Articles
<![CDATA[PENGEMBANGAN KETERAMPILAN GENERIK SAINS MELALUI PENGGUNAAN MULTIMEDIA INTERAKTIF ]]>
<![CDATA[Agustin, Rika Rafikah]]>
<![CDATA[ Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 18, No 2 (2013): Jurnal Pengajaran MIPA ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v18i2.58
<![CDATA[Studi ini dilakukan untuk mengembangkan keterampilan generik sains siswa SMA kelas XI melalui pembelajaran kimia berbasis multimedia interaktif. Dalam studi ini dikembangkan suatu perangkat lunak pembelajaran pada topik Interaksi Antar Molekul yang kemudian diimplementasikan dalam pembelajaran kimia di kelas yang dilengkapi dengan perangkat komputer. Subjek dalam penelitian ini adalah 33 orang siswa SMA kelas XI di sebuah SMA negeri di Bandung yang sedang mengikuti pembelajaran kimia pada topik interaksi antar molekul. Multimedia interaktif yang dikembangkan dalam pembelajaran ini memuat lima keterampilan generik sains diantaranya yaitu: membangun konsep, pemodelan, logical frame, pengamatan tidak langsung dan hukum sebab akibat. Untuk mengukur peningkatan keterampiln generik sains siswa sebelum dan sesudah pembelajaran, digunakan metode penelitian kuasi eksperimen one group pretest-postest design. Hasil analisis menggunakan uji t membuktikan bahwa kelima keterampilan generik sains siswa mengalami peningkatan yang signifikan. Keterampilan generik sains yang mengalami peningkatan paling tinggi pada pembelajaran ini adalah keterampilan pemodelan sedangkan keterampilan generik sains yang mengalami peningkatan terendah adalah keterampilan tentang hukum sebab akibat. Kata Kunci : keterampilan generik sains, multimedia interaktif, pembelajaran kimia, interaksi antar molekul]]>
<![CDATA[The Effect of Brainstorming on Students’ Creative Thinking Skill in Learning Nutrition ]]>
<![CDATA[Hidayanti, Winda Ismi]]>;
<![CDATA[Rochintaniawati, Diana]]>;
<![CDATA[Agustin, Rika Rafikah]]>
<![CDATA[ Journal of Science Learning Vol 1, No 2 (2018): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v1i2.8738
<![CDATA[This research investigated the effect of brainstorming on students’ creative thinking skills in learning nutrition. The method that was used in this research is quasi-experimental with a pretest-posttest design. The sample was taken by purposive sampling technique where one group was assigned to the experimental group (n=25 students) and the other one group was assigned to the control group (n=25 students). The population was 7th-grade students in Islamic International School in Bandung. The quantitative data in this research was obtained from objective test and verbal TTCT (Torrance Test of Creative Thinking), while the qualitative data was obtained from observation sheet. The findings of the study showed that there are statistically significant differences between experimental and control group in creative thinking skills test with the score of 0.000. The result is in the favor of the experimental group, indicating the effectiveness of brainstorming in developing students’ creative thinking skills in learning nutrition.]]>
<![CDATA[The Effect of Multiple Intelligence-Based Learning Towards Students’ Concept Mastery and Interest in Matter ]]>
<![CDATA[Pratiwi, Wida Nur W]]>;
<![CDATA[Rochintaniawati, Diana]]>;
<![CDATA[Agustin, Rika Rafikah]]>
<![CDATA[ Journal of Science Learning Vol 1, No 2 (2018): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v1i2.8739
<![CDATA[This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pretest-posttest design was used in this research towards a sample which was according to the suitable  situation of the research sample, n = 13 students of the 7th grade in Nusa Laila Puteri  School in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pretest and posttest, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.]]>
<![CDATA[PRE-SERVICE SCIENCE TEACHERSâ READINESS TO INTEGRATE TECHNOLOGY (AN EXPLORATION TOWARD TPACK IN PRELIMINARY PRACTICAL CONTEXT) ]]>
<![CDATA[Agustin, Rika Rafikah]]>;
<![CDATA[Liliasari, Liliasari]]>
<![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 ]]>
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DOI: 10.18269/jpmipa.v21i2.830
<![CDATA[The purpose of this study was to capture pre-service science teachersâ Technological Pedagogical Content Knowledge (TPACK) that is demonstrated during preliminary practical context in term of peer teaching program- a course conducted prior to teaching practice. Ten pre-service science teachers were involved in a semester long peer teaching program. Descriptive method was employed with the use of teaching artifacts, observation and self-reported survey for representing the way the participant integrate technology into their teaching. TPACK constructs were defined using relevant literature as frameworks. This study found that TPACK of pre-service science teachers were still low and is not sufficient for teaching science in junior high school. Furthermore, it is needed several supporting program to prepare pre-service science teachersâ competencies in teaching science with technology. In this case, more sophisticated peer teaching program with better purchase is necessity to improve TPACK competencies of pre-service science teachers.]]>
<![CDATA[The Effect of STEAM-based Learning on Students’ Concept Mastery and Creativity in Learning Light And Optics ]]>
<![CDATA[Wandari, Gita Ayu]]>;
<![CDATA[Wijaya, Agus Fany Chandra]]>;
<![CDATA[Agustin, Rika Rafikah]]>
