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INDONESIA
EDUSAINS
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 19797281     EISSN : 24431281     DOI : 10.15408/es
Core Subject : Education,
Education
EDUSAINS is a journal publishing the Natural Science Education, Biology Education, Physics Education, and Chemistry Education Journal. Edusains is published by Center for Science Education (CSE) which is located in Departement of Natural Science Education, Faculty of Education and Teachers' Training, Islamic State University (UIN) Syarif Hidayatullah Jakarta.
Arjuna Subject : -
Articles 303 Documents
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IDENTIFIKASI KEMAMPUAN PENALARAN SISWA KELAS XI DI MAN 4 BANTUL PADA SUHU DAN KALOR Nur Arviyanto Himawan; Jumadi Jumadi; Edy Purwanto
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.12784

Abstract

AbstractReasoning skill is essential for students to have to face the challenges of the 21st century. This study aims to determine the percentage of students' reasoning skills based on deductive hypothesis, inductive hypothesis, and reflective abstraction. This research used a descriptive method involving 26 students of Islamic Senior High School 4 Bantul. The data from tests were analyzed quantitatively, while the data from interviews were analyzed qualitatively as supporting data. The results showed that the indicators of deductive hypothesis: Aspects of explaining a fact, there are 62% of students explained the facts correctly but were incomplete and 38% of students explained the facts incorrectly; Aspects of making conclusions deductively, there are 77% of students made correct conclusions but were incomplete and 23% of students made incorrect conclusions. Based on inductive hypothesis indicators: Aspects of making conclusions inductively, all students can make conclusions, but incorrect in associating equations; Aspects of giving reasons, all students gave incorrect reasons. Based on indicators of reflective abstraction: Aspects of developing concepts, there are 50% of students who can connect concepts in a case correctly and 50% of students incorrectly connect concepts in a case. This showed that students' reasoning skill is still low. AbstrakKemampuan penalaran penting dimiliki oleh siswa untuk menghadapi tantangan abad 21. Penelitian ini bertujuan untuk mengetahui persentase kemampuan penalaran siswa berdasarkan hipotesis deduktif, hipotesis induktif dan abstraksi reflektif. Penelitian ini menggunakan metode deskriptif yang melibatkan 26 siswa MAN 4 Bantul. Data dari tes dianalisis secara kuantitatif, sedangkan data dari wawancara dianalisis secara kualitatif sebagai data pendukung. Hasil penelitian menunjukkan bahwa pada indikator hipotesis deduktif: Aspek menjelaskan fakta, terdapat 62% siswa yang menjelaskan fakta secara tepat namun kurang lengkap dan 38% siswa kurang tepat dalam menjelaskan fakta; Aspek membuat kesimpulan secara deduktif, terdapat 77% siswa membuat kesimpulan dengan tepat namun kurang lengkap dan 23% siswa membuat kesimpulan yang kurang tepat. Berdasarkan indikator hipotesis induktif: Aspek membuat kesimpulan secara induktif, semua siswa dapat membuat kesimpulan, namun tidak tepat dalam mengaitkan persamaan; Aspek memberi alasan, semua siswa memberikan alasan yang kurang tepat. Berdasarkan indikator abstraksi reflektif: Aspek pengembangan konsep, sebanyak 50% siswa mampu menghubungkan konsep dalam suatu kasus secara tepat dan 50% siswa kurang tepat dalam menghubungkan konsep pada suatu kasus. Hal ini menunjukkan kemampuan penalaran siswa masih rendah. 
PENGEMBANGAN LITERASI SAINS DAN IDENTITAS BUDAYA SISWA MELALUI PENDEKATAN ETNO-PEDAGOGI DALAM PEMBELAJARAN SAINS Yuli Rahmawati; Achmad Ridwan; Sylvia Faustine; Sitti Syarah; Ibrahim Ibrahim; Pramita Cucu Mawarni
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.12428

