Articles
304 Documents
<![CDATA[ROLE OF TEACHERS STRATEGIES IN FOSTERING STUDENTS METACOGNITION ]]>
<![CDATA[Melinda, Dian Anggriani]]>;
<![CDATA[Wulan, Ana Ratna]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016 ]]>
Publisher : <![CDATA[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
<![CDATA[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 teachersâ strategies in fostering studentsâ 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. Teachersâ strategies were explored through observation whereas studentsâ critical thinking abilities were explored through questionnaire. Observations showed that each teacher fostered studentsâ metacognitive strategies differently. Kruskal-Wallis Test showed there is significant difference between studentsâ critical thinking abilities based on their teachersâ strategies. It implies the effect of teachersâ strategies to studentsâ critical thinking abilities. The more teachers foster their studentsâ metacognitive strategies, the higher their studentsâ critical thinking abilities. By means, there is possibility to develop studentsâ critical thinking ability through their metacognitive strategy.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KEPALA BERNOMOR TERSTRUKTUR UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA ]]>
<![CDATA[Tivany, Fika]]>;
<![CDATA[Abdurachman, Fuad]]>;
<![CDATA[Hartono, Mr.]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i1.668
<![CDATA[This Class Action Research investigated the implementation of Structured-Numbered Head Together model to increase high school chemistry learning achievement. The study was conducted in two cycle with 40 tenth grader in one of senior high schools in Palembang as its samples. The data was collected using observation sheets and test. Learning achievement average score before model implementation (T0) was 67.88 with 55% classical completedness average. After model implementation (T1), average score was increased to 75.30 with 60% classical completedness average. In Cycle II, learning achievement average score (T2) increased to 77.69 with 87.17% classical completedness average. Studentsâ activity was also increased in every cycle. These results suggested that Structured-Numbered Head Together model can improve chemistry learning achievement.ABSTRAK Penelitian Tindakan Kelas ini meneliti penerapan model Kepala Bernomor Terstruktur untuk meningkatkan hasil belajar kimia SMA. Penelitian dilakukan dalam dua (2) siklus dengan 40 orang siswa kelas XI di salah satu SMA di Palembang sebagai sampelnya. Pengumpulan data dilakukan dengan menggunakan lembar observasi dan tes. Rerata skor hasil belajar kimia siswa sebelum tindakan (T0) mencapai 67,88 dengan persentase ketuntasan belajar klasikal sebesar 55%. Setelah dilakukan tindakan pada siklus I, rerata skor hasil belajar kimia siswa (T1) meningkat menjadi 75,30 dengan persentase ketuntasan belajar klasikal 60%. Pada Siklus II rerata skor hasil belajar kimia siswa (T2) meningkat menjadi 77,69 dengan persentase ketuntasan belajar klasikal siswa mencapai 87,17%. Selain itu, aktivitas siswa juga meningkat tiap siklusnya. Hasil ini menunjukkan bahwa model pembelajaran Kepala Bernomor Terstruktur dapat meningkatkan hasil belajar kimia.]]>
<![CDATA[PEMBELAJARAN INKUIRI DENGAN THINKING MAPS PADA PEMBELAJARAN FISIKA ]]>
<![CDATA[Yuliati, Lia]]>;
<![CDATA[Kusaeri, Sentot]]>;
<![CDATA[Munfaridah, Nuril]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i2.822
<![CDATA[Inquiry-based learning has been proven to be one of the effective types of learning although adjustment is still needed, for example by using thinking maps as supplementary learning tool. The purpose of this research was to develop inquiry-based learning model with thinking maps for physics learning. Inquiry-based learning model with thinking maps was developed with 4D model. Research was conducted at three high schools in Malang-East Java. Students were divided into three experimental and control classes. Instruments used were written test and interview guideline. Results showed that students who received inquiry learning with thinking maps achieved better test score than control classes. In addition, studentsâ answer analysis showed that they also have better higher-order thinking skills than students in the control class. Therefore, inquiry-based learning with thinking maps was found to be effective to use in physics learning.]]>
