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INDONESIA
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 2502471X     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan (Education Journal: Theory, Research, and Development) is an electronic journal focuses on a scientific article concerning education issues in general published by Graduate School of Universitas Negeri Malang since January 2016.
Arjuna Subject : -
Articles 23 Documents
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Search results for , issue "Vol 3, No 10: OKTOBER 2018" : 23 Documents clear
Kualitas Argumentasi Ilmiah Siswa pada Materi Hukum Newton Adetya Dewi Wardani; Lia Yuliati; Ahmad Taufiq
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 10: OKTOBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.658 KB) | DOI: 10.17977/jptpp.v3i10.11734

Abstract

Abstract: Newton’s Law is a part of many topics that need scientific argumentation skills. The purpose of this research is to identify the student’s argumentation quality in Newton’s Law. This study was performed by means a descriptive quantitative design to find the argumentation quality of 105 high school students in Blitar regency. The results of data analysis showed that most dominant quality of argumentation of the students were arguments consisting of claims versus claims or counter claims in level 1. Furthermore, the students sometimes made a claim based on their improper understanding of Newton’s law.Abstrak: Hukum Newton merupakan salah satu bagian dari banyak materi yang membutuhkan kemampuan berargumentasi ilmiah. Tujuan penelitian ini adalah untuk mengidentifikasi kualitas argumentasi siswa pada materi Hukum Newton. Penelitian ini merupakan penelitian deskriptif kuantitatif untuk menemukan kualitas argumentasi dari 105 siswa SMK & MA di Kabupaten Blitar. Hasil penelitian menunjukkan bahwa kualitas argumentasi siswa paling dominan berada pada Level 1 yaitu argumen yang terdiri dari klaim sederhana dan siswa terkadang membuat klaim yang berdasar pada pemahaman yang kurang tepat terhadap Hukum Newton.
Kapabilitas Siswa SMA Kelas XI dalam Menilai Kemampuan Self-Directed Learning Intan Febry Sulasiwi; Supriyono Koes Handayanto; Wartono Wartono
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 10: OKTOBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (950.417 KB) | DOI: 10.17977/jptpp.v3i10.11733

Abstract

Abstract: The purpose of this descriptive study is to know the consistency of students' assessment of Self-Directed Learning skills. This research is carried out in reference to the research steps of Loeb et al. Both SRSSDL instruments used in the study have reliability Cronbach Alpha 0.933 and 0.942. The results showed that students' assessment of their Self-Directed Learning skills tended to decrease. Students rated their Self-Directed Learning skills as low when learning thermodynamics compared to learning fluid. The percentage of student consistency in assessing their own Self-Directed Learning skills is below 50%. This percentage is in the range of 20.93% to 48.84%. This shows that students' ability in assessing their Self-Directed Learning skills is still low.Abstrak: Tujuan penelitian deskriptif adalah untuk mengetahui konsistensi penilaian siswa terhadap keterampilan Self-Directed Learning. Penelitian ini dilaksanakan mengacu pada langkah-langkah penelitian Loeb dkk. Kedua instrumen SRSSDL yang digunakan dalam penelitian memiliki reliabilitas Cronbach Alpha 0.933. dan 0.942. Hasil penelitian menunjukkan bahwa penilaian siswa terhadap keterampilan Self-Directed Learning mereka cenderung mengalami penurunan. Siswa menilai keterampilan Self-Directed Learning mereka lebih rendah ketika belajar termodinamika dibandingkan ketika belajar fluida. Persentase konsistensi siswa dalam menilai keterampilan Self-Directed Learning berada di bawah 50%. Persentase ini berada pada rentang 20.93% hingga 48.84%. Hal ini menunjukkan bahwa kapabilitas siswa dalam menilai keterampilan Self-Directed Learning masih rendah.
Pengaruh Model Problem Based Learning terhadap Keterampilan Geografi Fiqih Ainal Farah; Budi Handoyo; Syamsul Bachri
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 10: OKTOBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (410.173 KB) | DOI: 10.17977/jptpp.v3i10.11738

Abstract

Abstract: The purpose of this research is to determine the effect of the Problem Based Learning model on geography skills. The subjects of this research were X.4 as the control class, and X.5 as the experimental class in MAN Kota Batu. This research used Quasy Experiment method with nonequivalent design (pretest and posttest) control group. The hypothesis test result by using Two Way Anova. The result was significance value of 0.014. The conclusion was the Problem Based Learning model significantly influenced the students’ geographical skills.Abstrak: Tujuan penelitian ini adalah untuk mengetahui pengaruh model Problem Based Learning terhadap keterampilan geografi. Subjek dari penelitian ini adalah siswa kelas X.4 sebagai kelas kontrol dan X.5 sebagai kelas eksperimen MAN Kota Batu. Penelitian ini merupakan penelitian eksperimen semu (quasy experiment) dengan nonequivalent (pretest-posttest) control group design. Uji hipotesis data menggunakan Two Way Anova dan diperoleh signifikansi 0,014. Dapat disimpulkan bahwa model Problem Based Learning berpengaruh terhadap keterampilan geografi siswa.

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