Claim Missing Document
Check
Articles

Found 25 Documents
Search

PERKULIAHAN BERBASIS PROBLEM SOLVING DENGAN INVESTIGASI KELOMPOK (PBPS-IK) PADA MATERI ANALISIS KUANTITATIF Pursitasari, Indarini Dwi; Permanasari, Anna; Hendayana, Sumar
Kreatif Vol 15, No 1 (2012)
Publisher : Kreatif

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (560.306 KB)

Abstract

Abstract: Quantitative analysis subjects requires knowledge and problem solving skills of pre-service chemistry teachers. The aims of this study was to develop and to analyze problem solving skills in quantitative analysis of preservice teachers through Problem Solving Based Lecture with Group Investigation (PSBL-GI). The study was quasy experiment conducted to pre-service teachers of year 2010 in semester three of Chemistry Education programs in one of LPTK in Central Sulawesi that is one experiment class (PBPS-IK) and one control class (concept and practice approach). Data were then collected on using a test problem solving skills with a reliability coefficient of 0.84. The collected data were analyzed qualitatively and tested the difference between N-gain of problem solving  PSBL-GI class with control class at level of significance is 5%. The results showed PSBL-GI can develop pre-service teachers problem solving skill with categories medium (0,56).The ability to solve problem of pre-service teacher of PSBL-GI class have is greater than the control class. Problem solving skill of high group is better than medium and low groups. The highest N-gain of indicator of problem solving skill is representation (0.82) and the lowest is identification (0,28) while the highest sub subject of quantitative analysis is neutralization titration (0,67) and the lowest is complexometry titration (0,34). Abstrak: Penguasaan materi analisis kuantitatif tidak terlepas dari pengetahuan dan kemampuan problem solving calon guru. Kemampuan problem solving tidak muncul begitu saja namun memerlukan latihan. Tujuan dari penelitian ini adalah mengembangkan dan menganalisis kemampuan problem solving calon guru dalam analisis kuantitatif melalui PBPS-IK. Penelitian dengan quasi experiments ini dilakukan terhadap calon guru angkatan tahun 2010 semester 3 program studi Pendidikan Kimia di salah satu LPTK di Sulawesi Tengah meliputi satu kelas eksperimen (PBPS-IK) dan satu kelas kontrol  (strategi ceramah dan latihan soal). Data dikumpulkan menggunakan tes kemampuan problem solving dengan koefisien reliabilitas sebesar 0,84. Data yang terkumpul dianalisis secara kualitatif dan uji perbedaan antara capaian kemampuan problem solving kelas PBPS-IK dengan kelas kontrol pada taraf signifikansi 5 %. Hasil penelitian menunjukkan PBPS-IK dapat mengembangkan kemampuan problem solving calon guru dengan kategori sedang. Calon guru kelas PBPS-IK memiliki kemampuan problem solving yang lebih besar dibandingkan kelas kontrol. Kelompok tinggi memiliki kemampuan problem solving yang lebih baik daripada kelompok sedang dan rendah. Capaian indikator problem solving yang tertinggi adalah representasi (0,82) dan terendah identifikasi (0,28). Sub materi dengan capaian kemampuan problem solving tertinggi adalah titrasi netralisasi (0,67) dan terendah titrasi kompleksometri (0,34). Kata-kata kunci: problem solving, analisis kuantitatif, investigasi kelompok, calon guru
PENGARUH PEMBELAJARAN MPBL-ITPAC TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN BERKOMUNIKASI ILMIAH Hernani, Mrs; Permanasari, Mrs Anna; Buchari, Mr; Hendayana, Mr Sumar
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 15, No 2 (2010): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i2.289