<![CDATA[GAMBARAN PANDANGAN MAHASISWA CALON GURU BIOLOGI DAN GURU IPA TENTANG INKUIRI ILMIAH ]]>
<![CDATA[Adisendjaja, Yusuf Hilmi]]>;
<![CDATA[Rustaman, Nuryani]]>;
<![CDATA[Redjeki, Sri]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i1.660
<![CDATA[Scientific inquiry is the main objective of science education. However, its practice was not as we want it to be. This research objective was to explore prospective biology teachersâ and science teachersâ views on scientific inquiry. Thirty four-seventh semester biology students and 25 science teachers participated in this research. Scientific inquiry was explored using Views About Scientific Inquiry (VASI) Questionnaire. Results showed that understanding level of pre-service biology teachers was better than science teachers understanding in some aspects of scientific inquiry. However, both respondents lack understanding of some aspects in scientific inquiry, i.e. scientific investigation characteristics, an investigation begin with a question, question guides a procedure, scientific evidence, procedure selection, and the relation data collecting and previous investigation.ABSTRAKInkuiri ilmiah merupakan salah satu tujuan penting dalam pembelajaran sains yang disarankan kurikulum namun pelaksanaannya tidak seperti yang diinginkan. Penelitian ini bertujuan mengeksplorasi pemahaman inkuri ilmiah mahasiswa calon guru biologi/IPA dan guru IPA. Sebanyak 34 orang mahasiswa program studi Pendidikan Biologi semester 7 dan 25 orang guru IPA terlibat dalam penelitian ini. Gambaran pemahaman inkuiri ilmiah dieksplor dengan menggunakan kuesioner VASI (Views About Scientific Inquiry. Hasil penelitian ini menunjukkan bahwa pemahaman mahasiswa calon guru Biologi/IPA lebih baik daripada guru IPA pada beberapa aspek inkuiri ilmiah. Namun demikian, kedua kelompok responden masih memiliki pemahaman yang kurang pada aspek karakteristik penyelidikan ilmiah, fungsi pertanyaan dalam sebuah penelitian, hubungan antara pertanyaan, prosedur dan kesimpulan. Kedua kelompok juga belum memahami tentang bukti ilmiah, alasan memilih prosedur, dan hubungan antara data yang ditemukan dengan penelitian sebelumnya.]]>
<![CDATA[PENERAPAN PENDEKATAN CONCRETE-REPRESENTATIONAL-ABSTRACT (CRA) BERBASIS INTUISI UNTUK MENINGKATKAN KEMAMPUAN ANALOGI MATEMATIK SISWA SMP ]]>
<![CDATA[Azmi, Memen Permata]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i1.655
<![CDATA[In this study, intuition based Concrete-Representational-Abstract (CRA) approach was implemented to investigate studentsâ mathematical analogy ability. Samples were 66 junior high school students in Kampar Regency-Riau, in which they were divided into intuition based-CRA class or Conventional Learning (CL) class. Students were also classified based on their early Mathematical Ability (EMA) into high, medium, and low EMA level. The instruments of this study were daily test and mathematical analogy ability test. Result suggested that mathematical analogy ability of students who used intuition based-CRA approach was better than students who used CL. This result applied to low and medium EMA level but for high EMA level, the enhancement in students who used intuition based-CRA was not better. Therefore, it can be concluded that even though intuition based-CRA affected mathematical analogy ability, this effect might vary among different EMA level.ABSTRAKPada penelitian ini pendekatan Concrete-Representational-Abstract (CRA) berbasis intuisi diterapkan untuk menyelidiki kemampuan analogi matematis siswa. Sampel penelitian adalah 66 siswa sekolah menengah pertama di Kabupaten Kampar-Riau. Siswa dibagi menjadi kelas CRA berbasis intuisi atau kelas Pembelajaran Kon-vensional (CL). Siswa juga dikelompokkan berdasarkan kemampuan awal matematis atau Early Mathematical Ability (EMA) menjadi kelompok tinggi, sedang, dan rendah. Instrumen penelitian adalah tes harian dan tes kemampuan analogi matematis. Hasil menunjukkan bahwa kemampuan analogi siswa yang menggunakan pendekatan CRA berbasis intuisi lebih baik dibandingkan siswa yang menggunakan CL. Hasil ini berlaku bagi kelompok EMA sedang dan rendah, tetapi untuk EMA tinggi, peningkatan pada siswa yang menggunakan CRA berbasis intuisi justru tidak lebih baik. Oleh karena itu, dapat disimpulkan bahwa meskipun CRA berbasis intuisi mempengaruhi kemampuan analogi matematis, efek yang dihasilkan mungkin berbeda berdasarkan tingkat EMA.]]>
