Endang Susiloningsih, Endang
Jurusan Kimia FMIPA Universitas Negeri Semarang Gedung D6 Lantai 2 Kampus Sekaran Gunungpati Semarang, 50229, Telp. (024)8508035

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PENERAPAN MODEL ASSURE DENGAN METODE PROBLEM SOLVING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS Sari, Widia Maya; Susiloningsih, Endang
Jurnal Inovasi Pendidikan Kimia Vol 9, No 1 (2015): January 2015
Publisher : Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan hasil belajar kimia antara siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving dan metode yang biasa digunakan oleh guru pengampu dan apabila ada perbedaan, hasil belajar manakah yang lebih baik diantara keduanya. Sampel diambil dengan teknik cluster random sampling, diperoleh kelas eksperimen XI IPA 1 sebanyak 30 siswa dan kelas kontrol XI IPA 2 sebanyak 30 siswa. Metode pengumpulan data yang digunakan yaitu metode dokumentasi, observasi, dan tes. Hasil penelitian menunjukkan nilai rata-rata kelas eksperimen 83,26 dan kelas kontrol 75,1. Hasil uji perbedaan dua rata-rata dua pihak menunjukkan ada perbedaan antara kelas eksperimen dengan kelas kontrol. Sedangkan uji perbedaan dua ratarata menunjukkan kelas eksperimen lebih baik dari kelas kontrol. Hasil penelitian menunjukkan bahwa ada perbedaan pada hasil belajar kimia di antara siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving dengan metode yang biasa digunakan oleh guru. Hasil belajar kimia dan keterampilan berpikir kritis pada siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving terbukti lebih baik daripada hasil belajar kimia siswa yang diberi metode yang biasa digunakan oleh guru. This study aims to determine whether there are differences in learning outcomes in chemistry among students by learning model ASSURE Problem Solving method and the method usually used by teachers and if there are differences, Which better learning outcomes between the two. Samples were taken at random cluster sampling technique, obtained grade XI Science 1 amounted to 30 students as an experimental class 2 and class XI science class numbered 30 students as control. Data collection method used is the documentation, observation and tests. The results showed the average value of the experimental class and control class 83.26 75.1. Test results on the average difference between the two classes, shows that there are differences between the experimental class with the control class. While the difference in the two trials showed that the average of the experimental class is better than the control class. The results showed that there are differences in the chemistry learning outcomes among students who were given learning model ASSURE Problem Solving method with the method used by the teacher. Results subjects studied chemistry and critical thinking skills in students who were given learning model ASSURE Problem Solving method proved to be better than the results of studying chemistry students who were given the method used by the teacher.
PENGEMBANGAN INSTRUMEN EVALUASI DIRI GURU TERKAIT PENCAPAIAN KOMPETENSI GURU DAN IMPLEMENTASI KURIKULUM 2013 PADA GURU SMP KOTA SALATIGA Manutede, Yusuf Zakarias; Susiloningsih, Endang; Ridlo, Saiful
Innovative Journal of Curriculum and Educational Technology Vol 4 No 1 (2015): June 2015
Publisher : unnes press

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Abstract

Pengembangan Instrumen Evaluasi Diri Guru Terkait Pencapaian Kompetensi Guru dan Implementasi Kurikulum 2013 pada Guru merupakan kebutuhan mendesak karena dapat digunakan sebagai panduan bagi guru untuk menilai (evaluasi) diri kompetensi guru. Bentuk instrumen yang dikembangkan adalah instrumen penilaian (evaluasi) kompetensi pedagogis. Penelitian ini bertujuan untuk mengembangkan instrumen penilaian (evaluasi)diri kompetensi pedagogis yang valid dan reliabel yang diimplementasikan di SMP di Kota Salatiga. Variabel Penelitian ini adalah kompetensi pedagogis guru. Pengumpulan Data melalui metode kualitatif, dokumentasi dan penilaian melalui angket. Analisis data kualitatif digunakan untuk memperoleh data pendahuluan, sedangkan perolehan data pengembangan hingga uji coba digunakan analisa kuantitatif. Hasil penelitian menunjukkan bahwa (1) penilaian (evaluasi) diri kompetensi pedagogis guru  di Kota salatiga belum memiliki instrumen khusus, tetapi masih terbatas pada penilaian subjektif kepala sekolah ataupun pengawas. (2) Instrumen yang dikembangkan berupa instrumen penilaian (evaluasi) diri kompetensi pedagogis. (3) Instrumen valid secara isi ditunjukkan dengan presentase skor penilaian validator 94,28 % untuk kompetensi pedagogis serta valid secara konstruk yang ditunjukkan dengan nilai koefisien korelasi lebih besar dari 0,3 dan reliabel yang ditunjukkan oleh besaran nilai koefisien reliabilitas 0,939 untuk kompetensi pedagogis (4) Instrumen penilaian (evaluasi) diri kompetensi pedagogis yang dikembangkan mudah dipahami sebagaimana dikemukakan validator praktisi dan guru sebagai rateers.Development of Self-Evaluation Instrument Related Master Teacher Competency Achievement and implementation of Curriculum 2013 at the Master is an urgent need because it can be used as a guide for teachers to assess (evaluate) self-competence of teachers. Developed forms of instruments are the instruments of assessment (evaluation) pedagogical competence and professional competence of teachers. This research aims to develop assessment instruments (evaluation) self pedagogical competence and professional competence valid and reliable are implemented in junior high school in Salatiga. The results showed that (1) assessment self pedagogical competence and professional competence of teachers in the City salatiga not have a special instrument, but is still limited to subjective assessment principals or supervisors. (2 ) The instrument was developed in the form of an assessment instrument (evaluation) self pedagogical competence. (3) Instruments valid contents indicated by the percentage of 94.28% validator assessment scores for pedagogical competence as well as the valid construct as indicated by the value of the correlation coefficient greater than 0.3 and reliably indicated by the magnitude of the value reliability coefficient of 0.939 for pedagogical competence. (4) Instruments assessment (evaluation) self pedagogical competence and developed easily understood as expressed validator practitioners and teachers as rateers.
PENERAPAN MODEL ASSURE DENGAN METODE PROBLEM SOLVING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS Sari, Widia Maya; Susiloningsih, Endang
Jurnal Inovasi Pendidikan Kimia Vol 9, No 1 (2015): January 2015
Publisher : Universitas Negeri Semarang

