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All Journal International Journal of Evaluation and Research in Education (IJERE) Ejurnal Pendidikan Fisika Tadulako E-JUPEKhu Jurnal Riset dan Kajian Pendidikan Fisika Jurnal Penelitian Pendidikan E-Dimas: Jurnal Pengabdian kepada Masyarakat JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika dan Keilmuan (JPFK) Journal of Educational Research and Evaluation UPEJ Unnes Physics Education Journal Journal of Innovative Science Education Journal of Primary Education Physics Communication Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Budi Naini Mindyarto, Budi Naini
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Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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Test Instruments to Measure Non-Routine Mathematics Problem Solving Ability Grade IV Elementary School Students Parwati Dewi Jatiningtyas; Kartono; Budi Naini Mindyarto
Journal of Education Reseach and Evaluation Vol 6 No 3 (2022): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i3.48656

Abstract

Teachers have a very vital role in the availability of quality education. Various classroom practices used in interacting with students play an important role in understanding mathematical concepts and overall performance in mathematics. This study aims to produce a prototype of a valid and reliable mathematical test instrument for fourth grade elementary school students. This research is a development research. Item analysis of the test instrument using the Rasch model includes ten steps of research and development implementation strategy. Research respondents consist of 5 people on the expert test, 28 people on the small-scale test, and 86 people on the large-scale test. Data was collected by using interview, documentation and questionnaire techniques. Analysis conducted through quantitative and qualitative data. This test prototype development instrument produces a complete Mathematics test. The reliability tested includes inter-rater reliability, namely 0.613, Cronbach Alpha reliability for small- scale tests 0.81 and large-scale test results on Cronbach Alpha reliability 0.78. Based on the results of research and discussion, it can be concluded that the mathematical test instrument to measure non- routine problem solving skills developed is valid and reliable. Existing instruments can help teachers to assess the mathematics ability of fourth grade elementary school students.
The scientific argumentative skill analysis reviewed from the science literacy aspect of pre-service teacher Fina Fakhriyah; Ani Rusilowati; Sunyoto Eko Nugroho; Sigit Saptono; Saiful Ridlo; Budinaini Mindyarto; Endang Susilaningsih
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22847

Abstract

Scientific argumentative skills could encourage the critical thinking skill of college students about scientific phenomena. This research aimed to measure and describe the scientific argumentative skill of the primary school teacher candidates, reviewed from the scientific literacy. This research applied the quantitative method by using a survey typed cross-sectional design. The researchers selected the participants with convenience sampling. The results were 184 college students of even semester of 2020/2021. The applied instrument was the validity process. The data collecting techniques were test and questionnaire assisted with a Google Form. The test instrument consisted of four items. Then, the questionnaire item of the student’s perceptions about the argumentative scientific skills consisted of ten items. The researchers arranged the instruments with the indicators of science literacy-based scientific argumentative skills about biodiversity. The validity results showed that the test and questionnaire instruments were valid, relevant, and reliable to measure the skills. The researchers measured the argumentative scientific skills with Toulmin argumentative pattern (TAP) that was modified. The scientific argumentative skill profiles of the students showed that a percentage of 52% students was at level 3. However, there were no students reaching level 5. The students’ perceptions showed that they were interested in expressing their arguments and confidence while expressing their opinions. The results suggested the science educators prepare teacher candidates with argumentative scientific skills by developing learning innovation. The empowerment strategy by using scientific argumentation measurement is essential to apply to create better primary school teacher candidate with 4.0 century skills.
Pengembangan Assessment as learning berbasis Strategi Metakognitif ISCACoRe untuk meningkatkan kemampuan pemecahan masalah Desy Widaningrum; Budi Naini Mindyarto; Mahardika Prasetya Aji
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.2441