<![CDATA[BETWEEN FORMAL AND INFORMAL THINKING: THE USE OF ALGEBRA FOR SOLVING GEOMETRY PROBLEMS FROM THE PERSPECTIVE OF VAN HIELE THEORY ]]>
<![CDATA[Jupri, Al]]>;
<![CDATA[Syaodih, Ernawulan]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i2.817
<![CDATA[This study investigated primary education master program studentsâ problem solving strategies and their for-mal and informal thinking ability when dealing with geometry problems that require the use of algebra in its solution processes. In order to do so, an explorative study through individual written test, observation, and field notes, involving 47 primary education master program students was carried out. The perspective of Van Hiele theory on the development of geometric thought was used to interpret student formal and informal thinking strategy when dealing with geometry problems. The results showed that more than half of the stu-dents used informal rather than formal algebraic strategies in solving geometry problems; when students used algebraic strategies, their work were imperfect as they still made mistakes in applying the strategies. In the light of Van Hiele theory, it can be concluded that studentsâ level of thinking are still in between formal and informal thinking when dealing with geometry problems.]]>
<![CDATA[PENGARUH MODEL WIMBA MENGGUNAKAN MEDIA 3DsMax TERHADAP HASIL BELAJAR DAN PENALARAN LOGIS MAHASISWA CALON GURU BIOLOGI ]]>
<![CDATA[Suprapto, Purwati K]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i2.828
<![CDATA[Model Wimba adalah model pembelajaran berbasis 3D (tiga dimensi). Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Wimba menggunakan media 3Ds Max terhadap hasil belajar dan penalaran logis mahasiswa calon guru biologi pada materi anatomi tumbuhan. Metoda penelitian ini adalah  metoda kuasi eksperimen. Populasinya adalah mahasiswa pendidikan biologi semester III yang mengambil matakuliah anatomi tumbuhan sebanyak 4 kelas. Sedangkan sampel penelitian adalah 1 kelas, yang diambil secara purposive sampling, berjumlah 36 mahasiswa. Proses pembelajaran melalui 3 tahap, yaitu perkuliahan, mahasiswa membuat peta konsep, dan praktikum, mahasiswa melakukan observasi mikroskopis selanjutnya merepresentasikan dalam bentuk 2D dan 3D menggunakan  media 3Ds Max. Peningkatan hasil belajar diperoleh melalui pretes dan postes, kemudian dihitung N-Gain dan penalaran logis diukur pretest dan postes menggunakan test of logical thinking (TOLT). Pengujian hipotesis dilakukan dengan uji Ancova dan data diolah menggunakan SPSS. Hasil penelitian menunjukkan bahwa model wimba dengan media 3Ds Max berpengaruh terhadap hasil belajar,  yaitu peningkatan hasil belajar kategori sedang, dan dapat meningkatkan 4 indikator penalaran logis serta perkembangan intelektual mahasiswa.]]>
<![CDATA[MODEL PEMBELAJARAN KIMIA BERBASIS ETNOSAINS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Arfianawati, Siti]]>;
<![CDATA[Sudarmin, Mr.]]>;
<![CDATA[Sumarni, Woro]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i1.669
<![CDATA[This study investigated Ethnoscience-based Chemistry Learning Model (MPKBE) effect on studentsâ cognitive and critical thinking ability. Samples were eleventh grader in one of senior high schools in Rembang Regency. Pretest and posttest questions about salt hydrolysis were used to measure cognitive and critical thinking ability. Results suggested that cognitive and critical thinking ability postest average and N-Gain in class obtaining MPKBE were higher than in the class obtaining conventional learning. T-test also showed that learning model affecting cognitive and critical thinking ability posttest and N-Gain score (tcalc.>ttable). Enhancement in four critical thinking aspects were categorized as high while one aspect was categorized as moderate. âGiving simple explanationâ aspect was aspect with the highest enhancement with N-Gain value of 0.93. The implementation of MPKBE contribution to cognitive and critical thinking ability enhancements were 40.1% and 17.0%, respectively.ABSTRAKPenelitian ini menyelidiki pengaruh penerapan Model Pembelajaran Kimia Berbasis Etnosains (MPKBE) terhadap kemampuan kognitif dan berpikir kritis siswa. Sampel penelitian adalah siswa kelas XI di salah satu SMA di Kabupaten Rembang. Soal pretes-postes tentang materi hidrolisis garam digunakan untuk mengukur kemampuan kognitif dan berpikir kritis. Hasil penelitian