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Jurnal Pengajaran MIPA
Published by Universitas Pendidikan Indonesia
ISSN : 14120917     EISSN : 24433616     DOI : -
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Journal of Mathematics and Science Teaching or Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) was founded in 1993 and published qualitative and or quantitative research concerning mathematics and science teaching. JPMIPA is published by Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia (FPMIPA-UPI) in association with Indonesian Society for Science Educators (JPII), twice a year in April and October with 16 articles per number or 32 articles per year.
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IMPLEMENTASI MODEL PERKULIAHAN TERPADU SOROGAN-BANDONGAN UNTUK MENENTUKAN PEMAHAMAN MAHASISWA DALAM MEMPELAJARI MEKANISME REAKSI Rinaningsih, Rinaningsih
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36188

Abstract

ABSTRAKPenelitian ini merupakan penerapan model perkuliahan terpadu Sorogan-Bandongan pada materi mekanisme reaksi substitusi nukleofilik. Penelitian ini bertujuan untuk menentukan materi yang perlu ditekankan dalam perkuliahan. Sampel adalah 31 mahasiswa Jurusan Kimia UNESA yang mengambil mata kuliah Kimia Organik I semester genap Tahun Ajaran 2013/2014. Langkah penelitian terdiri atas menugaskan mahasiswa membaca dan mengerjakan pertanyaan handout sebelum perkuliahan, tes diagnostik, pembahasan materi, pelaksanaan sorogan, bandongan, dan tes akhir. Data penelitian dianalisis menggunakan pendekatan mixed methods. Data kualitatif menunjukkan bahwa 25 mahasiswa membaca handout sebelum perkuliahan, 21 mahasiswa berpendapat lebih mudah memahami perkuliahan setelah membaca handout, dua mahasiswa menyatakan memahami 25% isi handout, 13 mahasiswa memahami 50%, dan 10 mahasiswa memahami 75%. Hasil tes diagnostik menunjukkan bahwa 15% mahasiswa kesulitan memahami pengertian reaksi substitusi, 19% nukleofilisitas, 90% asam-basa Lewis, 23% konfigurasi elektron, 13% pengisian orbital, 23% hibridisasi, 55% penentuan struktur Lewis, 65% elektronegatifitas, 48% SN2, dan 83% SN1. Lima puluh enam persen (56%) mahasiswa kesulitan membedakan mekanisme reaksi SN1 dan SN2. Data kuantitatif menunjukkan korelasi antara handout, tes diagnostik, dan tes akhir adalah sebesar 0,511. Implementasi model terpadu Sorogan–Bandongan dapat meningkatkan efektifitas perkuliahan. ABSTRACTThis research was an application of Sorogan and Bandongan integrated learning model for nucleophylic substitution reaction mechanism. The aim of this research was to determine learning material that needs to be emphasized in learning activity. Samples in this research were 31 UNESA’s Chemistry Department students which took Organic Chemistry I subject in 2013/2014 academic year. Research steps consists of assigning students to read and working on handouts questions; diagnostic tests; material discussion; conducting the sorogan, bandongan and final test. The collected data then analyzed using mixed methods approach. Qualitative data showed that 25 students reading the handout before lecture, 21 stated that it was easier to understand the lecture after they read the handout, 2 stated that they understand 25% of what was written in the handout,13 understand 50%, and 10 understand 75%. Diagnostic test results showed that 15% students facing the difficulty in understanding substitution reaction, 19% in understanding nucleophylicity, 90% in Lewis acidic-basic, 23% in electron configuration, 13% in orbital charging, 23% in hybridization, 55% in Lewis structure determination, 65% in electronegativity, 48% in SN2, and 83% in SN1. Fifty five percents (56%) students having the difficulty in differentiate SN1 and SN2 reaction mechanism. Quantitative analysis suggested that correlation between handout, diagnostic test, and final test was 0,511. Sorogan-Bandongan integrated learning model implementation may increase lecture efectivity.
UPAYA MENINGKATKAN HASIL BELAJAR IPA MELALUI PEMBELAJARAN KOOPERATIF TIPE STAD DI SMPN 239 JAKARTA Supriyono, Supriyono
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36183

