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<![CDATA[FOSTERING STUDENT’S SCIENTIFIC REASONING THROUGH 5E MODEL OF INSTRUCTION ON TENTH GRADE STUDENT OF PHYSICS CLASS IN SMAN 15 SURABAYA ]]>
<![CDATA[Shofiyah, Noly]]>;
<![CDATA[Supardi, Z. A. Imam]]>;
<![CDATA[Jatmiko, Budi]]>
<![CDATA[ JPPS (Jurnal Penelitian Pendidikan Sains) Vol 2, No 1 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpps.v2n1.p142-146
<![CDATA[The aim of this study was to develop instructional package using 5E model of instruction to foster student?s scientific reasoning. The instructional package consisting of lesson plan, handout, student?s worksheet, and scientific reasoning test was developed by using the four-D model. Subject of research in this study was instructional package using 5E model of instruction which was tried out on tenth grade students of SMAN 15 Surabaya. The tryout was conducted by using the one-group pre-test post- test design. This study used three techniques for collecting data, namely observation, test, and questionnaire. The obtained data were processed with descriptive qualitative analysis. The findings revealed that the developed instructional package reflecting th e 5E model was valid to be implemented in classroom, the completion of the lesson plan was categorized excellent, and students were engaged actively in the instruction of the 5E model as shown by their dominant activities namely performing experiment and discussion. The other findings showed that the 5E model of instruction is effective to foster student?s scientific reasoning skills and students gave positive responses to the implementation of the developed instructional package. However, there were obstacles that teacher and students faced during instructional process. Regarding to the findings, then it can be concluded that the developed instructional package reflecting 5E model of instruction is effective to be implemented to foster student?s scientific reasoning.]]>
<![CDATA[MODEL PROBLEM BASED LEARNING (PBL) DALAM MELATIH SCIENTIFIC REASONING SISWA ]]>
<![CDATA[Shofiyah, Noly]]>;
<![CDATA[Wulandari, Fitria Eka]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 3, No 1 (2018): Juni 2018 ]]>
Publisher : <![CDATA[Perkumpulan Pendidik IPA Indonesia (PPII) ]]>
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DOI: 10.26740/jppipa.v3n1.p33-38
<![CDATA[Scientific reasoning merupakan salah satu hasil belajar yang seharusnya dilatihkan kepada siswa karena penalaran ilmiah yang tinggi akan mempengaruhi siswa dalam membuat keputusan dan menyelesaikan masalah. Dibutuhkan keseriusan dalam melatihkan keterampilan scientific reasoning. Sehingga guru harus memilih pedekatan pembelajaran yang sesuai. Artikel ini mendiskusiskan tentang model problem based learning yang merupakan model pembelajaran berbasis inkuiri, dimana pembelajarannya dimulai dengan memberikan masalah. Pembahasan kedua, diperkenalkan pola-pola penalaran ilmiah yang bisa dilatihkan pada siswa baik yang berada pada tahap opersional konkrit maupun formal. Pada akhir pembahasan, akan diuraikan bagaimana model PBL mampu memfasilitasi siswa dalam mengembangkan penalaran ilmiah.Kata Kunci: Problem Based Learning and Scientific Reasoning]]>
<![CDATA[Modul Dinamika Partikel Terintegrasi Permainan Tradisional Berbasis E-Learning untuk Meningkatkan Literasi Sains ]]>
<![CDATA[Shofiyah, Noly]]>;
<![CDATA[Wulandari, Ria]]>;
<![CDATA[Setiyawati, Enik]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 6, No 2: Juli 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v6i2.2639
<![CDATA[This research is aimed to develop a particle dynamics module integrated traditional games that is applied in e-learning to improve scientific literacy skills. This study was a developmental research because it developed a module based on local wisdom with the R and D method developed by Borg and Gall. Research procedures included preliminary studies, product planning, product development, product validation (validation by experts), product revisions and field tests. Field trials used one group pretest-posttest design with 19 students of 4th natural science education as the samples. The instruments used were validation sheets and scientific literacy test. The results showed that the Particle Dynamics module based on local wisdom of traditional games was declared valid and feasible by experts to be implemented in distance learning (e-learning). In addition, the application of the particle dynamics module based on local wisdom of the traditional game through e-learning had a moderate effect on students' scientific literacy skills.]]>
<![CDATA[PENERAPAN GAME EDUKASI TERINTEGRASI KEARIFAN LOKAL BERBASIS ANDROID TERHADAP HASIL BELAJAR SISWA DALAM PEMBELAJARAN DARING ]]>
<![CDATA[Miluningtias, Siti]]>;
<![CDATA[Shofiyah, Noly]]>
