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All Journal PROSIDING SEMINAR NASIONAL Cakrawala Pendidikan JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Pengajaran MIPA Kreatif Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan MIPA Jurnal Pendidikan Biologi Indonesia Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Penelitian Pembelajaran Fisika Unnes Science Education Journal Seminar Nasional Pendidikan IPA Orbital: Jurnal Pendidikan Kimia DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR International Journal of Research in Counseling and Education Jurnal Sosial Humaniora Indonesian Journal of Social Research (IJSR) KAFFAH: Jurnal Pendidikan dan Sosio Keagamaan
Mr Sumar Hendayana
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Profile of Students Critical Thinking Skills on the Concept of Pressure through Collaborative Sharing and Jumping Task Yuyu Rahayu; Asep Supriatna; Riandi Riandi; Sumar Hendayana
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: This study aims to analyze the profile of critical thinking skills students in science learning with collaborative learning design sharing and jumping tasks. Indicators of critical thinking skills used are based on Ennis (1985). The method used is descriptive qualitative. Lesson design sharing and jumping tasks consist of three core activities: sharing task 1, sharing task 2, and jumping task. The instruments used are observation and audio recording of the learning process. Data were analyzed by Transcript Based Lesson Analysis (TBLA). The results of the analysis show that the collaborative learning design of sharing and jumping tasks can bring up students' critical thinking skills. The profile of students' critical thinking skills in sharing task 1 activities found 6 indicators with the highest percentage at 58 percent, on sharing task 2 found 12 indicators with the highest percentage at 100 percent, and jumping task found 9 indicators with the highest percentage at 75 percent.Keywords: lesson design, critical thinking skills, TBLA, sharing and jumping task.Abstrak Penelitian ini bertujuan untuk menganalisis profil keterampilan berpikir kritis siswa dalam pembelajaran IPA dengan desain pembelajaran kolaboratif sharing and jumping task. Indikator keterampilan berpikir kritis yang digunakan berdasarkan Ennis (1985). Metode yang digunakan adalah deskriptif kualitatif. Lesson design sharing and jumping tasks terdiri tiga kegiatan inti: sharing task 1, sharing task 2, dan jumping task.  Instrumen yang digunakan yaitu observasi dan rekaman audio proses pembelajaran. Data dianalisis dengan Transcript Based Lesson Analysis (TBLA). Hasil analisis menunjukkan bahwa pembelajaran kolaboratif sharing and jumping task dapat memunculkan keterampilan berpikir kritis siswa. Profil keterampilan berpikir kritis siswa pada kegiatan sharing task 1 ditemukan 6 indikator dengan presentase tertinggi 58  persen, pada sharing task 2 ditemukan 12 indikator dengan presentase keterampilan berpikir kritis tertinggi  100 persen, dan pada jumping task  ditemukan 9 indikator dengan presentase tertinggi 75 persen.Kata kunci: lesson design, keterampilan berpikir kritis, TBLA, sharing dan jumping task.DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp701-711
Using Transcript Based Lesson Analysis to Analyze Students Critical Thinking Skills on Hydrostatic Pressure Santy Nurmalasari; Sumar Hendayana; Asep Supriatna
Jurnal Pendidikan MIPA Vol 23, No 2 (2022): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: This study aims to analyze the profile of students critical thinking skills that appear during hydrostatic pressure learning with the discovery learning model in junior high school. The critical thinking skill indicator used is based on the Paul and Elder version. The method used in this research is descriptive qualitative. This research was conducted in one of the junior high schools in Sumedang Regency, West Java. The research subjects consisted of 16 students from class VIII. The instruments used are observation and video recording during the learning process. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results showed that during the learning process eight elements of reasoning and critical thinking skills could be observed, but the percentage was still small. The introductory session found four indicators of critical thinking skills activity with a percentage of 30.53 percent. In group discussion activities found eight indicators of critical thinking with a percentage of 40.27 percent. And in the closing session found five indicators of critical thinking skills activity with a percentage of 32.29 percent. The low achievement indicators of students' critical thinking skills are caused because students are still not accustomed to expressing what is on their minds and the teacher cannot still ask questions that encourage students to think. Activity analysis and dialogue during learning can be used as reflection material for teachers to evaluate and improve on further learning to make it better.Keywords: TBLA, discovery learning, critical thinking skills, hydrostatic pressure.Abstrak: Penelitian ini bertujuan untuk menganalisis profil keterampilan berpikir kritis siswa yang muncul pada saat pembelajaran tekanan hidrostatis dengan model discovery learning di SMP. Indikator keterampilan berpikir kritis yang digunakan berdasarkan versi Paul dan Elder. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Penelitian ini dilaksanakan di salah satu SMP di Kabupaten Sumedang Jawa Barat. Subjek penelitian terdiri dari 16 siswa kelas VIII. Instrumen yang digunakan yaitu observasi dan rekaman video audio selama proses pembelajaran. Data yang terkumpul dianalisis dengan menggunakan Transcript Based Lesson Analysis (TBLA). Hasil penelitian menunjukkan selama proses pembelajaran 8 elemen penalaran keterampilan berpikir kritis dapat teramati, namun persentase masih kecil. Pada sesi pendahuluan ditemukan 4 indikator aktivitas keterampilan berpikir kritis dengan persentase 30,53 persen. Pada kegiatan diskusi kelompok ditemukan 8 indikator berpikir kritis dengan persentase 40,27 persen. Dan pada sesi penutup ditemukan 5 indikator aktivitas keterampilan berpikir kritis dengan persentase 32,29 persen. Rendahnya ketercapaian indikator keterampilan berpikir kritis siswa disebabkan karena siswa masih kurang terbiasa mengemukakan apa yang ada di pikirannya serta masih kurangnya kemampuan guru dalam memberikan pertanyaan yang menggali siswa untuk berpikir. Analisis aktivitas serta dialog saat pembelajaran dapat digunakan sebagai bahan refleksi bagi guru untuk melakukan evaluasi serta perbaikan pada pembelajaran selanjutnya agar lebih baik. Kata kunci: TBLA, pembelajaran discovery, keterampilan berpikir kritis, tekanan hidrostatis.DOI http://dx.doi.org/10.23960/jpmipa/v23i2.pp519-528
Desain Didaktis Konsep Reaksi Reduksi Oksidasi Rizky Brehnaputrifajar Khaerudin; Asep Supriatna; Sumar Hendayana; Herwantono Herwantono
Orbital: Jurnal Pendidikan Kimia Vol 7 No 1 (2023): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v7i1.17524

