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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 274 Documents
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Pengaruh Pembelajaran Reciprocal Teaching Berbantuan Peta Pikiran (Mind Map) terhadap Kemampuan Metakognitif dan Hasil Belajar Siswa SMA Anita Dian Sukardi; Herawati Susilo; Siti Zubaidah
Jurnal Pendidikan Sains Vol 3, No 2: Juni 2015
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.748 KB) | DOI: 10.17977/jps.v3i2.7656

Abstract

Abstract: Metacognitive skill is required for improving students’ learning outcome. To enhance the metacognitive skill, it can be done through reciprocal teaching model. This study aims at examining the influence of mind map assisted reciprocal teaching toward students’ metacognitive and learning outcome. This study used semi-experimental design using non-randomized control group pretest-posttest. This study was conducted within Senior High School whose students possess a low level of metacognitive skill. The result of this study showed that mind map assisted reciprocal teaching influences the students’ metacognitive skill. In addition, there is a difference within the metacognitive skill and learning outcome between students who learn using mind map assisted reciprocal teaching and conventional learning.Key Words: reciprocal teaching, mind map, metacognitive skill, learning outcomeAbstrak: Kemampuan metakognitif sangat dibutuhkan untuk meningkatkan hasil belajar siswa. Pening-katan  kemampuan metakognitif dapat dilakukan dengan menggunakan model pembelajaran reciprocal teaching. Tujuan penelitian ini adalah untuk meneliti pengaruh pembelajaran reciprocal teaching ber-bantuan peta pikiran terhadap kemampuan metakognitif dan hasil belajar siswa. Penelitian yang diguna-kan adalah eksperimen semu dengan rancangan Nonrandomized Control Group Pretest-Postest. Peneli-tian dilakukan di SMA yang memiliki kemampuan metakognitif rendah. Hasil penelitian menunjukkan adanya pengaruh pembelajaran reciprocal teaching berbantuan peta pikiran (mind map) terhadap ke-mampuan metakognitif. Ada perbedaan kemampuan metakognitif dan hasil belajar yang nyata antara siswa yang belajar menggunakan pembelajaran reciprocal teaching berbantuan peta pikiran (mind map) dibandingkan yang belajar dengan pembelajaran konvensional. Kata kunci: reciprocal teaching, peta pikiran, kemampuan metakognitif, hasil belajar
The Effects of Heavy Metal Cadmium Against Apoptosis Through Activation of Caspase-3 protein on Sea Urchins Diadema setosum Dominggus Rumahlatu
Jurnal Pendidikan Sains Vol 1, No 1: Maret 2013
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (187.352 KB) | DOI: 10.17977/jps.v1i1.3970

Abstract

Efek Logam Berat Kadmium Terhadap Apoptosis Melalui Aktivasi Protein Caspase-3 pada Bulu Babi Diadema setosum Abstract: This study is the Cd metal effect on apoptosis in cells D. setosum urchins. The study iss conducted in the laboratory of LIPI Ambon (Indonesia).  TheDoses of the treatment is dissolved 0.0, 1.0, 3.0, 6.0, 9.0, and 12.0 mg / L Cd.  Each treatment was repeated 7 times. The age of animal is about 8 months weighs 90 grams with a circumference of 15 cm body. The Experimental animals is fed with grass. The measurement of caspase-3 protein concentrations performed on the liver organ with method Caspase Colorimetric Assay Kit followed by staining Hematoxilen-eosin (HE). Data are analyzed with ANOVA test single and advanced to the MDRS 0:05. The results shows that Cd treatment significantly increases levels of Caspase-3 protein. Caspase-3 protein concentrations highest in treatment dose 12 mcg / L.  It is required for further studies which related to the potential increase in Caspase-3 protein as an alternative biomonitoring marine pollution by metals Cd. Key Words: Cadmium, Diadema setosum, Apoptosis, Caspase-3 Abstrak: Telah dilakukan penelitian mengenai efek logam Cd terhadap apoptosis pada sel bulu babi D. setosum. Penelitian dilakukan di laboratorium Balai LIPI Ambon (Indonesia). Dosis-dosis perlakuan adalah 0.0, 1.0, 3.0, 6.0, 9.0, dan 12.0 µg/L Cd terlarut. Pada tiap perlakuan diulang 7 kali. Usia hewan coba sekitar 8 bulan berbobot 90 gram dengan lingkar tubuh 15 cm. Hewan coba diberi makan lamun. Pengukuran konsentrasi protein caspase-3 dilakukan pada organ hepar dengan metode Caspase Colorimetric Assay Kit dilanjutkan dengan pewarnaan Hematoxilen-Eosin (HE). Data penelitian di-analisis dengan ANAVA tunggal dan uji lanjut dengan MDRS 0.05. Hasil penelitian memperlihatkan bahwa perlakuan Cd sangat signifikan meningkatkan kadar protein Caspase-3. Konsentrasi protein Caspase-3 tertinggi pada dosis perlakuan 12 µg/L. Diperlukan kajian lanjutan terkait potensi peningkat-an protein Caspase-3 sebagai satu alternatif biomonitoring pencemaran perairan laut oleh logam Cd. Kata kunci: Cadmium, Diadema setosum, Apoptosis, Caspase-3
Pengembangan Modul Pembelajaran dengan Pendekatan Inkuiri Terbimbing pada Materi Koloid di SMA Lita Novilia; Srini M. Iskandar; Fauziatul Fajaroh
Jurnal Pendidikan Sains Vol 4, No 3: September 2016
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.094 KB) | DOI: 10.17977/jps.v4i3.8188