Abstract

This study aims to determine how influence of modified problem-based learning by Integrated Theory and Practical Analytical Chemistry (MPBL-ITPAC) to critical thinking and scientific communication skills. This research is part of a research and educational development, R & D, which uses a quasi experimental method. The program was arranged and implemented on using 45 students of an experimental class, compared with 41 students as a controlled class. The research instrument used was multiple choice test with 5 options to assess critical thinking skills, and written essay test to assess scientific communication skills, in addition to observation sheet was used as supporting instrument to evaluate the development of oral communication skills. The results shows that: (1) In general, the achievement of critical thinking is 52.2% for experimental class, while controlled class is 32.7%, both values differ significantly, (2) In all sub critical thinking skills which includes identifying the criteria answers correct, identify the reasons stated, identifying relevany & irrelevancy, using the existing procedure, consider the alternative, giving reasons, making hypotheses, the selection criteria to create solutions, and propose an alternative that allows the achievement of experimental class was significantly higher than control class, (3) the achievement of communication skills is 52.9% for experimental class and 29.2% for controlled class, both values differ significantly, (4) In sub-skills of communication in the form logical argue, put forward the hypothesis, put forward the necessary data types, considerations to take conclusions, and describes the schema tool, experimental class achievement significantly higher than the control class, and (5) development of oral communication skills of students increased at every stage in its path.Keywords: problem based learning, critical thinking skills, scientific communication skills
PENERAPAN LESSON STUDY BERBASIS SEKOLAH UNTUK MELAKSANAKAN SUPERVISI AKADEMIK PEMBELAJARAN FISIKA DI SMA1 Nugroho, LP Ario; Hendayana, Sumar
Jurnal Penelitian Pembelajaran Fisika Vol 2, No 1/April (2011): JP2F
Publisher : Jurnal Penelitian Pembelajaran Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Guru membutuhkan bantuan dalam hal memahami tujuanpendidikan, kurikulum dan pembelajaran secara operasional. Orangyang memberi bantuan kepada guru-guru dalam menstimulir guru kearah usaha menciptakan suasana belajar dan mengajar yang lebihbaik disebut supervisor (pengawas/kepala sekolah). Pekerjaanmemberi bantuan itu disebut supervisi dan cara-cara membantumemperbaiki situasi belajar mengajar disebut teknik-teknik supervisi.Untuk dapat membantu guru dalam mengembangkan profesionalismedalam kegiatan belajar mengajar perlu dibuat suatu model supervisiakademik pembelajaran. Model supervisi akademik pembelajaranfisika dilaksanakan di SMA Ibu kartini. Permasalahan utama dalampenelitian ini adalah bagaimana program supervisi akademikpembelajaran dapat diterapkan di SMA Ibu kartini Semarang? ProfilMGMP rumpun IPA tingkat sekolah di SMA Ibu Kartini Semarangantara lain: 1) MGMP rumpun IPA tingkat sekolah terdiri dari 3orang, satu pengajar fisika, satu pengajar biologi, satu pengajarkimia; 2) sudah ada ketua MGMP rumpun IPA tingkat sekolah; 3)Guru tetap Yayasan satu orang guru DPK. Karakteristik supervisiakademik yang sesuai sudah diterapkan di SMA Ibu Kartini Semarangmenggunakan model Lesson Study berbasis sekolah. Beberapaprosedur dapat ditambahkan supaya Lesson Study berbasis sekolahdapat berfungsi sebagai kegiatan supervisi akademik. Prosedurtersebut antara lain adalah: 1) Ada komitmen dari MGMP rumpunIPA tingkat sekolah untuk selalu meningkatkan mutu pembelajaran; 2)Ada komitmen bahwa ketua MGMP rumpun IPA tingkat sekolahmenjadi supervisor akademik di SMA Ibu Kartini; 3) Ada komitmenbersama untuk selalu berusaha memperbaiki mutu pembelajaran: dan4) tugas supervisor adalah melakukan supervisi akademik sebagaiupaya pembinaan profesi guru.Kata kunci : lesson study, supervvisi akademik
Strategies for establishing networking with partner schools for implementing lesson study in Indonesia Nurwidodo, Nurwidodo; Hendayana, Sumar; Hindun, Iin; Sarimanah, Eri
Jurnal Pendidikan Biologi Indonesia Vol 4, No 1 (2018): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (630.029 KB) | DOI: 10.22219/jpbi.v4i1.5489

