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ANALISIS KEBUTUHAN GURU KIMIA TERHADAP MATERIAL KURIKULUM MODEL “ATK” DAN POLA EDUKASI “ADIR” Rosbiono, Momo
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 16, No 1 (2011): 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.v16i1.280

Abstract

This research initiated from the problems there are low quality of chemistry teacher comprehend in academic knowledge. The main goals of this research was to comprehend what model of ”Curriculum Materials” (CM) and “Amalgamation Teacher Knowledge” (ATK) educative framework were needed by chemistry teacher?. The research conducted by using descriptive method which express phenomenon are there him. The subject of this research were the Candidate of Chemistry Teachers which out-going in program of Profession Training and Education (PTE) at Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education and Chemistry Teachers from Group Discussion of Chemistry Teacher (GDCT) at Karawang. The data were collected through questionnaires and analysis form of teacher academic needs. The data analysis technique worked through qualitative and quantitative techniques. Based on the empirical and theoretical analysis the research findings which resulted were: (1) The CM with ATK model was relevance with academic chemistry teacher needs, this model illustrated the integration of essential concepts of curriculum, chemistry subject matter, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher through “key formulas”; (2) the CM structure that relevance for chemistry teacher academic needs was included the objectives formulation, subject matter description, questions, training tasks, and answer keys; (3) the CM content that relevance for chemistry teacher academic needs was included the essential concepts of curriculum, chemistry content, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher; (4) the educative framework that effectively for using CM was guidance and training through the mechanism of “absorbing, doing, interacting, and reflecting” (ADIR).Key words: curriculum material, ATK model, ADIR mechanism.
KONTRIBUSI TINDAKAN KREATIF PADA PENGUASAAN KONSEP SISWA MELALUI PROBLEM-BASED LEARNING PADA KONTEKS PENGAWETAN APEL Azizah, Farisa Nur; Rosbiono, Momo; Sopandi, Wahyu
Jurnal Pendidikan Kimia Undiksha Vol 3, No 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v3i1.16029

Abstract

Penelitian ini bertujuan untuk menyelidiki pengaruh model PBL (Problem-based Learning) terhadap tindakan kreatif dan penguasaan konsep siswa serta kontribusi tindakan kreatif terhadap penguasaan kosep siswa dalam materi larutan penyangga. Penelitian ini menggunakan metode mix method. Subjek penelitian adalah 34 siswa di kelas XI yang diberikan pembelajaran model PBL. Lokasi penelitian dilakukan di salah satu SMA Negri Tasikmalaya. Data dikumpulkan menggunakan Lembar Pesertadidik (LKP), lembar observasi, tes soal pilihan berganda dan angket. Data dianalisis secara deskriptif dan diuji statistik menggunakan IBM SPSS statistik 22. Hasil penelitian menunjukkan terdapat dampak positif model PBL pada tindakan kreatif siswa. Perbedaan signifikan antara rata-rata skor pretest dan posttest penguasaan konsep (p = 0,000) menunjukkan PBL juga memberikan pengaruh positif terhadap penguasaan konsep siswa. Terdapat kontribusi tindakan kreatif sebesar 8,3% pada penguasaan konsep siswa. Siswa menunjukkan ketertarikannya dengan model PBL sehingga membantunya lebih memahami konsep larutan penyangga
ANALISIS KEBUTUHAN GURU KIMIA TERHADAP MATERIAL KURIKULUM MODEL “ATK” DAN POLA EDUKASI “ADIR” Rosbiono, Momo
Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.36010

Abstract

This research initiated from the problems there are low quality of chemistry teacher comprehend in academic knowledge. The main goals of this research was to comprehend what model of ”Curriculum Materials” (CM) and “Amalgamation Teacher Knowledge” (ATK) educative framework were needed by chemistry teacher?. The research conducted by using descriptive method which express phenomenon are there him. The subject of this research were the Candidate of Chemistry Teachers which out-going in program of Profession Training and Education (PTE) at Department of Chemistry Education, Faculty of Mathematics and Science Education, Indonesia University of Education and Chemistry Teachers from Group Discussion of Chemistry Teacher (GDCT) at Karawang. The data were collected through questionnaires and analysis form of teacher academic needs. The data analysis technique worked through qualitative and quantitative techniques. Based on the empirical and theoretical analysis the research findings which resulted were: (1) The CM with ATK model was relevance with academic chemistry teacher needs, this model illustrated the integration of essential concepts of curriculum, chemistry subject matter, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher through “key formulas”; (2) the CM structure that relevance for chemistry teacher academic needs was included the objectives formulation, subject matter description, questions, training tasks, and answer keys; (3) the CM content that relevance for chemistry teacher academic needs was included the essential concepts of curriculum, chemistry content, chemistry teaching, professional development of chemistry teacher, and academic skills of chemistry teacher; (4) the educative framework that effectively for using CM was guidance and training through the mechanism of “absorbing, doing, interacting, and reflecting” (ADIR).
Building Students' Creative Thinking Skills Using Problem- Based Learning in Handling Staple Food Waste Rista Firdausa Handoyo; Momo Rosbiono; Wahyu Sopandi
Journal of Educational Sciences Vol 5, No 1: January 2021
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (736.26 KB) | DOI: 10.31258/jes.5.1.p.89-103

