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Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
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Core Subject : 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.
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Articles 1,938 Documents
Bahan Ajar Teks Eksposisi Berbasis Kearifan Lokal Syaiful Arif Wahyudi; Nurhadi Nurhadi; Yuni Pratiwi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 11: NOVEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.053 KB) | DOI: 10.17977/jptpp.v3i11.11771

Abstract

Abstract: Teaching materials are an important part of the learning process. Teaching materials developed in this research and development are teaching materials in the form of textbooks. The textbooks developed serve as reference material or supplement the main textbooks used in the learning process. The research was aimed to produce exposition text teaching materials based on local wisdom that meet the requirements of (1) valid, (2) systematic, (3) communicative, and (4) interesting. In research and development, expert validation is done to find out the validity of teaching materials. Based on data analysis from the validation of experts, practitioners and students it can be concluded that this teaching material is valid and ready to be implemented.Abstrak: Bahan ajar merupakan bagian penting dalam proses pembelajaran. Bahan ajar yang dikembangkan pada penelitian dan pengembangan ini adalah bahan ajar berupa buku teks. Buku teks yang dikembangkan berfungsi sebagai bahan acuan atau suplemen buku teks utama yang digunakan dalam proses pembelajaran. Penelitian ini bertujuan untuk menghasilkan bahan ajar teks eksposisi berbasis kearifan lokal yang memenuhi syarat (1) valid, (2) sistematis, (3) komunikatif, dan (4) menarik. Pada penelitian dan pengembangan, validasi ahli dilakukan untuk mengetahui kevalidan bahan ajar. Berdasarkan analisis data dari validasi ahli, praktisi, dan peserta didik dapat disimpulkan bahwa bahan ajar ini valid dan siap diimplementasikan.
Multimedia Interaktif pada Pembelajaran Tematik untuk Kelas IV Sekolah Dasar Ade Yama Wahyu Nur Prasetya; Dedi Kuswandi; Sa’dun Akbar
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 11: NOVEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.318 KB) | DOI: 10.17977/jptpp.v3i11.11751

Abstract

Abstract: This research was aimed to produce interactive multimedia that is feasible in terms of validity, practicality, attractiveness, and knowing the level of effectiveness of interactive multimedia developed. The results of this study indicate that interactive multimedia meets the eligibility criteria with the acquisition of an average validity of 80.87%, practicality of 90%, and the attractiveness of 89.25%. The effectiveness of interactive multimedia is said to be effective because there are significant differences in the value of the pretest before using interactive multimedia with posttest after using interactive multimedia. Abstrak: Penelitian ini bertujuan untuk menghasilkan multimedia interaktif yang layak dari segi kevalidan, kepraktisan, kemenarikan, dan mengetahui tingkat keefektifan multimedia interaktif yang dikembangkan. Hasil penelitian ini menunjukkan bahwa multimedia interaktif memenuhi kriteria layak dengan perolehan rata-rata kevalidan sebesar 80,87%, kepraktisan 90%, dan kemenarikan 89,25%. Tingkat efektivitas multimedia interaktif dikatakan efektif karena terdapat perbedaan signifikan nilai pretest sebelum menggunakan multimedia interaktif dengan posttest sesudah menggunakan multimedia interaktif.
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.
Instrumen Asesmen Berbasis Higher Order Thinking Skills dengan Memanfaatkan Kumpulan Cerpen Filosofi Kopi untuk Kelas X Annisa Zainal; Endah Tri Priyatni; Nita Widiati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 12: DESEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.706 KB) | DOI: 10.17977/jptpp.v3i12.11794

Abstract

Abstract: This research was aimed to produce a product in the form of a Higher Order Thinking Skills-based assessment instrument by utilizing a Filosofi Kopi short stories collection for class X. This product was developed with attention to the aspects of content, language, and display design. The development model used was the O'Malley & Pierce model. Based on the product test results, it was concluded that (1) this assessment instrument was classified as very feasible and could be implemented, and (2) the assessment instrument was classified as reliable because the reliability coefficient obtained was greater than 0.006.Abstrak: Penelitian ini bertujuan untuk menghasilkan produk berupa instrumen asesmen berbasis Higher Order Thinking Skills dengan memanfaatkan kumpulan cerpen Filosofi Kopi untuk kelas X. Produk ini dikembangkan dengan memperhatikan aspek isi, kebahasaan, dan desain tampilan. Model pengembangan yang digunakan adalah model O’Malley & Pierce. Berdasarkan hasil uji produk, disimpulkan bahwa (1) instrumen asesmen ini tergolong sangat layak dan dapat diimplementasikan, dan (2) instrumen asesmen tergolong reliabel karena koefisien reliabilitas yang diperoleh lebih besar dari 0,006.
Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Siswa Kelas III Puji Rahayu Ningsih; Arif Hidayat; Sentot Kusairi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 12: DESEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (707.372 KB) | DOI: 10.17977/jptpp.v3i12.11799