Abstract

Abstract: Colloid topic characteristic is contextual, but its application in the learning, the colloid topic is usually memorized, so it can cause several misconceptions. The aim of this research and development was to find out the feasibility of Learning Module based on guided inquiry approach for high school students. The development design of module was used Pedoman Penulisan Modul from Direktorat Tenaga Kependidikan Departemen Pendidikan Nasional (2008). The feasibility of the module was determined through content, display, language, graph criterias, and  students’ responses. The research result showed that the learning module was feasible to be used.Key Words: module development,  colloid topic, guided inquiry, module feasibility Abstrak: Materi koloid bersifat kontekstual, tetapi dalam pelaksanaannya materi koloid cenderung dihafal sehingga dapat menimbulkan beberapa miskonsepsi. Penelitian ini bertujuan untuk menguji kelayakan modul yang dikembangkan dengan pendekatan inkuiri terbimbing di SMA. Desain pengembangan mengacu pada Pedoman Penulisan Modul oleh Direktorat Tenaga Kependidikan Departemen Pendidikan Nasional (2008). Kelayakan modul ditinjau dari kriteria isi, penyajian, kebahasaan, dan kegrafikaan, serta respon siswa. Hasil penelitian menunjukkan bahwa modul pembelajaran yang telah dikembangkan layak digunakan.Kata kunci: pengembangan modul, materi koloid, inkuiri terbimbing, kelayakan modul
Metacognitive awareness, Process Science and Chemistry Student Learning Outcomes Divergent and Convergent in PBL Yusran Khery
Jurnal Pendidikan Sains Vol 1, No 4: Desember 2013
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.369 KB) | DOI: 10.17977/jps.v1i4.4183

