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Lily Barlia
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ELEMENTARY SCHOOL TEACHERS PERSONALITY IN STUDENTS LEARNING MOTIVATION TO UNDERSTAND CONCEPT OF SCIENCE Lily Barlia
Jurnal Cakrawala Pendidikan No 1 (2010): Cakrawala Pendidikan Edisi Februari 2010
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.215

Abstract

Abstrak: Kepribadian Guru Sekolah Dasar dan Motivasi Belajar Siswa untuk Memahami Konsep Sains. Penelitian ini ditujukan untuk menggali informasi faktor-faktor yang mempengaruhi motivasi belajar anak usia sekolah dasar untuk pemahaman konsep sains. Subjek penelitian adalah 26 anak SD kelas VI di SD RSBI Banten dan guru yang membelajarkannya. Metode pengumpulan data dengan angket tentang strategi motivasi belajar anak (MSLQ=Motivated Strategies for Learning Questionaires), observasi kelas, dan wawancara terstruktur. Analisis data dilakukan untuk mendapatkan gambaran tentang faktor-faktor yang mem-pengaruhi motivasi belajar, dan cross-case analysis untuk setiap anak. Hasil penelitian menunjukkan bahwa setiap anak mempunyai faktor motivasi yang berbeda dalam belajar sains. Kepribadian guru yang unik, seperti kedekatan serta berusaha untuk memahami dan menghargai potensi anak didik dapat mening-katkan motivasi anak belajar sains. Dapat disimpulkan bahwa di dalam proses pembelajaran sains untuk perubahan konseptual, seorang guru sekolah dasar harus memahami pentingnya faktor-faktor yang mempengaruhi motivasi anak untuk belajar, termasuk kepribadian yang dapat diterima, sehingga mereka dapat mengikuti proses pembelajaran dengan lebih bermakna. Katakunci: motivasi, pembelajaran konseptual, perubahan konseptual, pembelajaran sains, kepribadian guru
KONSTRUKTIVISME DALAM PEMBELAJARAN SAINS DI SD: TINJAUAN EPISTEMOLOGI, ONTOLOGI, DAN KERAGUAN DALAM PRAKSISNYA Lily Barlia
Jurnal Cakrawala Pendidikan No 3 (2011): CAKRAWALA PENDIDIKAN EDISI NOVEMBER 2011, Th. XXX, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.4200

Abstract

Abstract: Constructivism in Science Learning in Elementary Schools: Epistemological and Ontological Perspectives and Doubts in the Praxis. A constructivist perspective focuses on children’s contribution to the construction of knowledge. Constructivism believes that a child is a real inquirer and discoverer who is actively engaged in building theories about the world and the way it works without the aid of direct instructions. The implication is that teachers have to give wider mandates to students, to provide them with contexts for experimentation to occur, and to facilitate theory building by providing helpful experiences. Epistemologically and ontologically, there are still doubts about the application in practice. This, however, should not be a constraint for science teachers to implement basic principles of constructivism as one of the alternative solutions to educational reform and movement in the elementary school science. Keywords: constructivism, science learning science, elementary school science
PERUBAHAN KONSEPTUAL DALAM PEMBELAJARAN SAINS ANAK USIA SEKOLAH DASAR Lily Barlia
Jurnal Cakrawala Pendidikan No 1 (2009): CAKRAWALA PENDIDIKAN, Februari 2009, Th. XXVIII, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2898.869 KB) | DOI: 10.21831/cp.v1i1.46

Abstract

The conceptual change model (CCM) provides teachers with an opportunity to think about the best means to make students learn scientific concepts for understanding. The learning process should be based on the objective to facilitate the formation of students metacognitive ability so that a learning process for a conceptual change can take place. A conceptual change can take place because basically each individual confronts and evaluates the newly acquired concepts in accordance with intelligibility, plausibility, and fruitfulness. This article discusses CCM and the possibility of students conceptual change to occur as a result of science learning. Theoretically, CCM is supported by two factors, namely 1) the status of a concept, explained in terms of intelligibility, plausibility, and fruitfulness, and 2) the components of conceptual ecology, i.e. how an individual determines the truth of a concept. The two factors have a great influence on what students learn and how they evaluate the truth of an available concept. Besides, a conceptual change, in some cases, occurs when students commitments as learning outcomes are in agreement with conceptual ecology that they have possessed or they can understand scientifically. Regardless of the types of concepts that students hold, teachers have an obligation to create a learning process that facilitates the formation of students metacognitive ability because this is important for a conceptual change. Keywords: conceptual change, Conceptual Change Model, conceptual under-standing, science learning
SAINS UNTUK ANAK: HAKIKAT PEMBELAJARAN SAINS UNTUK SEKOLAH DASAR Lily Barlia
Jurnal Cakrawala Pendidikan Vol 2, No 2 (2008): Cakrawala Pendidikan, Juni 2008, Th. XXVII, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.8589

Abstract

Up to now, science educators are still confronted with· studentswho areunmotivated to learn science. They are generally unwilling to learn science forconceptualunderstanding. They relyon less appropriate learning strategies such asdistorting scientific knowledge to fit their existing knowledge, mindlesslyanswering questions, copying answers from others, or not completing their work.They also spend time and effort focusing·on less important learning.outcomes, .suchas memorizing science vocabulary or factual.information, rather than achievingscientific understanding. On the other hand,it is believed that motivation is animportant factor in the process of student learning for· conceptual understanding.This isa· sufficient reason for science educators to consider the .importance ofscience teaching strategies to increase students' motivation in the process ofstudent learning. In addition, they need to develop, refine, and reform the processof teachingand learning science itself. There are at least· three strategies they canuse to increase students' motivation to learn science for conceptual understanding:1) using immediate students' environment as learning· sources; 2) selectinginstruction materials related to students' existing knowledge;3) relating instructionmaterials to students' daily life needs. Finally, science educators haveto be awareof the importance of affective aspects and students' motivation to learn. They haveto decidehow to conduct instruction that can help students learn in meaningfulways, including understanding of why, where,and what for students learn science
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