Abstract

Abstract: This research was aimed to determine the improvement of the result of critical thinking skills and student learning outcomes when applied Problem Based Learning model on Theme 7 Energy and It’s Changes. This research is a Classroom Action Research which carried out 3 cycles and each cycle was held as many as 2 times meeting. The subjects of this study are the grade students, consisting of 9 male students and 12 female students SDI Klojen Kidul in the second semester of the academic year 2017/2018. Data from this research were obtained from tests, observations, and field notes. The results of this research dicate an increase in critical thinking ability from 63.49% in the cycleI to 76.98% in cycle II and increased to 84.12% in cycles III. Attitude learning outcames increased from 47,62% in cycle I to 85,71%, in cycle II and at cycle III 95,23%. Knowledge learning outcames increased during learning three cycles, in cycle I 47,62%, at cycle II 76, 19%, and at cycle III 80,95%. Skill learning outcame have a significant improvement in cycle II. In the first cycle of 52.38%, cycle II 95.21%, and cycle III 76.19%. Abstrak: Penelitian ini bertujuan untuk mengetahui peningkatan hasil kemampuan berpikir kritis dan hasil belajar siswa saat diterapkan model Problem Based Learning pada Tema 7 Energi dan Perubahannya. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan sebanyak tiga siklus dan masing-masing siklus dilaksanakan sebanyak dua kali pertemuan. Subjek penelitian ini adalah siswa kelas III, terdiri dari 9 siswa laki-laki dan 12 siswa perempuan SDI Klojen Kidul pada semester II tahun pelajaran 2017/2018. Data dari penelitian ini diperoleh dari tes, observasi, dan catatan lapangan. Hasil penelitian ini menunjukkan adanya peningkatan kemampuan berpikir kritis dari 63,49% pada siklus I menjadi 76,98% pada siklus II dan meningkat menjadi 84,12% pada sikus III. Hasil belajar sikap meningkat dari 47,62% pada siklus I menjadi 85,71%, pada siklus II, dan pada siklus III 95,23%. Hasil belajar pengetahuan meningkat selama belajar tiga siklus, pada siklus I 47,62%, pada siklus II 76, 19%, dan pada siklus III 80,95%. Hasil belajar keterampilan mengalami peningkatan yang signifikan pada siklus II. Pada siklus I sebesar 52,38%, siklus II 95,21%, dan  siklus III 76,19%.
Pengaruh Strategi Inkuiri Terbimbing dan Kolb’s Learning Style terhadap Kemampuan Berpikir Tingkat Tinggi Putri, Pristy Nandya; Subandi, Subandi; Munzil, Munzil
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 12: DESEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (48.547 KB) | DOI: 10.17977/jptpp.v3i12.11800

