Articles
448 Documents
<![CDATA[Availability and Utilisation of Science Laboratory Facilities on Science Teacher-Trainees’ Pedagogical Content Knowledge in Science ]]>
<![CDATA[Nelson Mandela Anane]]>;
<![CDATA[Vincent Anum Ankamah-Lomotey]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol 13, No 1 (2023): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2023.13.1.15340
<![CDATA[This study assessed final-year science teacher-trainee perceptions of the impact of the availability and utilization of laboratory facilities on science students' pedagogical content knowledge (PCK) in science at Accra and Ada Colleges of Education. This research was motivated by an initial study that stated that the majority of junior high school science teachers were unable to teach science effectively so it was easier for students to understand. This research used a quantitative approach with a cross-sectional descriptive survey design involving 62 intern teachers, 15 science tutors, and two school principals. The research instrument (tutor and teacher questionnaire) was declared suitable for use after a slight revision with the Validity and Reliability scores of 0.84 and 0.86. The research revealed that final-year science teacher candidates at the Accra College of Education were of the opinion that the availability and utilization of laboratory facilities had a moderate but neutral impact on PCK in science, in contrast to the results of research by science teachers at Ada College which stated that the availability and use of Laboratory facilities have a high and positive impact on PCK Science. It is recommended that science tutors engage science trainee teachers in efficient hands-on activities, and also focus on on-campus and off-campus practicums to develop the training of PCK science trainee teachers.Keywords: Laboratory Facilities, Science Teacher-Trainees, Pedagogical Content Knowledge (PCK in Science, Impact of Availability and UtilisationStudi ini menilai persepsi guru-peserta pelatihan sains tahun terakhir tentang dampak ketersediaan dan pemanfaatan fasilitas laboratorium terhadap pengetahuan konten pedagogis siswa sains (PCK) dalam sains di Accra dan Ada Colleges of Education. Penelitian ini dilatarbelakangi oleh penelitian awal yang menyatakan bahwa sebagian besar guru IPA SMP belum mampu mengajarkan IPA secara efektif sehingga lebih mudah dipahami oleh siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei deskriptif cross-sectional yang melibatkan 62 orang guru magang, 15 orang tutor IPA, dan dua orang kepala sekolah. Instrumen penelitian (angket tutor dan guru) dinyatakan layak digunakan setelah dilakukan sedikit revisi dengan skor Validitas dan Reliabilitas sebesar 0,84 dan 0,86. Hasil penelitian mengungkapkan bahwa calon guru IPA tingkat akhir di Accra College of Education berpendapat bahwa ketersediaan dan pemanfaatan fasilitas laboratorium berdampak sedang namun netral terhadap PCK bidang IPA, berbeda dengan hasil penelitian guru IPA di Ada College yang menyatakan bahwa ketersediaan dan pemanfaatan fasilitas Laboratorium memberikan dampak yang tinggi dan positif terhadap PCK Sains. Disarankan agar tutor sains melibatkan guru peserta pelatihan sains dalam kegiatan praktik langsung yang efisien, dan juga fokus pada praktik di dalam kampus dan di luar kampus untuk mengembangkan pelatihan guru peserta pelatihan sains PCK.]]>
<![CDATA[Development of Learning Media Based on PLORA Animation Videos on Students’ Thinking Skills Social Arithmetic Material Class VII Junior High School ]]>
<![CDATA[Annisa Kinanthi Sari]]>;
<![CDATA[Hesti Rahmasari*]]>;
<![CDATA[Supardi Uki Sajiman]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol 13, No 1 (2023): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2023.13.1.16367
<![CDATA[ The laziness and coverage of the material as well as the boredom of students when watching learning videos need a solution. This study aims to develop PLORA animated video-based learning media on students' thinking skills of class VII social arithmetic material. This research applies Research and Development (RD) research and development procedures by applying the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This media was developed with 3D animation video PLORA software to improve students' thinking skills. The research was conducted at SMPN 20 South Tangerang City. The practicality test of PLORA animation-based learning media was analyzed through a small class test with 5 students and a large class test with 28 students and 1 mathematics teacher. The results showed that the average validity test score by material and media experts was 83.76% and 92.37% so that overall validation obtained very valid criteria. The results of the small class trial showed a positive response from the subject and the results of the large class trial students obtained a score of 85.11% with very practical criteria and the teacher obtained a score of 80% with practical criteria. The development of PLORA animated video-based learning media on students' thinking skills in class VII junior high school social arithmetic material can be said to be valid and practical to be applied in the implementation of the mathematics learning process.Keywords: Learning Media, Animated Video, Social Arithmetic Material Rasa malas dan cakupan materi yang banyak serta kebosanan siswa pada saat menonton video pembelajaran perlu suatu solusi. