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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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The Effect Of Learning Management System (LMS) Assistance In Think-Pair-Share Strategies On Learning Outcomes And Students Motivation Of Islamic State Senior High School Ahmad Suhaili; Endang Budiasih; Surjani Wonorahardjo
Jurnal Pendidikan Sains Vol 9, No 4: December 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i4.15099

Abstract

Abstract: The purpose of this study was to determine the effect of Learning Management System (LMS) assistance in think-pair-share strategies and the effect of think-pair-share strategies on student learning outcomes and motivation. The research sample was 40 students of XI_A_1 and XI_A_2. The results showed that there were differences in learning outcomes and motivation between students who were taught with the Learning Management System (LMS) in the think-pair-share strategy and students who were taught with think-pair-share.Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui pengaruh bantuan Learning Management System (LMS) dalam strategi think-pair-share dan pengaruh startegi think-pair-share terhadap hasil belajar dan motivasi peserta didik. Sampel penelitian adalah 40 siswa XI_A_1 dan XI_A_2. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar dan motivasi antara peserta didik yang dibelajarkan dengan Learning Management System (LMS) dalam strategi think-pair-share dan peserta didik yang dibelajarkan dengan think-pair-share.
Improving Students' Problem-Solving Ability through E-Scaffolding in Inquiry Learning Ovita Ardanari; Supriyono Koes H; Nandang Mufti
Jurnal Pendidikan Sains Vol 9, No 2: June 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i2.15089

Abstract

Abstract: The purpose of this study was to analyze the effect of e-scaffolding on Newton’s law material on student’s problem solving abilities. This research uses a mixed-method type of explanatory design. Subjects in this study were 71 students of class X natural science program Senior High School 5 Malang, 35 students as the experimental group, and 36 students as the comparison group. The results showed that the problem-solving ability of students who received inquiry learning using e-scaffolding was 62.11 higher than students who learned using the usual method of 47.15. E-scaffolding conceptual-procedural provided helps students understand the concept of Newton’s law which guides and directs them to find solutions to a problem.Abstrak: Tujuan dari penelitian ini adalah menganalisis pengaruh pemberian e- scaffolding pada materi hukum Newton terhadap kemampuan pemecahan masalah siswa. Penelitian ini menggunakan mixed methods jenis explanatory design. Subjek penelitian adalah 71 siswa kelas X IPA SMA Negeri 5 Malang, 35 siswa sebagai kelompok eksperimen dan 36 siswa sebagai kelompok pembanding. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang mendapatkan pembelajaran inkuiri dengan e-scaffolding sebesar 62.11, lebih tinggi dibandingkan siswa yang belajar dengan metode biasa sebesar 47.15. E-scaffolding konseptual-prosedural yang diberikan membantu siswa memahami konsep hukum Newton dimana membimbing serta mengarahkan mereka untuk menemukan solusi dari sebuah masalah.
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.
Developing Guided Inquiry-Based Ecosystem Modules Based on Pond Learning Vilda Rima Aulia Zahroh; Sueb Sueb; Mimien Henie Irawati Al Muhdhar
Jurnal Pendidikan Sains Vol 9, No 1: March 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i1.15084

Abstract

Abstract : The aim of this research was to produce ecosystem module-based inquiry with fishpond as a learning resource that met valid and practical criteria. This method of research development used ADDIE from Branch. The result showed that validation of module is 98.78% it meant that compliance criteria were very valid and from the subject, an expert was 100%, the result of practicality was 98% it meant that compliance criteria were very practical and the mean result of the student’s response was 91,65%.  It meant that students gave a positive response to the module. Based on this result, it could be concluded that ecosystem module-based inquiry with fish pond resources that met valid, practical criteria can be further implemented to grade X.Abstrak : Penelitiian ini bertujuan untuk rnenghasilkan produk berupa rnodul ekosistem berbasiis inkuiri bersumber belajar tambak yang memenuhi kriteria valid dan praktis. Penelitian ini rnenggunakan rnodel pengernbangan ADDIE dari Branch. Hasil uji kevalidan modul oleh ahli bahan ajar sebesar 98,78% yang menunjukkan kriteria sangat valid dan oleh ahli materi sebesar 100%, hasil uji kepraktisan sebesar 98% yang memenuhi kriteria sangat praktis dan hasil rerata respons siswa terhadap modul sebesar 91,65% yang menunjukkan bahwa siswa memberikan respons positif terhadap modul. Berdasrkan hasil tersebut dapat disirnpulkan bahwa rnodul ekosistern berbasis inkuiri bersumber belajar tambak memenuhi kriteria valid  serta praktis dan dapat diimplementasikan lebih lanjut ke siswa kelas X.
Simple Harmonic Motion Conceptual Mastery in Online Multimedia Assisted Guided Inquiry Learning Hawin Marlistya Priswayani; Sentot Kusairi; Nandang Mufti
Jurnal Pendidikan Sains Vol 9, No 4: December 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i4.15100