Abstract

This study aims to build students' creative thinking skills using problem - based learning in handling staple food waste. The research methods are development and research with the stages of design, development, and evaluation. This research was conducted at a private high school in Tangerang Regency. The research was involved thirty students of Class XI IPA in the second semester of the 2019/2020 school year and was connected through the WhatsApp group. The research instrument used Student Worksheets (LKS) in the form of a test essay for nine items that have been validated to measure students’ creative thinking skills. The research data were analyzed quantitatively by using Microsoft Excel and qualitative-  descriptive. The results of the students' creative thinking skills showed the percentage of fluency (31.66%), flexibility (35.18%), elaboration (58.33%), and evaluation (54.88%) indicators, the average percentage was 45.01% categorized as medium. The conclusions drawn are the creative thinking skills that emerge after using problem-based learning are fluent thinking, flexibility thinking, evaluative thinking, and elaborative thinking.
Students Creative Thinking Skills in the Context of Handling Fish Bone Waste with Problem-Based Learning Model Irmitha Mufida; Momo Rosbiono; Wahyu Sopandi
Journal of Educational Sciences Vol 5, No 2: April 2021
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.876 KB) | DOI: 10.31258/jes.5.2.p.244-256

Abstract

This study aims to build students' creative thinking skills in the context of handling fish bone waste by using a Problem-Based Learning model. The research method applied was Developmental Research with pre-experimental research design one group pretest-posttest. This research was conducted at one of the MANs located in Medan City. The sample in this study were 32 students of class XI IPA in the even semester of the 2019/2020 school year. Research activities were carried out online with the help of the WhatsApp application and zoom. The research instrument used the form of 12 essay items on the validated student worksheets (LKS) and suitable for measuring students' creative thinking skills. The data obtained from this study were analyzed quantitatively using Microsoft Excel and SPSS software. The results showed that students' creative thinking skills in the context of handling fish bone waste by using a problem-based learning model were included in the "Good" category with an average overall percentage of 63%.
PENYESUAIAN ELEMEN KURIKULUM KIMIA PADA SMK KOMPETENSI KEAHLIAN TATA BOGA DALAM MEMBANGUN MERDEKA BELAJAR Aisyah Tiara Kusumaningtyas; Momo Rosbiono; Sjaeful Anwar
Jurnal Riset dan Praktik Pendidikan Kimia Vol 9, No 1 (2021)
Publisher : Universitas Pendidikan Indonesia

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

Abstract

Penelitian ini didasarkan atas permasalahan tidak terintegrasinya mata pelajaran kimia dalam menunjang mata pelajaran Sekolah Menengah Kejuruan (SMK) Kompetensi Keahlian Tata Boga. Penelitian ini dilakukan untuk menyesuaikan elemen kurikulum yang meliputi kompetensi dasar, konten, dimensi pengetahuan, dan desain pembelajaran merdeka belajar agar relevan dengan kebutuhan SMK Kompetensi Keahlian Tata Boga. Metode yang digunakan pada penelitian ini adalah metode Research and Development. Desain pembelajaran merdeka belajar mengacu pada variasi belajar, variasi magang di industri, dan variasi tempat belajar. Subjek pada penelitian ini adalah dosen pendidikan kimia, guru mata pelajaran IPA terapan, dan guru mata pelajaran produktif tata boga, yang berperan sebagai validator. Hasil penelitian menunjukkan bahwa kompetensi dasar kimia yang relevan dengan kebutuhan SMK Kompetensi Keahlian Tata Boga meliputi kemampuan menentukan, mengidentifikasi, menjelaskan, menerapkan, menganalisis, memeriksa, menghitung, menguji. persentase kerelevansian konten kimia dengan konten kejuruan smk kompetensi keahlian tata boga meliputi 11 topik kimia dengan persentasi kerelevansian tertinggi pada topik bahan kimia dan pengaruh kuantitasnya pada pengolahan makanan. Dimensi pengetahuan faktual, konseptual, prosedural, dan metakognitif mengacu pada penerapan kimia untuk bidang tata boga.