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INDONESIA
EDUSAINS
ISSN : 19797281     EISSN : 24431281     DOI : 10.15408/es
Core Subject : 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.
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Articles 303 Documents
THE DEVELOPMENT OF MENTAL MODELS TEST ON HEAT AND TEMPERATURE Rian Priyadi; Markus Diantoro; Parno Parno
EDUSAINS Vol 11, No 2 (2019): 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 (266.771 KB) | DOI: 10.15408/es.v11i2.10332

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PENGEMBANGAN INSTRUMEN MODEL MENTAL PADA TOPIK SUHU DAN KALORAbstrakKami telah mengembangkan tes sebagai analisis model mental pada materi suhu dan kalor. Penelitian pengembangan ini didasarkan pada pentingnya mengetahui tingkatan model mental siswa. Model mental merupakan representasi internal siswa dalam memahami sebuah konsep.  Penelitian ini menggunakan model pengembangan 4-D. Produk yang dihasilkan merupakan instrumen analisis model mental berupa soal terbuka.  Selanjutnya, instrumen tes model mental diujicobakan kepada responden (N=90) untuk mengukur validitas dan reliabilitas. Tes yang telah dikembangkan terdiri dari 8 soal dengan reliabilitas sebesar 0,667. Berdasarkan analisis data, instrumen tes model mental pada materi suhu dan kalor layak digunakan sebagai instrumen penilaian. AbstractWe have developed test inventory as an analysis of mental models on heat and temperature topics. This development research based on the importance of knowing the level of students' mental models. The mental models are a student’s internal representation of understanding a concept. This study uses a 4-D model. The product being produced is a mental model analysis consists of open-ended questions. Furthermore, mental models test were tested on respondents (N = 90) to measure the validity and reliability. The test that has been developed consists of 8 questions with a value of reliability is 0.667. Based on data analysis, the test of mental models on heat and temperature topics is feasible to use as an assessment instrument. 
LITERASI TUMBUHAN LANGKA MAHASISWA PENDIDIKAN BIOLOGI SEBAGAI HASIL TUGAS MINI RISET PERKULIAHAN BIOLOGI TUMBUHAN Sariwulan Diana; Ana Ratna Wulan; Sri Anggraeni
EDUSAINS Vol 11, No 1 (2019): 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 (415.354 KB) | DOI: 10.15408/es.v11i1.11660

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RARE PLANT LITERACY FOR BIOLOGICAL EDUCATION STUDENTS AS A RESULT OF THE TASK OF MINI RESEARCH AbstractIndonesia is known as one of the mega biodiversity countries, but ironically biodiversity in Indonesia has actually decreased, so that there are around 240 species of plants already included in the list of endangered plants. Therefore a movement is needed to educate the academic community, in this case Biology Education students through lecture assignments about endangered plant literacy.  Thus the problem in this study is how the literacy of endangered plants of Biology Education students as a result of mini research in plant biology lectures. This research is a descriptive research. The research instruments included a mini research assessment sheet, which included aspects of the accuracy of determining plant species which included endangered categories, descriptions of morphology, classification and benefits of these plants. Biology Education students are assigned to survey, inventory and observe endangered plants in West Java. Overall endangered plant literacy of Biology Education students is good, but the aspect that is still lacking is in determining plant species in endangered categories. One of the plants found in Sukabumi area is Cynometra cauliflora including vulnerable plants. Need to develop assignments and assessments to assess endangered plant literacy of students to be more comprehensive. AbstrakIndonesia dikenal sebagai salah satu negara mega biodiversitas tetapi ironisnya  keanekaragaman hayati di Indonesia justeru  mengalami penurunan, sehingga  ada sekitar  240 jenis tumbuhan sudah masuk dalam daftar tumbuhan langka. Oleh karena itu perlu dilakukan suatu gerakan untuk mengedukasi masyarakat akademis, dalam hal ini mahasiswa Pendidikan Biologi melalui tugas perkuliahan tentang literasi tumbuhan langka.  Dengan demikian masalah yang diangkat pada penelitian ini adalah bagaimana literasi tumbuhan langka mahasiswa Pendidikan Biologi  sebagai hasil tugas mini riset perkuliahan biologi tumbuhan. Penelitian ini merupakan penelitian deskriptif. Instrumen penelitian meliputi lembar penilaian  mini riset, yang meliputi aspek ketepatan penentuan spesies tumbuhan yang termasuk kategori langka,  deskripsi morfologi, klasifikasi dan  manfaat tumbuhan tersebut. Mahasiswa  Pendidikan Biologi  ditugaskan untuk mensurvey, menginventarisasi dan mengobservasi tumbuhan langka yang berada di daerah Jawa Barat. Secara keseluruhan literasi tumbuhan langka mahasiswa Pendidikan Biologi termasuk baik, tetapi aspek yang masih kurang sekali adalah pada penentuan spesies tumbuhan dalam kategori langka. Salah satu tumbuhan yang ditemukan di daerah Sukabumi adalah  Cynometra cauliflora termasuk tumbuhan berstatus rawan. Perlu pengembangan penugasan dan asesmennya  untuk menilai literasi tumbuhan langka mahasiswa agar  lebih komprehensif. 
PENGARUH SCIENCE ADAPTIVE ASSESSMENT TOOL BERBASIS GAYA BELAJAR KOLB TERHADAP KETERAMPILAN BERPIKIR TINGKAT TINGGI Zulfiani Zulfiani; Iwan Permana Suwarna
EDUSAINS Vol 11, No 2 (2019): 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 (715.493 KB) | DOI: 10.15408/es.v11i2.13361