Abstract

Kesadaran Metakognitif, Proses Sains, dan Hasil Belajar Kimia Mahasiswa Divergen dan Konvergen dalam PBL Abstract: The aim of this study are: (1) determine differences in metacognitive awareness and cognitive learning outcomes of students with PBL and conventional strategies; (2) determine differences in metacognitive awareness, science process skills, and cognitive learning outcomes between students with divergent thinking and convergent character that learned by PBL strategy. This study uses three kinds of designs are descriptive study design, quasi-experimental design and pre-experimental design to answer the research objectives. Instruments used in this research are: (1) questionnaire characters divergent thinking and convergent; (2) metacognitive awareness questionnaire; (3) observation sheets science process skills; and (4) tests the cognitive learning. Data were analyzed by inferential statistics. The results showed that: (1) there is no difference in metacognitive awareness and cognitive learning outcomes of students who gained from learning with PBL strategies and conventional strategies; (2) there is no difference metacognitive awareness and cognitive learning outcomes among students of divergent and convergent. Science process skills of students diverging better than converging. Key Words: metacognitive awareness, the process of science, learning outcomes, the characters think, PBL Abstrak: Tujuan dari penelitian ini adalah: (1) mengetahui perbedaan kesadaran metakognitif dan hasil belajar kognitif mahasiswa dengan strategi PBL dan konvensional; (2) mengetahui perbedaan kesadaran metakognitif, keterampilan proses sains, dan hasil belajar kognitif antara mahasiswa dengan karakter berpikir divergen dan konvergen yang dibelajarkan dengan strategi PBL. Penelitian ini menggunakan tiga macam rancangan yaitu rancangan penelitian deskriptif, rancangan eksperimental semu dan rancangan pra eksperimental untuk menjawab tujuan penelitian. Instrumen yang digunakan dalam penelitian adalah: (1) angket karakter berpikir divergen dan konvergen; (2) angket kesadaran metakognitif; (3) lembar observasi keterampilan proses sains; dan (4) tes hasil belajar kognitif. Data dianalisis secara statistik inferensial. Hasil penelitian menunjukkan bahwa: (1) tidak terdapat perbedaan kesadaran metakognitif dan hasil belajar kognitif mahasiswa yang diperoleh dari pembelajaran dengan strategi PBL dan strategi konvensional; (2) tidak terdapat perbedaan kesadaran metakognitif dan hasil belajar kognitif antara mahasiswa divergen dan konvergen. Keterampilan proses sains mahasiswa divergen lebih baik dibandingkan dengan yang konvergen.Kata kunci: kesadaran metakognitif, proses sains, hasil belajar, karakter berpikir, PBL
Guided Inquiry Method Employing Virtual Laboratory to Improve Scientific Working Skills Siti Juwariyah; Soepriyono Koes H; Eny Latifah
Jurnal Pendidikan Sains Vol 5, No 1: March 2017
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.866 KB) | DOI: 10.17977/jps.v5i1.9016

Abstract

Abstract: There are many obstacles in achieving the goals of learning physics. One of those is how students’ assumption on physics as something abstract and can not be verified by experiment, because of the unavailability of laboratory and equipment in schools. This study aims to assess if students’ scientific work skills learned through Guided Inquiry method employing Virtual Laboratory is higher than those learned through conventional method. The research used quasi-experimental research method with the Non-equivalent control group design. The data was analyzed by using ANCOVA test. The results showed that when covariable controlled the prior knowledge, students’ scientific working skill is higher with guided inquiry method employing virtual laboratory than those who learned through conventional learning.Key Words: guided inquiry, virtual labs, scientific working skill Abstrak: Banyak kendala yang harus dihadapi dalam mencapai tujuan pembelajaran fisika. Berdasarkan hasil studi pendahuluan, salah satu kendalanya adalah anggapan siswa bahwa materi fisika merupakan sesuatu yang abstrak dan tidak bisa dibuktikan kebenarannya dengan eksperimen di sekolah, karena tidak tersedianya peralatan laboratory. Telah dilakukan penelitian yang bertujuan meningkatkan keterampilan kerja ilmiah siswa yang belajar dengan pembelajaran guided Inquiry berbantuan Laboratory virtual. Metode penelitian yang di implimentasikan adalah kuasi eksperimen, dengan desain penelitian Non-equivalent control-group design. Analisis data menggunakan uji ANCOVA. Hasil penelitian menunjukkan bahwa setelah dikendalikan kovariabel pengetahuan awal, keterampilan kerja ilmiah siswa lebih tinggi pada siswa yang belajar dengan guided inquiry berbantuan laboratory virtual dibanding yang belajar dengan pembelajaran konvensionalKata kunci: Guided Inquiry, Laboratory Virtual
The Effect of Problem Solving and Problem Posing Models and Innate Ability to Students Achievement Ratna Kartika Irawati
Jurnal Pendidikan Sains Vol 2, No 4: Desember 2014
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (117.058 KB) | DOI: 10.17977/jps.v2i4.4534

