cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Daud Karel Walanda
Contact Email
walanda@gmail.com
Phone
+6281245452729
Journal Mail Official
jrpm.untad@gmail.com
Editorial Address
Editorial Office: Jurnal Riset Pendidikan MIPA Gedung A Lantai 1, Pascasarjana Universitas Tadulako Jl. Soekarno-Hatta Km.9, Palu-Indonesia 94119
Location
Kota palu,
Sulawesi tengah
INDONESIA
Jurnal Riset Pendidikan MIPA
Published by Universitas Tadulako
ISSN : 25490192     EISSN : 25490184     DOI : https://doi.org/10.22487/j25490192
Core Subject : Science, Education,
Chemistry Education
Jurnal Riset Pendidikan MIPA (JRPM) is an open-access journal published by Universitas Tadulako. The JRPM is published biannually (June and December) which aims to publish the latest research results from university academics, educators, and other practitioners at all levels of education, especially in the field of mathematics and natural sciences education which includes the scope of research on mathematics education, chemistry education, physics education, biology education as well as environmental education.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 41 Documents
 1   2   3   4   5 
The Effect of Logic Concept Cognitive Development on Physics Science Learning Achievement with Problem Solving Approach of the Eighth Grade Students of SMP Negeri 16 Palu Wirdha, Wirdha; Hatibe, Amiruddin; Darsikin, Darsikin
Jurnal Riset Pendidikan MIPA Vol. 1 No. 1 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2017.v1.i1.pp1-8

Abstract

This research aims to find out the effect of logic concept mastery by cognitive development on physics science learning achievement with a problem-solving approach. The population of subjects was students of class VIII SMP Negeri 16 Palu with purposive sampling technique with a quasi-experimental method based on the results of data analysis can be concluded as follows: 1) oriented learning with a problem-solving approach to learning in the subject matter in class VIII of SMP can light improve student learning outcomes;  2) there was a significant effect between mastery of the concept of cognitive development to the learning outcomes with the value of R= 0.802; 3) the response of the student to the teaching component that includes teaching materials, LKS, practice, and approaches used by the teacher in teaching was happy and interested.
Model of The Students Thinking in Completing Vector Analysis through Physics Context Fahruddin; Werdhiana, I Komang; Darsikin, Darsikin
Jurnal Riset Pendidikan MIPA Vol. 1 No. 1 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2017.v1.i1.pp9-16

Abstract

This research was purposed to describe the way of the students' thinking in completing the vector-based test by physical context. The instrument of this research consisted of the respondent selection test (TSR), logical test with thinking-aloud (TA), and interview guidance. Respondents of this research were six students in one of the senior high school in Palu. Collecting data was held by applying a thinking-aloud (TA) and interview which recorded by using a video camera. The interview was conducted to find out supporting data in analyzing the result of thinking-aloud (TA) data. The analyzing data of the way of students' thinking can be seen from every step of their respondents in completing the test by using physical context. Generally, there are two thinking models that are deductive thinking and inductive thinking. In the analysis of the results of TA and interviews, obtained that respondents are more dominant used of deductive thinking in completing the test than inductive thinking. It was influenced by the teacher's method in providing the test when the teaching-learning process and the students' usage in completing the test.
The Application of Coopeartif Learning Model type STAD Assisted with Broad Transparent Diagrams, Alva board and Circle models to Improve Student Learning Outcomes on Broadly Simple Facets and Circles in Class VIA at SDN 15 Palu Najmawati; Sudarman; Rizal, Muhammad
Jurnal Riset Pendidikan MIPA Vol. 1 No. 1 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2017.v1.i1.pp17-30