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis video animasi PLORA pada kemampuan berpikir siswa materi aritmatika sosial kelas VII. Penelitian ini menerapkan prosedur penelitian dan pengembangan Research and Development (RD) dengan mengaplikasikan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Media ini dikembangkan dengan video animasi 3D software PLORA untuk meningkatkan kemampuan berpikir siswa. Penelitian dilaksanakan di SMPN 20 Kota Tangerang Selatan. Uji kepraktisan media pembelajaran berbasis animasi PLORA dianalisis melalui uji kelas kecil dengan 5 siswa dan uji kelas besar dengan 28 siswa dan 1 guru matematika. Hasil penelitian menunjukkan bahwa rata-rata skor uji kevalidan oleh ahli materi dan media sebesar 83,76% dan 92,37% sehingga secara keseluruhan validasi memperoleh kriteria sangat valid. Hasil uji coba kelas kecil menunjukkan respon yang positif dari subjek dan hasil uji coba kelas besar siswa memperoleh skor 85,11% dengan kriteria sangat praktis dan guru memperoleh skor 80% dengan kriteria praktis. Pengembangan media pembelajaran berbasis video animasi PLORA pada kemampuan berpikir siswa materi aritmatika sosial kelas VII SMP dapat dikatakan valid dan praktis untuk diterapkan dalam pelaksanaan proses pembelajaran matematika.]]>
<![CDATA[Development Of Light And Optics Learning Multimedia Oriented Students Creative Thinking Skill ]]>
<![CDATA[Pajrina Auliyak]]>;
<![CDATA[Dwi Wiwik Ernawati]]>;
<![CDATA[Wilda Syahri]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol 13, No 1 (2023): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2023.13.1.13166
<![CDATA[Learning in the 21st century, teachers are required to be able to equip students with creative thinking skills. Achieving creative thinking skills can be supported by the use of multimedia. The purpose of this study is to develop learning multimedia on light and optical devices that are oriented towards students' creative thinking skills that can be used in both online and offlinelearning processes. This development research uses the Hanaffin and Peck development model which consists of three stages, namely needs analysis, design and development or implementation. Data collection was carried out using a questionnaire instrument and students' creative thinking pretest-posttest questions. The research sample consisted of 18 students at MTs Nurul Islam Batang Hari. The results showed that the multimedia is feasible and practical to develop valid for use as shown by the results of material validation with a percentage of 96.53 in the very valid category and media validation with a percentage of 91.54 in the very valid category. Multimedia is categorized as practical to use, shown in the results of the teacher's assessment, which is 90.4% in the very practical category. as well as being very effective inimproving creative thinking skills as shown by the N-Gain value which is 0.84 in the high category. It is hoped that future researchers will be able to implement this multimedia development into experimental research or classroom action research so that it can produce a more accurate effect on multimedia which can improve students' creative thinking skillsKeywords: Creative Thinking, Development, Multimedia and Light and Optics. Pembelajaran pada abad 21, Guru dituntut untuk mampu membekalisiswa dengan keterampilan berpikir kreatif. Pencapaian keterampilan berpikir kreatif dapat didukung dengan penggunaan multimedia.Tujuan dari penelitian ini adalah untuk mengembangkan multimedia pembelajaran pada materi cahaya dan alat optik berorientasi keterampilan berpikir kreatif siswa yang dapat digunakandalam proses pembelajaran baik secara daring atau luring. Penelitian pengembangan ini menggunakan model pengembangan Hanaffin and Peck yang terdiri dari tiga tahap yaitu analisis kebutuhan, desain dan pengembangan atau implementasi. Pengumpulan data dilakukan dengan menggunakan instrument angket dan soal pretest-posttest berpikir kreatif siswa. Sampel penelitian terdiri dari 18 siswa di MTs Nurul Islam Batang Hari. Hasil penelitian menunjukkan bahwa multimedia tersebut layak dan praktis untuk dikembangkan valid untuk digunakan ditunjukkan dengan hasil validasi materi dengan persentase 96,53 berada pada kategori sangat valid dan validasi media dengan persentase 91,54 berada pada kategori sangat valid. Multimedia dikategorikan praktis digunakan ditunjukkan pada hasil penilaian guru yaitu senilai 90,4 % berada pada kategori sangat praktis. serta sangat efektifdalam meningkatkan keterampilan berpikir kreatif ditnjukkan dengan nilai N-Gain yang 0,84 kategori tinggi. Diharapkan kepada peneliti selanjutnya agar dapat mengimplementasikan pengembangan multimedia ini kedalam penelitian eksperimen atau penelitian Tindakan kelas sehingga dapat menghasilkan pengaruh yang lebih akurat mengenai multimedia yang dapat meningkatkan keterampilan berpikir kreatif siswa.]]>
<![CDATA[Building Sustainable Minds: The Role of ESD Integration in Ninth-Grade on Environmental Issues ]]>
<![CDATA[Sihombing, Rizky Agassy]]>;
<![CDATA[Muslim, Muslim]]>;
<![CDATA[Rahman, Taufik]]>;
<![CDATA[Anwar, Sjaeful]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2024.14.1.18853