<![CDATA[ Jurnal IPA Terpadu Vol 4, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.35580/ipaterpadu.v4i2.19065
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan hasil belajar kognitif siswa setelah belajar menggunakan game edukasi terintegrasi kearifan lokal berbasis android serta mengetahui pengaruh penerapan game edukasi terintegrasi kearifan lokal berbasis android terhadap hasil belajar kognitif siswa. Penelitian ini menggunakan metode kuantitatif dengan rancangan one group pretest-posttest design dengan satu kelas eksperimen dan dua kelas replikasi. Populasi yang digunakan adalah siswa kelas VIII tahun ajaran 2020/2021. Pengambilan sampel dengan teknik sampling purposive. Teknik pengumpulan data penelitian ini menggunakan metode tes untuk mengetahui hasil belajar siswa. Analisis data menggunakan uji paired sample t-test. Hasil penelitian menunjukkan siswa kelas eksperimen yang lulus KKM pada materi gerak dan gaya sebesar 71.4% dengan kategori baik, siswa kelas replikasi 1 sebesar 41.4% dengan kategori cukup, dan siswa kelas replikasi 2 sebesar 78.5% dengan kategori sangat baik. Berdasarkan hasil analisis uji t menggunakan paired sample t-test diperoleh nilai signifikan pada kelas eksperimen sebesar 0.000, kelas replika 1 sebesar 0.000 dan kelas replika 2 sebesar 0.000 dimana semua nilai signifikan < taraf signifikan (5%). Sehingga disimpulkan bahwa game edukasi terintegrasi kearifan lokal berbasis android berpengaruh pada hasil belajar siswa kelas VIII SMP Negeri 3 Sidoarjo.]]>
<![CDATA[MODEL PROBLEM BASED LEARNING (PBL) DALAM MELATIH SCIENTIFIC REASONING SISWA ]]>
<![CDATA[Shofiyah, Noly]]>;
<![CDATA[Wulandari, Fitria Eka]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 3, No 1 (2018): Juni 2018 ]]>
Publisher : <![CDATA[Perkumpulan Pendidik IPA Indonesia (PPII) ]]>
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DOI: 10.26740/jppipa.v3n1.p33-38
<![CDATA[Scientific reasoning merupakan salah satu hasil belajar yang seharusnya dilatihkan kepada siswa karena penalaran ilmiah yang tinggi akan mempengaruhi siswa dalam membuat keputusan dan menyelesaikan masalah. Dibutuhkan keseriusan dalam melatihkan keterampilan scientific reasoning. Sehingga guru harus memilih pedekatan pembelajaran yang sesuai. Artikel ini mendiskusiskan tentang model problem based learning yang merupakan model pembelajaran berbasis inkuiri, dimana pembelajarannya dimulai dengan memberikan masalah. Pembahasan kedua, diperkenalkan pola-pola penalaran ilmiah yang bisa dilatihkan pada siswa baik yang berada pada tahap opersional konkrit maupun formal. Pada akhir pembahasan, akan diuraikan bagaimana model PBL mampu memfasilitasi siswa dalam mengembangkan penalaran ilmiah.Kata Kunci: Problem Based Learning and Scientific Reasoning]]>
<![CDATA[A Misconception Investigation of Ninth Grade Students about Magnetism ]]>
<![CDATA[Noly Shofiyah]]>
<![CDATA[ Pedagogia : Jurnal Pendidikan Vol 10 No 2 (2021): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/pedagogia.v10i2.781
<![CDATA[This study aimed to identify the ninth grade students' misconceptions related to magnetism topic. For this purpose, an instrument consisting of two phases (two-tier) with fourteen multiple choice items on magnetism concepts was developed by the researcher. The diagnostic test was given to thirty-two ninth grade students. The findings indicated that 9th grade students experience misconceptions about the concept of magnetism including how to make and determine artificial magnetic poles, Lorentz force and GGL Induction. The results of this study can be used by teachers and researchers to choose substantial learning strategies for teaching magnetism material.]]>
<![CDATA[Deskripsi Literasi Sains Awal Mahasiswa Pendidikan IPA Pada Konsep IPA ]]>
<![CDATA[Noly Shofiyah]]>
<![CDATA[ Pedagogia : Jurnal Pendidikan Vol 4 No 2 (2015): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/pedagogia.v4i2.13
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan literasi sains awal mahasiswa semester tiga program studi pendidikan IPA di Universitas Muhammadiyah Sidoarjo. Tes literasi sains disusun berdasarkan soal PISA 2012 sejumlah 5 pertanyaan yang diterjemahkan ke dalam bahasa Indonesia oleh pakar. Hasil yang diperoleh dianalisis dan dideskripsikan berdasarkan empat kategori yaitu nominal, fungsional, prosedural, dan multidimensional. Hasil analisis menunjukkan bahwa kemampuan awal literasi sains mahasiswa masih banyak pada kategori nominal dan fungsional yaitu sebesar 39% dan 36% mahasiswa. Pada kategori konseptual/prosedural terdapat 20% mahasiswa. Sedangkan pada kategori multidimensional masih 4%. 1% mahasiswa tidak memberikan jawaban pada tes literasi sains yang diberikan]]>
<![CDATA[The Readiness of Natural Science Secondary School Teachers in Distance Learning during the Covid-19 Pandemic ]]>
<![CDATA[Nur Efendi]]>;
<![CDATA[Septi Budi Sartika]]>;
