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All Journal PROSIDING SEMINAR NASIONAL Matematika dan Sains Jurnal Pendidikan MIPA Orbital: Jurnal Pendidikan Kimia International Journal of Research in Counseling and Education International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Journal of Educational Sciences JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Pengabdian Isola

Asep Supriatna

Universitas Pendidikan Indonesia

Author-ID : 3659086

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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SINTESIS DAN KARAKTERISASI BENTONIT Asep Supriatna, ; Ahmad Mudzakir, ; Adam Nugraha,
Matematika dan Sains Vol 17, No 2 (2010)
Publisher : Matematika dan Sains

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Research about modification of bentonite using fatty imidazolinium had been done. Three kind fatty imidazolinium iodide compound succeeded to be synthezed using microwave irradiation method with various R substituents, namely 2-cis-oleil-imidazolinium iodide (surf1) with R = cis-ù-9-CH3(CH2)16-CH2-, 2-stearil-2-imidazolinium iodide (surf2) with R = CH3(CH2)16-CH2-, and 2-palmitil-2-imidazolinium iodide (surf3) with R = CH3(CH2)14-CH2-. Their characteristics were analyzed using FTIR and TG/DTA. Thermal stability analysis showed that Stear-Imz/NaMMT, Pal-Imz/NaMMT , and cis-Ole-Imz/NaMMT dicomposed at 441,9oC; 406,9oC; and 441,8 oC, respectively.3(CH2)16-CH2-, 2-stearil-2-imidazolinium iodide (surf2) with R = CH3(CH2)16-CH2-, and 2-palmitil-2-imidazolinium iodide (surf3) with R = CH3(CH2)14-CH2-. Their characteristics were analyzed using FTIR and TG/DTA. Thermal stability analysis showed that Stear-Imz/NaMMT, Pal-Imz/NaMMT , and cis-Ole-Imz/NaMMT dicomposed at 441,9oC; 406,9oC; and 441,8 oC, respectively.

Kegiatan Lesson Study sebagai Upaya Guru untuk Menemukan Pembelajaran yang Memenuhi Keperluan Anak Hidup pada Zamannya (Era Revolusi Industri 4.0) Asep Supriatna
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2018: SEMINAR NASIONAL PENDIDIKAN SAINS DAN TEKNOLOGI
Publisher : Universitas Muhammadiyah Semarang

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Lesson Study merupakan kegiatan guru yang didalamnya terdapat kegiatan merancang pembelajaran, melaksanakan pembelajaran, mengobservasi pembelajaran, serta melakukan kegiatan refleksi atas hasil observasi pembelajaran yang dilakukan. Kegiatan Lesson Study dilakukan secara kolaboratif, mutual learning dan berkelanjutan (Hendayana dkk, 2006). Dengan kata lain, kegiatan Lesson Study adalah kegiatan guru yang dilakukan secara rutin dan terjadwal dalam upaya meningkatkan kualitas pembelajaran secara kolaboratif bersama guru sejawat lain. Jumlah dan lamanya petemuan kegiatan Lesson Study sangat tergantung dari kesepakatan kominitas guru peserta lessonStudy. Beberapa pengalaman Lesson Study di beberapa sekolah di Kabupaten Sumedang dan Kota Bandung menunjukkan adanya peningkatan dalam hal perhatian guru terhadap siswa, kualitas media dan perangkat pembelajaran, peningkatan pemahaman konsep materi ajar, kualitas pelaksanakan pembelajaran, serta kepekaan guru dalam mengamati bagaimana siswa belajar. Hal positif dari kegiatan Lesson Study ini perlu dimanfaatkan dalam upaya meningkatan kualitas layanan pembelajaran kepada siswa khususnya dalam menjalani kehidupan pada era revolusi industry yang menantang kehidupan yang semakin kompleks. Berdasarkan keperluan pembelajaran di Abad 21, beberapa kopetensi yang harus dimiliki masyarakat antara lain: kempuan berfikir kritis, kemapuan kolaborasi, kemampuan inovasi, kemampuan IT, serta kemampuan komunikasi. Makalah ini memaparkan bagiamana meningkatkan kualitas pembelajaran melalui kegiatan Lesson Study untuk membekali anak dalam menghadapi era revolusi industry 4.0.

Sharing and Jumping Based Didactical Design In Collaborative Learning on the topic of Covalent Bonding Ermila Gustina; Sumar Hendayana; Asep Supriatna
International Journal of Research in Counseling and Education Vol 2, No 1 (2018): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

The effectiveness of sharing and jumping based didactical design of covalent bonding has been studied at chemistry senior high school. Learning based sharing task is a learning that deals to cover content of text book. Sharing task facilitate jumping process for the low achiever students. The challenging problems are given in jumping tasks activity to challenge the high achiever students. The purpose of this study was to obtain the didactical design of covalent bondings and their implementation.The research method applied is Didactical Design Research (DDR) with following stages: analysis of didactic situation before learning, metapedadidactical analysis, and retrospective analysis. Implementation of lesson design on the topic of covalent bonding were recorded and analyzed, from the analysis result obtained the collaboration between students and between students and teachers.

