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All Journal ULUL ALBAB Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Rini Nafsiati Astuti
Program studi PGMI
Religion Arts Humanities Education

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AIR SUMBER KEHIDUPAN (Tinjauan Kimia Air dalam Al-Qur’an) Astuti, Rini Nafsiati
ULUL ALBAB Jurnal Studi Islam Vol 9, No 2 (2008): Islamic Studies
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1920.846 KB) | DOI: 10.18860/ua.v9i2.6216

Abstract

The living process is mediated by water to start a long evolutionary line that connected animal, plant, as well the human being. The beginning of life that involved water reflected in all of the life process, such as animal, plant, and human being as well. Single-cell organism is the simplest living thing is surrounded and filled with water. In order to survive, plant has to take water from the ground. While human being's body contains water about 54 % of weight contains liquid. Without water, living thing will not survive. The molecule of water bonds together in a special way that is known as hydrogen bonding. If there is no hydrogen bonding between water molecules so at 1 atm pressure water will be boiling at 100° C. This condition can cause disaster to the life on earth, such as blood will be boiling in the body, plants will be wilted and died, and the world will be turn to dry desert. Human no longer can't make their drinks. Water is very important for human life as it reflected in the verse that suggest human being to note the water they drink stated in Qur' an.
MODEL PEMBELAJARAN CONNECTED DALAM PEMBELAJARAN SAINS UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR RASIONAL SISWA MI/SD Astuti, Rini Nafsiati
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 3, No 2 (2011): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jt.v0i0.1811

Abstract

Based on observations of how teachers teach science found that the process is still teacher-centered learning, students are not given the opportunity to interact directly with concrete objects and teachers to teach science concepts are fragmented. To overcome these problems is developing an integrated learning model that can enhance the skills of rational thinking. Aspect of rational thinking skills that can be developed include: recall, classify, generalize, and compare as well as aspects of science process skills developed include: observing, classifying, measuring, and interpreting observations. Some of the things that underlies the development of this integrated learning model include: the involvement of students during learning activities, involving the manual and intellectual activities, to attract the attention of students developed a program to play while learning, environment and resources used as a means of learning and a holistic view of children about nature then integreted concepts that can be linked into a coherent whole by using the theme as an umbrella so that the separation between the concept is not so clear.Key words: connected learning, rational thinking, integreted concepts
PETA KONSEP PADA PEMBELAJARAN IPA UNTUK MENINGKATKAN KETERAMPILAN BERFIKIR RASIONAL SISWA SD/MI Astuti, Rini Nafsiati
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 2, No 1 (2009): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jt.v2i1.1831

Abstract

One of the efforts to increase the instructional effectiveness natural science is by developing meaningful learning strategy through the using concept mapping. The objectives of instructional natural science at elementary school is not only learning concept natural science but also to increase thinking and creativity such as recalling, imagining, classifying, generalizing, comparing, evaluating, analyzing, synthesizing, deducing, inferring, skill processused by the experts in order to get and developing nature science. Concept mapping strategy is one of alternative strategy that can give the results to reach learning objectives. With concept mapping, students could interlocked the natural science before and the new natural science by included concepts to the cognition and defined the relationship on an exibhit then united to the wider structure. The good conceptual understanding will help the students in their learning, until the students will be easier to understand the material they learn. Strategy using concept mapping to increase effectiveness science instructional viewed from achievement and students learning retention, suggested to science’s teacher to use concept mapping as one of learning tools. Using concept mapping after instructional is more suggested, although the other strategy more suitable.Keywords: concept mapping, natural science, thinking and creativity
PENGGUNAAN MODEL PEMBELAJARAN INTERAKTIF PADA MATERI TUMBUHAN Astuti, Rini Nafsiati
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 1, No 1 (2008): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jt.v1i1.1859

Abstract

This article tries to discuss about the using of interactive teaching model to help students to understand and develop plant concept in their daily lives. Interactive teaching model is a teaching model that focuses on students’ questions aspect. Interactive teaching model of the plant concept is based on constructivist approach contain characteristic of science teaching. Teaching characteristic of plant concept is by pay attention and consider the students’ early knowledge which can be gained from the environment outside the school. Teacher can help find out the students’ knowledge as early understanding about plant concept and also give the opportunity for students to construct their knowledge. The steps to apply the interactive teaching model are preparation, before views, exploratory activities, students’ question, investigations, after views and reflections. The use of interactive teaching model can help the students to increase their understanding about plant concept and motivate them to interest to study science.Keywords: Interactive teaching, constructivist, concept
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