Abstract

ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar IPA melalui penerapan pembelajaran kooperatif tipe STAD di SMP Negeri 239 Jakarta. Penelitian tindakan kelas ini dilakukan dalam dua siklus dimana setiap siklus terdiri atas tiga kali pertemuan proses tindakan dan satu kali evaluasi. Setiap siklus meliputi perencanaan, pelaksanaan tindakan dan observasi, evaluasi dan refleksi. Instrumen yang dipergunakan dalam penelitian berupa instrumen non tes berupa lembar observasi, catatan harian, angket sebelum dan sesudah siklus, dan tes tulis berupa ulangan harian akhir siklus. Hasil penelitian menunjukkan bahwa penerapan pembelajaran kooperatif tipe STAD dapat meningkatkan hasil belajar dan aktivitas belajar peserta didik. Hal ini dibuktikan dengan peningkatan rata-rata hasil belajar peserta didik dari Siklus I ke Siklus II, di mana rata-rata hasil ulangan di akhir Siklus I adalah 73,78 sementara rata-rata hasil ulangan di akhir Siklus I adalah 76,76 atau naik 2,98. Persentase skor rata-rata aktivitas kelompok pada Siklus I adalah 74,3% dan pada Siklus II mencapai 81,8% atau naik 7,5%. Respon terhadap proses pembelajaran melalui angket kelas memiliki kecenderungan meningkat dimana rata-rata respon yang menyatakan setuju pada Siklus I adalah hanya 60% sedangkan pada Siklus II adalah 85% atau meningkat 25%. ABSTRACTThis study aims to improve science learning outcomes through the implementation of STAD in SMP 239 Jakarta. Classroom action research was conducted in two cycles in which each cycle consists of three sessions and one evaluation process. Each cycle includes planning, action and observation, evaluation and reflection. Instruments used in the study were non-test observation sheets, diaries, questionnaires before and after the cycle, and written test in the form of daily tests in the end of every cycles. Results showed that STAD implementation can improve student learning outcomes and learning activities. Average learning outcomes was increased from Cycle I to Cycle II, in which average test results at the end of Cycle I was 73.78 whereas average value at the end of Cycle II was 76.76, or increased by 2.98 points. Average group's activities in the Cycle I was 74.3% while in Cycle II reaches 81.8% or increased by 7.5%. Classroom questionnaires suggested an increased in learning process approval, in which in Cycle I average “agree” response was only 60% while in Cycle II was 85%, or increased by 25%.
PETA KOMPETENSI GURU BIOLOGI DI SMA KOTA BANDUNG BERDASARKAN ANALISIS KESESUAIAN PROSES PEMBELAJARAN DI KELAS DENGAN TUNTUTAN KOMPETENSI DASAR Rahmat, Adi; Riandi, Riandi; Solihat, Rini; WB, Wasis Wuyung; Zaputra, Riki; Ferazona, Sepita
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36178