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THE EFFECT OF SCIENCE ADAPTIVE ASSESSMENT TOOL BASED ON KOLB LEARNING STYLE ON HIGH-LEVEL THINKING SKILLSAbstractThis study aimed to determine the effect of the Science Adaptive Assessment Tool (SAA Tool) based on the KOLB learning style on student's high order thinking skills (HOTS). This study used a quantitative quasi-experiment method with a post-test only design. The subjects in this study were 79 students of 8th grade at SMP Al- Zahra Indonesia Tangerang Selatan in the 2018/2019 school year who studied the material of Living organisms and Simple Machine. The results showed that there was a significant difference between the student's higher-order thinking skills who used Biology and Physics's SAA Tool compared with the control class. Biology's SAA Tool influences the results of higher-order thinking skills towards four learning styles. They affect of diverger, assimilator, converger, and accommodator. The Physics's SAA Tool influences the results of higher-order thinking skills on two learning styles of diverger and accommodator. The results of this study indicate the potential application of the SAA Tool as an answer to the problems of digital assessment to measure higher-order thinking skills as one of the dominant thinking skills of the 21st-century skills. Keywords: Science Adaptive Assessment Tool (SAA Tool); Integrated Science; High Order Thinking Skill (HOTS)AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh Science Adaptive Assessment Tool (SAA Tool) berbasis gaya belajar KOLB terhadap  keterampilan berpikir tingkat tinggi peserta didik. Metode penelitian yang digunakan yaitu metode kuantitatif kuasi eksperimen dengan desain post test only. Subyek penelitian ini adalah 79 peserta didik kelas 8 SMP Al-Zahra Indonesia Tangerang Selatan tahun pelajaran 2019/2020 yang mempelajari materi Sistem Gerak Makhluk Hidup dan Pesawat Sederhana. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil keterampilan berpikir tingkat tinggi peserta didik yang menggunakan SAA Tool IPA Biologi maupun IPA Fisika dibandingkan kelas kontrol. SAA Tool IPA Biologi mempengaruhi hasil keterampilan berpikir tingkat tinggi terhadap 4 gaya belajar diverger, asimilator, konverger, dan akomodator. Sementara SAA Tool IPA Fisika mempengaruhi hasil keterampilan berpikir tingkat tinggi terhadap 2 gaya belajar diverger dan akomodator. Hasil penelitian ini menunjukkan potensi aplikasi SAA Tool sebagai jawaban problematika asesmen digital untuk mengukur keterampilan berpikir tingkat tinggi sebagai salah satu skill berpikir dominan keterampilan abad 21.Kata Kunci: Science Adaptive Assessment Tool (SAA Tool); IPA Terpadu; Keterampilan Berpikir Tingkat Tinggi (HOTS) 
ENVIRONMENTAL EDUCATION DEVICES IN THE BOGOR BOTANICAL GARDENS FOR COMMUNITY-TRAINING ON BIODIVERSITY CONSERVATION Rosniati Apriani Risna; Kapat Yuriawan
EDUSAINS Vol 11, No 1 (2019): 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 (325.834 KB) | DOI: 10.15408/es.v11i1.11484

