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INDONESIA
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
Arjuna Subject : -
Articles 16 Documents
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Search results for , issue " Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016" : 16 Documents clear
PENGEMBANGAN MODUL ELEKTRONIK BERBANTUAN ANDROID PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF Utami, Prabawati Budi; Kuswanto, Heru
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.824

Abstract

This Research and Development (R & D) study develop an android-assisted electronic modules to study physics for eleventh grade students. Research subjects was students at one of senior highschools in Bantul. Critical and creative thinking skills average gain were 0.66 and 0.65 respectivto critical thinking skills and creative thinking skills respectively. There is a difference between the experimental class and control class with significance <0.05. This shows that the android-assisted electronic modules for learning the physics can be used to improve the critical and creative thinking skills students of class XI.
ANALISIS KEMAMPUAN DAN KESULITAN SISWA SMP DALAM MENYELESAIKAN SOAL BILANGAN MODEL TIMSS Prasetyo, Dominikus Arif Budi; Rudhito, Marcellinus Andy
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.819

Abstract

Numbers is an important concept in mathematics and one of the tested materials in TIMSS’s study. One of the efforts to increase students’ ability in solving TIMSS numbers questions is by developing TIMSS model-numbers questions. This current research investigated students’ ability and difficulties in solving TIMSS model-numbers questions, with 31 students in one of junior high schools in Central Java as a sample. Students’ ability in solving TIMSS model-numbers questions was measured by test with 32 multiple choice questions, whereas students’ difficulties when solving those questions were explored by students’ comment sheet. Mean test score indicates that students ability for all content and cognitive domains was moderate. Difficulties experienced by students in solving TIMSS model-numbers questions were misunderstood the meaning of the questions or error in changing fractional forms and making calculations. The results indicated that in addition to having no deep understanding of numbers, students’ opportunity to train their ability in solving TIMSS model-numbers questions was still insufficient.
PRE-SERVICE SCIENCE TEACHERS’ READINESS TO INTEGRATE TECHNOLOGY (AN EXPLORATION TOWARD TPACK IN PRELIMINARY PRACTICAL CONTEXT) Agustin, Rika Rafikah; Liliasari, Liliasari
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.830

Abstract

The purpose of this study was to capture pre-service science teachers’ Technological Pedagogical Content Knowledge (TPACK) that is demonstrated during preliminary practical context in term of peer teaching program- a course conducted prior to teaching practice. Ten pre-service science teachers were involved in a semester long peer teaching program. Descriptive method was employed with the use of teaching artifacts, observation and self-reported survey for representing the way the participant integrate technology into their teaching. TPACK constructs were defined using relevant literature as frameworks. This study found that TPACK of  pre-service science teachers were still low and is not sufficient for teaching science in junior high school. Furthermore, it is needed several supporting program to prepare pre-service science teachers’ competencies in teaching science with technology. In this case, more sophisticated peer teaching program with better purchase is necessity to improve TPACK competencies of pre-service science teachers.
TUTORIAL PRA-KELAS: SEBUAH STRATEGI PEMBELAJARAN UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA PERKULIAHAN FISIKA DASAR Saepuzaman, Duden; Sriyansyah, Syakti Perdana; Karim, Saeful; Sari, Ika Mustika
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.825

Abstract

The Pre-Class Tutorial have been implemented to improve conceptual understanding of basic physics concepts among the pre-service physics teacher at one of Education College in Bandung City. This study was motivated by the previous research findings that students encounter the conceptual difficulties and the lack of understanding in introductory physics course. Based on these findings, we developed pre-class tutorial that facilitate students either to construct their own concepts o rto apply the concepts. The descriptive method was used to 260 third-years students of Physics Education Department. The increasing of conceptual understanding was identified from the average score of students’ achievement on the exam test. The findings showed that the use of pre-class tutorial effectively improve students’ conceptual understanding.
PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS MELALUI PEMBELAJARAN BERBANTUAN MACROMEDIA FLASH MX Nasrullah, Anton; Dwiyanti, Widya
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.820

Abstract

Mathematical communication ability is an important ability that the students must possess. In this study, learning assisted with Macromedia flash MX was used to increase students’ mathematical communication ability. Aside from the use of software, the role of supporting tools in learning was also investigated. Subjects were 65 Vocational Schools (SMK) students divided into 32 students in control class (learning assisted with Macromedia flash MX) and 33 students in the experimental class (learning assisted with Macromedia flash MX and additional supporting tools, MFMX+). Mathematical communication ability was evaluated through written test. Results showed an increase in mathematical communication ability both in the control and experimental class, albeit to a different degree. Students in MFMX+ class showed a higher mathematical communication ability improvement compared to students in control class. Learning assisted with Macromedia flash MX improved mathematical communication ability and supporting tools maximize benefits that can be gained from the use of Macromedia flash MX.
PENGARUH EXPERIENTIAL LEARNING MODEL TERHADAP SCIENTIFIC LITERACY PESERTA DIDIK SMP Nisrochah, Nisrochah; Wilujeng, Insih
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.831

