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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 304 Documents
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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.
EFEK INVESTIGASI MATEMATIKA TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEPTUAL MAHASISWA PGSD Sumarna, Nana; Kansil, Yoo Ekayana
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 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.v21i1.653

Abstract

Conceptual understanding is very important for pre-service teacher because conceptual understanding is a set of mathematical concepts’ quantity and quality measure that are represented in the form of knowledge and skills network contained therein. The elements of this network can be concepts, rules (algorithms, procedures, etc.), and problem-solving. This study attempted to found alternative solution focusing on mathematics learning conditions in the classroom, through learning experimentation study using mathematical investigation approach. Subjects were 111 PGSD pre-service teachers in one of state university in Southeast Sulawesi. Results suggested that there was a significant conceptual understanding difference between pre-service teacher receiving mathematics investigation approach compared to those receiving expository approach (p=0,000; p< 0,005) and there was no interaction between prior knowledge with learning approach to pre-service teachers’ conceptual understanding improvement. Therefore, investigation approach can be implemented for all prior knowledge level because this approach proved to improve conceptual under-standing.ABSTRAKPemahaman konseptual sangat penting bagi seorang calon guru karena pemahaman konseptual merupakan sekumpulan ukuran kualitas dan kuantitas pada konsep-konsep matematika yang direpresentasikan dalam bentuk jaringan pengetahuan tertentu dan keterampilan yang terdapat didalamnya. Unsur-unsur dari jaringan ini dapat berupa konsep, aturan (algoritma, prosedur, dan lain sebagainya), dan pemecahan masalah. Penelitian ini berusaha mencari solusi alternatif dengan memusatkan perhatian pada kondisi pembelajaran matematika yang selama ini berlangsung di ruang perkuliahan, melalui penelitian eksperimentasi pembelajaran dengan pendekatan investigasi matematika. Subyek penelitian ini adalah 111 mahasiswa PGSD di salah satu perguruan tinggi negeri di Sulawesi Tenggara. Hasil penelitian menunjukkan bahwa terdapat perbedaan pemahaman konseptual yang signifikan pada mahasiswa yang memperoleh pembelajaran dengan pendekatan investigasi matematika dibandingkan dengan pendekatan eskpositori (p= 0,000; p< 0,005) dan tidak terdapat pengaruh interaksi antara kemampuan awal matematika dan pendekatan pembelajaran terhadap peningkatan kemampuan pemahaman konseptual mahasiswa. Oleh karena itu, pendekatan investigasi dapat diberlakukan pada seluruh level kemampuan awal karena telah terbukti dapat meningkatkan pemahaman konseptual.
Pengantar Dewan Redaksi Editor, JPMIPA
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 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.v21i1.673

Abstract

Pengantar Dewan Redaksi
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.
PENGEMBANGAN INSTRUMEN PENILAIAN KINERJA PADA PEMBELAJARAN TITRASI ASAM BASA DENGAN METODE PRAKTIKUM Nahadi, Mr.; Anwar, Sjaeful; Pertiwi, Hanifah Ratih
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 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.v21i1.667

Abstract

The aim of this Research and Development (R&D) study was to develop performance assesment instrument in a form of task and rubric to evaluate students’ performance in acid-base titration practicum. Subjects were eleventh-grader science students in one of senior high schools in Bandung. Instruments were validation sheets, observation format, and interview guidelines. Validation and reliability test showed that the performance assesment instrument validity and reliability score were 0.84 and 0.91, respectively. The application of the instrument showed that students’ performance can be uncovered in which it can be categorized as excellent, good, poor, or did not carry out every practicum steps. It can be concluded that the performance assesment instrument can be used as a good assessment tools in evaluating students’ performance in acid-base titration practicum.ABSTRAKPenelitian Research and development (R&D) ini bertujuan untuk mengembangkan instrumen penilaian kinerja berupa tugas (task) dan rubrik (rubric) untuk menilai kinerja siswa pada praktikum titrasi asam basa. Subjek penelitian adalah siswa kelas XI IPA di salah satu SMA di Kota Bandung. Instrumen penelitian berupa lembar validasi, format observasi dan pedoman wawancara. Uji validasi dan reliabilitas menunjukan bahwa instrumen penilaian kinerja yang dikembangkan memiliki validitas dan reliabilitas sebesar 0,84 dan 0,91. Hasil penggunaan instrumen penilaian kinerja ini menunjukkan bahwa instrumen ini dapat mengungkap kinerja siswa dalam praktikum titrasi asam basa sehingga kinerja dapat dikategorikan menjadi sangat baik, baik, kurang, atau tidak melakukan setiap tahapan praktikum. Dapat disimpulkan bahwa instrumen penilaian kinerja yang dikembangkan memenuhi syarat sebagai alat evaluasi yang baik untuk menilai kinerja siswa pada praktikum titrasi asam basa.
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.
PROMOTING STUDENTS’ CONCEPTUAL CHANGE ON THE CONCEPT OF ECOSYSTEM THROUGH PDEODE (PREDICT-DISCUSS-OBSERVE-EXPLAIN-DISCUSS-EXPLAIN) TEACHING STRATEGY Nugraha, Ikmanda; Anggraeni, Sri; Amprasto, Dr.
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 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.v21i1.659