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PERANGKAT PENDIDIKAN LINGKUNGAN DI KEBUN RAYA BOGOR SEBAGAI UPAYA PENYADARTAHUAN MASYARAKAT TERHADAP KONSERVASI BIODIVERSITAS AbstrakPenelitian ini mengidentifikasi empat aspek berbeda dari pengetahuan pedagogi dan tiga aspek dari pengetahuan materi, serta terkait di antara aspek-aspek PCK. Penelitian ini menunjukkan bahwa skor PCK calon guru biologi dalam menyusun rencana pelajaran dan praktik mengajar berada dalam kategori baik, dengan hasil persentase skor CK 70,83% (baik), hasil persentase skor PK 75,70% (baik), dan hasil persentase skor PCK 66,67% (sangat baik). Temuan dalam penelitian ini adalah kemampuan smahasiswa calon guru mulai berkembang mengenai PCK melalui cara penyampaian materi pelajaran biologi dengan menghargai ide-ide siswa sebelumnya dalam pembelajaran, meskipun kedalaman pemahaman bervariasi. Selain itu, hasil PCK menunjukkan banyak perkembangan dalam perancangan rencana pelajaran melalui pengetahuan konstruktivis. Pengembangan terhadap pengetahuan pedagogi, konten dan PCK berkaitan dengan keterampilan mengajar merupakan aspek yang sangat penting. Penggunaan rencana pelajaran yang mudah diakses dapat meningkatkan kemampuan PCK untuk mengembangkan prinsip-prinsip pedagogis. Meskipun pengembangan konten dan PCK terkait pedagogis, mungkin cukup untuk memungkinkan mahasiswa calon guru untuk membuat dan menghubungkan konteks materi pelajaran biologi yang memfasilitasi siswa dalam pembelajaran kontekstual.  AbstractSince its establishment on 18th May 1817, conservation, research, and education, have become core competence of Bogor Botanic Gardens (BBG). The Gardens become a valuable destination showed by about 1.2 million visitors annually, but only less than 10% of those with educational visitation. Therefore, an identification and evaluation of variety and characteristics of education tools supporting environmental education in BBG is carried out in this study. The study showed that topics and tools applied in BBG is quite various but their content and approach have to be improved. Topics highlighted trending conservation and environmental issues have been incorporated in education programs and activities, in line with BBG’s vision and mission. All the educational tools in terms of interpretative materials are potential to improve visitor’s knowledge. However there are only a few can generate positive behaviour towards environment. Efforts in integrating technology into educational tools were observed, such as mobile application for self-guided tour. Other tools are thematic routes and a newly established education room called Ecodome. These tools support one of Global Strategy for Plant Conservation (GSPC) target and objective in terms of education and awareness about plant diversity, environment, its role in sustainable livelihoods and importance to all life on Earth.
KREATIVITAS DAN PENGETAHUAN SISWA PADA MATERI ASAM-BASA MELALUI PENERAPAN PROJECT BASED LEARNING DENGAN PRODUK KREATIF TERI PUTER Nailissatin Khumaeroh; Woro Sumarni
EDUSAINS Vol 11, No 2 (2019): 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 (719.72 KB) | DOI: 10.15408/es.v11i2.11494