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

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan hasil belajar kimia antara siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving dan metode yang biasa digunakan oleh guru pengampu dan apabila ada perbedaan, hasil belajar manakah yang lebih baik diantara keduanya. Sampel diambil dengan teknik cluster random sampling, diperoleh kelas eksperimen XI IPA 1 sebanyak 30 siswa dan kelas kontrol XI IPA 2 sebanyak 30 siswa. Metode pengumpulan data yang digunakan yaitu metode dokumentasi, observasi, dan tes. Hasil penelitian menunjukkan nilai rata-rata kelas eksperimen 83,26 dan kelas kontrol 75,1. Hasil uji perbedaan dua rata-rata dua pihak menunjukkan ada perbedaan antara kelas eksperimen dengan kelas kontrol. Sedangkan uji perbedaan dua ratarata menunjukkan kelas eksperimen lebih baik dari kelas kontrol. Hasil penelitian menunjukkan bahwa ada perbedaan pada hasil belajar kimia di antara siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving dengan metode yang biasa digunakan oleh guru. Hasil belajar kimia dan keterampilan berpikir kritis pada siswa yang diberi model pembelajaran ASSURE dengan metode Problem Solving terbukti lebih baik daripada hasil belajar kimia siswa yang diberi metode yang biasa digunakan oleh guru. This study aims to determine whether there are differences in learning outcomes in chemistry among students by learning model ASSURE Problem Solving method and the method usually used by teachers and if there are differences, Which better learning outcomes between the two. Samples were taken at random cluster sampling technique, obtained grade XI Science 1 amounted to 30 students as an experimental class 2 and class XI science class numbered 30 students as control. Data collection method used is the documentation, observation and tests. The results showed the average value of the experimental class and control class 83.26 75.1. Test results on the average difference between the two classes, shows that there are differences between the experimental class with the control class. While the difference in the two trials showed that the average of the experimental class is better than the control class. The results showed that there are differences in the chemistry learning outcomes among students who were given learning model ASSURE Problem Solving method with the method used by the teacher. Results subjects studied chemistry and critical thinking skills in students who were given learning model ASSURE Problem Solving method proved to be better than the results of studying chemistry students who were given the method used by the teacher.
PENGEMBANGAN INSTRUMEN KOMPETENSI PEDAGOGIS GURU SMP DALAM KURIKULUM 2013 MENURUT PERSEPSI GURU DI KOTA SALATIGA Manutede, Yusuf Zakarias; Susiloningsih, Endang; Ridlo, Saiful
Journal of Research and Educational Research Evaluation Vol 4 No 2 (2015)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (155.625 KB)