<![CDATA[Education for Sustainable Development (ESD) is an integral part of achieving the three pillars of human development: social development, economic growth, and environmental preservation. ESD is a global initiative that encompasses broader issues than those addressed solely by the Indonesian Government a collective responsibility to foster ESD as a fundamental value for current and future generations. This study employed a descriptive research method, using a sustainability awareness questionnaire adapted from Hassan et al. The study aimed to comprehensively assess sustainability awareness among 53 ninth-grade students at SMPN 17 Medan. The primary objective was to outline and categorize the profile of sustainability awareness, focusing on emotional, behavioral, and practical dimensions, while also examining gender differences. Data were systematically analyzed using a Likert scale and validated instruments, aligned with sustainability awareness indicators. The results indicated a high level of sustainability awareness, with emotional awarenessat 89.6%, followed by behavioral and attitude awareness at 82.1%. However, practical awareness was at 66.4%, indicating a potential area for improvement. Female students demonstrated higher awareness (85.7%) compared to male students (73.0%). These findings highlight the need for targeted educational interventions to enhance practical sustainability awareness and ensure equitable participation among all students.]]>
<![CDATA[Educative Web-Based Virtual as a Learning Media For Training Scientific Attitude In High School Student ]]>
<![CDATA[Haka, Nukhbatul Bidayati]]>;
<![CDATA[Sari, Maycha Erliana]]>;
<![CDATA[Masya, Hardiyansyah]]>;
<![CDATA[Rakhmawati, Ismi]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2024.14.1.20511
<![CDATA[Media is important in learning, especially with the development of science and technology. This study aims to design and develop a virtual laboratory based on web education as a learning media and to train the scientific attitudes of high school students. The type of research used in Research and Development (R&D) refers to the nine stages of Borg and Gall. The feasibility test of web education uses a validation questionnaire of material experts, language experts, media experts, and educator response questionnaires. The study results showed that material experts comprised 87.5%, language experts comprised 94%, media experts comprised 91.5%, and educator response questionnaires comprised 85.33%. So, web-educative biology is a very feasible category. The effectiveness of the media in training scientific attitudes is known to have an average n-gain value of 0.59 (moderate) for the experimental class and 0.39 (moderate) for the control class. Based on the results of the t-independent test, a sig of 0.00 <α value (0.05) was obtained, which means that H1 is accepted and H0 is rejected. It is concluded that the web-based educational Virtual Laboratory is effective in training the scientific attitudes of high school students and is suitable for use as a biology learning medium.]]>
<![CDATA[Analysis Of Student Positioning In Group Discussions On The Material Of Functional Relations To Students Activeness ]]>
<![CDATA[Jennah, Mufliatul]]>;
<![CDATA[Subanji, Subanji]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2024.14.1.21058
<![CDATA[Group discussions are an effective teaching method for enhancing collaboration and student understanding through social interaction. In this process, each group member not only contributes ideas but also actively positions themselves within the group's social structure. Positioning theory explains that the position one adopts during interactions, whether consciously or unconsciously, influences roles, power, and the dynamics of the discussion, ultimately affecting the outcomes and contributions of each member. This research aims to describe the patterns of student positioning in group discussions on the topic of function relations. The research method employed is qualitative descriptive. Data were collected by recording group discussion-based learning over four sessions, then two groups were selected for further analysis of the interactions during the discussions. Positioning theory demonstrates how students position themselves based on the interactions during group discussions. The research reveals that novice students tend to participate passively, facilitator students play a role in providing for the needs of the discussion, while expert students often make statements to provide information. There is a change in student positioning from expert to beginner, beginner to expert, facilitator to beginner, and beginner to facilitator. Additionally, some expert students and facilitator students consistently maintain their respective positions.]]>
<![CDATA[Mapping Research Trends In Teaching And Learning Trajectories In Science Learning ]]>
<![CDATA[Nugraha, Abdurrohman Khotim]]>;
<![CDATA[Rochman, Chaerul]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2024.14.1.21216
<![CDATA[One of the success factors of science learning is determined by the teacher's role in designing learning. A good learning design at least contains three aspects that are mutually sustainable, namely teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment. This study aims to map research trends related to teaching and learning trajectory and authentic assessment in science learning. The method used was bibliometric analysis. The sample of articles used amounted to 662 Scopus indexed articles within the last five years. The results of the analysis were then mapped using VOSviewer to show the connections, patterns, correlations and density of research on the topics studied. The mapping results show that not much research has been conducted on teaching and learning trajectories and authentic assessment in science learning over the past five years. Thus, the results of this study are expected to provide a comprehensive picture of the development of research on teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment and its implications for educators and or future researchers in designing more effective and innovative science learning designs in the future.]]>