Abstract

STUDENTS’ CREATIVITY AND KNOWLEDGE ON ACID-BASE TOPIC THROUGH THE APPLICATION OF PROJECT-BASED LEARNING WITH TERI PUTER CREATIVE PRODUCTS AbstractCreativity is one of the most needed competencies in the 21st century. This study aims to analyze students' creativity and knowledge on acid-base material through the application of Project Based Learning with Teri Puter Creative Products. The study was conducted at SMA Negeri 1 Bae Kudus with 35 research subjects in class XI MIPA 6 in the 2018/2019 school year. Data collection techniques using test and non-test instruments that have been declared valid and reliable. The results showed as many as 74% of students were in creative criteria and were very creative with the highest percentage in the originality indicator and the lowest percentage in the fluency indicator, while for the ability of knowledge by 40% who had good criteria and very good. The highest achievement is on the indicator to calculate the pH of acid-base solution and the lowest achievement on the indicator to calculate the concentration of [H+] and [OH-] in the solution. Positive responses are given by students with project based learning that has been applied. AbstrakKreativitas merupakan salah satu kompetensi yang amat dibutuhkan  pada abad ke-21. Penelitian ini bertujuan untuk menganalisis kreativitas dan pengetahuan siswa pada materi asam-basa melalui penerapan Project Based Learning dengan Produk Kreatif Teri Puter. Penelitian dilaksanakan  di SMA Negeri 1 Bae Kudus dengan subjek penelitian sebanyak 35 siswa kelas XI MIPA 6 pada tahun ajaran 2018/2019. Teknik pengumpulan data menggunakan instrumen tes dan non tes yang telah dinyatakan valid dan reliabel. Hasil penelitian menunjukkan sebanyak 74% siswa berada pada kriteria kreatif dan sangat kreatif dengan persentase tertinggi pada indikator originality dan persentase terendah pada indikator fluency, sedangkan untuk kemampuan pengetahuan sebesar 40 % yang berkriteria baik dn sangat baik. Pencapaian tertinggi yaitu pada indicator menghitung pH larutan asam-basa dan  pencapaian terendah pada indicator menghitung konsentrasi [H+] dan [OH-] dalam larutan. Tanggapan positif diberikan oleh siswa dengan project based learning yang telah diterapkan. 
STRATEGI DIKLAT PROBLEM BASED LEARNING UNTUK MENINGKATKAN KREATIVITAS GURU BIOLOGI DALAM MENGEMBANGKAN ALAT PERAGA Asep Agus Sulaeman
EDUSAINS Vol 11, No 1 (2019): 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 (589.507 KB) | DOI: 10.15408/es.v11i1.8731

Abstract

PROBLEM BASED LEARNING STRATEGIES TO ENHANCE THE CREATIVITY OF BIOLOGICAL TEACHERS IN DEVELOPING PROPS                                                         AbstractBiology teachers need to be creative to create their own props to be able to perform active learning in the laboratory. This study used problem-based strategy to improve the teacher's ability to identify learning problems with regards of lacking tools and materials and to improve teachers ' ability to design and create their own props. Using pre- and post-test design, this study was conducted during teachers training session. The results showed that teachers demonstrated creative attitude in designing props. Teachers can also produce feasible props to be used with their students. After finishing the training, the teachers also showed a positive response to all aspects of creativity. In addition, teachers showed a significant increase in the mastery of concept related to topic taught (α = 0.05) compared to the initial implementation of training. AbstrakSaat ini guru biologi perlu kreatif untuk membuat alat peraga sendiri untuk dapat melaksanakan pembelajaran aktif di laboratorium. Oleh karena itu, kajian ini dilakukan untuk: 1) meningkatkan kemampuan guru dalam mengidentifikasi permasalahan kurangnya alat dan bahan di laboratorium; serta 2) meningkatkan kemampuan guru dalam mendesain dan membuat alat peraga sendiri. Dalam rangka mencapai tujuan tersebut dilakukan diklat dengan menggunakan strategi problem based learning. Data yang diperoleh dalam kajian diklat ini adalah penguasaan konsep melalui instrumen tes, kreativitas guru dalam mendesain alat peraga melalui penilaian dokumen desain, sikap kreatif dan respons guru melalui kuesioner, dan penilaian alat peraga melalui penilaian produk. Analisis setiap data dilakukan secara deskriptif kuantitatif. Hasil kajian ini menunjukkan bahwa penguasaan konsep guru di akhir meningkat signifikan (α = 0,05) dibandingkan pada saat awal pelaksanaan diklat. Selain itu, guru menunjukkan sikap kreatif dan kreativitas yang baik dalam mendesain alat peraga dan LKS. Guru juga dapat menghasilkan alat peraga yang layak digunakan siswanya. Setelah selesai pelaksanaan diklat, guru juga menunjukkan respons positif terhadap semua aspek. 
ANALISIS ISI BUKU SEKOLAH ELEKTRONIK (BSE) BIOLOGI KELAS XI SEMESTER 1 BERDASARKAN LITERASI SAINS Hila Lailatul Q; Eny Supriyati Rosyidatun; Sujiyo Miranto
EDUSAINS Vol 7, No 1 (2015): 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 (337.051 KB) | DOI: 10.15408/es.v7i1.1403