Abstract

Abstract: This research was aimed to (1) determine the influence of guided inquiry strategy against high-level thinking skills of students and (2) determine the influence of learning styles diverging, assimilating, accommodating, and converging towards a high level thinking skills of students. This research is a quasy experiment. Before starting learning, students were given learning style questionnaires by David Kolb. Students' high level thinking skill was measured through using validated HOTS instruments in the form of 20 multiple choice questions and 5 description questions including analytical skills (C4), evaluation (C5) and synthesis (C6). The results of this research showed that: (1) there was the influence of guided inquiry strategy on high-level thinking skills of students, (2) there was no effect of assimilating, accommodating, diverging and converging learning style towards a high level thinking skills of students, and (3) the students with diverging and assimilating learning styles have a positive response toward guided inquiry learning strategies, while students with accommodating learning styles had a positive response to verification learning.Abstrak: Penelitian ini bertujuan untuk (1) mengetahui adanya pengaruh strategi inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa dan (2) mengetahui adanya pengaruh gaya belajar diverging, assimilating, accommodating, dan converging terhadap kemampuan berpikir tingkat tinggi siswa. Penelitian ini merupakan penelitian eksperimen semu. Sebelum memulai pembelajaran, siswa diberikan angket gaya belajar yang dikembangkan oleh David Kolb. Kemampuan berpikir tingkat tinggi siswa diukur menggunakan instrumen HOTS tervalidasi yang berupa soal 20 pilihan ganda dan 5 soal uraian mencakup kemampuan analisis (C4), evaluasi (C5) dan sintesis (C6). Hasil penelitian menunjukkan bahwa (1) ada pengaruh strategi Inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa, (2) tidak ada pengaruh gaya belajar assimilating, accommodating, diverging, dan converging terhadap kemampuan berpikir tingkat tinggi siswa, dan (3) siswa dengan gaya belajar diverging dan assimilating memiliki respon positif terhadap strategi pembelajaran inkuiri terbimbing, sedangkan siswa dengan gaya belajar accommodating memiliki respon positif terhadap pembelajaran verifikasi.
Penerapan Pembelajaran Tematik Terpadu di Sekolah Dasar Novika Auliyana Sari; Sa’dun Akbar; Yuniastuti Yuniastuti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 12: DESEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.623 KB) | DOI: 10.17977/jptpp.v3i12.11796

Abstract

Abstract: This research was aimed to describe the planning, implementation, assessment, obstacles, efforts, and impacts in the application of integrated thematic learning in SDN Purwoasri 2 and SDN Mranggen in Kediri. This research is a qualitative descriptive. The data of this study were collected through observation, interview and document study. The results showed (1) lesson planning, teachers successfully designed lesson plans covering all components of curriculum 2013, (2) implementation, the teacher used thematic by integrating subjects on basic competencies and learning activities using a scientific approach, (3) assessment, including knowledge, attitudes and skills, (4) obstacles, the limited time in designing lesson plans, lack of teaching variation, difficulties in stimulating questioning activities, limited facilities and assessment, (5) efforts, the teacher prepares lesson plans, variations in learning, uses the media and the surrounding environment, follows the KKG on assessment, (6) the impact of knowledge is lower than students' skills and attitudes.Abstrak: Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, penilaian, hambatan, upaya, dan dampak pembelajaran tematik terpadu di SDN Purwoasri 2 dan SDN Mranggen. Penelitian menggunakan deskriptif kualitatif. Teknik pengumpulan data menggunakan observasi, wawancara, dan studi dokumen. Hasil penelitian (1) perencanaan, guru membuat RPP sesuai komponen Kurikulum 2013, (2) pelaksanaan, guru memadukan KD pada mata pelajaran (tematik) melalui pendekatan saintifik, (3) penilaian, mencakup pengetahuan, sikap, dan keterampilan, (4) hambatan, alokasi waktu membuat RPP, variasi belajar, kegiatan menanya, sarana prasarana dan penilaian masih kurang, (5) upaya, guru menyusun RPP, variasi belajar, menggunakan media dan lingkungan sekitar, mengikuti KKG tentang penilaian, (6) dampak pengetahuan lebih rendah dibandingkan keterampilan dan sikap siswa.
Kemampuan Berpikir Kritis dan Penguasaan Konsep Siswa dengan Problem Based Learning pada Materi Sifat Cahaya Rahmah Kumullah; Ery Tri Djatmika; Lia Yuliati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 12: DESEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (318.303 KB) | DOI: 10.17977/jptpp.v3i12.11798

