilities were in the plug & chug (structured and unstructured), and memory-based approach. This shows if students are still in the novice group. The highest percentage of problem-solving abilities is students of class XI and the lowest is students of class XI. This research needs to be followed up with various efforts to overcome the low problems solving abilities of students in physics learning.Abstrak: Penelitian bertujuan mengkomparasikan kemampuan pemecahan masalah sswa SMA dengan klasifikasi kelas berbeda pada gelombang cahaya. Peneltian mengunakan metode survey degan subjek siswa kelas XI sebanyak 123 siswa SMA di wlayah Mojokerto. Instrument yang dgunakan berupa butir soal kemampuan pemecahan masalah gelombang cahaya sebanyak 6 soal. Pendekatan siswa tehadap butir soal dkategorikan menjadi lima, yaitu: scientific approach, plug & chug terstruktur dan tidak terstruktur, memory based approach serta no clear approach. Hasil peneltian menujukkan bahwa kemapuan pemecahan masallah siswa berada pada pendkatan Plug & Clug terstruktur, tidak terstruktur dan pendekatan memory based approach. Hal tersebut menunjukkan jika siswa masih berada pada kelompok novice. Persentase kemampuan pemecahan masalah paling tinggi adalah siswa kelas XI dan terendah adalah siswa kelas XI. Penelitian ini perlu ditindaklanjuti dengan berbagai upaya untuk mengatasi redahnya kmampuan pmecahan masalah siswa dalam pebelajaran fisika.
Scientific Reasoning in Problem-Based Distance Learning with the help of Edmodo on Wave Topic Fitroh Fuadah; Lia Yuliati; Parno Parno
Jurnal Pendidikan Sains Vol 9, No 3: September 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i3.15093

Abstract

Abstract: Scientific reasoning ability is the ability to complete the results of an investigation. The purpose of this study was to analyze the ability of scientific reasoning in problem-based distance learning assisted by Edmodo. The design of this research is implanted experimental. Subjects of this research were 70 students of class XI MIPA SMAN 2 Jember. The instrument was used in the form of 4 essay questions. The n-gain value of the experimental class was 0.795 (high), the control class was 0.313 (medium). While the effect size of the experimental class is 3.28 (strong) and the control is 1 (enough). This shows that problem-based distance learning assisted by Edmodo has a strong effect on students' reasoning abilities on wave material.Abstrak: Kemampuan penalaran ilmiah merupakan kemampuan untuk menafsirkan hasil dari sebuah penyelidikan. Tujuan penelitian ini untuk menganalisis kemampuan penalaran ilmiah dalam pembelajaran jarak jauh berbasis masalah berbantuan edmodo. Desain penelitian ini yakni embended experimental. Subjek penelitian sebanyak 70 siswa kelas XI MIPA SMAN 2 Jember. Instrumen soal yang digunakan berupa 4 soal essay. Didapatkan nilai n-gain kelas eksperimen 0,795 (tinggi), kelas kontrol 0,313 (sedang). Sedangkan effect size kelas eksperimen 3,28 (kuat) dan kontrol  1 (cukup). Hal ini menunjukkan pembelajaran jarak jauh berbasis masalah berbantuan edmodo berpengaruh kuat terhadap kemampuan penalaran ilmiah siswa pada materi gelombang.
Identification of Acid-Base Misconceptions and Efforts to Correct them with Problem-Based Cognitive Conflict Strategies Gaudensiana Seko Taboy; Subandi Subandi; Hayuni Retno Widarti
Jurnal Pendidikan Sains Vol 9, No 3: September 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i3.15094

Abstract

Abstract: The aims of this study were to identify the types of misconceptions; test the effectiveness of cognitive conflict strategies based on problem-solving in reducing misconceptions; measuring the retention of students' conceptual understanding.  Misconceptions were identified using tests with modified Certainty of Response Index techniques and interviews. The effectiveness of cognitive conflict strategy based on problem-solving was determined based on the reduction of misconceptions and paired sample t-test, while the retention of students' understanding was determined three weeks after treatment by comparing the results of the posttest and postponement test.  The results showed that there were 38 types of misconceptions; cognitive conflict strategies based on problem-solving proved to be effective in reducing misconceptions; three weeks after treatment, retention of students' concept understanding was very good.Abstrak: Penelitian bertujuan untuk mengidentifikasi jenis miskonsepsi; menguji efektivitas startegi konflik kognitif berbasis pemecahan masalah dalam mengurangi miskonsepsi; mengukur retensi pemahaman konsep siswa. Miskonsepsi diidentifikasi menggunakan tes dengan teknik Certainty of Response Index termodifikasi dan wawancara. Efektifitas strategi konflik kognitif berbasis pemecahan masalah ditentukan berdasarkan pengurangan miskonsepsi dan uji-t sampel berpasangan, sedangkan retensi pemahaman siswa ditentukan dengan membandingkan hasil postes dan tes tunda, tiga minggu setelah perlakuan. Hasil penelitian menunjukkan terdapat 38 jenis miskonsepsi; strategi konflik kognitif berbasis pemecahan masalah efektif dalam mengurangi miskonsepsi; tiga minggu setelah perlakuan retensi pemahaman konsep siswa termasuk kriteria sangat baik.

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