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<![CDATA[PENGARUH MODEL PEMBELAJARAN INKUIRI TERHADAP PENINGKATAN KETERAMPILAN PROSES SAINS PESERTA DIDIK ]]>
<![CDATA[Bonga, Andi]]>;
<![CDATA[Tawil, Muh]]>;
<![CDATA[Sudarto, Sudarto]]>
<![CDATA[ Jurnal IPA Terpadu Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[Penelitian ini bertujuan untuk: (1) Peningkatan keterampilan proses sains peserta didik kelas VII SMPN 1 Liliriaja Kabupaten Soppeng tahun pelajaran 2015 yang di ajar dengan menggunakan model pembelajaran Inkuiri, (2) Peningkatan keterampilan proses sains peserta didik kelas VII SMP Negeri 1 Liliriaja Kabupaten Soppeng tahun pelajaran 2015 yang di ajar dengan menggunakan model pembelajaran konvensional, (3) Perbedaan peningkatan keterampilan proses sains peserta didik kelas VII SMP Negeri 1 Liliriaja Kabupaten Soppeng yang diajar dengan menggunakan model pembelajaran Inkuiri lebih tinggi kelas yang diajar menggunakan model pembelajaran konvensional. Jenis Penelitian ini adalah Quasi Eksperimen (eksperimen semu). Variabel yang diteliti adalah model inkuiri dan model pembelajaran konvensional sebagai variabel bebas dan keterampilan proses sains sebagai variabel terikat. Desain penelitian ini adalah adalah Pretest-Posttest Control Group. Populasi penelitian ini adalah peserta didik kelas VII SMP Negeri 1 Liliriaja pada tahun ajaran 2015/2016 yang terdiri dari 6 kelas yaitu kelas VII A, VII B, VII C, VII D dan VII E dengan jumlah peserta didik 216 orang dan sampelnya adalah terdiri dari kelas VII A sebagai kelas eksperimen dengan jumlah peserta didik 21 orang dan kelas VII B sebagai kelas kontrol dengan jumlah peserta didik 21 orang yang dipilih secara acak dengan asumsi bahwa seluruh kelas adalah homogen. Instrumen penelitian ini berupa tes keterampilan proses sains yang terdiri dari 5 item yang sudah divalidasi oleh validator ahli. Teknik pengumpulan data yang dilakukan dalam penelitian ini adalah memberikan tes (pretest-postest) keterampilan proses sains pada kedua kelas. Hasil penelitian deskriptif menunjukkan skor rata-rata keterampilan proses sains peserta didik kelas VII SMP negeri 1 Liliriaja yang diajar dengan menggunakan model pembelajaran inkuiri lebih tinggi dari pada skor rata-rata peserta didik yang diajar dengan menggunakan model pembelajaran konvensional. Hasil analisis inferensial, yaitu uji hipotesis menunjukkan bahwa H0 diterima dan H1 diterima sehingga terdapat pengaruh peningkatan model inkuiri terhadap peningkatan keterampilan proses sains peserta didik kelas VII SMP negeri 1 Liliriaja Soppeng pada pokok bahasan Klasifikasi makhluk Hidup.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN TIPE MAKE A MATCH TERHADAP HASIL BELAJAR IPA PESERTA DIDIK KELAS VIII SMPN 31 BULUKUMBA (STUDI PADA MATERI POKOK SISTEM PENCERNAAN MANUSIA) ]]>
<![CDATA[Winarti, Ennar]]>;
<![CDATA[Tawil, Muh.]]>;
<![CDATA[Mamin, Ratnawaty]]>
<![CDATA[ Jurnal IPA Terpadu Vol 4, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.35580/ipaterpadu.v4i2.11926
<![CDATA[Penelitian bertujuan: (1) Menganalisis peningkatan hasil belajar IPA dibelajarkan dengan model kooperatif tipe make a match dan dengan model pembelajaran konvensional, (2) Menguji pengaruh antara hasil belajar IPA dibelajarkan dengan model pembelajaran kooperatif tipe make a match dan dibelajarkan menggunakan model pembelajaran konvensional. Penelitian ini merupakan eksperimen semu dengan desain penelitian Nonequivalent Control Group Design. Populasi adalah seluruh peserta didik kelas VIII SMPN 31 Bulukumba sekaligus sebagai sampel. Instrument penelitian berupa tes hasil belajar pilihan ganda berjumlah 25 soal. Teknik pengumpulan data penelitian adalah pemberian pretest dan posttest. Data dianalisis dengan statistik deskriptif. Hasil analisis deskriptif: (1) Rata-rata peningkatan hasil belajar IPA yang dibelajarkan dengan menggunakan model pembelajaran kooperatif tipe Make a Match dengan skor N-Gain 0,701 dan dengan model pembelajaran konvensional dengan skor N-Gain 0,318, (2) Terdapat perbedaan hasil belajar yang dibelajarkan menggunakan model pembelajaran kooperatif tipe Make a Match lebih tinggi dengan dibelajarkan model pembelajaran konvensional. Hasil analisis inferensial menggunakan uji-t diperoleh bahwa terdapat perbedaan peningkatan hasil belajar IPA peserta didik dibelajarkan menggunakan model pembelajaran kooperatif tipe make a match. Jadi, disimpulkan bahwa pembelajaran kooperatif tipe make a match dapat meningkatkan hasil belajar peserta didik.]]>
<![CDATA[The Development of Electronic Practicum Modules at Electronic Course for Physics Education Program ]]>
<![CDATA[Muhammad Amin Said]]>;
<![CDATA[Muhammad Arsyad]]>;
<![CDATA[Muh. Tawil]]>