Abstract

The purpose of this study was to reveal the effect experiential learning model on scientific literacy. Scientific literacy is often used as one of the goals of learning science because scientific literacy reflects the ability of students to apply scientific knowledge possessed in daily life in different circumstances and situations. Scientific literacy consist of contexts, knowledge, competencies, and attitudes. This study is a quasi-experimental research using nonrandomized control group, pretest-posttest design. The study was conducted at three schools, each school representing high school, medium school, and low school. The results showed that the scientific literacy of students in the experimental class has increased higher than students in the control class, both at the high school, medium school, and low school categories. This is because experiential learning model enable students to develop the knowledge, skills, values and attitudes through direct experience. Experiential learning model can improve scientific literacy of students through a four-stage of experiential learning model that is concrete experience, reflective observation, abstract conceptualization, and active experimentation.
PENGARUH MODEL INKUIRI TERBIMBING TERHADAP KETERAMPILAN BERPIKIR KREATIF MAHASISWA PADA PRAKTIKUM ANALISA PROTEIN Sulistiana, Dewi Anugrah; Supriyanti, F.M. Titin; Solihin, Hayat
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.826

Abstract

This study aims to determine the effect of guided inquiry model to the creative thinking skill (KBKr) of students on practicum protein analysis. Creative thinking skills developed include flexibility, fluency and elaboration. The research method used was quasi experiment with non control equivalent pretest-postes design group. Research subjects involve Chemistry study program students in one State University in Bandung consisting of 18 students in the experimental class and 19 students in the control class. The instrument used is a 5 item description that measures KBKr and student worksheets. The data analysis was performed by determining the normalized t-gain standardized (N-gain) value with the help of SPSS 20 program for windows and Microsoft excel 2010. The result of N-gain average value analysis shows that there is a higher KBkr increase in students who follow lab With guided inquiry model compared to control class students with the distribution of KBKr being in the high and moderate category for the experimental group, and the moderate and low category in the control class. The statistical test of mean difference of KBKr with Mann-Whitney technique showed significant difference of student KBKr in the experimental class and control class on flexibility and fluid indicator. This suggests that the application of guided inquiry models can be used as an alternative model for increasing KBKr in biochemical learning.
PEMBELAJARAN THINK-TALK-WRITE DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN SOAL GEOMETRI Prayitno, Anton
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.821

Abstract

Students’ poor ability in completing geometry questions is one of the crucial problems in mathematics education. In this mixed method research, Think-Talk-Write cooperative learning was used to enhance seventh-grade students’ ability in completing geometry questions. Samples were 35 seventh grade students in one of junior high school in East Java. Instruments were students’ worksheets (LKS), written test, as well as observation sheets. Think-Talk-Write learning was conducted in two learning sessions. Results showed that Think-Talk-Write learning increased students’ ability in completing geometry questions, both in completing questions in the LKS and in the written test. Steps in Think-Talk-Write learning help the students to reflect, organize, and improve their understanding so that they are able to answer the given geometry questions better. In addition to the contribution of each step in Think-Talk-Write learning itself, teacher also contributed to students’ improved ability in completing geometry questions, especially in terms of detecting and guiding the students’ to overcome difficulties in completing geometry questions.
IMPROVING STUDENTS’ COGNITIVE ABILITY AND LEARNING STYLES OF THE CONCEPT OF ENVIRONMENTAL POLLUTION BY USING SCIENCE COMICS Riandi, Riandi; Mardiyah, Dieni Asma; Surakusumah, Wahyu
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.833

Abstract

This study investigated the use of science comics in improving students’ cognitive ability and learning styles on the concept of environmental pollution. First we develop science comics by using 4D model, then we evaluate students’ cognitive ability and learning styles after the developed science comics were implemented. Samples were seventh grade students in one of public schools in Bandung. Research instruments were multiple choice and essay test and questioner. Results suggested that the use of science comics increase students’ cognitive ability in all students’ class with average N-Gain of 0.6. In terms of learning style, students tend to be visual learners.
ROLE OF TEACHERS STRATEGIES IN FOSTERING STUDENTS METACOGNITION Melinda, Dian Anggriani; Wulan, Ana Ratna
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.827

Abstract

The importance of critical thinking has triggered many educators to develop this ability on their students. This research aim was to explore the role of teachers’ strategies in fostering students’ metacognitive strategies on their critical thinking abilities. 135 students and 5 teachers from 5 different high school in Sumedang district were involved in this research. Teachers’ strategies were explored through observation whereas students’ critical thinking abilities were explored through questionnaire. Observations showed that each teacher fostered students’ metacognitive strategies differently. Kruskal-Wallis Test showed there is significant difference between students’ critical thinking abilities based on their teachers’ strategies. It implies the effect of teachers’ strategies to students’ critical thinking abilities. The more teachers foster their students’ metacognitive strategies, the higher their students’ critical thinking abilities. By means, there is possibility to develop students’ critical thinking ability through their metacognitive strategy.

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