<![CDATA[Noly Shofiyah]]>
<![CDATA[ Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020 ]]>
Publisher : <![CDATA[Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON ]]>
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DOI: 10.24235/sc.educatia.v9i2.7385
<![CDATA[The purpose of the research is to describe the readiness of secondary school teachers in East Java in distance learning during the covid-19 pandemic and the teachers' efforts in East Java in learning during the covid-19 pandemic. The research method was survey research with a sample of 70 secondary schools of natural science teachers in East Java. The data was collected by distributing questionnaires with a Likert scale. The collected data was then analyzed using descriptive statistics with Aydin & Tasci model. The results showed that secondary school science teachers in East Java were ready for distance learning, with a score of 3.45 and performing distance learning using the Google Classroom app with a percentage of 71.8% during the covid-19 pandemic. To face distance learning obstacles, the teachers can create modules for all topics of natural science at secondary school. The created module can be uploaded on an e-learning platform or WhatsApp Group. Besides, to minimize internet network use and the lack of communication tools, offline learning can be conducted, especially for natural science learning through a practicum. Furthermore, these results can be used as the basis for developing teacher resources through the enrichment of teaching models and strategies that can be applied under any circumstances in the event of a pandemic.]]>
<![CDATA[STEM Approach: The Development of Optical Instruments Module to Foster Scientific Literacy Skill ]]>
<![CDATA[Noly Shofiyah]]>;
<![CDATA[Metatia Intan Mauliana]]>;
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Ria Wulandari]]>
<![CDATA[ Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2: July 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/esaintika.v5i2.388
<![CDATA[The STEM is an approach that seemly considered will be useful in online learning, because it can facilitate students to learn some skills from about 21st century. This study was aimed to develop module-based STEM in improving scientific literacy skills in distance learning through e learning. Because this research developed module-based STEM, this study was named developmental research. The research procedure follows the stages of the R & D method developed by Barg and Gall which includes the studies of preliminary, product planning, development, validation (validation by experts), and  revision, lastly field testing. Moduls that have been declared valid by experts are field tested using one group pretest-posttest design in an experimental class. The results show that the feasibility of module-based STEM in distance learning model to increase students' skills within scientific literacy was valid with the average score of 4.28 by two experts. In addition, the application of integrated STEM teaching materials through e-learning has a moderate effect on students' scientific literacy skills since the N-gain score was 0.6.]]>
<![CDATA[The relationship between students perceptions of the science learning environment on the learning outcomes ]]>
<![CDATA[Ihsan Anwari]]>;
<![CDATA[Noly Shofiyah]]>
<![CDATA[ Academia Open Vol 3 (2020): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.3.2020.503
<![CDATA[The purpose of this study was to describe students` perceptions of the science learning environment in class VII SMP Sepuluh Nopember, to describe student learning outcomes in class VII SMP Sepuluh Nopember, and whether there was a relationship between students` perceptions of the science learning environment and student learning outcomes in class VII SMP Sepuluh Nopember Sidoarjo. This type of research includes quantitative research with comparative causal types with correlation analysis techniques. Data collection was obtained through questionnaires and documentation of students cognitive learning outcomes,the sample used was 29 students. The object of the research was the seventh grade students at SMP Sepuluh Nopember Sidoarjo. The results showed that the students` perceptions of the science learning environment in the high category were 6 students, 18 students in the medium category and 5 students in the low category. And the cognitive learning outcomes of students with complete categories of 15 students and incomplete categories of 14 students. Then the calculation was carried out through the correlation hypothesis test, the results of this calculation obtained significant results, namely 0,237< 0,05 and significant 0,216< 0,05, so this indicated that there was a positive relationship between students` perceptions of the science learning environment and student cognitive learning outcomes.]]>