menunjukkan bahwa rerata postes dan N-Gain ke-mampuan kognitif dan berpikir kritis kelas yang memperoleh pembelajaran MPKBE lebih baik daripada kelas yang memperoleh pembelajaran konvensional. Uji t menunjukkan bahwa model pembelajaran berpengaruh terhadap rerata postes dan N-Gain kemampuan kognitif dan berpikir kritis (thitung>ttabel). Peningkatan empat aspek kemampuan berpikir kritis dikategorikan sebagai peningkatan tinggi, sedangkan satu aspek dikategorikan sebagai peningkatan sedang. Aspek berpikir kritis âmemberikan penjelasan sederhanaâ meru-pakan aspek dengan peningkatan paling tinggi dengan nilai N-Gain 0,93. Kontribusi penerapan MPKBE terhadap peningkatan kemampuan kognitif dan berpikir kritis siswa berturut-turut adalah 40,1% dan 17,0%.]]>
<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU ]]>
<![CDATA[Prayogi, Saiful]]>;
<![CDATA[Muhali, Muhali]]>;
<![CDATA[Verawati, Ni Nyoman Sri Putu]]>;
<![CDATA[Asyari, Muhammad]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i2.823
<![CDATA[Teachersâ role in teaching and learning processes as well as 21 centuryâs demands, prompted pre-service teachersâ education program to ensure that pre-service teachers will be able to train critical thinking skills to their respective students because critical thinking is an important skill needed by future learners. We developed Inquiry-Based Active Learning Model (ABI) which was implemented to 34 Physics pre-service teachers in one of Teacher Training Institution (LPTK) in Indonesia. The implemented learning model was able to increase critical thinking skills and decreased the number of pre-service teachers previously categorized in a less critical category. In overall, critical thinking skills enhancement after the implementation of ABI learning model is categorized as moderate. We concluded that to some extent, the developed ABI learning model enhanced physics pre-service teachersâ critical thinking skills.]]>
<![CDATA[PENGARUH PENERAPAN STRATEGI PEER ASSISTED LEARNING (PAL) TERHADAP KEMAMPUAN LITERASI SAINS MAHASISWA DALAM PERKULIAHAN MORFOLOGI TUMBUHAN ]]>
<![CDATA[Diana, Sariwulan]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18269/jpmipa.v21i1.661
<![CDATA[Research on the effect of Peer Assisted Learning (PAL) strategy implementation in Plant Morphology Course, which aims to improve studentsâ scientific literacy has been done. This study used an experimental method, with a quasi experimental pretest posttest control group design. The draft includes a group of students given a pretest (tests performed before PAL treatment) which is then followed by observing the PAL treatment process and posttest. One other student group (control) was observe only by pretest and posttest. The research instruments include a questionnaire to solicit tutor, a set of pretest and posttest questions, tutorial, and questionnaires about student response to the PAL program. Implementation of the PAL strategy significantly affected studentsâ scientific literacy ability (tcalc. > ttable). Studentsâ scientific literacy ability were increased with moderate category (N-gain 0.4) in the experimental class and low category (N-gain 0.1) in the control class. All students respond positively to the PAL strategy.ABSTRAKTelah dilakukan penelitian tentang pengaruh penerapan strategi Peer Assisted Learning (PAL) dalam perkuliahan Morfologi Tumbuhan, yang bertujuan untuk meningkatkan kemampuan literasi sains mahasiswa. Penelitian ini menggunakan metode eksperimen, dengan rancangan quasi eksperimental jenis pretest postest control group design. Rancangan tersebut mencakup satu kelompok mahasiswa yang diberi pretes (tes yang dilakukan sebelum perlakuan PAL) yang kemudian dilanjutkan dengan mengobservasi proses perlakuan PAL dan diakhiri postes. Satu kelompok mahasiswa lainnya (kontrol) hanya diberi pretes dan diakhiri postes. Instrumen penelitian meliputi angket untuk menjaring tutor, seperangkat soal pretes, soal responsi, soal postes dan angket tentang respon mahasiswa terhadap program PAL yang dilakukan. Penerapan strategi PAL berpengaruh signifikan terhadap peningkatan kemampuan literasi sains mahasiswa dalam perkuliahan Morfologi Tumbuhan (thitung > ttabel). Peningkatan literasi sains mahasiswa pada kelas eksperimen termasuk kategori sedang (N-gain 0,4) dan rendah (N-gain 0,1) pada kelas kontrol. Semua mahasiswa merespon positif terhadap startegi PAL yang dilakukan.]]>