Abstract

This study investigated conceptual change in students’ understanding of ecosystem concept. The PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of classical POE (Predict-Discuss-Explain) was implemented during the study. Sample was 28 senior high school students in one of senior high school in Bandung. Students’ ideas about ecosystem concept were revealed by a ten questions-test called ECT (Ecosystem Conceptual Test). Conceptual change in student’s understanding of ecosystem concept was evaluated by administering ECT in pretest, posttest, and delayed posttest.Tests’ score were then analyzed quantitatively and qualitatively. One-way ANOVA test result showed statistically significant score difference (p<0.05) in each test which suggested PDEODE helped the students to achieve better understanding. Moreover, no statistically significant differences were found between posttest and delayed posttest scores, indicating that the teaching strategy helped the student to retain their new conceptions.ABSTRAKPenelitian ini menyelidiki perubahan konseptual pada pemahaman siswa tentang konsep ekosistem.Variasi dari strategi pengajaran POE (Predict-Discuss-Explain) yakni PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) diterapkan selama penelitian ini. Sampel penelitian adalah 28 siswa di salah satu Sekolah Menengah Atas di Bandung. Ide-ide siswa tentang konsep ekosistem diungkap dengan menggunakan ujian 10 soal yang disebut sebagai ECT (Ecosystem Conceptual Test). Perubahan konseptual siswa dalam hal pema-haman tentang konsep ekosistem dievaluasi dengan ECT pada pretes, postes, dan delayed posttest. Hasil uji ANOVA satu arah menunjukkan nilai ketiga tes berbeda signifikan (p<0,05) yang menunjukkan bahwa PDEODE membantu siswa untuk memperoleh pemahaman yang lebih baik. Selain itu, tidak adanya perbedaan yang signifikan antara postes dan delayed posttest mengindikasikan bahwa strategi pengajaran ini dapat membantu siswa untuk mempertahankan pemahaman baru mereka.
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.
PENINGKATAN KEMAMPUAN KOMUNIKASI DAN BERPIKIR KRITIS MATEMATIS MELALUI MODEL KOOPERATIF STAD DAN MURDER Nuryanti, Mrs.
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 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.v21i1.654

Abstract

This study compared the implementation of STAD (Student Team Achievement Divisions) and MURDER (Mood-Understanding-Recall-Detect-Elaborate-Review) cooperative learning in terms of mathematical communication, critical thinking, and students’ prior knowledge. Subjects were 49 tenth grader in one of vocational high schools in Bandung Regency, 23 students for STAD class and 26 for MURDER. Mathematical communication and critical thinking ability were evaluated from pretest, posttest, and N-Gain. Data were analyzed using t-test and one-way ANOVA. Difference in implementation results according to students’ prior knowledge was evaluated using scheffe test. Statistical analysis suggested that N-Gain difference in mathematical ability (p = 0,405, p> 0,05) as well as mathematical critical thinking (p = 0,667, p > 0,05) was insignificant between cooperative learning type. Students’ prior knowledge effect on these cooperative learning implementation results was addressed.ABSTRAK Penelitian ini membandingkan penerapan pembelajaran kooperatif tipe STAD (Student Team Achievement Divisions) dengan pembelajaran kooperatif tipe MURDER (Mood-Understanding-Recall-Detect-Elaborate-Review) ditinjau dari kemampuan komunikasi, berpikir matematis, dan Pengetahuan Awal siswa (PAM). Subjek penelitian adalah 49 siswa kelas X di salah satu SMK di Kabupaten Bandung, 23 siswa untuk kelas STAD dan 26 siswa untuk kelas MURDER. Kemampuan komunikasi dan berpikir kritis dievaluasi dari hasil pretes, postes dan N-Gain. Data dianalisis menggunakan uji t dan anova satu jalur. Untuk mengetahui perbedaan hasil penerapan kedua pembelajaran kooperatif berdasarkan Pengetahuan Awal Matematis siswa (PAM) uji scheffe digunakan sebagai sebagai uji lanjutan. Hasil statistik menunjukkan bahwa tidak terdapat perbedaan N-Gain kemampuan komunikasi matematis (p = 0,405, p> 0,05) dan peningkatan kemampuan berpikir kritis matematis (p = 0,667, p > 0,05) antar tipe pembelajaran kooperatif. Pengaruh PAM terhadap hasil penerapan kedua pembelajaran kooperatif kemudian dibahas.
Erata Editor, JPMIPA
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 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.v21i1.674

Abstract

Erata

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