<![CDATA[The Effectiveness of Problem-Based Learning on Ecosystem Content toward Critical Thinking in Terms of Students' Metacognitive Awareness ]]>
<![CDATA[Wiono, Wisnu Juli]]>;
<![CDATA[Siregar, Yessica Solafide]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2024.14.1.22440
<![CDATA[This research aims to determine the effect of applying the PBL model on students' critical thinking abilities and to describe students' critical thinking abilities on the interaction of living things and their environment in terms of metacognitive awareness. The design in this research is a quasi-experiment using the Pretest-Posttest Control Group Design technique. Samples were taken using purposive sampling technique. Metacognitive awareness data was obtained through the Metacognitive Awareness Inventory (MAI) questionnaire which was analyzed descriptively. The population of this research was class VII students at SMPN 43 Bandar Lampung with a sample of 27 class VII 1 students as the experimental class and 25 class VII 2 students as the control class. The average N-Gain value for the experimental class was 0.65, the "medium" criterion. The N-Gain homogeneity test is Sig.0.250> 0.05. Test the hypothesis with the Sig value. (2-tailed) 0.00 < 0.05. The effect size test result was 1.18 with the criteria "large". Based on these results, it shows that the use of the PBL model is effective in improving students' critical thinking skills on the interaction of living things and their environment. The results of the analysis between metacognitive awareness and critical thinking skills descriptively show that more than half of the students who are at the 'developed' metacognition level consist of students who are in the medium and high critical thinking categories.]]>
<![CDATA[Development of Ludo Math Props to Improve Student Learning Interest in Logarithm Material ]]>
<![CDATA[Rahmawati, Tia]]>;
<![CDATA[Zalisca, Zelvy Salsabila]]>;
<![CDATA[Mahera, Pipit]]>;
<![CDATA[Ramandhika, Muhammad Fauzan]]>;
<![CDATA[Susanti, Elsa]]>;
<![CDATA[Meryamsumayeka, Meryamsumayeka]]>;
<![CDATA[Zulkardi, Zulkardi]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2024.14.1.22486
<![CDATA[This study aims to develop learning media in the form of LUDO MATH that can increase student interest in learning Logarithms. This type of research is R & D using the ADDIE development model which consists of analysis, design, development, implementation, and evaluation. Data collection in this study was carried out by means of observation and interviews. Descriptive analysis is used to describe the results of the development of LUDO MATH from the analysis to evaluation stage. The results of the material expert validation showed that LUDO MATH media obtained a percentage of 80% in the valid category. While the results of the media expert validation obtained a percentage of 80% with a valid category. For the assessment of the practicality of teaching aids seen from the results of the assessment by teachers and students. Where the results of the assessment by the teacher obtained a percentage of 76.67% with a practical category, while the results of the assessment by students obtained a percentage of 84.55% with a very practical category. To see the effectiveness of teaching aids, it is seen from the results of observations during the trial and supported by the results of interviews on the trial subjects. The results showed that the LUDO MATH learning media developed proved to be valid, effective, and practical so that the use of this media can be an alternative for teachers in increasing student interest in learning Logarithms.]]>
<![CDATA[Local Knowledge in the Digital Age: Developing an E-Module on Bali Tribe's Traditional Medicinal Plants in Tawang Rejo Village for Class X ]]>
<![CDATA[Nurhidayah, Muhammad Gading]]>;
<![CDATA[Jumiarni, Dewi]]>;
<![CDATA[Yennita, Yennita]]>
<![CDATA[ Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA ]]>
Publisher : <![CDATA[Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/phen.2024.14.1.23079
<![CDATA[The electronik modul (e-module) is a digital learning resource designed to enhance the educational experience. However, at SMA 06 Seluma, there is a noticeable lack of electronic teaching materials, particularly those based on local environmental content, like biodiversity. This study aims to develop a biodiversity e-module that draws from the surrounding environment. The development process followed the 4-D model, which includes four stages: defining, designing, developing, and disseminating. The research involved interviews and observations of medicinal plants. The findings identified 37 species of medicinal plants across 22 families utilized by the Bali tribe in Tawang Rejo Village. Validation results for the e-module were positive: content experts rated it 92% "highly suitable," media experts rated it 97.9% "highly suitable," and practical experts gave it a 94.3% "highly suitable" rating. Additionally, the readability test with students from class X Science 1 at SMA 6 Seluma resulted in a 97% "excellent" rating. These outcomes suggest that the medicinal plant biodiversity e-module is a valuable and effective supplementary learning tool for students.]]>