Abstract

ABSTRAKPenelitian ini bertujuan untuk mendapatkan peta kompetensi Guru Biologi SMA berdasarkan analisis kesesuaian pembelajaran di kelas dengan tuntutan Kompetensi Dasar (KD). Penelitian dilaksanakan di tujuh SMA Negeri di Kota Bandung yang termasuk cluster 1 sampai 3, masing-masing diwakili oleh 2-3 SMA yang ditentukan secara random. Setiap SMA melibatkan 1-2 guru biologi. Observasi proses pembelajaran di kelas dilakukan dengan menggunakan teknik video. Observasi pembelajaran difokuskan pada dua materi ajar, yaitu Plantae dan Sistem Ekskresi. Data dikumpulkan melalui instrumen yang dikembangkan berdasarkan judgment pakar terhadap hasil analisis KD yang meliputi tiga aspek, yaitu materi ajar, strategi pembelajaran (metode dan media pembelajaran), dan strategi evaluasi. Data diolah dengan menghitung persentase (%) kesesuaian, kemudian merata-ratakannya untuk setiap aspek pembelajaran yang diamati. Angka rata-rata yang diperoleh dianalogikan sebagai besaran kompetensi (kemampuan) guru pada setiap aspek pengamatan. Hasil pemetaan kompetensi menunjukkan bahwa guru telah mampu mengembangkan materi ajar hingga 68-83% kesesuaian, merancang dan melaksanakan strategi pembelajaran di kelas hingga 50-57% kesesuaian, dan mengembangkan instrumen evaluasi hingga 33-73% kesesuaian. Kemampuan terendah berada pada pengembangan instrumen evaluasi sesuai jenjang kognitif yang dituntut KD, yaitu sebesar 33% kesesuaian. Hasil penelitian juga menunjukkan bahwa keberfungsian perencanaan Rencana Pelaksanaan Pembelajaran (RPP) dalam pelaksananaan pembelajaran masih rendah, yaitu di bawah 49% kesesuaian.ABSTRACTThe study aimed to develop biology teachers’ competency map based on appropriateness analysis of classroom teaching processes with the demand of the basic competency. This study was conducted in seven public senior high schools belong to 1–3 school clusters in Bandung district. Each school cluster was randomly represented by 2 or 3 schools and each school involved 1 or 2 teachers. Classroom teaching processes were observed thoroughly via video technique. Observation was focused on two subjects, Plantae and Excretion System. Data was gathered using instruments developed based on expert judgment on the output analysis of basic competency (KD) for three aspects: teaching subject, teaching strategy (method and media), and evaluation strategy. Data was then analyzed through percentile calculation on each teaching aspect, in which it was subsequently converted to a percentage of appropriateness average. The average of those percentages was analogized as a value of teacher competency. Results suggested that the teachers were able to develop teaching subject until 68-83% of appropriateness, able to design and to implement teaching strategy until 50-57% of appropriateness, and able to develop evaluation instruments until 33-73% of appropriateness. The lowest ability of the teacher was to develop evaluation instrument which in line with cognitive level demanded by KD. The study also showed that the functional value of the teaching planning in the implementation of teaching in the classroom was lower than 49% of appropriateness.
MODEL PENGEMBANGAN DESAIN DIDAKTIS SUBJECT SPECIFIC PEDAGOGY BIDANG MATEMATIKA MELALUI PROGRAM PENDIDIKAN PROFESI GURU Mulyana, Endang; Turmudi, Turmudi; Juandi, Dadang
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36173

Abstract

ABSTRAKSalah satu kompetensi inti sebagai guru matematika adalah kompetensi pedagogi yaitu mengembangkan kurikulum (enacted curriculum) dalam mata pelajaran matematika. Dalam Pendidikan Profesi Guru (PPG) Matematika di Universitas Pendidikan Bandung (UPI), kemampuan pedagogi ini dilatih melalui workshop yang disebut subject specific pedagogy (SSP). Tujuan dari kajian ini adalah mengembangkan suatu model/prosedur workshop yang efektif dalam mendorong peserta PPG untuk meningkatkan kompetensi pedagoginya. Model ini dikembangkan atas dasar teori segitiga didaktik antara siswa, guru dan materi yang meliputi Hubungan Didaktik (HD), Hubungan Pedagogik (HP) dan Antisipasi Didaktik-Pedagogik (ADP). Dengan mengikuti prosedur workshop yang telah ditetapkan ini, diperoleh desain pembelajaran matematika yang baru dan efektif. Hal ini menunjukkan adanya peningkatan kompetensi pedagogik para peserta PPG. Kelemahan peserta akan penguasaan materi dapat diatasi melalui pendalaman kembali (repersonalisasi) sebagai tugas mandiri, sedangkan kelemahan dalam memprediksi respon siswa dapat diatasi dengan memberikan para peserta pengalaman dalam mengobservasi dan refleksi.ABSTRACTOne of the core competencies as a mathematics teacher is pedagogy competency, i.e competency to develops curriculum competencies (enacted curriculum) in mathematics. In Mathematics Professional Teacher Education (PPG) in UPI Bandung, this pedagogy ability are trained through the workshop called the Subject-Specific Pedagogy (SSP). The purpose of this study was to develop a workshop model that are expected to be effective in encouraging PPG participants to improve pedagogic competence. This model was developed based on the theory of didactic triangle between students, teachers and course material that covers the didactic relationship (HD), the pedagogy relationship (HP) and didactic-pedagogic anticipation (ADP). By following the established procedure of this workshop, some new math learning designs produced were more effective. This shows an increase in pedagogical competence of the PPG participants. Participants weakness in terms of their material mastery can be overcome through repersonalization as an independent task, while weakness concerning their ability to predict student response can be overcome by giving participants experience in observing and reflecting.
PROFIL MOTIVASI BELAJAR MAHASISWA CALON GURU KIMIA DAN KORELASINYA TERHADAP MODEL MENTAL Wiji, Wiji; Liliasari, Liliasari; Sopandi, Wahyu; Martoprawiro, Muhammad A. K.
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36184