Abstract

SCIENCE LITERACY AND STUDENT CULTURAL IDENTITY DEVELOPMENT THROUGH ETHNO-PEDAGOGY APPROACH IN SCIENCE LEARNING AbstractThis study aims to develop and apply ethno-pedagogy learning models in science learning to develop scientific literacy and students' cultural identity in the solar system topic. The study was conducted at SMPN 4 Bolo in the even semester of the 2018/2019 school year with 26 research subjects consisting of grade seven students. The study was conducted using qualitative analysis methods by collecting data through observation, reflective journals, student interviews, and scientific literacy tests. The ethno-pedagogy model is carried out through five stages of learning: self-identification, Content Integration, Collaboration, Dialogue, and Reflection. The results showed that the Etnopedagogy learning model impacted the development of students' scientific literacy and student's cultural identity. Based on the students' scientific literacy test as a whole showed that as many as 6.25% of students reached excellent levels and 31.25% of students reached good levels, 50% of students reached sufficient levels, 12.50% of students reached unfavorable levels, and there were none of the students who are at a not very good level. Science learning with the Ethno Pedagogy model provides opportunities for students to develop scientific literacy and learn to understand their cultural identity, foster a sense of love and pride for Indonesia, and responsibility to preserve its culture. AbstrakPenelitian ini bertujuan untuk mengembangkan dan menerapkan model pembelajaran etnopedagogi dalam pembelajaran IPA untuk mengembangkan literasi sains dan identitas budaya siswa pada materi sistem tata surya. Penelitian dilaksanakan di SMPN 4 Bolo pada semester genap tahun ajaran 2018/2019 dengan subyek penelitian terdiri dari 26 orang siswa kelas VII. Penelitian dilakukan dengan menggunakan metode analisis kualitatif dengan mengumpulkan data melalui observasi, reflektif jurnal, wawancara siswa, dan tes literasi sains. Model etnopedagogi dilakukan melalui lima tahapan pembelajaran, yaitu self-identification, Content Integration, Collaboration, Dialogue, dan Reflection.  Hasil penelitian menunjukkan bahwa model pembelajaran Etnopedagogi memiliki dampak dalam pengembangan literasi sains siswa dan identitas budaya siswa. Berdasarkan tes literasi sains siswa secara keseluruhan menunjukkan sebanyak dapat diketahui bahwa sebanyak 6,25% siswa mencapai level baik sekali dan 31,25% siswa mencapai level baik, 50% siswa mencapai level cukup, 12,50% siswa mencapai level kurang baik, dan tidak ada lagi siswa yang berada pada level kurang baik sekali. Pembelajaran sains dengan model Etnopdagogi memberikan kesempatan kepada siswa untuk mengembangkan literasi sains dan belajar untuk memahami identitas budayanya, menumbuhkan rasa cinta tanah air, bangga dan tanggung jawab untuk melestarikan budayanya. 
THE ACHIEVEMENT OF PROJECTILE MOTION CONCEPT IN THE SMA MUHAMMADIYAH 2 YOGYAKARTA’S STUDENTS Hidayatulloh, Wahyu
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (64.952 KB) | DOI: 10.15408/es.v12i1.13882

Abstract

This research is a qualitatif research that aims to know to what extend the student’s performance in achieving Projectile Motion concept in the SMA Muhammadiyah 2 Yogyakarta’s students. The methods used in this research was questionnaire and interview to the Physics Teacher. The subjects of this reseach were 40 students of X grade. Based on the result of the research we can conclude that the performance of student’s understanding of Uniform Linear Motion and Accelerated Linear Motion, fundamental trigonometry, and conservation of energy are  still need to be increased because these concepts were very important to be achieved to help students understand the concept of Projectile Motion in Physics.
KEMAMPUAN BERPIKIR KRITIS DAN LITERASI SAINS SISWA SMA DI JAKARTA TIMUR Eka Putri Azrai; Ade - Suryanda; Ratna Dewi Wulaningsih; Umi Kulsum Sumiyati
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.13671