Abstract

Pengaruh Model Problem Solving dan Problem Posing serta Kemampuan Awal terhadap Hasil Belajar Siswa Abstract: Chemistry concepts understanding features abstract quality and requires higher order thinking skills. Yet, the learning on chemistry has not boost the higher order thinking skills of the students. The use of the learning model of Problem Solving and Problem Posing in observing the innate ability of the student is expected to resolve the issue. This study aims to determine the learning model which is effective to improve the study of the student with different level of innate ability. This study used the quasi-experimental design. The research data used in this research is the quiz/test of the class which consist of 14 multiple choice questions and 5 essay questions. The data analysis used is ANOVA Two Ways. The results showed that Problem Posing is more effective to improve the student compared to Problem Solving, students with high level of innate ability have better outcomes in learning rather than the students with low level of innate ability after being applied with the Problem solving and Problem posing model, further, Problem Solving and Problem Posing is more suitable to be applied to the students with high level of innate ability.Key Words: problem solving, problem posing, higher order thinking skills, innate ability, learning outcomes Abstrak: Pemahaman konsep-konsep kimia yang bersifat abstrak membutuhkan keterampilan berpikir tingkat tinggi. Pembelajaran kimia belum mendorong siswa melakukan keterampilan berpikir tingkat tinggi. Penggunaan model pembelajaran Problem Solving dan Problem Posing dengan memperhatikan kemampuan awal siswa diduga dapat mengatasi masalah tersebut. Penelitian ini bertujuan untuk mengetahui model pembelajaran yang efektif dalam meningkatkan hasil belajar dengan kemampuan awal siswa yang berbeda. Penelitian ini menggunakan rancangan eksperimen semu. Data penelitian menggunakan tes hasil belajar yang terdiri atas 14 soal pilihan ganda dan 5 soal esai. Analisis data menggunakan uji ANOVA Two Ways. Hasil penelitian menunjukkan bahwa Problem Posing lebih efektif meningkatkan hasil belajar siswa dibandingkan Problem Solving, siswa berkemampuan awal tinggi memperoleh hasil belajar yang lebih baik dibandingkan dengan siswa yang berkemampuan awal rendah, serta Problem Solving dan Problem Posing lebih cocok diterapkan kepada siswa yang berkemampuan awal tinggi.Kata kunci: problem solving, problem posing, keterampilan berpikir tingkat tinggi, kemampuan awal, hasil belajar
Guided Inquiry Learning Module with Multimedia Assisted on Cell Metabolism for XII Grade of Senior High School Mochammad Ali Mashur; Mohamad Amin; Umie Lestari
Jurnal Pendidikan Sains Vol 6, No 3: September 2018
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (767.939 KB) | DOI: 10.17977/jps.v6i3.11757

Abstract

Abstract: The aim of this development research was to determine the validity, effectiveness, and practicality of the guided inquiry learning module assisted by multimedia on cell metabolism. This study adapted the research and development from Lee and Owen model. The validity of modules and multimedia as a product is known from the validation scores of experts, while the practicality is known from biology teacher and student responses, and the effectiveness from student learning outcomes. The results showed that the average module expert validation score was 89.67% (very valid), material experts were 100% (very valid), media experts were 96.67% (very valid) and field practitioners were 87.50 (valid). Most students gave a positive response to the module by 85.08% and on the media 80,56%. The effectiveness of the development module produces a value of p = 0.13 which means that it can significantly improve student learning outcomes. Based on these results, it can be concluded that the guided inquiry learning module with mutimedia assisted on cell metabolism is valid, effective, and practical so that it can be used more continued on XII grade senior high school students.Key Words: module, guided inquiry, multimedia, cell metabolismAbstrak: Tujuan penelitian pengembangan ini adalah untuk mengetahui kevalidan, keefektifan, dan kepraktisan modul belajar inkuiri terbimbing berbantuan multimedia pada materi metabolisme sel. Penelitian ini mengadaptasi model penelitian & pengembangan Lee dan Owen. Kevalidan modul belajar dan multimedia sebagai produk diketahui dari skor validasi para ahli, sedangkan kepraktisan diketahui dari respon guru biologi dan siswa, sedangkan keefektifan diketahui dari hasil belajar siswa. Hasil penelitian menunjukkan bahwa rerata skor validasi ahli modul sebesar 89,67 % (sangat valid), ahli materi sebesar 100 % (sangat valid), ahli media sebesar 96,67 % (sangat valid) dan praktisi lapangan sebesar 87,50 (valid). Sebagian besar siswa memberikan respons positif terhadap modul sebesar 85,08 % dan terhadap media 80,56%. Efektivitas modul pengembangan menghasilkan nilai p = 0,13 yang artinya secara signifikan dapat meningkatkan hasil belajar siswa. Berdasarkan hasil tersebut, dapat disimpulkan bahwa modul belajar inkuiri terbimbing berbantuan multimedia pada materi metabolisme sel yang dikembangkan tergolong valid, efektif dan praktis sehingga dapat digunakan lebih lanjut pada siswa kelas XII SMA.Kata kunci: modul, inkuiri terbimbing, multimedia, metabolisme sel
Conception of Motion as Newton Law Implementation among Students of Physics Education Eko Sujarwanto; Ino Angga Putra
Jurnal Pendidikan Sains Vol 6, No 4: December 2018
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.152 KB) | DOI: 10.17977/jps.v6i4.11649

