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All Journal Formatif: Jurnal Ilmiah Pendidikan MIPA DIKSAINS : Jurnal Ilmiah Pendidikan Sains
Muhammad Ghilman Firdaus
UIN Sunan Gunung Djati Bandung
Chemistry Education Physics Other

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The Skill Profile of Pre-Service Science Teachers In Writing Strem-Based (Science-Technology-Religion-Engineering-Mathematics) Science Teaching Materials Wahyuni Handayani; Tri Wahyu Agustina; Muhammad Ghilman Firdaus
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 12, No 2 (2022): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v12i2.12020

Abstract

This study aims to identify the profile of STREM-based science writing skills in pre-service science teachers. The study was done using a descriptive method through a study of STREM-based science teaching materials documentation written by the pre-service science teachers. The target population is the seventh-semester students. Fifty people who are enrolled in the elective course of Integrated Science Learning were selected through Purposive Sampling. Performance assessment of the STREM-based science teaching materials was done using an analytical rubric with a score of 1-4 on the aspect of pedagogic, content, and context. Determination of inter-rater reliability was taken from 25 random samples of teaching materials and correlated their scores using Pearson's correlation. The inter-rater reliability score obtained is 0.938 in all aspects of teaching materials; 0.690 in the pedagogic aspect; 0.976 in the aspect of content; and 0.921 in the context aspect. The score of the teaching materials is then converted in the form of a percentage and interpreted based on certain criteria. The average score of pre-service science teachers' writing skills was 53.3% in the "good" criteria. The writing quality of teaching materials has not yet met the expected criteria from the pedagogic, content, and context aspects. Thus, it is important to develop appropriate learning strategies to improve the writing skills of STREM-based science teaching materials for pre-service science teachers.
PEMBEKALAN KETERAMPILAN MENULIS BAHAN AJAR IPA BERBASIS STEM-R (SCIENCE-TECHNOLOGY-ENGINEERING-MATHEMATIC PLUS RELIGION) PADA MAHASISWA CALON GURU Tri Wahyu Agustina Agustina; Wahyuni Handayani; Muhammad Ghilman Firdaus
DIKSAINS : Jurnal Ilmiah Pendidikan Sains Vol. 3 No. 2: Juni 2023
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/diksains.3.2.134-148

Abstract

ABSTRAK   Tujuan penelitian untuk membekalkan keterampilan menulis bahan ajar IPA berbasis STREM-R menggunakan Triple Step Writing Strategy (TS-WS) secara daring beserta kendala-kendala selama pembelajaran. Strategi TS-WS meliputi perencanaan, translasi, dan revisi. Sample mahasiswa calon guru berjumlah 26 orang menggunakan satu kelas. The One Group Pre-Test & Post-Test Design. Penugasan menulis bahan ajar awal (O1) selanjutnya dilakukan perlakuan TS-WS dan merevisi tulisan bahan ajar/bahan ajar akhir (O2). Pengukuran keterampilan menulis menggunakan instrumen skoring dan  rubric asesmen kinerja. Analisis data menggunakan normalized gain (n-gain,) perhitungan persentase pada kriteria tertentu dan uji statistik wilcoxon. Instrumen kendala pembelajaran menggunakan angket pertanyaan terstruktur dan catatan lapangan yang dianalisis secara deskriptif kualitatif. Hasil n-gain bahan ajar secara umum menunjukkan 32% berkriteria sedang dan 44% berkriteria rendah. Uji wilcoxon menunjukkan terdapat perbedaan signifikan antara tulisan bahan ajar awal dan tulisan bahan ajar akhir. Kendala-kendala, antara lain: kesulitan membuat indikator pencapaian kompetensi, menganalisis dimensi pengetahuan, menerapkan STEM-R pada konten materi IPA, dan kondisi pembelajaran daring. Strategi TS-WS dapat membekalkan keterampilan menulis bahan Ajar IPA STEM-R pada sebagian besar mahasiswa calon guru   Kata  kunci— Bahan Ajar IPA, STEM-R, Triple Step Writing Strategy   ABSTRACT   The purpose of this research is to improve the skill in writing science-based STREM-R teaching materials using the Triple Step Writing Strategy (TS-WS) online, along with finding out the challenges encountered during the learning process. The TS-WS strategy includes planning, translation, & revision. The sample consists of 26 pre-service teachers in one class. The research uses the One Group Pre-Test & Post-Test Design. Assignments given were writing initial teaching materials (O1) followed by TS-WS treatment and revising the teaching materials/final teaching materials (O2). Writing skill assessment was done using a scoring instrument & performance assessment rubric. Data were analyzed using normalized gain (n-Gain), percentage calculations for certain criteria, & Wilcoxon statistical test. The learning challenges instrument used was a structured questionnaire & field notes were analyzed descriptive-qualitatively. The overall n-Gain of the teaching materials showed 32% to be "moderate" & 44% to be "low". The Wilcoxon test showed a significant difference between the writings of initial and final teaching materials. Some of the challenges encountered are difficulties in creating performance indicators, analyzing knowledge dimensions, applying STEM-R to science content and online learning conditions. The TS-WS strategy can provide improve the pre-service teacher's skills in writing science-based STEM-R teaching materials. Keywords— Science Teaching Materials, STEM-R, Triple Step Writing Strategy
Co-Authors Tri Wahyu Agustina Tri Wahyu Agustina Agustina Wahyuni Handayani