Abstract

CRITICAL THINKING SKILLS AND SCIENTIFIC  LITERACY OF HIGH SCHOOL STUDENTS IN EAST JAKARTA AbstractPISA in 2012 and 2015 shows the level of scientific literacy skills of Indonesian students is at a low level. One of the factors that influence the literacy ability of a person is the ability to think critically. The research aims to determine the relationship between critical thinking skills and high school students' scientific literacy in East Jakarta. The study was conducted in four state high schools in East Jakarta. A total of 167 students were taken as samples chosen by simple random sampling. The method used is descriptive with correlational studies. The average value of critical thinking skills is 45 in the category of lace. The level of scientific literacy of students is at level 3, which has been able to identify a scientific problem described clearly in the context of the level of science. The correlation coefficient obtained was 0.45, with a coefficient of determination of 0.199 and a simple regression model. Ŷ = 0.66 + 2.39X. This study concludes that there is a positive relationship between critical thinking skills and scientific literacy, where critical thinking skills contribute 19.9% to scientific literacy. AbstrakPISA tahun 2012 dan 2015 memperlihatkan kemampuan literasi sains anak Indonesia berada pada taraf rendah. Salah satu faktor yang mempengaruhi kemampuan literasi seorang adalah kemampuan berpikir kritis yang dimilikinya. Penelitian ini bertujuan mengetahui hubungan kemampuan berpikir kritis dengan literasi sains siswa SMA di Jakarta Timur. Penelitian dilaksanakan di empat SMA Negeri di Jakarta  Timur. Sebanyak 167 siswa diambil sebagai sampel yang dipilih secara simple random sampling. Metode yang digunakan adalah deskriptif dengan studi korelasional. Rata-rata nilai kemampuan berpikir kritis sebesar 45 berkategori rendah. Level literasi sains siswa berada pada level 3, yaitu sudah mampu mengidentifikasi permasalahan ilmiah yang dideskripsikan dengan jelas pada tingkat konteks sains. Koefisien korelasi yang didapatkan sebesar 0,45 dengan koefisien determinasi sebesar 0,199 dan model regresi sederhana. Ŷ = 0,66 + 2,39X. Kesimpulan dari penelitian ini adalah terdapat hubungan antara kemampuan berpikir kritis dengan literasi sains, dimana kemampuan berpikir kritis memberikan kontribusi sebesar 19,9% terhadap literasi sains. 
PROBLEM-SOLVING AND PROBLEM-POSING LEARNING MODEL ENRICHED WITH THE MULTIPLE REPRESENTATION IN TETRAHEDRAL CHEMISTRY TO ENHANCE STUDENTS’ CONCEPTUAL UNDERSTANDING Nurma Yunita Indriyanti; Sulistyo Saputro; Rizki Lukman Sungkar
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.13282