<![CDATA[ Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 7 No 2 (2021): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 7 Issue 2, D ]]>
Publisher : <![CDATA[Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI ]]>
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DOI: 10.21009/1.07201
<![CDATA[This study aimed to design a practicum module in electronics courses. The researcher initially carried out the developed module to analyze the level of validity and students’ responses to the electronic practicum module that the researcher had created. The module developed was validated by two experts. The subjects of this research were students of the Physics Education Program at the Muhammadiyah University of Makassar in the odd semester in the academic year of 2019/2020. This research employed a Research and Development (R&D) design. The development was carried out using the 4D model with four stages: Define, Design, Develop and Disseminate proposed by Thiagarajan. The results showed that the expert assessment of the electronic practicum module that had been developed using the Gregory test closeness model obtained a strong relevance level because it had an internal consistency coefficient of 100% and was declared to meet the eligibility criteria (valid). The percentages of students’ responses in the three indicators (interested in using the module, easy to understand the module content and easy-to-understand module language) were 83%, 81 %, and 81%, respectively. Based on the description above, it can be concluded that the electronic practicum module developed is declared valid, and students respond well to the use of the electronics practicum module.]]>
<![CDATA[Penerapan Model Pembelajaran PBL Dalam Meningkatkan Keaktifan Belajar Peserta Didik ]]>
<![CDATA[Syukur Muhammad]]>;
<![CDATA[Muh. Tawil]]>;
<![CDATA[Yenni Rahman]]>
<![CDATA[ Jurnal Profesi Kependidikan Vol 2, No 1 Apr (2021) ]]>
Publisher : <![CDATA[Jurnal Profesi Kependidikan ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah penerapan model pembelajaran PBL (Problem Based Learning) dapat meningkatkan keaktifan belajar IPA peserta didik kelas VII A UPT SMP Negeri 2 Seko. Berdasarkan hasil observasi dan pengamatan pada saat berlangsungnya pembelajaran di kelasVII A, sebagian besar peserta didik ketika diminta bertanya dan menjawab peserta didik cenderung pasif dan memilih diam serta cenderung tidak memperhatikan penjelasan guru. Selain itu kemampuan peserta didik dalam menjalin kolaborasi dengan teman lain menjadi berkurang sehingga keaktifan peserta didik semakin sulit dicapai. Penelitian ini dilakasanakan dengan 3( tiga) siklus penelitian. Dapat disimpulkan bahwa keaktifan peserta didik pada proses pembelajaran di kelas VII A UPT SMP Negeri 2 Seko dengan pembelajaran menggunakan model PBL (Problem Based Learning) meningkat hingga 80 %, serta dapat memberikan kontribusi yang positif terhadap peningkatan prestasi belajar peserta didik..Kata Kunci : Keaktifan, peserta didik, Problem Based Learning]]>
<![CDATA[Karakteristik Bahan Ajar IPA Terpadu Berbasis Kontroversi ]]>
<![CDATA[sudarto sudarto]]>;
<![CDATA[tawil tawil]]>
<![CDATA[ JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 3, No 3 (2019): September (JIKAP PGSD) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jkp.v3i3.10218
<![CDATA[Integrated science learning is the latest science learning icon and is recommended in the national curriculum at all levels of education. Integrated learning is essentially a learning that allows students both individually and in groups to actively seek, explore / explore, and find concepts and principles holistically and authentically. Science as a subject should be taught in its entirety between the study of Physics, Chemistry, and Biology. Facts on the ground show that science learning so far in various levels of education is generally not integrated. The ongoing learning process still indicates the presence of Physics, Chemistry, and Biology subjects. This happens because of various things, including the absence of representative integrated science teaching materials. Subjects or respondents in this study were students of the Natural Sciences Study Program FMIPA UNM 2014 Class Regular Class. The number of respondents was 28 people. This research was conducted in Odd semester 2016/2017 academic year. This research is classified as development research. The results of this study in the form of the characteristics of integrated science teaching materials based on controversy that has been developed which includes: contains a title that is controversial; arranged with integrated, integrated, and shared integration; arranged with a principle that in preparing the teaching material always involves physical, chemical, and psychological material; unique and creative; its contents are easy to understand like reading a short story; fun to read; open mind; the title of the material is intriguing; as if the material in teaching materials is human-like character; can increase creativity; the title of the material attracts attention; the contents are interesting; the language used is beautiful and unique; can come up with creative ideas; not boring; and increase imagination and thinking ability.]]>