Abstract

ABSTRAKTujuan penelitian ini adalah untuk mengetahui profil motivasi belajar Mahasiswa Calon Guru Kimia (MCGK) tingkat I sampai dengan tingkat IV. Selain itu, juga dikaji korelasi antara motivasi dengan model mental kimia sekolah. Penelitian dilakukan menggunakan metode kuantitatif non eksperimen, dengan desain survei lintas-bagian (cross-sectional survey) dan melibatkan 124 mahasiswa calon guru kimia di jurusan Pendidikan Kimia pada salah satu Universitas di Bandung. Data dikumpulkan melalui Kuesioner Motivasi Belajar Kimia (KMBK) dan Tes Diagnostik Model Mental Kimia Sekolah (TDMKS). Hasil analisis deskriptif menunjukkan motivasi belajar MCGK pada kategori rendah untuk tingkat I (M=3,04; SD=0,24) dan kategori sedang untuk tingkat II (M=3,56; SD=0,20), tingkat III (M=3,78; SD=0,26), dan tingkat IV (M=3,89; SD=0,25). Hasil uji Kruskal Wallis menunjukkan adanya perbedaan secara signifikan pada sebagian besar jenis motivasi belajar MCGK berdasarkan tingkat kelas, kecuali jenis target prestasi. Motivasi belajar MCGK berkorelasi pada tingkat sedang dengan model mental kimia sekolah (r=0,399; p0,01).ABSTRACTThe aim of this research was to know the learning motivation profile of the Pre-service Chemistry Teacher (PCT) from the first to the fourth grade. Besides that, the correlation between motivation and school chemistry mental model was also examined. The research was conducted using non-experiment quantitative model, with the cross-sectional survey design and involved 124 PCT in Chemistry Education Department in one of universities in Bandung. The data was collected from the Questionnaire of Motivation toward Chemistry Learning (QMCL) and the Diagnostic Test of School Chemistry Mental Models (DTSCM). The result of the descriptive analysis showed that the learning motivation of PCT was in the low category for the first grade (M=3,04; SD=0,24) and the middle category for the second (M=3,56; SD=0,20), the third (M=3,78; SD=0,26), and the fourth grade (M=3,89; SD=0,25). The result of Kruskal Wallis Test showed there was a significant difference in most of the learning motivations of PCT according to grades, except for achievement goals. The learning motivaton of PCT moderately correlated with school chemistry mental model (r=0,399; p0,01).
PEMBERDAYAAN ASISTEN PRAKTIKUM MORFOLOGI TUMBUHAN UNTUK MELAKSANAKAN PEER ASSISTED LEARNING (PAL) DITINJAU DARI TAKSONOMI BARU MARZANO Diana, Sariwulan; Rustaman, Nuryani; Redjeki, Sri; Iriawati, Iriawati
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36179