Abstract

Pengembangan Instrumen Kompetensi Guru dalam mengimplementasikan Kurikulum 2013 pada Guru merupakan kebutuhan mendesak karena dapat digunakan sebagai panduan bagi guru untuk menilai (evaluasi) dirinya sendiri secara objektif dan jujur. Bentuk instrumen yang dikembangkan adalah instrumen penilaian (evaluasi) kompetensi pedagogis dan kompetensi profesional guru. Penelitian ini bertujuan untuk mengembangkan instrumen penilaian (evaluasi) diri kompetensi pedagogis dan kompetensi profesional yang valid dan reliabel yang diimplementasikan pada guru-guru di SMP di Kota Salatiga. Penelitian ini menggunakan metode Reseach and Development (R & D) dengan langkah-langkah teori Borg and Gall yaitu (1) studi pendahuluan,  (2) perancangan, (3) pengembangan, (4) uji terbatas, (5) revisi hasil uji terbatas, (6) uji coba lapangan lebih luas, (7) revisi uji coba lapangan lebih luas, (8) uji kelayakan, (9) revisi hasil uji kelayakan, (10) Deseminasi (tidak dilakukan). Variabel Penelitian ini adalah kompetensi pedagogis dan kompetensi profesional guru. Pengumpulan Data melalui metode kualitatif, dokumentasi dan penilaian (evaluasi) diri melalui angket. Analisis data kualitatif digunakan untuk memperoleh data pendahuluan, sedangkan perolehan data uji coba dan pengembangan digunakan analisa kuantitatif. Hasil penelitian menunjukkan bahwa (1) penilaian (evaluasi) diri kompetensi pedagogis dan kompetensi profesional guru di Kota salatiga belum memiliki instrumen khusus, tetapi masih terbatas pada penilaian subjektif kepala sekolah ataupun pengawas. (2) Instrumen yang dikembangkan berupa instrumen penilaian (evaluasi) diri kompetensi pedagogis dan kompetensi profesional. (3) Instrumen valid secara isi ditunjukkan dengan presentase skor penilaian validator 94,28 % untuk kompetensi pedagogis dan 92,14 untuk kompetensi profesional serta valid secara konstruk yang ditunjukkan dengan nilai koefisien korelasi lebih besar dari 0,3 dan reliabel yang ditunjukkan oleh besaran nilai koefisien reliabilitas 0,939 untuk kompetensi pedagogis dan 0,945 untuk kompetensi profesional.(4) Instrumen penilaian (evaluasi) diri kompetensi pedagogis dan kompetensi profesional yang dikembangkan mudah dipahami dari segi bahasa, konstruk sehingga praktis digunakan. Development of Self-Evaluation Instrument Related Master Teacher Competency Achievement and implementation of Curriculum 2013 at the Master is an urgent need because it can be used as a guide for teachers to assess (evaluate) self-competence of teachers. Developed forms of instruments are the instruments of assessment (evaluation) pedagogical competence and professional competence of teachers. This research aims to develop assessment instruments (evaluation) self pedagogical competence and professional competence valid and reliable are implemented in junior high school in Salatiga.  The results showed that (1) assessment self pedagogical competence and professional competence of teachers in the City salatiga not have a special instrument, but is still limited to subjective assessment principals or supervisors. (2 ) The instrument was developed in the form of an assessment instrument (evaluation) self pedagogical competence. (3) Instruments valid contents indicated by the percentage of 94.28% validator assessment scores for pedagogical competence as well as the valid construct as indicated by the value of the correlation coefficient greater than 0.3 and reliably indicated by the magnitude of the value reliability coefficient of 0.939 for pedagogical competence. (4) Instruments assessment (evaluation) self pedagogical competence and developed easily understood as expressed validator practitioners and teachers as rateers.
Development of Project Assessment Instruments to Assess Mathematical Problem Solving Skills on A Project-Based Learning Wahyuni, Vera; Kartono, Kartono; Susiloningsih, Endang
Journal of Research and Educational Research Evaluation Vol 7 No 2 (2018)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.039 KB) | DOI: 10.15294/jere.v7i2.24501

Abstract

Assessment of the results of the study were not able to use the technique only tests the need for an assessment that can assess the 3 aspects of cognitive, affective and namely psychomotor assessment authentic like i.e. assessment of the project. Troubleshooting is the ability that must be mastered in maths learning then perlua the existence of an appropriate assessment that can assess the mathematical problem solving skills. This research aims to develop assessment instrument project to assess mathematical solving skills on a project-based learning that is valid, reliability and practical use. The type of research used in this research is the research development (research and development) with the model of the development of nontes. The subject of a trial that is grade VIII SMP Negeri Semarang 40. The data in the research gained from the results of the test of the validity, reliability and practicality. The research results showed that the assessment instrument project to assess mathematical problem solving skills on a project-based learning is declared invalid based on the input of experts and of the results obtained from the calculation of the ICC retrieved r_xx > 0,814 reliability, validity of the results invalid constructs on a small scale have the goodness of fit index 0,942 > 0.90 and massive scale have index goodness of fit 0.935 > 0.90 reliability then both showed 0,848 > 0.7 on a small scale and 0867 > 0.7 on a massive scale, as well as meet the criteria of the practical meaning of the instrument indicates the assessment of the project to assess mathematical problem solving skills in project based-learning that have been developed in valid, reliabil and practical use as well as proven to be used to assess mathematical problem solving skills of students of JUNIOR HIGH SCHOOL. This research is expected to be later exploited and used as a reference in the learning of mathematics. Kata Kunci: Penilaian Proyek, Keterampilan Pemecahan Masalah, Project Based -Learning