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Abstract This research aimed to provide information about the scope of science literacy in Buku Sekolah Elektronik (BSE) or electronic school books of biology for grade XI in Tangerang Selatan. The instrument used to analyze the text of courses on biology books, which were taken by multistage sampling technique, was scientific literacy sheet categories adopted from John Wilkinson previously developed by Chiappetta, Fillman, and Sethna. The scientific literacy categories used in this research: science as a body of knowledge; science as a way of investigating; science as thinking; and interaction between science, technology, and society. Agreement of two observers was implemented to ensure the level of reliability of the findings analysis which later determined as coefficient of agreement (Koefisien Kesepakatan/KK). Results showed that the scope of scientific literacy of the analyzed BSE emphasize on the category of science as the body of knowledge (82.7%) and the lowest was the category of interaction between science, technology and society (0.8%). AbstrakPenelitian ini bertujuan untuk memperoleh informasi ruang lingkup literasi sains pada buku sekolah elektronik (BSE) biologi SMA kelas XI yang digunakan oleh siswa-siswa SMAN di Kota Tangerang Selatan. Instrumen yang digunakan untuk menganalisis teks materi pelajaran pada buku ajar biologi yang diambil berdasarkan teknik multistage sampling adalah lembar kategori literasi sains yang diadopsi dari John Wilkinson yang sebelumnya telah dikembangkan oleh Chiappetta, Fillman, dan Sethna. Kategori literasi sains yang digunakan pada penelitian ini adalah: sains sebagai batang tubuh pengetahuan; sains sebagai cara untuk menyelidiki; sains sebagai cara berpikir; serta interaksi antara sains, teknologi, dan masyarakat. Untuk menjamin tingkat reliabilitas hasil analisis, dilakukan kesepakatan antara pengamat I dan pengamat II untuk kemudian ditentukan koefisien kesepakatan (KK). Hasil penelitian ini menunjukkan bahwa ruang lingkup literasi sains pada ke dua buku BSE yang dianalisis lebih menekankan kepada kategori sains sebagai batang tubuh pengetahuan dengan rata-rata persentase sebesar 82,7% dan persentase proporsi kategori literasi sains yang paling rendah adalah kategori sains interaksi antara sains, teknologi dan masyarakat, sebesar 0,8%.Permalink/DOI: http://dx.doi.org/10.15408/es.v7i1.1403
THE INFLUENCE OF SCIENCE LEARNING QUALITY IN THE SCHOOL THROUGH SCIENCE LEARNING OUTCOME INDONESIAN STUDENTS BASED ON PISA STUDIES 2015 Purwo - Susongko
EDUSAINS Vol 10, No 1 (2018): 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.v10i1.7444