Abstract

ABSTRAKStudi tentang Pemberdayaan Asisten Praktikum Morfologi Tumbuhan dilakukan untuk mengungkap kemampuan mahasiswa asisten praktikum Morfologi Tumbuhan mulai dari tingkat seleksi, pembekalan untuk melaksanakan Peer Assisted Learning (PAL) pada praktikum, pelaksanaan praktikum, evaluasi hasil praktikum, serta capaian hasil belajar praktikan, ditinjau dari Taksonomi Baru Marzano. Penelitian ini menggunakan desain mixed methods yang melibatkan data kualitatif tentang kemampuan dua mahasiswa asisten praktikum dan data kuantitatif tentang capaian hasil belajar 41 mahasiswa praktikan. Data penguasaan materi praktikum dan keterampilan lab oleh asisten dijaring secara berkala menggunakan instrumen seleksi asisten. Kinerja asisten diobservasi menggunakan lembar observasi, sedangkan kemampuan asisten dalam menilai laporan praktikum menggunakan rubrik penilaian laporan, dan ketepatan soal praktikum bertakson Marzano yang disusun asisten dikonfirmasi berdasarkan karakter masing-masing level pemrosesan taksonomi baru Marzano. Capaian hasil belajar praktikan dijaring melalui pretes-postes, penilaian Lembar Kegiatan Mahasiswa (LKM), laporan praktikum serta skor pra UAS dan UAS. Hasil penelitian menunjukkan hampir semua kemampuan asisten praktikum Morfologi Tumbuhan pada setiap level pemrosesan sudah berkembang dengan sangat baik. Rata-rata kemampuan praktikan pada sistem kognitif, sistem metakognitif dan sistem diri juga berkembang dengan baik. Secara keseluruhan program PAsPAL ditanggapi sangat positif oleh asisten praktikum dan hampir semua praktikan. ABSTRACTStudy of Plant Morphology practicum’s assistant empowerment was conducted to find out the ability of Plant Morphology practicum’s assistants since selection phase, preparation/training phase for peer assisted learning (PAL) implementation, practicum activity and practicum evaluation, and the gain of practicant’s achievement, according to Marzano’s New Taxonomy. This study used mixed methods design that included qualitative data about the practicum assistants’ competencies and quantitative data about the gain of 41 practicant’s achievement. Assistant’s practicum mastery and laboratory skills were reviewed periodically using assistants selection instruments. Assistant’s performance was observed using observation sheets, assistants’ ability in evaluating practicum report was evaluated using report rubrics, and the accuracy of Marzano’s taxon based-practicum questions composed by the assistants was confirmed according to characters of Marzano’s new taxonomy. Practicant’s achievement was found out by pretest-posttest score, student worksheet, work report and exam score. Results showed that assistants’ ability in almost every processing level was already very well-develop. The average ability of cognitive, metacognitive and self system of the practicants was also already well-develop. In overall, the PAsPAL program was positively welcomed by most of practicants and every practicum assistants.
PEMBELAJARAN STRUKTUR ALJABAR DENGAN MENGGUNAKAN SOFTWARE GAP Carnia, Ema; Aisah, Isah; Sylviani, Sisilia
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36174

Abstract

ABSTRAKStrukur Aljabar sebagai salah satu mata kuliah wajib yang diberikan di Program Studi Matematika di Indonesia dirasakan sulit oleh sebagian besar mahasiswa. Sebagai salah satu alternatif untuk mengatasi hal itu maka diperkenalkan penggunaan software GAP (Group, Algorithm, and Programming) dalam proses belajar mengajar pada mata kuliah Strukur Aljabar. Selain mendukung dalam proses pembelaja-ran, penggunaan software GAP ini mendukung pemberlakuan Kurikulum Berbasis Kompetensi (KBK) di Perguruan Tinggi, khususnya di Program Studi Matematika, yang secara tidak langsung menuntut pembelajaran Student Centered Learning (SCL). Pengajaran dengan menggunakan software ini akan diujicobakan di Departemen Matematika FMIPA UNPAD. Dengan demikian diharapkan dapat mem-berikan motivasi untuk belajar Struktur Aljabar dengan cara yang tidak membosankan yang pada akhirnya dapat meningkatkan pemahaman mahasiswa terhadap mata kuliah tersebut. Penelitian ini baru sebatas kajian teori dan belum diimplementasikanABSTRACTAs one of the compulsory subjects given in the Mathematical Studies Program in Indonesia, Algebraic Structure is perceived as difficult by most students. One alternative to overcome it is by introducing the use of GAP software (Group, Algorithm, and Programming) in teaching and learning for Algebraic Structure course. In addition to support the learning process, the use of GAP software support the implementation of the Competency Based Curriculum in universities, especially in Mathematics Program, which indirectly requires Student Centered Learning (SCL). Teaching with this software will be tested in Department of Mathematics Faculty of Mathematical and Natural Sciences. Hence the use of it is expected to provide the motivation to learn algebraic structure in a way that is not boring, and will subsequently increase students’ understanding of the course. This research is a theoretical study and has not been implemented yet.
MODEL PEMBELAJARAN PREDIKSI, OBSERVASI, DAN EKSPLANASI (POE) PADA PEMBELAJARAN KONSEP SEL VOLTA Yunita, Yunita
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36185