<![CDATA[Pengaruh Model Pembelajaran Berbasis Masalah terhadap Keterampilan Pemecahan Masalah Peserta Didik dalam Pembelajaran Fisika Ditinjau dari Gender ]]>
<![CDATA[Febriani Febriani]]>;
<![CDATA[Muhammad Tawil]]>;
<![CDATA[Salamang Salmiah Sari]]>
<![CDATA[ Al-Musannif Vol 3 No 2 (2021) ]]>
Publisher : <![CDATA[Madrasah Tsanawiyah DDI Cilellang ]]>
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DOI: 10.56324/al-musannif.v3i2.42
<![CDATA[The study aims at analyzing the difference of problem solving skills between: (1) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) the students taught by using problerm-based learning model and the ones taught by using guided inquiry learning model with male gender, (3) the students taught by using problem-based learning model and the ones taught by using guided inquiry learning model with female gender, and (4) the interaction between problem-based and quided inquiry learning model and gender on problem solving skills of students. The study is quasi-experiment research with treatment by level 2x2 design. The research population was all students of grade X MIA at SMAN 9 Makassar. The technique used in talking the sample was simple random sampling and obtained grade X MIA5 and X MIA7 as the experiment classes and grade X MIA8 and X MIA9 as the control classes. The results of the study reveal that (1) there is a difference of problem solving skills between students taught by using problem-based learning model and the ones taught by using guided inquiry learning model, (2) for male gender students, there is a difference between the ones taught by using problem-based skills and ones taught by using quided inquiry learning model, (3) for female gender students, there is a difference between the ones taught by using problem-based skills and the ones taught by using quided inquiry learning model, and (4) there is no interaction between learning model and gender on problem solving skills of students. This study is expected to be a reference in determining the strategy and innovative learning model to improve learning quality so the students are active in learning process, thus it can improve problem solving skills of students.]]>
<![CDATA[Pelatihan Pendekatan TPACK Bagi Guru-Guru Di Pesantren Putri Yatama Mandiri Kabupaten Gowa ]]>
<![CDATA[Muhammad Aqil Rusli]]>;
<![CDATA[Muh. Tawil]]>;
<![CDATA[Hasanuddin Hasanuddin]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat SEMINAR NASIONAL 2021 : PROSIDING EDISI 11 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
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<![CDATA[ Abstrak. Mitra Program Kemitraan Masyarakat (PKM) ini adalah guru-guru di Pesantren Putri Yatama Mandiri kabupaten Gowa. Permasalahannya adalah: (1) kurangnya pengetahuan tentang pendekatan TPACK dalam pembelajaran, (2) kurang keterampilan membuat media pembelajaran berbasis teknologi. Metode yang digunakan pada kegiatan ini adalah: ceramah, demonstrasi, diskusi, tanya jawab, dan pendampingan mitra. Hasil yang dicapai adalah (1) mitra memiliki pengetahuan tentang pendekatan TPACK dalam pembelajaran, (2) mitra memiliki keterampilan memanfaatkan teknologi dalam pembuatan media pembelajaran menggunakan canva dan penilaian menggunakan quizizz Kata kunci: Pendekatan TPACK, Canva, Quizizz]]>
<![CDATA[Respons guru SMPN 1 Bantaeng terhadap workshop budidaya tanaman sistem hidroponik ]]>
<![CDATA[Sitti Rahma Yunus]]>;
<![CDATA[Muhammad Aqil Rusli]]>;
<![CDATA[Muhammad Tawil]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat Vol 2019, No 8: PROSIDING 8 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