Abstract

Abstract: This research was aimed to strengthen the influence of PBL models on the ability of critical thinking and mastery of the concept of IPA class IV on the material properties of light. This research type is quasy experiment with pretest posttest control group design. The number of IVA and IVB students is 31. The instrument used in the research is the test of critical thinking ability in the form of essay and the question of mastering the concept of IPA in the form of multiple choice. This study obtained the results that the ability of student to predict students` concept of science is higher than the conventional model.Abstrak: Tujuan penelitian ini untuk menguji adanya pengaruh model PBL terhadap kemampuan berpikir kritis dan penguasaan konsep IPA kelas IV pada materi sifat-sifat cahaya. Penelitian menggunakan jenis quasy experimen dengan pretest-posttest. Jumlah siswa kelas IVA dan IVB adalah 31. Instrumen pengukuran yaitu soal tes kemampuan berpikir kritis berupa esai dan soal tes penguasaan konsep IPA berupa pilihan ganda. Penelitian ini memperoleh hasil bahwa kemampuan berpkir krits dan pengasaan konsep IPA siswa yang menerapkan model PBL lebih tinggi dibanding dengan yang dibelajarkan model konvensional.
Kesulitan Mahasiswa Dalam Memahami Konsep Kinematika Gerak 1 Dimensi Abu Zainuddin; Sentot Kusairi; Siti Zulaikah
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 1: JANUARI 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (547.577 KB) | DOI: 10.17977/jptpp.v4i1.11854

Abstract

Abstract: This study aims to reveal the difficulties of students in understanding the concept of 1 Dimensional motion kinematics. The research subjects were 38 undergraduate students of UNESA Physics Education semester V class A. The research method used a survey using instruments in the form of 20 reasoned multiple choice questions on the topic of Newtonian Mechanics. In this article the discussion is focused on questions number 2 and number 4 because it indicates the difficulties of students in understanding the concept of 1-dimensional kinematics. From the results of the analysis of the reasons for student answers it is known that students experience difficulties, namely, difficulties in distinguishing position, displacement or distance; difficulty interpreting negative acceleration and is always considered a slowdown.Abstrak: Penelitian ini bertujuan untuk mengungkap kesulitan mahasiswa dalam memahami konsep kinematika gerak 1 Dimensi. Subjek penelitian adalah 38 mahasiswa S1 Pendidikan Fisika UNESA semester V kelas A. Metode penelitian menggunakan survei dengan menggunakan instrumen berupa 20 soal pilihan ganda beralasan pada topik Mekanika Newton. Pada artikel ini pembahasan difokuskan pada soal nomor 2 dan nomor 4 karena mengindikasikan kesulitan mahasiswa dalam memahami konsep kinematika 1 dimensi. Dari hasil analisis alasan jawaban mahasiswa diketahui bahwa mahasiswa mengalami kesulitan yakni, kesulitan dalam membedakan posisi, perpindahan atau jarak; kesulitan memaknai percepatan negatif  dan selalu dianggap sebagai perlambatan.
Kemampuan Pemecahan Masalah Siswa pada Materi Suhu dan Kalor melalui Experiential Learning Berbasis Fenomena Prima Warta Santhalia; Lia Yuliati; Hari Wisodo
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 2: FEBRUARI 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (607.164 KB) | DOI: 10.17977/jptpp.v4i2.11934

Abstract

Abstract: This research was aimed to describe problem solving skill in Experiential Learning based on the phenomenon, particularly about heat and temperatur. This study was conducted using mix method approach with embedded experimental model research design. The data were collected through pretest and posttest using test and interview. The result of N-Gain Score calculation showed that there are increase in student’s skill on solving problem about temperature and calorie is in moderate category, and the result of d-cohen effect size is in moderate category. At the same time the result of qualitative calculation on student solving skill showed there are 9,4% students in low category, 53,1% student in medium category, and 37,5% student are in high category after experiencing phenomenon based Experimental Learning. Student’s skill in problem solving has to be practiced more intensively using real-life problem in daily life.Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah siswa dalam pembelajaran Experiential Learning berbasis fenomena terutama pada suhu dan kalor. Penelitian ini menggunakan pendekatan mix method dengan desain penelitian embedded experimental model. Data dikumpulkan melalui pretest dan posttest menggunakan tes dan wawancara. Hasil perhitungan N-Gain score menunjukkan adanya peningkatan kemampuan siswa dalam memecahkan suhu dan kalor dalam kategori sedang dan hasil perhitungan d-cohen effect size dalam kategori sedang. Sementara itu, hasil perhitungan kualitatif kemampuan pemecahan masalah siswa melalui crosstabulation menunjukkan sebanyak 9,4% siswa berada pada kategori rendah, 53,1% siswa pada kategori sedang, dan 37,5% siswa pada kategori tinggi setelah mengalami Experiential Learning berbasis fenomena. Kemampuan pemecahan masalah siswa perlu dilatih lebih intensif menggunakan masalah nyata dalam kehidupan sehari-hari.

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