Abstract

Abstract: The study was conducted by giving an identification test on Newton’s laws of motion application in the form of multiple choice questions to students who were enrolled in Mechanics and Basic Physics Courses. The analysis was based on student answers and the level of student confidence in the correctness of the answers in quantitative descriptive and qualitative. The results of the analysis of identification tests were reinforced by thinking map of Newton’s laws of student presentation and followed up by interviews. The results show that students’ conceptions of motion and Newton’s laws is insufficient. Prospective teacher students are required to learn the concepts of Motion and Newton’s Law applied and influenced by common sense.Key Words: conception, Newton’s laws, motionAbstrak: Penelitian dilakukan dengan memberikan tes identifikasi aplikasi hukum-hukum Newton tentang gerak kepada mahasiswa berupa soal pilihan ganda pada mahasiswa yang terdaftar pada matakuliah Mekanika dan Fisika Dasar. Analisis didasarkan pada jawaban mahasiswa dan tingkat kepercayaan mahasiswa terhadap kebenaran jawabannya secara kuantitatif deskriptif dan kualitatif. Hasil analisis tes identifikasi diperkuat dengan thinking map hukum-hukum Newton sajian mahasiswa dan ditindaklanjuti dengan wawancara. Hasil penelitian menunjukkan konsepsi mahasiswa tentang gerak dan hukum-hukum Newton dalam kategori “Kurang Paham”. Mahasiswa calon guru perlu belajar dan mempelajari konsep Gerak dan Hukum Newton secara aplikatif dan dipengaruhi oleh common sense.Kata kunci: konsepsi, hukum-hukum Newton, keadaan gerak
Pengaruh Learning Cycle–5E Berkonteks SSI Terhadap Pemahaman Hakikat Sains Pada Materi Larutan Penyangga Dan Hidrolisis Garam Siswa SMA Eris Ratnawati; Sri Rahayu; Fauziatul Fajaroh
Jurnal Pendidikan Sains Vol 4, No 1: Maret 2016
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.45 KB) | DOI: 10.17977/jps.v4i1.8177