Abstract

The purpose of this study is to develop an evaluation instrument for Dynamic Fluid materials with characteristics based on the ISCACoRe metacognitive strategy and determine the quality of the instrument to improve physics problem-solving skills. This study used research and development methods. The subjects of this developing study were 11th grade students at a senior high school in Yogyakarta. The ISCACoRe metacognitive strategy-based physics learning evaluation instrument was prepared in flip modules using the assessment-as-learning model, with characteristics of being independent, flexible, stimulating, and based on digital media. The instrument's validity is 86.25%, and the assessment as learning model's validity is 93.34%, indicating that the expert instrument is appropriate for use in learning evaluation activities. The level of an item's internal consistency is declared valid if  > 0.3961, a total of 8 items are accepted because  > 0.3961, and 2 items are rejected because   < 0.3961.  The Cronbach's alpha method of 0.817 and split-half of 0.875, with very high criteria, were used to obtain the results of the instrument reliability test. The experimental and control group obtained an average score of the normalized gain test (N-Gain) of 56.83%, and 44.10% respectively
PENGEMBANGAN SISTEM DIAGNOSIS KOGNITIF FISIKA ONLINE UNTUK SMP Budi Naini Mindyarto; Ani Rusilowati; Kartono Kartono; Sugiyanto Sugiyanto
Jurnal Penelitian Pendidikan Vol 28, No 2 (2011): October 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v28i2.5629

Abstract

The need for this study stems from the accumulation of non-tuntasan learn physics due to the integration of assessment with learning in school. The formulation of the problem is how to develop an online assessment system for the diagnosis of cognitive junior physics using computerized adaptive testing (CAT) in order to facilitate the realization of assessment for learning in school? While the goal is to design and build a prototype system question bank and online cognitive diagnostic assessment using CAT for junior high school Physics. Development is done using the system development life cycle (SDLC) and a checklist to identify the data on compliance with specifications question bank, a prototype system assessment, cognitive diagnosis report, and revised prototype. Exploratory descriptive approach shows that with open source technologies potentially resulting product can be run on the network to the Internet or local computer networks in schools. Physics problem decomposed into components of problemsolving as measured by two 2-tier multiple choice items. Problems (testlet) packaged in modules that are presented to the user is adaptive to the user’s level of cognitive ability. Cognitive profile of qualitative and quantitative diagnosis of the resulting constructive learning process for improvement. Prototype results of this study can be accessed at: http://aku-bisa.com.
Desain Unit Kegiatan Belajar Mandiri (UKBM) dalam Mengembangkan Keterampilan Scientific Collaboration Siswa pada Mata Pelajaran Fisika Yunia Nabila Aziziy; Wiyanto Wiyanto; Sulhadi Sulhadi; Budi Naini Mindyarto
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Pembelajaran Fisika di SMA yang memberdayakan keterampilan Scientific Collaboration belum dilakukan secara sengaja serta belum adanya Unit Kegiatan Belajar Mandiri (UKBM) yang berorientasi pada peningkatan keterampilan Scientific Collaboration. Pembelajaran UKBM yang memberdayakan Scientific Collaboration merupakan unit pembelajaran yang dapat mengembangkan keterampilan Scientific Collaboration dengan membiasakan siswa belajar mandiri dan saling berkolaborasi dengan teman sejawatnya. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluate) .Keefektifan perangkat pembelajaran berdasarkan tes pemahaman konsep mengalami peningkatan rata-rata N-gain kelas eksperimen dengan kategori tinggi. Keterlaksanaan pembelajaran pada kelas eksperimen pada pertemuan pertama sampai kelima telah dilakukan dengan kategori baik. Guru dan siswa memberikan respon positif terhadap perangkat pembelajaran yang diterapkan di dalam kelas.
Konstruktivisme Dalam Pembelajaran IPA Abad 21 Riyanti Riyanti; Edy Cahyono; Sri Haryani; Budi Naini Mindyarto