Abstract

Lesson Study for Learning Community (LSLC) contains two terminologies underpinning one another. There are many difficult challenges when the plan to create LSLC surfaces. Therefore, strong motivation and precise implementation strategies are of urgency. One of the ways is by developing networking of LSLC between universities and partner schools. The LSLC program will become powerful when it is done collaboratively in a form of strong partnership connected by networks. Writing this article aims to describe strategies for establishing networking with partner schools for implementing lesson study in Indonesia. This review article uses literature comparison study methods and use content analysis. In order for LSLC to manifest and become successful, resourcing and utilizing the partnership with schools are required. In a partnership with schools in order to implement LSLC, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. Cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. Networking with partner schools can be implemented and can function well when the management of this networking conforms to shared needs, nurtures cooperation and mutual respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline.
PERKULIAHAN BERBASIS PROBLEM SOLVING DENGAN INVESTIGASI KELOMPOK (PBPS-IK) PADA MATERI ANALISIS KUANTITATIF Pursitasari, Indarini Dwi; Permanasari, Anna; Hendayana, Sumar
Kreatif Vol 15, No 1 (2012)
Publisher : Kreatif

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (560.306 KB)

Abstract

Abstract: Quantitative analysis subjects requires knowledge and problem solving skills of pre-service chemistry teachers. The aims of this study was to develop and to analyze problem solving skills in quantitative analysis of preservice teachers through Problem Solving Based Lecture with Group Investigation (PSBL-GI). The study was quasy experiment conducted to pre-service teachers of year 2010 in semester three of Chemistry Education programs in one of LPTK in Central Sulawesi that is one experiment class (PBPS-IK) and one control class (concept and practice approach). Data were then collected on using a test problem solving skills with a reliability coefficient of 0.84. The collected data were analyzed qualitatively and tested the difference between N-gain of problem solving  PSBL-GI class with control class at level of significance is 5%. The results showed PSBL-GI can develop pre-service teachers' problem solving skill with categories medium (0,56).The ability to solve problem of pre-service teacher of PSBL-GI class have is greater than the control class. Problem solving skill of high group is better than medium and low groups. The highest N-gain of indicator of problem solving skill is representation (0.82) and the lowest is identification (0,28) while the highest sub subject of quantitative analysis is neutralization titration (0,67) and the lowest is complexometry titration (0,34). Abstrak: Penguasaan materi analisis kuantitatif tidak terlepas dari pengetahuan dan kemampuan problem solving calon guru. Kemampuan problem solving tidak muncul begitu saja namun memerlukan latihan. Tujuan dari penelitian ini adalah mengembangkan dan menganalisis kemampuan problem solving calon guru dalam analisis kuantitatif melalui PBPS-IK. Penelitian dengan quasi experiments ini dilakukan terhadap calon guru angkatan tahun 2010 semester 3 program studi Pendidikan Kimia di salah satu LPTK di Sulawesi Tengah meliputi satu kelas eksperimen (PBPS-IK) dan satu kelas kontrol  (strategi ceramah dan latihan soal). Data dikumpulkan menggunakan tes kemampuan problem solving dengan koefisien reliabilitas sebesar 0,84. Data yang terkumpul dianalisis secara kualitatif dan uji perbedaan antara capaian kemampuan problem solving kelas PBPS-IK dengan kelas kontrol pada taraf signifikansi 5 %. Hasil penelitian menunjukkan PBPS-IK dapat mengembangkan kemampuan problem solving calon guru dengan kategori sedang. Calon guru kelas PBPS-IK memiliki kemampuan problem solving yang lebih besar dibandingkan kelas kontrol. Kelompok tinggi memiliki kemampuan problem solving yang lebih baik daripada kelompok sedang dan rendah. Capaian indikator problem solving yang tertinggi adalah representasi (0,82) dan terendah identifikasi (0,28). Sub materi dengan capaian kemampuan problem solving tertinggi adalah titrasi netralisasi (0,67) dan terendah titrasi kompleksometri (0,34). Kata-kata kunci: problem solving, analisis kuantitatif, investigasi kelompok, calon guru
STUDI LAPANGAN PENGEMBANGAN PROFESIONALISME GURU SEKOLAH DASAR Hayu, Wiworo Retnadi Rias; Permanasari, Anna; Sumarna, Omay; Hendayana, Sumar
DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar Vol. 6 No. 2 (2019): Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (180.982 KB) | DOI: 10.30997/dt.v6i2.1952