Abstract

MODEL PROBLEM SOLVING DAN MODEL PROBLEM POSING DILENGKAPI MULTI REPRESENTASI TETRAHEDRAL KIMIA DALAM MENINGKATKAN PEMAHAMAN KONSEP SISWA AbstractA learning model has its characteristics with advantages and disadvantages. A Teacher has a particular way of delivering chemistry materials. This study aims to investigate the implementation of Thinking Aloud Pair Problem Solving (TAPPS) and Problem Posing (PP) to enhance students' conceptual understanding of the topic of the mole concept. The learning model implemented was enriched with the tetrahedral chemistry representation, which included levels of the human element, macroscopic, sub-microscopic, and symbolic. This research used a quasi-experimental method with a randomized pretest-posttest comparison group research design. Data collection used paper-and-pencil tests to sixty-four grade 10 students in a public high school in Sragen, Indonesia. Data analysis employed an independent sample t-test. The research findings indicated that the PP model was able to generate a higher degree of students' conceptual understanding than the TAPPS model and have more students with sound conceptual understanding than the TAPPS model. The chemistry teaching integrated with the tetrahedral chemistry representation increased students' sub-microscopic and symbolic levels of understanding. The new approach should be embedded in every chemistry learning model for enhancing students' understanding.AbstrakSebuah model pembelajaran mempunyai ciri tersendiri dengan kelebihan dan kekurangannya. Guru mempunyai cara khusus dalam menyampaikan materi kimia. Penelitian ini bertujuan untuk menyelidiki penerapan Thinking Aloud Pair Problem Solving (TAPPS) dan Problem Posing (PP) untuk meningkatkan tingkat pemahaman konseptual siswa dalam materi konsep mol. Model pembelajaran yang diterapkan tersebut diperkaya dengan representasi tetrahedral kimia, yang mencakup level human element, makroskopis, submikroskopis, dan simbolik. Penelitian ini menggunakan metode eksperimen semu dengan desain penelitian komparasi grup pretest-posttest yang diacak. Pengumpulan data menggunakan tes tertulis terhadap 64 siswa kelas 10 dari salah satu SMA di Sragen, Indonesia.  Analisis data menggunakan independent sample t-test. Hasil penelitian ini mengindikasikan bahwa model PP mampu menghasilkan tingkat pemahaman konseptual siswa yang lebih tinggi daripada model TAPPS. Pembelajaran kimia yang terintegrasi dengan representasi tetrahedral kimia mampu meningkatkan tingkat pemahaman sub-mikroskopis dan simbolis siswa. Pendekatan baru tersebut perlu dimasukkan di setiap model pembelajaran kimia untuk meningkatkan pemahaman siswa.
PERKEMBANGAN PENELITIAN LITERASI SAINS DALAM PEMBELAJARAN FISIKA DI INDONESIA Nurhasanah Nurhasanah; Jumadi Jumadi; Luh Devi Herliandry; Melta Zahra; Maria Enjelina Suban
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.14148

Abstract

THE DEVELOPMENT OF SCIENTIFIC LITERACY RESEARCH IN PHYSICS LEARNING IN INDONESIAAbstractScientific literacy is one topic that is starting to get much attention in the academic field. Mastering the ability of scientific literacy is essential for everyone to solve problems. Scientific literacy in physics is very important for life in the era of science and technology. This study aims to provide an overview of research related to scientific literacy in learning physics in Indonesia. This study is to determine the distribution and description of scientific literacy research that has been done so that it is expected to provide direction in conducting further research, improvement, and policy. This research used a descriptive content analysis study method. The instrument used the adopted Paper Classification Form or PCF by Kizilaslan et al. Analysis was carried out on 59 articles relating to the scientific literacy in physics published in 2012-2019. Scientific literacy research in physics in Indonesia continues to increase until its peak in 2018, dominated by topics research in media development, teaching materials, or other learning components that aim to develop student scientific literacy. High school students become a sample that is often used in research, with most using a sample size of 51-100. Types of quantitative research methods and test instruments become more dominant than others. The definition of scientific literacy that is widely used in physics education research in Indonesia is the definition of scientific literacy by PISA. AbstrakLiterasi sains merupakan salah satu topik yang mulai banyak mendapat perhatian dalam bidang akademik. Hal ini dikarenakan penguasaan kemampuan literasi sains yang penting bagi semua orang untuk menyelesaikan masalah. Literasi sains pada fisika sangat penting untuk kehidupan di era sains dan teknologi. Tujuan dari penelitian ini untuk memberikan tinjauan umum terkait penelitian literasi sains dalam pembelajaran fisika di Indonesia. Hal ini untuk mengetahui distribusi dan deskripsi penelitian literasi sains yang telah dilakukan, sehingga diharapkan dapat memberi arahan dalam melakukan penelitian, perbaikan maupun kebijakan lebih lanjut. Penelitian ini menggunakan metode descriptive content analysis study. Instrumen yang digunakan mengadopsi Paper Classification Form atau PCF oleh Kizilaslan et al. Analisis dilakukan terhadap 59 artikel berkaitan dengan literasi sains fisika yang dipublikasikan dalam rentang 2012-2019. Penelitian literasi sains fisika di Indonesia  terus mengalami peningkatan hingga puncaknya pada tahun 2018, didominasi oleh topik penelitian pengembangan media, bahan ajar, atau komponen pembelajaran lainnya yang bertujuan untuk mengembangkan literasi sains siswa. Siswa SMA menjadi sampel yang sering digunakan dalam penelitian, dengan sebagian besar menggunakan ukuran sampel 51–100. Jenis metode penelitian quantitative dan instrument tes mendominasi dibandingkan lainnya. Definisi literasi sains yang banyak digunakan dalam penelitian literasi sains fisika di Indonesia yakni definisi literasi sains menurut PISA. 
ANALISIS KETERAMPILAN PROSES SAINS (KPS) MAHASISWA MELALUI KEGIATAN PRAKTIKUM EKOLOGI hunaepi hunaepi; Endang Susantini; laras firdaus; taufik samsuri; raharjo raharjo
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.13869