Abstract

ABSTRAKPenelitian ini bertujuan untuk menerapkan model pembelajaran Prediksi, Observasi, dan Eksplanasi (POE) dalam pembelajaran konsep sel volta, dimana metode penelitian yang digunakan adalah metode penelitian kelas. Sampel penelitian adalah 30 siswa kelas XII IPA di salah satu sekolah di Kota Bandung. Data kuantitatif diperoleh melalui tes kognitif yang kemudian dianalisis secara deskriptif, sementara data kualitatif diperoleh melalui wawancara yang kemudian diolah dengan cara dideskripsikan. Hasil analisis menunjukkan bahwa kemampuan Prediksi, Observasi, dan Eksplanasi (POE) secara umum mencapai nilai rata-rata 71,60 dengan rincian nilai rata-rata kemampuan Prediksi 60,70 termasuk kategori cukup, Observasi 88,00 termasuk kategori sangat baik dan Eksplanasi 66,00 termasuk kategori baik. Kemampuan kognitif dalam menghitung potensial sel, mengurutkan daya pereduksi (dari yang paling kuat ke paling lemah), dan menentukan reaksi yang berlangsung tidak spontan berdasarkan gambar rangkaian sel volta, masih tergolong kurang. Adapun faktor-faktor yang mempengaruhi pembelajaran konsep sel volta dengan menggunakan model pembelajaran POE adalah 1) kurangnya penguasaan akan konsep prasyarat tentang reaksi redoks, 2) tidak mampu mengintegrasikan konsep sebelum dan setelah pembelajaran dan, 3) tidak mengenal model pembelajaran ini sebelumnya.ABSTRACTThe aim of this study was to implement Prediction, Observation, and Explanation (POE) learning model for learning the concept of voltaic cell, in which research method used was classroom research method. Research samples were 30 XII-Science class students from one of senior high school in Bandung. Quantitative data was obtained from cognitive test which subsequently analyzed descriptively, while qualitative data was obtained from students’ interview which subsequently described. Results showed that average of overall Prediction, Observation, and Explanation ability was 71.60 in which the average for Prediction ability was 60.70 (Fair), Observation ability was 88.00 (Very Good), and Explanation ability was 66.00 (Good). Cognitive ability in calculating cell potential, in ranking reduction potential (from the strongest to the weakest), and in determining non-spontaneous reaction according to voltaic cell circuit picture, were still poor. Factors influencing Prediction, Observation, and Explanation (POE) learning model for learning the concept of voltaic cell were 1) limited mastery of prerequisite concepts about redox reaction, 2) inability to integrate concept before and after learning and 3) unfamiliarity with POE learning model.
EFEKTIVITAS SQ5R TERHADAP PENGETAHUAN KONSEPTUAL DAN RETENSI SISWA SMA PADA PEMBELAJARAN SISTEM REPRODUKSI MANUSIA Hikmawati, Vitta Yaumul; Rustaman, Nuryani; Saefudin, Saefudin
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36180