Abstract

PENGARUH KUALITAS PEMBELAJARAN SAINS DI SEKOLAH MELALUI CAPAIAN PEMBELAJARAN SAINS SISWA INDONESIA BERDASARKAN PISA STUDI 2015 AbstractThis research aims to understand: (1) factors for indicators in science learning outcome of Indonesian students based on PISA studies in 2015, (2) factors for indicators of science learning quality Indonesian students based on PISA studies 2015, (3) the influence of learning quality through science learning outcome Indonesian students based on  grade achievement school. This study uses ex-post facto research method. Data analyze technique uses Structural Equation Modelling (SEM). There are 6,425 student they are 1,208 student from high grade achievement school, 4,005 student from intermediete grade achievement school and 1,212 student from low grade achievement school. Research result shows: (1) Environment awareness, Enjoyment of science, Instrumental motivation, Science Self-Efficacy, Epistemological  beliefs, and Science Achievement  are valid indicators from science learning outcome Indonesian students based on PISA survey in 2015, (2) Teacher support in a science classes of students choice, Inquiry-based instruction  in science lesson, Teacher-directed science instruction and Perceived Feedback are valid indicators from science learning quality Indonesian students b.ased on PISA studies 2015, (3) In high grade achievement school, the quality of learning had 0.31 influences to sicence learning outcome Indonesian students with determination level of 10%, (4) In intermediete grade achievement school, the quality of learning had 1 influences to science  learning outcome Indonesian students with determination level of 100%, (5) In low grade achievement school, the quality of learning had 0.51 influences to sicence learning outcome Indonesian students with determination level of 26%.AbstrakPenelitian ini bertujuan untuk memahami: (1) faktor indikator hasil belajar sains siswa Indonesia berdasarkan studi PISA tahun 2015, (2) faktor indikator kualitas pembelajaran sains siswa Indonesia berdasarkan studi PISA tahun 2015, (3) Pengaruh kualitas pembelajaran terhadap capaian pembelajaran sains siswa Indonesia berdasarkan tingkat prestasi belajarnya. Penelitian ini menggunakan metode penelitian ex-post facto. Teknik analisis data menggunakan Structural Equation Modeling (SEM). Ada 6.425 siswa yang terdiri 1.208 siswa dari sekolah prestasi tingkat tinggi, 4.005 siswa dari sekolah pencapaian kelas menengah dan 1.212 siswa dari sekolah prestasi kelas rendah. Hasil penelitian menunjukkan: (1) Environment awareness, enjoyment of Science , Instrumental motivation, Science Self-Efficacy, Epistemological  beliefs, dan  Science Achievement  merupakan  indikator yang valid dari capaian pembelajaran sains siswa Indonesia berdasarkan survai PISA 2015, (2) Teacher support in a science classes of students choice ,   Inquiry-based instruction  in science lesson , Teacher-directed science instruction dan Perceived Feedback merupakan indikator yang valid dari kualitas pembelajaran sains siswa Indonesia berdasarkan studi PISA 2015, (3) Pada sekolah prestasi kelas tinggi, kualitas pembelajaran memiliki 0,31 pengaruh terhadap kemahiran hasil belajar siswa Indonesia dengan tingkat determinasi 10%, (4) Pada sekolah pencapaian kelas menengah, kualitas pembelajaran memiliki 1 pengaruh terhadap hasil belajar sains siswa Indonesia dengan tingkat determinasi 100%, (5 ) Pada sekolah dengan prestasi belajar rendah   kualitas pembelajaran berpengaruh sebesar 0.51 terhadap capaian pembelajaran sains siswa  Indonesia dengan taraf determinasi sebesar 26 %. 
PENGUASAAN KONSEP MAHASISWA PADA MATA KULIAH ZOOLOGI VERTEBRATA MELALUI TEAM-BASED LEARNING DAN HUBUNGANNYA DENGAN KETERAMPILAN BERPIKIR KRITIS Sumiyati Sa'adah; Fransisca Sudargo; Topik Hidayat
EDUSAINS Vol 9, No 1 (2017): 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 (689.514 KB) | DOI: 10.15408/es.v9i1.5475