<![CDATA[ Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v2i1.12878
<![CDATA[The integrated knowledge should be implemented to face the 21st-century era. Beside the integrated knowledge, mastery the concept and creativity also must be involved in order to enhance the quality of education. Thus, this research was aimed to investigate the effect of STEAM-Based Learning on Students’ Concept Mastery and Creativity in learning Light and Optics. The method that used was a mixed method with convergent parallel design. The population in this research was 8th-grade students in private junior high school in West Bandung and the sample was one class of 8th grade. The school implemented Indonesian Curriculum 2013 in the teaching-learning process. The sampling techniques were convenience sampling. The number of participants in this research was 27 students. The quantitative data in this research was obtained through an objective test. The objective test was made based on Bloom’s Taxonomy revision by Anderson. The qualitative data was obtained through the creativity rubric adopted from Creative Product Semantic Scale (CPSS) developed by O’Quinn and Bessemer. The dimension that was in creativity is novelty, resolution, and elaboration and synthesis. According to the research, students’ concept mastery improved as much as 0.78 with category high improvement after the implementation of STEAM-Based Learning. For students’ creativity achievement, in every dimension gained different result: 1) Novelty is categorized into good with 75.6%, 2) Resolution is categorized into good with 77.8%, and 3) Elaboration and synthesis are categorized into enough with 65.3 %. Overall, students’ concept mastery and creativity in the implementation of STEAM-Based Learning in learning light and optic is categorized as good.]]>
<![CDATA[The Effect of Guided Inquiry Laboratory Activity with Video Embedded on Students’ Understanding and Motivation in Learning Light and Optics ]]>
<![CDATA[Afriani, Tina]]>;
<![CDATA[Agustin, Rika Rafikah]]>;
<![CDATA[Eliyawati, Eliyawati]]>
<![CDATA[ Journal of Science Learning Vol 2, No 3 (2019): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v2i3.15144
<![CDATA[This research aims to investigate the effect of guided inquiry laboratory activity with video embedded on students’ understanding and students’ motivation in learning lights and optics topic. The method used in this research was pre-experiment. The sampling technique used in this research was convenience sampling, and the samples were taken from grade 8 in one of junior high school in Bandung. The sample was 20 students. The class implemented guided inquiry laboratory activity with video embedded in learning light and optics. The students’ understanding was measured using test given at pretest and post-test while students’ motivation was calculated using software ministeps (RASCH Model). The t-test paired sample also was performed on the average level of 95% to identify the significant difference of students’ understanding before and after the implementation of guided inquiry laboratory activity with video embedded. The results of this research show that the use of guided inquiry laboratory with video integrated gives an improvement of students understanding. Even though the value of n-gain is 0,264 (categorized as low level), the statistical test shows that there is a significant difference between students understanding before and after the implementation of guided inquiry laboratory activity with video embedded. There are 15 students from 20 students who are motivated in learning light and optics by using guided inquiry laboratory activity with video embedded. Students are motivated by the implementation of guided inquiry laboratory activity with video embedded.]]>
<![CDATA[Smartchem: An Android Application for Learning Multiple Representations of Acid-Base Chemistry ]]>
<![CDATA[Eliyawati, Eliyawati]]>;
<![CDATA[Agustin, Rika Rafikah]]>;
<![CDATA[Sya’bandari, Yustika]]>;
<![CDATA[Putri, Rossy Andini Herindra]]>
<![CDATA[ Journal of Science Learning Vol 3, No 3 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v3i3.23280
<![CDATA[An android application named SmartChem was developed to explain multiple representations of acid-base chemistry. This paper is a description of an android-based media (SmartChem) through the stages of design, development, validation and revision, and finally, limited trials with pre-service science teachers. SmartChem is intended to aid students in understanding through media explanations of symbolic, macroscopic, and submicroscopic representations of acid-base material. The validity of the tool was assessed through the ratings of a panel of five expert judges using Aiken’s validity index (Aiken’s V). The results show that some parts of the SmartChem media needed to be revised, especially in linking submicroscopic level content with symbolism. From the trials of this application with trainee teachers, help in understanding multiple chemical representations of acids and bases was demonstrated; however, the low achievement group was more concerned with technical features, while the higher achieving group appreciated the content and learning experience.]]>
<![CDATA[PENGEMBANGAN KETERAMPILAN GENERIK SAINS MELALUI PENGGUNAAN MULTIMEDIA INTERAKTIF ]]>
<![CDATA[Agustin, Rika Rafikah]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 18, No 2 (2013): JPMIPA: Volume 18, Issue 2, 2013 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v18i2.36144