Abstract

Abstract: This study aims to analyze the students’ mastery concepts of Simple Harmonic Motion on Guided Inquiry learning assisted by online multimedia. The study involved 36 students of class X natural science of SMA Negeri 4 Jember. A multiple-choice test was used to measure mastery concepts and was conducted before and after learning. The data obtained were then analyzed using a mixed-method with an embedded experiment design. The results showed that the increase in students' concept mastery was influenced by the guided inquiry learning model assisted by online multimedia. Based on the effect size value, the learning carried out has an effect on the strong effect category. The average increase in students' mastery of concepts is in the high category.Abstrak: Penelitian ini bertujuan untuk menganalisis peningkatan penguasaan konsep siswa pada pembelajaran guided inquiry berbantuan multimedia online. Penelitian ini melibatkan 36 siswa kelas X IPA SMA Negeri 4 Jember. Tes pilihan ganda beralasan digunakan untuk mengukur skor penguasaan konsep siswa serta dilakukan sebelum dan setelah pembelajaran. Data kuantitatif dan kualitatif yang diperoleh selanjutnya dianalisis menggunakan mixed method dengan desain embedded experiment. Hasil penelitian menunjukkan bahwa peningkatan penguasaan konsep siswa dipengaruhi oleh model pembelajaran guided inquiry berbantuan multimedia online. Berdasarkan nilai effect size, pembelajaran yang dilakukan memberikan efek pada kategori strong effect. Rata-rata peningkatan penguasaan konsep siswa berada pada kategori tinggi. 
BPBL (Blended-Problem Base Learning) on Extraction and Chromatography Materials Using Coffee Topics to Measure Its Effectiveness on Student Learning Outcomes and Soft Skills Yismia Ikha Sari; Irma Kartika Kusumaningrum; Surjani Wonorahardjo
Jurnal Pendidikan Sains Vol 9, No 2: June 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i2.15090

Abstract

Abstract: Research and development of the BPBL’s teaching materials (Blended-Problem Base Learning) aim to measure its effectiveness on students learning outcomes (in extraction and chromatography courses) and their soft skills. Based on the preliminary questionnaire regarding the need for the development of the BPBL’s teaching materials states that the students felt quite difficult to understand the concepts in extraction and chromatography so their learning outcomes does not meet the standards.  Students also realize that improving their soft skills is important for personal development, social participation, and success in the work environment. BPBL’s teaching materials are a combination between blended learning and problem-based learning. Using coffee as daily content is used to give meaningful learning for students and aim them to easily understand the concept in extraction and chromatography courses.  The effectiveness of BPBL’s teaching materials on learning outcomes of students with n-gain is 0,64 or 64% and the effectiveness on soft skill of students with n-gain is 0,31% or 31%, both are included in the medium effectiveness category. Abstrak: Penelitian dan pengembangan bahan ajar berbasis BPBL (Blended- Problem Base Learning) bertujuan untuk mengukur efektifitasnya terhadap hasil belajar (pada materi ekstraksi dan kromatografi) dan soft skill mahasiswa. Angket pendahuluan mengenai perlunya pengembangan bahan ajar berbasis BPBL menyatakan bahwa mahasiswa merasa cukup kesulitan untuk memahami konsep pada materi ekstraksi dan kromatografi sehingga nilai hasil belajar mereka kurang memenuhi standart nilai yang ditentukan. Mahasiswa pun menyadari pentingnya meningkatkan soft skill yang mereka miliki untuk perkembangan pribadi, partisipasi sosial dan kesuksesan di lingkungan kerja. Model BPBL merupakan gabungan dari model pembelajaran blended learning dengan problem base learning. Penggunaan topik kopi sebagai konten sehari hari dalam pembelajaraan bertujuan untuk memberikan pembelajaran yang bermakna terhadap mahasiswa dan memudahkan mahasiswa untuk memahami konsep dalam ekstraksi dan kromatografi. Keefektifan bahan ajar berbasis BPBL terhadap hasil belajar mahasiswa menggunakan n-gain adalah sebesar 0,64 atau 64%, sedangkan keefektifan bahan ajar berbasis BPBL terhadap soft skill  mahasiswa menggunakan n-gain adalah sebesar 0,31 atau 31%. Keduanya termasuk dalam kategori keefektifan sedang.
Student Mathematical Communication in Solving Two Variable System of Linear Equations Fidia Lestariningsih; Tjang Daniel Chandra; Swasono Rahardjo
Jurnal Pendidikan Sains Vol 9, No 1: March 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i1.15079