Abstract

ANALYSIS OF STUDENT SCIENCE PROCESS SKILLS THROUGH ECOLOGICAL PRACTICUMS AbstractThe study aims to analyze students' science process skills in ecology practical activities. The research subjects were 37 students. Data is collected through performance appraisals. The results showed that the science process skills of students were of high category. The score of observing activity skills was 11.49, formulating a problem of 10.59, identifying variables by 10.81, and making conclusions of 10.02. The skills scores for formulating hypotheses are high (10.47), but low in defining aspects of operational variables (6.19), designing experiments (6.53), and analyzing data/information (6.64). Based on these findings, it can be concluded that the ecology practicum activities that have been carried out can improve the science process skills of prospective teacher students in the aspects of observing, formulating problem formulations, identifying variables, and compiling inferences. Based on these findings, several recommendations are stated, first; Science process skills (SPS) must be taught continuously to biology majors because they are a major part of the education curriculum. Also, it must focus more on integrated skills. Second, pay attention to low SPS student teacher candidates' still exists, so it needs to be trained intensively in the low SPS because the SPS (defining operational variables, designing experiments, and analyzing data) is an SPS that is closely related to knowledge formation and problem solving. AbstrakPenelitian bertujuan menganalisis keterampilan proses sains mahasiswa pada kegiatan praktikum ekologi. Subjek penelitian 37 orang mahasiswa. Data dikumpulkan melalui penilaian kinerja. Hasil penelitian menunjukkan bahwa keterampilan proses sains mahasiswa berkategori tinggi. skor keterampilan aktivitas mengamati sebesar 11,49, merumuskan masalah sebesar 10,59, mengidentifikasi variabel sebesar 10,81, dan membuat kesimpulan sebesar 10,02. Skor keterampilan untuk merumuskan hipotesis berkategori tinggi (10,47), tetapi rendah pada aspek mendefinisikan operasional variabel (6.19), mendesain eksperimen (6.53), dan menganalisis data/informasi (6.64). Berdasarkan temuan ini dapat disimpulkan kegiatan praktikum ekologi yang telah dilaksanakan dapat meningkatkan keterampilan proses sains mahasiswa calon guru pada aspek mengamati, menyusun rumusan masalah, mengidentifikasi variabel, dan menyusun inferensi. Selain itu juga, berdasarkan temuan ini dapat dinyatakan beberapa rekomendasi, pertama; keterampilan proses sains harus diajarkan secara terus-menerus untuk para guru jurusan biologi karena itu adalah bagian utama dari kurikulum pendidikan. Selain itu, harus lebih fokus pada keterampilan terintegrasi. Kedua; memperhatikan masih adanya KPS mahasiswa calon guru yang rendah, sehingga perlu dilatihkan secara intensif pada KPS yang rendah tersebut, karena KPS tersebut (mendefinisikan operasional variabel, mendesain eksperimen, dan menganalisis data), karena KPS tersebut merupakan KPS yang berkaitan erat dengan pembentukan pengetahuan dan penyelesaian masalah. 
DISCOVERY LEARNING DISERTAI PERTANYAAN DIVERGEN UNTUK MENINGKATKAN KETERAMPILAN ARGUMENTASI SISWA PADA PEMBELAJARAN BIOLOGI Azizah Nur Halimah; harlita harlita; Sri Dwiastuti
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.12762