Abstract

ABSTRAKPenelitian ini dilakukan untuk menganalisis efektivitas SQ5R (Survey, Question, Read, Recite, Record, Reflect and Review) terhadap pengetahuan konseptual dan retensi siswa SMA pada pembelajaran Sistem Reproduksi Manusia. Penelitian ini menggunakan metode weak experiment dengan desain ”The One Group Pre-Post and Retest” yang melibatkan 34 siswa SMA Kelas XI jurusan IPA. Pengetahuan konseptual siswa yang dijaring dengan tiga buah peta konsep melalui teknik fill in meningkat dengan N-gain pada subkonsep Sistem Reproduksi Pria, Sistem Reproduksi Wanita dan Gangguan Reproduksi Manusia berturut-turut adalah 0,4; 0,3 dan 0,5 yang termasuk kedalam kategori sedang. Retensi siswa meningkat dengan skor 96%, yang termasuk dalam kategori sangat baik. Efektivitas pembelajaran dengan SQ5R terlihat dari peningkatan hasil pre-test terhadap post-test yang dijaring menggunakan soal pilihan ganda. Nilai rata-rata sebelum pembelajaran adalah 47,5 dan setelah pembelajaran adalah 74 dengan N-gain 0,5, yang termasuk kategori sedang. Hasil penjaringan daftar cek keterlaksanaan SQ5R menunjukkan bahwa sebagian besar (90,2%) siswa sudah melaksanakan tahapan SQ5R dan keterlaksanaannya mengalami peningkatan pada setiap pertemuan. Penjaringan angket tentang respon siswa terhadap pembelajaran dengan SQ5R menunjukkan bahwa 47,1% siswa merasa senang mengikuti pembelajaran dan penerapan SQ5R dalam membaca artikel membantu mereka (94,2%) dalam memahami materi Sistem Reproduksi Manusia.ABSTRACTThis study was conducted to analyze the effectiveness of SQ5R on conceptual knowledge and retention of high school students in learning the Human Reproductive System. The method was weak experiment using “one group pre-post-re test design” involving 34 senior high school students in science class XI. Student conceptual knowledge collected using fill in techniques of concept maps increased with N-gain of Male Reproductive System, Female Reproductive System and Disorders of Human Reproduction were 0,4, 0,3, and 0,5 respectively. Research also found that retention was excellent with average retest grade of 96%. The learning effectiveness through SQ5R proven by the increase of average pretest grade from (47,5) to post-test (74,5) with N-gain in medium level (0,5). The result of SQ5R feasibility check list showed that 90,2% of student already carried out SQ5R stage. Based on student responses, application of SQ5R made 47,1% of student enjoy the learning. There were also 94,2% of student said that SQ5R helped them to understand the concept of Human Reproductive System.
MENINGKATKAN KEMAMPUAN KOMUNIKASI DAN DISPOSISI MATEMATIK SISWA SEKOLAH MENENGAH ATAS MELALUI PEMBELAJARAN GENERATIF Isnaeni, Isnaeni; Maya, Rippi
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36175

Abstract

ABSTRAKPenelitian ini merupakan suatu kuasi eksperimen berdesain pretes-postes kelompok kontrol dengan tujuan menelaah kemampuan komunikasi, dan disposisi matematik siswa melalui pembelajaran generatif. Laporan ini adalah bagian dari penelitian tesis dengan subyek penelitian sebanyak 70 siswa kelas X dari satu SMA Negeri di Cimahi. Instrumen penelitian terdiri dari satu tes uraian komunikasi matematik, dan satu skala disposisi matematik. Penelitian menemukan bahwa kemampuan komunikasi siswa yang memperoleh pembelajaran generatif mencapai mutu yang cukup baik dan itu lebih baik daripada mutu siswa yang memperoleh pembelajaran konvensional. Namun penelitian ini juga menemukan tidak ada perbedaan disposisi matematik siswa pada kedua pembelajaran dan disposisi matematik siswa telah tergolong cukup baik. Selain itu, penelitian ini juga menemukan terdapat asosiasi antara kemampuan komunikasi matematik, dan disposisi matematik, serta siswa menunjukkan persepsi yang baik terhadap pembelajaran generatif. ABSTRACTThis paper reported the findings from a pretest-postest experimental control group design conducted in 2014 by using generative teaching-learning to investigate students’ mathematical communication ability and mathematical disposition. This report was a part of a master thesis that involved 70 tenth grade students from a senior high school in Cimahi. The instruments of the study were an essay mathematical communication test, a mathematical disposition scale, and a students’ perception toward generative teaching-learning scale. The study found that in terms of mathematical communication ability, the grade of students taught by generative teaching-learning was better than the grade of students taught by conventional teaching. However, in terms of mathematical disposition there were no grades difference between students taught by generative teaching-learning and students taught by conventional teaching, and those grades were fairly good. Moreover, students’ perception to generative teaching-learning was good and there was association between mathematical communication and mathematical disposition.

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