Abstract

Abstract: Communication is a basic skill for students in mathematics. This study describes students' mathematical communication to solve mathematical problems. The results show that high-cognitive-abilities students are able to consolidate and organize mathematical thinking through the communication of students with moderate and low abilities. All subjects use mathematical language to present mathematical ideas. The high-cognitive student is able to communicate mathematical thinking correctly to friends, teachers, and others. All subjects have not been able to analyze and evaluate other mathematical ideas and strategies.Abstrak: Komunikasi menjadi keterampilan dasar yang diperlukan oleh siswa dalam matematika. Penelitian ini mendeskripsikan kemampuan komunikasi matematis siswa dalam pemecahan masalah matematika. Hasil penelitian bahwa siswa yang mempunyai kemampuan matematika tinggi lebih mampu mengomunikasikan, menguatkan ide dan mengatur pemikiran matematis dibandingkan siswa berkemampuan matematika sedang dan rendah. Semua subjek penelitian bisa memaparkan ide-ide matematisnya dengan menggunakan bahasa matematis. Siswa berkemampuan tinggi mampu mengomunikasikan ide-ide dan gagasan matematisnya dengan tepat kepada guru, teman sebaya dan orang lain. Semua subjek penelitian belum mampu menjabarkan dan menilai gagasan matematis yang dimiliki orang lain.
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
Development and Validation of Four-Tier Disgnoastic Instrument for Chemical Equilibrium Nuchrurita Rosida; Hayuni Retno Widarti; Rizki Amelia
Jurnal Pendidikan Sains Vol 9, No 2: June 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i2.15086

Abstract

Abstract: Misconceptions can affect students' understanding. Identifying misconceptions is an important first step in gaining an understanding of student learning. One of the instruments that can be used to diagnose student misconceptions is a four-tier diagnostic instrument. This study aims to develop a four-tier diagnostic instrument on the material of chemical equilibrium. The final product produced is in the form of 20 multiple choice questions at four-tier. The resulting test questions are valid and reliable with a reliability score of 0.77. This shows that a four-tier diagnostic instrument on chemical equilibrium material can be used to diagnose student misconceptions.Abstrak: Miskonsepsi dapat berpengaruh pada pemahaman siswa. Identifikasi miskonsepsi merupakan Langkah awal untuk mendapatkan pemahaman tentang pembelajaran siswa. Salah satu instrumen yang dapat digunakan untuk mendiagnosis miskonsepsi siswa adalah instrumen diagnostik four-tier. Penelitian ini berujuan untuk mengembangkan instrumen diagnostik four-tier pada materi kesetimbangan kimia. Produk akhir yang dihasilkan berupa 20 soal pilihan ganda empat tingkat. Soal tes yang dihasilkan valid dan reliabel dengan skor reliabilitas sebesar 0,77. Hal ini menunjukkan bahwa instrumen diagnostik four-tier pada materi kesetimbangan kimia dapat digunakan untuk mendiagnosis miskonsepsi siswa.   
Physical Activity in Physical Education Learning on Optimizing Students' Neuromuscular System: A Literature Review Prima Suci Ibar Wati Ningrum; Sugiharto Sugiharto; Sapto Adi
Jurnal Pendidikan Sains Vol 9, No 4: December 2021
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v9i4.15101

Abstract

Abstract: This literature review aims to analyze the optimization of physical activity in neuromuscular students. Of the 4 databases (google scholar, ScienceDirect, Hindawi, and PubMed with a span of the last 10 years (2011-2021)) searched using the appropriate keywords. The keywords used to analyze the appropriate article are physical education, physical activity, neuromuscular, neurotransmitters, acetylcholine, dopamine, motoric function, student. Data extraction and analysis using PRISMA flowcharts. The results of an analysis of 30 articles showed that physical education learning has an effect on the optimization of acetylcholine, dopamine optimization, and neuromuscular optimization in performing the speed of extraction. Based on the results of the analysis it can be concluded that physical activity plays an important role in the optimization of the neuromuscular system of students.Abstrak: Literature review ini bertujuan untuk menganalisis optimalisasi aktivitas fisik pada neuromuscular siswa. Dari 4 data base (googlescholar, sciencedirect, hindawi, dan PubMed dengan rentang waktu 10 tahun terakhir (2011-2021)) dicari menggunakan kata kunci yang sesuai. Kata kunci yang digunakan untuk menganalisis artikel yang sesuai adalah physical education, physical activity, neuromuscular, neurotransmitter, asetilkolin, dopamine, motoric function, student. Ekstraksi data dan analisis menggunakan diagram alur PRISMA. Hasil analisis 30 artikel menunjukkan bahwa pembelajaran pendidikan jasmani berpengaruh terhadap optimalisasi asetilkolin, optimalisasi dopamin, dan optimalisasi neuromuscular dalam melakukan kecepatan kotraksi. Berdasarkan hasil analisis dapat disimpulkan bahwa aktivitas fisik sangat berperan penting terhadap optimalisasi sistem neuromuscular siswa.

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