Abstract

IMPLEMENTATION OF DISCOVERY LEARNING MODELS WITH DIVERGENT QUESTIONS TO IMPROVE STUDENTS’ ARGUMENTATION SKILLS ON THE BODY DEFENSE SYSTEM MATERIALAbstractThis study aims to apply the discovery learning model with divergent questions to improve students' argumentation skills on the material of the body's defense system. The subjects of the study were students of class XI MIA 3 Gondangrejo Public High School consisting of 36 students. This research is a Classroom Action Research (CAR). Data collection techniques were carried out through oral argumentation observation sheets, written argumentation evaluation question sheets, interviews, and documentation. A validity test was done by the triangulation method. Data analysis techniques were using interactive model analysis, namely data reduction, data presentation, and drawing conclusions. The research procedure is a continuous spiral model. The results of the application of discovery learning models accompanied by divergent questions show that oral argumentation skills in Cycle I are 26.67% reaching level 1 and 73.33% reaching level 3, increasing to Cycle II ie 16.67% reaching level 1, 8.33% reaching level 2, 62.50% reaching level 3 and 12.50% reaching level 4. Students' written argumentation skills in Cycle I was 16.6% reaching level 1, 22.7% reaching level 2, and 60.5% reaching level 3, increased to Cycle II, namely 7.78% reaching level 1, 6.67% reaching level 2 and 85.56% reaching level 3. Based on the results of the study, it was concluded that through the application of discovery learning models accompanied by divergent questions can improve argumentation skills students on body defense system material. AbstrakPenelitian ini bertujuan untuk menerapkan model discovery learning disertai pertanyaan divergen untuk meningkatkan keterampilan argumentasi siswa pada materi sistem pertahanan tubuh. Subjek penelitian adalah siswa kelas XI MIA 3 SMA Negeri Gondangrejo yang terdiri dari 36 siswa. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data dilakukan melalui lembar observasi argumentasi lisan, lembar soal evaluasi argumentasi tertulis, wawancara, dan dokumentasi. Uji validitas dilakukan dengan metode triangulasi. Teknik analisis data menggunakan analisis model interaktif yaitu reduksi data, penyajian  data, dan penarikan kesimpulan. Prosedur penelitian adalah model spiral yang saling berkesinambungan. Hasil penerapan model discovery learning disertai pertanyaan divergen menunjukkan keterampilan argumentasi lisan pada Siklus I yaitu 26,67% tergolong level 1 dan 73,33% tergolong level 3, mengalami peningkatan pada Siklus II yaitu 16,67% tergolong level 1, 8,33% tergolong level 2, 62,50% tergolong level 3 dan 12,50% tergolong level 4. Keterampilan argumentasi tertulis siswa pada Siklus I yaitu 16,6%  tergolong level 1, 22,7% tergolong level 2, dan 60,5% tergolong level 3, mengalami peningkatan pada Siklus II yaitu 7,78% tergolong level 1, 6,67% tergolong level 2 dan 85,56% tergolong level 3. Berdasarkan hasil penelitian disimpulkan bahwa melalui penerapan model discovery learning disertai pertanyaan divergen dapat meningkatkan keterampilan argumentasi siswa pada materi sistem pertahanan tubuh. 
PANDANGAN GURU FISIKA TERHADAP PENERAPAN BUDAYA JAWA DALAM PEMBELAJARAN FISIKA Endah Kartika; Jumadi Jumadi; Zul Hidayatullah
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.14050