Abstract

Abstract This study aims to analyze the improvement of mastery of student concepts after the implementation of team-based learning strategy, as well as to analyze its relationship with critical thinking skills. The research method is a quasi-experiment with pretest-posttest control group design. The subject of this study consists of 40 students who attended vertebrate zoology courses as an experimental class and 45 students as control class. The instrument used is the multiple choice test. The data obtained were analyzed statistically using SPSS 16 comprising analysis of mean difference test (t-test), effect size, and Pearson two tail correlation test. The result shows that the improvement of student mastery concept in experimental class is better than control class. This can be seen from the average difference test (t-test) of N-gain (<g>) which shows a significant difference (α = 5%), and the value of effect size (d) of 0.68 (high category). The Result of correlation test shows that critical thinking skill has a positive relation with mastery of student concept with co-determination value 0.4058 which means that critical thinking skill contributes 40.58% to student mastery concept. Keywords: Team-based learning, concept mastery, zoology vertebrate courses Abstrak Penelitian ini bertujuan untuk menganalisis peningkatan penguasaan konsep mahasiswa setelah diterapkannya pembelajaran berbasis kelompok, serta menganalisis hubungannya dengan keterampilan berpkir kritis. Metode penelitian yang dilakukan adalah quasi experiment dengan disain penelitian pretest - postest control group design.  Sampel penelitian terdiri atas 40 orang mahasiswa yang mengikuti kuliah zoologi vertebrata sebagai kelas eksperimen  dan 45 orang mahasiswa sebagai kelas kontrol. Instrumen yang digunakan adalah tes penguasaan konsep. Data yang diperoleh dianalisis statistik menggunakan SPSS 16 meliputi analisis uji beda rerata (uji t), effect size, dan uji korelasi Pearson two tail. Hasil penelitian menunjukkan bahwa peningkatan penguasaan konsep mahasiswa pada kelas ekpserimen lebih baik dibandingkan kelas kontrol. Hal ini dapat dilihat dari uji beda rerata (uji t) N-gain (<g>) yang menunjukkan beda signifikan (α=5%), dan nilai efect size (d) sebesar 0.68 (kategori tinggi). Hasil uji korelasi menunjukkan bahwa keterampilan berpikir kritis memiliki hubungan positif dengan penguasaan konsep mahasiswa dengan nilai koofesien determinasi sebesar 0.4058 yang berarti bahwa keterampilan berpikir kritis memberikan kontribusi sebesar 40.58% terhadap penguasaan konsep mahasiswa. Kata Kunci: team-based learning, penguasaan konsep, zoologi vertebrata  Permalink/DOI: http://dx.doi.org/10.15408/es.v9i1.5475 
PENERAPAN PEMBELAJARAN IPA TERPADU MENGGUNAKAN MODEL WEBBED UNTUK MENINGKATKAN LITERASI SAINS SISWA herni suryaneza; Anna Permanasari
EDUSAINS Vol 8, No 1 (2016): 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 (513.127 KB) | DOI: 10.15408/es.v8i1.1718

Abstract

Abstract The integrated science learning using webbed model was done in this research to increase students’ science literacy in a learning theme of “Why  Can My Body Feel Temperature Changes?”. The research was conducted using a quasi experiment method with non-randomized subject pretest posttest control group design. The subjects were students of grade VII from one of junior high school at Cirebon District, West Java, Indonesia, and were divided into two classes, namely, experiment and control class. While the students of experiment class was taught with the integrated science learning approach, students of the control class was taught without using the approach. The instruments were written test, observation sheet, questionnaire, and interview protocol. Data showed that on avereage there was an increase of science literacy skills of students who were taught with an integrated approach. A significant increase has been showed in both of content and process aspects. The integrated science learning approach showed to be able to build positive attitudes among students.  Abstrak Pembelajaran IPA Terpadu dengan model webbed telah diimplementasikan untuk meningkatkan literasi sains siswa pada tema “Mengapa Tubuhku Bisa Merasakan Perubahan Suhu?”. Penelitian menggunakan  metode kuasi eksperimen dengan desain non-randomized subject pretest posttest control-group. Subjek penelitian adalah siswa kelas VII dari salah satu SMP di Kabupaten Cirebon, Jawa Barat, Indonesia, dan dibagi menjadi dua kelas, yakni kelas eksperimen dan kelas kontrol. Sementara siswa kelas eksperimen diajarkan menggunakan pendekatan pembelajaran IPA Terpadu, siswa kelas kontrol diajarkan tidak dengan pendekaytan tersebut. Instrumen yang digunakan berupa tes tertulis, lembar observasi, angket, dan pedoman wawancara. Data menunjukkan bahwa secara rata-rata terdapat peningktaan kemampuan literasi sains siswa yang diajarkan dengan pendekatan terpadu. Peningkatan signifikan ditunjukkan pada aspek konten dan proses. Pendekatan pembelajaran IPA Terpadu nampak memungkinkan untuk membangun sikap positif siswa.   Permalink/DOI: http://dx.doi.org/10.15408/es.v8i1.1718

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