Prosiding Seminar Nasional Pascasarjana Vol. 4 No. 1 (2021)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Abad 21 perkembangan ilmu pengetahuan, teknologi, dan informasi berlangsung sangat cepat dan penuh persaingan. Pendidikan ditantang untuk memusatkan perhatian pada terbentuknya manusia masa depan yang memiliki karakteristik diantaranya kepekaan, kemandirian, dan tanggung jawab. Paradigma pendidikan telah mengalami pergeseran dari paradigma behavioristik menuju konstruktivistik yang ditandai adanya perbedaan orientasi pembelajaran. Tujuan makalah ini adalah untuk menganalisis proses belajar menurut teori konstruktivistik dan implementasinya dalam pembelajaran IPA abad 21.Metode yang digunakan dalam penelitian ini adalah studi Pustaka. Hal pertama yang dilakukan peneliti yaitu memberikan definisi konstruktivisme dan pembelajaran abad 21. Langkah kedua adalah mencari informasi tentang proses belajar mengajar menurut teori konstruktivistik dan pembelajaran IPA abad 21. Langkah ketiga yaitu peneliti mensintesis beberapa informasi tentang implementasi konstruktivisme dalam pembelajaran IPA abad 21.Berdasarkan kajian pustaka menunjukkan bahwa proses belajar mengajar menurut teori konstruktivistik melibatkan peran guru, siswa, sarana prasarana, dan evaluasi belajar. Implementasi pembelajaran konstruktivisme dalam pembelajarn IPA abad 21 meliputi keterampilan siswa dalam pemahaman, analisis, penerapan pada kelompok eksperimen dalam berkolaborasi, dan penggunaan bahan ajar dan dapat meningkatkan hasil belajar siswa. Kata kunci: konstruktivisme, pembelajaran IPA, abad 21 Abstract. In the 21st century, the development of science, technology, and information is very fast and full of competition. Education is challenged to draw attention to the formation of a future that is one of them, independent, and responsible. The educational paradigm has experienced a shift from a behavioral paradigm to a constructivist one marked by differences in learning orientation. The purpose of this paper is to analyze the learning process according to constructivist theory and its implementation in science learning in the 21st century.The method used in this research is library study. The first thing the researcher did was to provide a definition of constructivism and 21st century learning. The second step was to find information about the teaching and learning process according to constructivist theory and 21st century science learning. The third step was to synthesize some information about the implementation of constructivism in 21st century science learning.Based on the literature review, it shows that the learning process according to constructivist theory involves the role of teachers, students, infrastructure, and learning evaluation. The implementation of constructivism learning in science learning in the 21st century includes students' skills in understanding, analyzing, applying to experimental groups in collaboration, and using learning materials and can improve student learning outcomes. Key words: constructivism, science learning, 21st century.
Pembelajaran untuk Mengembangkan Kemampuan Pemecahan Masalah Kompleks Eko Juliyanto; Wiyanto Wiyanto; Sunyoto Eko Nugroho; Budi Naini Mindyarto
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Pemecahan masalah merupakan salah satu kemampuan yang perlu dikuasai oleh peserta didik pada abad XXI. Kemampuan CPS perlu dikembangkan sejak usia sekolah. Model atau strategi atau pendekatan pembelajaran yang paling tepat untuk mengajarkan kemampuan pemecahan masalah kompleks menjadi pertanyaan yang belum terjawab? Artikel ini bertujuan untuk memberikan pertimbangan tentang pembelajaran seperti apa yang dapat digunakan oleh pendidik untuk dapat mengembangkan kemampuan pemecahan masalah kompleks. Jenis penelitian yang digunakan pada penelitian ini adalah penelitian systematic literature review. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis masalah, berbasis kasus dan berbasis proyek berpotensi untuk digunakan dalam pengembangan kemampuan pemecahan masalah kompleks jika dipadukan dengan pembelajaran digital dan game edukasi. Namun demikian, hingga saat ini pembelajaran berbasis masalah yang dipadukan dengan pembelajaran digital dan game edukasi yang banyak digunakan untuk pengembangan kemampuan pemecahan masalah kompleks. Bagi peneliti yang akan mengembangkan kemampuan pemecahan masalah kompleks, artikel dapat dijadikan refernsi dalam memilih model pembelajaran.   
The Analysis Of Test Instrument And The Leaners’ Responses On Acidity Material With The Uses From Environment As The Learning Source Riyanti Riyanti; Edy Cahyono; Sri Haryani; Budi Naini Mindyarto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