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

Collaborative lesson design of acid base titration curve in Indonesia senior high school M Amzar; S Hendayana; W Wahyu; A Supriatna; S Lestiyani
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Acid base titration curve is one of the important topics in Indonesia senior high schoolchemistry. Base on interview with chemistry teachers from different province, the study revealedmost of the teachers disregarded this topic, because they got difficulties to find the best strategy to teach the topic effectively and efficiently. The purpose of this study is to develop acollaborative lesson design based on sharing and jumping task of acid base titration curve at thesenior high school level in Indonesia. The topic of acid base titration curve can promote highorder thinking skills of the student how to present and to communicate data of acid base titration.The methodology used is didactical design research (DDR). Didactical design research has treesteps are, (a) analyzing didactical condition before learning, (b) analyzing metapedadidacticaland (c) analyzing retrospective. Data were collected by interview teacher from differentprovinces, recordings (audio). The lesson design has been develop, include learning target,prediction student response, and teacher assistance. The developed lesson design will beimplemented at grade 11 of senior high school in Bandung.

Sharing and jumping task design on chemical equilibrium lesson for improving learning quality at senior high school W Nurningsari; A Supriatna; S Hendayana
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Lack of teacher anticipation of students responses lead to obstacles in a learning process which affect the quality of learning, therefore we need develop an innovation of learning design that has prediction of student’s response. The purpose of this research is to develop didactical design based on sharing and jumping task in chemical equilibrium calculation. Sharing task used to facilitate students slow learners with help fast learners. While jumping task used to challenge fast learners so they didn’t feel bored in learning. The method used in this research is the Didactical DesignResearch (DDR), which consists of three stages: prospective analysis, metapedadidactical, and retrospective analysis. The developed didactical design was implemented at students of grade 11 of a senior high school in Bandung. Then the revised didactical design was implemented at another group of students of grade 11. Data was collected through observations, interviews, documentation, then the data is transcribed and analyzed. Based upon the result of the first implementation analysis it was found that the teacher still dominated the learning proses, but in the second implementation of the revised didactical design affected some changes in the learning process indicated some students have started to discuss actively.

Identify Students’ Critical Thinking Skills During Chemistry Learning Process of Molecular Shapes Arisna Oktavia Dijaya; Sumar Hendayana; Asep Supriatna
Journal of Educational Sciences Vol 4, No 4: October 2020
Publisher : Universitas Riau

Critical thinking skills become essential skills for students demanded by the 2013 curriculum. Effective learning critical thinking is very important for students in the classroom. This study aimed to identify students' critical thinking skills during chemistry learning process of molecular shapes. The method applied in this study was descriptive qualitative with a case study approach. It was conducted at one of high schools in Bandung were the participants were the tenth grade students’. The instruments used for data collection were audio, video and observation sheets. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results indicated that four out of twelve indicators of critical thinking skill had been identified in learning molecular shapes. The four indicators are formulating questions, answering the “why” questions, focusing on a question, judging the credibility of the sources, and interacting with others. The low achievement of critical thinking indicators was due to the method used in teaching which is still informative or transferring knowledge from teacher to student (teacher-centered) without giving sufficient time for students to reflect the material presented, link it with prior knowledge, or apply it in real life situations.

The Students’ Critical Thinking Skill in Exploiting Covalent Bond Material Yunita Danora; Sumar Hendayana; Asep Supriatna
Journal of Educational Sciences Vol 4, No 3: July 2020
Publisher : Universitas Riau

This study aims to analyze students' critical thinking skill in exploiting covalent bond material. The method applied in this study was descriptive qualitative with a case study approach. It was conducted at one of high schools in Bandung were the participants were the tenth grade students’. The instruments used for data collection were audio, video and observation sheets. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results indicated that three out of twelve indicators of critical thinking skill had been identified in learning covalent bonds. The three indicators are formulating questions, answering the “why” questions, and identifying differences. The low achievement of critical thinking indicators was due to the method used in teaching which is still informative or transferring knowledge from teacher to student (teacher-centered) without giving sufficient time for students to reflect the material presented, link it with prior knowledge, or apply it in real life situations.

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

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.

Co-Authors A. Suhandi Achmad Samsudin Adam Nugraha Ahmad Mudzakir Ahmad Mudzakkir Any Fitriani Arisna Oktavia Dijaya Asep B.D. Nandiyanto Asep Kadarohman Atep Rian Nurhadi Cecep Jaenudin Cuyun Suslianti Dandan Luhur Saraswati Ermila Gustina Fuji Ilyadi Harry Firman Heli Siti Halimatul HERNANI - Herwantono Herwantono Iqbal Musthapa M Amzar Momo Rosbiono Mr Sumar Hendayana R. Riandi, R. Rahmi Zulva Rira Octa Ningsi* Rizki Maulana Ashidiq Rizky Brehnaputrifajar Khaerudin S Hendayana S Hendayana S Lestiyani Saeful Anwar Saniyyah Sausan Santy Nurmalasari Soja Siti Fatimah Sumar Hendayana Sumar Hendayana Taj Rosyidah Triannisa Rahmawati W Nurningsari W Wahyu Wiji Adji Yaya Sonjaya Yunita Danora Yuyu Rahayu

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