Abstract

Abstract: The aims of this study were to investigate the difference of students' nature of science understanding who were taught using 5E learning cycle model with SSI learning context and conventional model on buffer solution and salt hydrolysis. This study used quasi-experimental with pretest and post-test design. The sample considered two classes and selected by convenience sampling technique in SMAN Tulungagung. The data were obtained using the questionnaires nature of science Likert scale (R = 0.883) and analyzed by one way ANCOVA and effect size. The research results showed significant different on students’ nature of science understanding between students who were taught using 5E learning cycle model with SSI learning context and students who taught using conventional model. Based on effect size, nature of science aspects that large contribute was the scientific method, empirical, inference, social dimension of science, and Social and cultural embeddedness of science. Aspects of the nature of science that medium contributes was tentative, creative, and theory driven. While the theory and law were small contribute.Key words: Learning Cycle-5E , Socioscientific Issues, Nature Of Science, Buffer Solution, Salt Hydrolysis Abstrak: Penelitian ini bertujuan menguji perbedaan pemahaman hakikat sains siswa yang dibelajarkan dengan model pembelajaran Learning Cycle-5E berkonteks SSI dan model pembelajaran konvensional pada materi larutan penyangga dan hidrolisis garam. Penelitian ini menggunakan rancangan penelitian eksperimen semu dengan pretes dan pascates. Sampel terdiri dari dua kelas dan dipilih menggunakan teknik convenience sampling di SMAN Tulungagung. Data diperoleh menggunakan instrumen angket hakikat sains berskala likert (R = 0,883) dan dianalisis dengan ANCOVA satu jalur dan effect size. Hasil penelitian menunjukkan ada perbedaan signifikan pemahaman hakikat sains siswa yang dibelajarkan dengan model pembelajaran Learning Cycle-5E berkonteks SSI dan model pembelajaran konvensional. Berdasarkan effect size, aspek hakikat sains yang berkontribusi tinggi adalah metode ilmiah, empiris, inferensi, dimensi sosial sains, dan penerapan sains dalam bidang sosbud. Aspek hakikat sains yang berkontribusi sedang adalah tentatif, kreatif, dan theory driven. Sedangkan hukum dan teori berkontribusi kecil.Kata kunci: Learning Cycle-5E , Socioscientific Issues, Hakikat Sains, Larutan Penyangga, Hidrolisis Garam
Development Media Interactive Learning to Build Concept Training Guild Two Tangent Circles Vivin Nur Afidah
Jurnal Pendidikan Sains Vol 1, No 3: September 2013
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (99.958 KB) | DOI: 10.17977/jps.v1i3.4171

Abstract

Pengembangan Media Pembelajaran Interaktif untuk Membangun Pemahaman Konsep Garis Singgung Persekutuan Dua Lingkaran Abstract: Media developed interactive learning is interactive learning media that is designed based on the characteristics of learning with the help of computer / Computer Assisted Instruction (CAI) type tutorial. Designed by cognitive load theory that minimizes processing extraneous cognitive load, adjust the intrinsic cognitive load processing, and developing processing germane cognitive load. The research follows the development of 4D development model that define (defining), design (design), develop (development), and disseminate (dissemination). The conclusion is (1) the results of the validation by experts and practitioners assess media interactive learning developed valid, (2) the results of teacher and student activity observation showed media interactive learning meet the criteria of practicality, (3) the results of the quiz show most students attain a minimum level of understanding high , (4) the results of tests mastery of teaching materials showed most students achieve minimum mastery level is high, (5) the results of quizzes and tests mastery of teaching materials and student questionnaire responses showed interactive learning media has met the criteria effectively. specified that the understanding and mastery of the material communion of two circles tangent meet the minimum categories of high and students' response to the use of interactive learning media showed a positive response. Key Words: development, interactive learning media, tangents, circle Abstrak: Media pembelajaran interaktif yang dikembangkan adalah media pembelajaran interaktif yang dirancang berdasarkan karakteristik pembelajaran dengan bantuan komputer/Computer Assisted Instruction (CAI) tipe tutorial. Dirancang berdasarkan teori beban kognitif yaitu meminimalkan pemrosesan beban kognitif  extraneous, mengatur pemrosesan beban kognitif intrinsic, dan mengembangkan pemrosesan beban kognitif germane. Penelitian pengembangan mengikuti model pengembangan 4D yaitu define (pendefinisian), design (perancangan), develop (pengembangan), dan disseminate (pe-nyebarluasan). Simpulannya adalah (1) hasil validasi oleh ahli dan praktisi menilai media pembelajaran interaktif yang dikembangkan valid, (2) hasil pengamatan aktivitas guru dan siswa menunjukkan media pembelajaran interaktif memenuhi kriteria kepraktisan, (3) hasil kuis menunjukkan sebagian besar siswa mencapai tingkat pemahaman minimal tinggi, (4) hasil tes penguasaan bahan ajar menunjukkan sebagian besar siswa mencapai tingkat penguasaan minimal tinggi, (5) hasil kuis dan tes penguasaan bahan ajar serta angket respon siswa menunjukkan media pembelajaran interaktif telah memenuhi kriteria efektif. yang ditetapkan yaitu pemahaman dan penguasaan materi garis singgung persekutuan dua lingkaran memenuhi kategori minimal tinggi serta respon siswa terhadap penggunaan media pembelajaran interaktif menunjukkan respon positif.Kata kunci: pengembangan, media pembelajaran interaktif, garis singgung, lingkaran

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