Abstract

Pelatihan merupakan kegiatan penting bagi guru untuk selalu mengenerasi ilmu pengetahuannya, tidak hanya peserta didik yang diharapkan mengembangkan ilmu pengetahuan namun pendidik juga berkewajiban untuk menguatkan kompetensi bidang. Pelatihan yang sering diadakan belum menyeluruh dan masih tergolong langka untuk sekolah-sekolah tertentu. Oleh sebab itu, gambaran yang sederhana dari beberapa guru tentang kegiatan pembelajaran yang dilakukan dan perolehan pelatihan dalam kurun waktu mengajar masih tergolong minim. Selain itu, kurikulum 2013 merekomendasikan beberapa model pembelajaran salah satunya adalah project based learning. Kenyataan dari beberapa guru yang diwawancarai ternyata penerapannya masih jarang. Project based learning penting diterapkan karena dapat memfasilitasi peserta didik untuk belajar melalui prosenya. Metode penelitian ini menggunakan pendekatan kualitatif deskreftif. Subjek penelitian adalah  guru-guru dari berbagai sekolah yang berbeda. Hasil menunjukkan bahwa guru masih jarang memperoleh pelatihan dan penerapan model pembelajaran project based learning masih jarang dilakukan. Kesimpulannya perlu adanya pelatihan yang menyeluruh yang tidak terbatas oleh kalangan dan contoh nyata penerapan model  project based learning.
PENGARUH PEMBELAJARAN MPBL-ITPAC TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN BERKOMUNIKASI ILMIAH Hernani, Hernani; Permanasari, Anna; Buchari, Buchari; Hendayana, Sumar
Jurnal Pengajaran MIPA Vol 15, No 2 (2010): JPMIPA: Volume 15, Issue 2, 2010
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i2.35999

Abstract

This study aims to determine how influence of modified problem-based learning by Integrated Theory and Practical Analytical Chemistry (MPBL-ITPAC) to critical thinking and scientific communication skills. This research is part of a research and educational development, R D, which uses a quasi experimental method. The program was arranged and implemented on using 45 students of an experimental class, compared with 41 students as a controlled class. The research instrument used was multiple choice test with 5 options to assess critical thinking skills, and written essay test to assess scientific communication skills, in addition to observation sheet was used as supporting instrument to evaluate the development of oral communication skills. The results shows that: (1) In general, the achievement of critical thinking is 52.2% for experimental class, while controlled class is 32.7%, both values differ significantly, (2) In all sub critical thinking skills which includes identifying the criteria answers correct, identify the reasons stated, identifying relevany irrelevancy, using the existing procedure, consider the alternative, giving reasons, making hypotheses, the selection criteria to create solutions, and propose an alternative that allows the achievement of experimental class was significantly higher than control class, (3) the achievement of communication skills is 52.9% for experimental class and 29.2% for controlled class, both values differ significantly, (4) In sub-skills of communication in the form logical argue, put forward the hypothesis, put forward the necessary data types, considerations to take conclusions, and describes the schema tool, experimental class achievement significantly higher than the control class, and (5) development of oral communication skills of students increased at every stage in its path.
Project Based Learning in Pandemic Covid-19: The Implementation of ESD to Develop Students’ Critical Thinking Skills Rahmayanti, Eneng; Hendayana, Sumar; Riandi, Riandi
Unnes Science Education Journal Vol 10 No 3 (2021): December 2021
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v10i3.46738