Abstract

The lack of didactic anticipation as reflected in lesson plans can have an impact on the less optimal learning process for each student so that learning obstacles arise. One effort to overcome this is to design learning through didactic design. This study aims to develop a didactic design in reducing learning obstacles in the concept of redox reactions. The method used in this research is a qualitative research method. The research design used is Didactical Design Research (DDR). Data collection techniques used are tests, observations, interviews and documentation. Respondents in this study were 30 students of the UPI Pilot Laboratory High School in class XI IPA 2 and 28 students in class X. Based on the results of the study, it was found that the didactic design developed in the form of Chapter Design and Lesson Design included providing an understanding of concepts through the provision of phenomena followed by experiments or demonstrations in general, which ran smoothly. The existence of Chapter Design and Lesson Design components aims to make students obtain the material. The other goal is to make it easier for teachers to achieve better educational goals by bringing out predictions of student responses and prepared teacher anticipation. This didactical design can reduce learning barriers and can improve students' abilities. It can be concluded that the didactic design of the concept of oxidation-reduction reactions is effective as an alternative teaching material used in the learning process.
Encourage Students Creativity Through Creative Science Learning Activities on Environmental Issues Selvies L Babutta; R Riandi; Ida Kaniawati; Sumar Hendayana
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 6: JUNE 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i6.24686

Abstract

This study provides an overview of science creativity learning activities using online learning media as a stimulus and describes creative competence, which includes the development of curiosity, creative thinking, and students' creative products on the theme of environmental sustainability. Data collection is done by observation and analyzed based on the phenomena that arise in learning, which are divided into four criteria. Based on the results of the study, it was found that creativity learning activities that were stimulated using online learning media and carried out through eight learning steps gave a positive response to student creativity. The development of students' curiosity and creative thinking is in a good category but needs improvement, especially in terms of giving critical comments on products Assessment of students' creative products shows that the characteristics of creativity are very good. This study recommends the need to integrate a combination of various online learning media to be able to enrich the learning process of creativity in science learning with students' creative products in the form of ideas, pictures, charts, objects, and prototypes in order to motivate students to be more creative, think critically, and actively participate in protecting the earth in a sustainable way.
ANALISIS PROSES PEMBELAJARAN MELALUI LESSON STUDY FOR LEARNING COMMUNITY BERBASIS TRANSKRIP BASED LEARNING ANALYSIS (TBLA) Veny Agustini Prianggita; Sumar Hendayana; Jihaduddin; Dody Riswanto
Kaffah: Jurnal Pendidikan dan Sosio Keagamaan Vol 1 No 1 (2022): Kaffah: Jurnal Pendidikan dan Sosio Keagamaan
Publisher : Fakultas Agama Islam, Universitas Mathla'ul Anwar

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Abstract

Lesson Study for Learning Community (LSLC) activities have the potential to encourage many parties to do their best in improving the quality of learning. LSLC activities based on Transcript Based Learning Analysis (TBLA) are a way to enable teachers to sharpen their learning lenses intensively and comprehensively from various perspectives. The problems studied were "how is the learning process through TBLA-based LSLC" and "what are the results of the analysis of the learning process for Student Center Learning (SCL) or Teacher Center Learning (TCL)?". The objectives of this research are: 1. To produce an analysis of the learning process whether learning activities are in the form of SCL or TCL learning based on TBLA through LSLC, 2. To help teachers and schools to improve the quality of learning. The method used is Action Research which includes the stages of Plan-Do-See-Making Transcripts-Analyzing. The instrument used is Lesson Study using learning transcripts. The data analysis technique used is descriptive analysis. The results of this study are: (1). Planning has taken place by making Lesson Design together, opening classes for observation, and holding warm reflections, 2. Based on the results of the Analytical Transcript, it shows that the learning process is still dominated by the teacher (TCL) who tends to confirm student answers and repeat students' answers.
Co-Authors Aji Solehudin Anna Permanasari Antuni Wiyarsi Arif Hidayat Asep Supriatna Bayong Tjasyono Buchari Buchari Dody Riswanto Eneng Rahmayanti Eri Sarimanah Ermila Gustina Harry Firman Harry Firman HERNANI - Herwantono Herwantono Ida Kaniawati Iin Hindun Indarini Dwi Pursitasari Jihaduddin Leni Marlina Leni Yulianingsih Liliasari , LP Ario Nugroho Mr Buchari Mr Sjaeful Anwar Nurwidodo Nurwidodo Nurwidodo Nurwidodo, Nurwidodo Omay Sumarna R Riandi R. Riandi, R. Rahayu, Wiworo Retnadi Rias Rahmayanti, Eneng Riandi Riandi Riandi Riandi Rizky Brehnaputrifajar Khaerudin Santy Nurmalasari Selvies L Babutta Sofwan Gozali Veny Agustini Prianggita Wiworo Retnadi Rias Hayu Wiworo Retnadi Rias Hayu, Wiworo Retnadi Rias Yuyu Rahayu