<![CDATA[ABSTRAKStudi ini dilakukan untuk mengembangkan keterampilan generik sains siswa SMA kelas XI melalui pembelajaran kimia berbasis multimedia interaktif. Dalam studi ini dikembangkan suatu perangkat lunak pembelajaran pada topik Interaksi Antar Molekul yang kemudian diimplementasikan dalam pembelajaran kimia di kelas yang dilengkapi dengan perangkat komputer. Subjek dalam penelitian ini adalah 33 orang siswa SMA kelas XI di sebuah SMA negeri di Bandung yang sedang mengikuti pembelajaran kimia pada topik interaksi antar molekul. Multimedia interaktif yang dikembangkan dalam pembelajaran ini memuat lima keterampilan generik sains diantaranya yaitu: membangun konsep, pemodelan, logical frame, pengamatan tidak langsung dan hukum sebab akibat. Untuk mengukur peningkatan keterampiln generik sains siswa sebelum dan sesudah pembelajaran, digunakan metode penelitian kuasi eksperimen one group pretest-postest design. Hasil analisis menggunakan uji t membuktikan bahwa kelima keterampilan generik sains siswa mengalami peningkatan yang signifikan. Keterampilan generik sains yang mengalami peningkatan paling tinggi pada pembelajaran ini adalah keterampilan pemodelan sedangkan keterampilan generik sains yang mengalami peningkatan terendah adalah keterampilan tentang hukum sebab akibat.ABSTRACTThis study aimed to improve science generic skill of second grade high school students through interactive multimedia based chemistry learning. This study developed learning software of molecular interaction topic and then implemented it on chemistry learning in the class which is completed by computer system. Subjects in this research are 33 second grade students of one of pubic senior high school in Bandung enrolling chemistry learning in intermolecular interaction. Interactive multimedia in this research consists of five science generic skill: concept development, modelling, logical frame, indirect observation and causality law. This research used quasi experiment method one group pretes-postest design to measure the improvement of students science generic skills after implementation of multimedia based learning. T test analysis reveal the five aspects of science generic skill increased significantly. The highest increasing is on modelling skill meanwhile causality law skill as the lowest of increasing.]]>
<![CDATA[Development of Android-based Interactive Multimedia to Enhance Critical Thinking Skills in Learning Matters ]]>
<![CDATA[Hamdani, Salma Almira]]>;
<![CDATA[Prima, Eka Cahya]]>;
<![CDATA[Agustin, Rika Rafikah]]>;
<![CDATA[Feranie, Selly]]>;
<![CDATA[Sugiana, Ahmad]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.33998
<![CDATA[The advancement in science and technology in the 21st Century necessitates improving critical thinking skills in students. Implementing digital technology such as interactive multimedia in the learning process can encourage quality learning and teaching. This study aims to create Android-based interactive multimedia that will help students improve their critical thinking skills in learning matters. This research aims to develop android-based interactive multimedia to enhance critical thinking skills in learning matters. This research employed a developmental method that included analysis, design, development, implementation, and one group pretest-posttest to assess students' critical thinking skills. The participants were 30 students from Private Junior High schools in Bandung Barat. The instruments used were the expert's judgment rubric, students' questionnaire, and objective test. With an overall score of 88.25%, the experts' judgment score was classified as very good. Moreover, the average score of students' impressions was 84.56%, classified as very good. Based on the data analysis, the value of g is 0.52, which is classified as a medium enhancement. This finding indicates that students' critical thinking skills improve after applying Android-based interactive multimedia.]]>
<![CDATA[THE ROLE OF A TECHNOLOGY-ENRICHED “TEACHING MEDIA” COURSE IN IMPROVING INDONESIAN SCIENCE STUDENT TEACHERS’ TECHNOLOGY INTEGRATION ]]>
<![CDATA[Rika Rafikah Agustin]]>;
<![CDATA[Liliasari Liliasari]]>;
<![CDATA[Parlindungan Sinaga]]>;
<![CDATA[Diana Rochintaniawati]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v25i2.48778
<![CDATA[Technological pedagogical content knowledge (TPACK) has been widely used as a framework to assess teachers’ ability to integrate technology into their lessons. This study investigated the role of a technology-enriched “Teaching Media” course on science student teachers’ TPACK and the subscales contributing to the TPACK improvement. The participants were 21 science student teachers enrolled in a “Teaching Media” course. The science student teachers’ TPACK was assessed using a set of multiple-choice tests consisting of 34 questions. Normalized-gain (N-Gain) value was used to measure science student teachers’ TPACK improvement after completing the course. The contribution of each subscale to TPACK was analyzed using partial least squares (PLS). The finding of the study reveals that there is a moderate improvement of science student teachers’ TPACK after completing the technology-enriched “Teaching Media” course. Analysis of the contribution amongst TPACK subscales showed that technological knowledge and other technology-related knowledge significantly contribute to the improvement of science student teachers’ TPACK.]]>