Abstract

Distance learning is an alternative for implementing learning during the covid-19 pandemic. However, this system cannot be separated from problems, including the number of student complaints because of the tasks that must be done from each subject. This problem motivated us to carry out a qualitative research into the implementation of project-based learning that we have designed, using one integrated student worksheet for all subjects. This study aims to find a learning design that can minimize the burden and be able to contribute in developing students’ critical thinking by implementing education for sustainable development (ESD). The analysis was carried out using Transcript Based Lesson Analysis (TBLA). Based on the results of the analysis, it is proven that this learning is able to stimulate the active role of students in the learning process; building critical thinking skills of students in providing simple explanations by 17.39%, basic skills in observing and considering observations by 43.48%, stating hypotheses by 16.67% and deciding the action to be taken by 22.46%. From the results of the analysis of student conversation transcripts and questionnaires distributed to students, parents, and teachers, it can be concluded that this learning is able to reduce the accumulation of assignments, build students’ conceptual understanding, touch social, economic, and environmental aspects, build critical thinking skills and good character for students.
Pelatihan Guru IPA dalam Mendesain Instruksional Ilmu Pengetahuan Bumi dan Antariksa (IPBA) untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP Leni Marlina; Liliasari Liliasari; Bayong Tjasyono; Sumar Hendayana
Seminar Nasional Pendidikan IPA Tahun 2021 Vol 1, No 1 (2017): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Tahun 2021

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.118 KB)

Abstract

Penelitian ini bertujuan melatih guru IPA SMP dalam menyusun desain instruksional Ilmu Pengetahuan Bumi dan Antariksa (IPBA) dan meningkatkan keterampilan berpikir kritis (KBK) siswa. Penelitian ini merupakan penelitian Quantitative method. Subjek penelitian 24 Guru IPA SMP dan 193 siswa kelas VII dari beberapa SMP Negeri di Kota Palembang Sumatera Selatan tahun ajaran 2016/2017 yang dipilih dengan menggunakan teknik purposive sampling. Instrumen penelitian yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis materi struktur bumi dan bencana yang digunakan untuk mengukur penguasaan keterampilan berpikir kritis siswa. Teknik analisis data menggunakan uji normalitas, uji homogenitas, dan N-gain. Dari hasil skor pre tes diperoleh 37,34 pos tes 48,18 dan N-gain 0,168. Dari hasil penelitian ini terdapat peningkatan keterampilan berpikir kritis siswa.
Critical Thinking Analysis of Junior High School Students on Temperature Topic during Virtual Learning Aji Solehudin; Riandi Riandi; Arif Hidayat; Sumar Hendayana
Jurnal Pendidikan MIPA Vol 22, No 2 (2021): Jurnal Pendidikan MIPA
Publisher : University of Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This article aims to analyze students' critical thinking skills of temperature topic through virtual learning at junior high schools. The method used in this research was descriptive qualitative with a case study approach. This research was conducted at seventh grade of the junior high school in Bandung, West Java. The instruments used is observation. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA) to analyze student’s dialogue. The results indicated that two out of the twelve indicators of critical thinking skills during virtual learning were developed. The two indicators are focusing on questions and the second is asking and answering questions. The low achievement of students' critical thinking skills is due to the limited time on virtual learning. Which is limited, so that teachers often apply learning method through transferring knowledge. Analysis of student activities and dialogue during virtual learning can be a source of teacher’s reflection for making further improvement.Keywords: critical thinking skill, temperature topic, virtual learning.Abstrak: Artikel ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa dalam pembelajaran virtual pada materi suhu di SMP. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan pendekatan studi kasus. Penelitian ini dilaksanakan di salah satu SMP di Kabupaten Bandung Jawa Barat dengan peserta siswa kelas VII. Instrumen yang digunakan yaitu observasi. Data yang terkumpul dianalisis dengan menggunakan Transcript Based Lesson Analysis (TBLA). Hasil penelitian menunjukkan bahwa dua dari dua belas indikator keterampilan berpikir kritis selama pembelajaran virtual terlihat. Kedua indikator tersebut yaitu memfokuskan pertanyaan dan bertanya dan menjawab pertanyaan. Rendahnya ketercapaian indikator keterampilan berpikir kritis siswa disebabkan karena keterbatasan waktu pembelajaran virtual yang terbatas sehingga guru seringkali menerapkan pembelajaran berupa transfer ilmu dari guru ke siswa saja. Analisis aktivitas serta dialog saat pembelajaran virtual juga dapat digunakan sebagai bahan refleksi bagi guru untuk melakukan evaluasi serta perbaikan pada pembelajaran selanjutnya agar lebih baik.Kata kunci: berpikir kritis, materi suhu, pembelajaran virtual.DOI: http://dx.doi.org/10.23960/jpmipa/v22i2.pp305-314