This research analyzes the test instrument and the learners' responses to acidity material using an environment as the learning source. This quantitative research collected the data with observation, tests, and questionnaires. The researchers used valid and reliable measuring tools to find out the learning achievements of some aspects. The experts’ judgments involved six experts and question item analyses with classical test theory (CTT) assisted by SPSS 21. The researchers conducted the trial run test and collected the learners’ responses in XI IPA1 of Public SHS 1 Bangsri Jepara, consisting of 35 learners. The data analysis used V Aiken which consisted of question items and learners’ responses. The results were 0.91 and 0.91. The content validity consisted of 40 objective question items in the test material about acidity. The reliability was observable from Cronbach's Alpha score, 0.945. The results indicated the question items were reliable and valid. The test analysis results of acidity material included validity and reliability. The analysis was useful to ensure that the instrument would be suitable for learners with various skills. The researchers also found positive responses toward the learning.
How Are The Portrays And Perceptions Of Students In Physics Experiment? Maria Agatha Hertiavi; Saiful Ridlo; Budi Naini Mindyarto; Endang Susilaningsih; Wiyanto Wiyanto; Suharto Linuwih; Sri Wardani
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Abstract. Science learning is inseparable from practice activities or experiments. A laboratory is a facility to promote these activities. During distance learning, laboratory activities could be promoted at home. This research aims to portray the students' activities during the laboratory practice and to find out the students’ perceptions about the laboratory practice and take-home laboratory practice. The applied method was a survey followed by 80 physics education students of Universitas Pattimura. This research also interviewed three lecturers of the program. Before distributing the questionnaire, the question items were validated in terms of the content. Then, the researchers also examined the reliability of the questionnaire. The findings showed that students did the laboratory practice as they frequently did. They started by having a pretest and ended with a posttest. They also created temporal reports and practical reports for the following meetings. The students were interested in the practice activities because they believed these activities could make them having various skills. Some students recognized the term, take-home practice, by using any surrounding tools and materials. However, most students still considered that laboratory activities should have been done in the laboratory.
Profile of Metacognitive Awareness and Motivation of Biological Education Students of Riau Islamic University in Online Learning During the Covid-19 Pandemic Yeyendra Yeyendra; Saiful Ridlo; Endang Susilaningsih; Budi Naini Mindyarto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Abstrak. This study aims to determine the profile of metacognitive awareness and motivation of biology education students at the Islamic University of Riau. This type of research is survey research. The research population is all students of biology education at the Islamic University of Riau as a hypothetical population. The research sample amounted to 83 students. 27 students 2 semester, 15 students 4 semester and 41 students 6 semester. Data collection used a metacognitive awareness scale and an intrinsic motivation scale. The results showed that the metacognitive awareness of Biology Education Study Program students from the survey data showed that most or 49.39% of students were in the Still Very At Risk (MSB) category. There are no more students who fall into the category of underdeveloped metacognitive awareness (BBB). As many as 18.07% of Biology Education students have entered the category of starting to develop (MB). As many as 24.09% have well developed metacognitive abilities so that they are in the Well Developed (OK) category, and 8.43% are in the very well developed (super) category. Student motivation of Biology Education Study Program from survey data shows that a small percentage or 1.20% of student motivation is still in the very poor category. A total of 33.73% are still in the less category. Most or 39.76%. student motivation is still in the sufficient category. A total of 21.69% were in the good category and 3.62% had motivation in the very good category.
Co-Authors Amin Yusuf Ani Rusilowati Ani Rusilowati Anissa Nuha Salsabila Aryono Adhi, Aryono Bambang Subali Budi Astuti Budi Astuti Budi Astuti Damayanti, Elok Darsono, Teguh Darsono, Teguh Desy Widaningrum DWI YULIANTI Dyah Rini Indriyanti Edi Daenuri Anwar Edy Cahyono Eko Juliyanto Eko Juliyanto Ellianawati, Ellianawati Endang Susilaningsih Febrianto Putra Fitroh, Ummi Nuzulul Gesang Surya Kusuma Hadi Susanto Haydnn Caesha Maulana Idayanti Idayanti Ika Yunita Nurkholifah Janah, Anisa Furtakhul Kartono Kartono - Khaerul Anwar Langlang Handayani Mahardika Prasetya Aji Mahardika Prasetya Aji, Mahardika Prasetya Maria Agatha Hertiavi Maulana Resha Vivadi Minhat, Minhat Mushthofa, Zayyinul Muttaqin, Rudhotul Ningrum, Astri Setia Noor, Yusmaniar Afifah Nurhayati, Dyah Isna Parwati Dewi Jatiningtyas Pratama, Riandy Prayitno, Wasi Sakti Wiwit Putra, Ngurah Made Darma Putut Marwoto Riyanti Riyanti Riyanti Riyanti Rizki Annisa S Sulhadi Saiful Ridlo Sarwi Sarwi Sigit Saptono Sri Haryani Sri Haryani SRI WARDANI Sugiyanto - Sugiyanto Sugiyanto Suharto Linuwih Sulhadi - Sulhadi Sulhadi Sunyoto Eko Nugroho, Sunyoto Eko Sutikno Sutikno Suyanto Suyanto Wahyu Hardyanto Wahyuni, Siti Wasi Sakti Wiwit Prayitno Widaningrum, Desy Widya Nugraheni Widiningrum Wiwi Isnaeni Wiyanto Wiyanto Wiyanto Wiyanto Wiyanto Wiyanto Yeyendra Yeyendra Yunia Nabila Aziziy