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<![CDATA[Bantaeng SMPN1 is a school located in the heart of Bantaeng. Narrow school land becomes an obstacle in the cultivation of plants in the school area as an important part of the implementation of Adiwiyata school. For this reason, a crop cultivation system that is suitable for narrow land is needed, the hydroponic system. Unfortunately the teachers at the school do not yet have the knowledge and skills regarding the cultivation of hydroponic systems. Based on this reason, through the Community Partnership Program (PKM), a workshop was held to train the teachers of SMPN 1 Bantaeng in the cultivation of hydroponic systems. The objectives of this program are (1) to provide knowledge and to practice the cultivation skills of hydroponic system plants through workshops and (2) to obtain information on participants' responses to the materials and methods for conducting the workshop. The method used in the workshop is the provision of information (lectures), demonstrations, practice, and assistance. The results obtained after conducting the workshop and giving questionnaire responses were (1) participants gained knowledge and skills in the cultivation of hydroponic system plants (2) participants' responses to the workshop materials and methods were in the high category. These results were also supported by participants' statements that the workshop opened their insights on hydroponic system cultivation.]]>
<![CDATA[Respons guru SMPN 1 Bantaeng terhadap workshop budidaya tanaman sistem hidroponik ]]>
<![CDATA[Sitti Rahma Yunus]]>;
<![CDATA[Muhammad Aqil Rusli]]>;
<![CDATA[Muhammad Tawil]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat Vol 2019, No 8: PROSIDING 8 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
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<![CDATA[Bantaeng SMPN1 is a school located in the heart of Bantaeng. Narrow school land becomes an obstacle in the cultivation of plants in the school area as an important part of the implementation of Adiwiyata school. For this reason, a crop cultivation system that is suitable for narrow land is needed, the hydroponic system. Unfortunately the teachers at the school do not yet have the knowledge and skills regarding the cultivation of hydroponic systems. Based on this reason, through the Community Partnership Program (PKM), a workshop was held to train the teachers of SMPN 1 Bantaeng in the cultivation of hydroponic systems. The objectives of this program are (1) to provide knowledge and to practice the cultivation skills of hydroponic system plants through workshops and (2) to obtain information on participants' responses to the materials and methods for conducting the workshop. The method used in the workshop is the provision of information (lectures), demonstrations, practice, and assistance. The results obtained after conducting the workshop and giving questionnaire responses were (1) participants gained knowledge and skills in the cultivation of hydroponic system plants (2) participants' responses to the workshop materials and methods were in the high category. These results were also supported by participants' statements that the workshop opened their insights on hydroponic system cultivation.]]>
<![CDATA[Efektivitas Penerapan Media Audio Visual untuk Meningkatkan Hasil Belajar IPA Peserta Didik Kelas VII SMPN 21 Sinjai ]]>
<![CDATA[Wiwik Wiwik]]>;
<![CDATA[Muh. Tawil]]>;
<![CDATA[Arie Arma Arsyad]]>
<![CDATA[ JURNAL PENDIDIKAN MIPA Vol 12 No 4 (2022): JURNAL PENDIDIKAN MIPA ]]>
Publisher : <![CDATA[Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima ]]>
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DOI: 10.37630/jpm.v12i4.760
<![CDATA[Penelitian ini bertujuan untuk mengetahui: (1) Peningkatan skor rata-rata hasil belajar IPA peserta didik secara signifikan, (2) Effect size hasil belajar IPA setelah diterapkan media audio visual, (3) Peningkatan skor rata-rata N-gain yang signifikan hasil belajar peserta didik setelah diterapkan media audio visual (4) adanya perbedaan skor rata-rata N-gain hasil belajar IPA kelas A dan B. Populasi penelitian ini adalah seluruh peserta didik kelas VII SMPN 21 Sinjai. Data dianalisis menggunakan SPSS Versi 21.0 Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen. Desain penelitian yang digunakan adalah Pre Experimental Design, desain One-Group Pretest-Posttest Design menggunakan 2 kelas sebagai kelas eksperimen serta instrumen yang digunakan berupa tes hasil belajar. Hasil penelitian adalah: (1) Peningkatan hasil belajar IPA peserta didik di kelas VII di SMPN 21 Sinjai yang diajar menggunakan media audio visual berada pada kategori sedang. (2) Tingkat hasil analisis effect size peserta didik setelah penerapan media audio visual pada proses pembelajarannya berada pada kategori strong effect. (3) Terdapat peningkatan skor rata-rata yang signifikan setelah penerapan media audio visual. (4) Tidak terdapat perbedaan skor rata-rata N-Gain hasil belajar IPA antara kelas A dan kelas B karena kedua kelas diberikan perlakuan yang sama yaitu diajar menggunakan media audio visual. Hal ini menunjukkan bahwa media pembelajaran audio visual pada materi tata surya mendapat respon positif dari peserta didik, sehingga media audio visual dapat digunakan dalam proses pembelajaran.]]>