Abstract

TEACHER’S VIEW ON THE IMPLEMENTATION OF JAVANESE CULTURE  IN PHYSICS LEARNINGAbstractThis research is qualitative research to discover the views of physics teachers on the application of Javanese culture in learning physics. Ten respondents were selected using purposive sampling, namely physics teachers who have taught more than one year, assuming that they have enough experience in teaching physics in the classroom. Data collection was carried out using interview techniques with the help of interview guides. The results showed that most respondents felt interested in implementing Javanese culture in learning physics. Culture in the form of works and activities (rituals) can be used to explain some physical concepts such as sound waves, force, effort and energy, light, the equilibrium of rigid bodies, and rotational dynamics. The data obtained show that the type of culture in the form of values is considered more effective to strengthen positive character if implemented in the physics learning process. AbstrakPenelitian ini merupakan penelitian kualitatif dengan tujuan untuk mengetahui pandangan guru fisika terhadap penerapan budaya Jawa dalam pembelajaran fisika. Responden sebanyak 10 orang dipilih menggunakan purposive sampling, yakni guru fisika yang telah mengajar lebih dari 1 tahun dengan asumsi telah memiliki pengalaman yang cukup dalam mengajar fisika di kelas. Pengumpulan data dilakukan menggunakan teknik wawancara dengan bantuan berupa panduan wawancara. Hasil penelitian menunjukkan bahwa sebagian besar  responden  merasa tertarik untuk menerapkan budaya Jawa dalam pembelajaran fisika. Budaya dalam bentuk karya dan aktivitas (ritual) dapat digunakan untuk menerangkan beberapa konsep fisika seperti gelombang bunyi, gaya, usaha dan energi, cahaya, kesetimbangan benda tegar dan dinamika rotasi. Selain itu, diperoleh data bahwa jenis budaya dalam bentuk nilai-nilai dianggap lebih efektif untuk menguatkan karakter positif apabila diimplementasikan dalam proses pembelajaran fisika.  
PEMETAAN PENGETAHUAN ETNOSAINS GURU SEKOLAH DASAR DI KABUPATEN BATANGHARI Syahrial, Syahrial; Asrial, Asrial; chan, Faizal; Septiasari, Retno; Kurniawan, Dwi Agus
EDUSAINS Vol 12, No 1 (2020): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v12i1.10421

Abstract

Fokus utama dari penelitian ini adalah (1) untuk mengetahui bagaimana pengetahuan etnosains guru sekolah dasar, (2) untuk mengetahui bagaimana cara guru dalam mengimplementasikan pengetahuan etnosains serta (3) kendala apa yang guru hadapi dalam mengimplementasikan pengetahuan etnosains di sekolah dasar di Kabupaten Batanghari. Penelitian ini menggunakan metode survei. Berdasarkan penelitian ini, hasil data angket, terlihat bahwa pengetahuan etnosains guru sekolah dasar di Kabupaten Batanghari dalam kategori rendah yaitu 11%, kategori cukup yaitu 61%, dan kategori tinggi yaitu 28%. Hal ini menyatakan bahwa pengetahuan etnosains guru sekolah dasar di Kabupaten Batanghari masuk dalam kategori cukup. Hal ini menyatakan bahwa pengetahuan etnosains guru sekolah dasar di Kabupaten Batanghari masuk dalam kategori cukup. Berdasarkan data wawancara, terlihat bahwa pengimplementasian pengetahuan etnosains guru sekolah dasar di Kabupaten Batanghari belum maksimal. Terdapat berbagai macam kendala yang di hadapi oleh guru yang utama yaitu tidak ada tuntutan dari kurikulum untuk mengaitkan pembelajaran IPA dengan pengetahuan etnosains dan kendala yang lain. Data dokumentasi berupa RPP belum terlihat bahwa guru mengimplementasikan pengetahuan etnosains dalam pembelajaran IPA.

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