Abstract

This research aims to describe the application of cooperative learning model type STAD assisted with broad transparent diagram, Alva board, and circle models to improve student learning outcomes on broadly simple facets and circles. This study was classroom action research (CAR) that refers to the design of Kemmis and Mc Taggart: planning, action, observation, and reflection and was conducted in two cycles. The results showed that the application of coopeartive learning model type STAD assisted with board transparant diagrams, alva board and circle model can improve student learning outcomes on broadly simpe facets and circle by using STAD steps: (1) teachers demonstrated a wide range of flat, simple rectangles, and circles by involving students using broad transparent diagram props, broadly alva-board models and circles; (2) the teacher conveied the scores / initial values of the students' abilities obtained from the daily test scores and the student's initial test; (3) the teacher established a group of students based on the academic ability of the high, moderate and low-ability students; (4) the teacher distributed LKS to the students done with group discussions, guiding students in turns doing LKS, randomly assigning student attendance number to do group presentation in front of class and giving reinforcement to student to the completion of LKS; (5) teacher gave quiz to the student individually and they do not allowed help each other; (6) the teacher guides the students to make summaries, direct and affirm the learning materials learned; (7) the teacher announced the achievement of the average score obtained by each group and rewards the group based on the group award criteria in a way- a certain way, and give an opportunity to that group who got a high average score to ask questions to a designated student outside his or her group and write the answer on the blackboard.
The Influence of Teachers Against Inquiry Skills Critical Thinking Skills and Learning Outcomes in Biology Education Class VIII SMP Negeri 18 Palu M. Thahir, Faizah; Tanra Tellu , Andi; Jamhari , Mohammad
Jurnal Riset Pendidikan MIPA Vol. 1 No. 1 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2017.v1.i1.pp31-39

Abstract

The research aims to determine the effect of teacher’s skill in the chemistry instructional toward motivation and learning outcomes of the tenth-grade students of SMA Negeri 1 Palolo. The population was the whole students of the tenth grade registered in academic year 2013/2014 numbered 201 persons and separated in five classes with the sample class XA and class XD totaling 98 persons. The sample was taken purposively. The data were collected through questionnaires of teacher’s skills in chemistry instructional, motivation, and learning achievement tests. The result indicated that each average of teacher’s skill, motivation, and achievement test was 69, 74, and 91. The statistic testing result shows teachers’ skill significantly influenced toward motivation and learning achievement with a coefficient correlation score each was 0.462 and 0.425. The variable contribution of teacher’s skill toward motivation was 21.3%  while the skill contribution toward learning achievement was 18.1%.  Based on the coefficient correlation score, it can be concluded that teachers’ skills in chemistry instructional influenced motivation and learning outcomes categorized enough.
The Effect of Learning Facilities and Students Creativity on Learning Outcomes of Chemistry Subject of Students at Tenth Grade of Light Vehicle Engineering Skill Program of SMK Bala Keselamatan Palu Halawa, Adrianus; Said, Irwan; Afadil
Jurnal Riset Pendidikan MIPA Vol. 1 No. 1 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2017.v1.i1.pp40-47

Abstract

This research aims to obtain information about the effect of (1) learning facilities on chemistry learning outcomes of the student in tenth grade of light vehicle engineering skill program of SMK Bala Keselamatan Palu; (2) students creativity on chemistry learning outcomes at Tenth Grade of Light Vehicle Engineering skill Program  SMK Bala Keselamatan Palu; (3) learning facilities and students creativity on chemistry learning outcomes at Tenth Grade of light vehicle Engineering skill Program at SMK Bala Keselamatan Palu; The population in this research was all students at Tenth Grade of Light Vehicle Engineering Skill Program of SMK Bala Keselamatan Palu Academic Year 2016-2017 amounted to 91 students. The sampling technique was done by total sampling. Chemistry learning outcomes data were obtained from the average daily test results, learning facility data, and students' creativity using questionnaires. Data were analyzed by using regression and correlation analysis SPSS assisted. In testing, the first and second hypotheses used simple linear rejection analysis and the significance level of  = 0.05. The results showed that there are significant effects between (1) learning facilities on chemistry learning outcomes; (2) students' creativity on chemistry learning outcomes; (3) learning facilities and students' creativity on the chemistry learning outcomes.
Application of Guided Discovery Learning Model to Enhance Student Learning Interest and Results in Science Subjects Fifth Class SD Inpres Tompi Bugis District of South Kulawi Asisa, Nur; Hamzah, Baharuddin; Mustapa, Kasmuddin
Jurnal Riset Pendidikan MIPA Vol. 1 No. 1 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2017.v1.i1.pp48-52

Abstract

The purpose of this study was to increase interest and science learning outcomes in fifth-grade students of SD Inpres Tompi Bugis, Kulawi Selatan District through the application of guided discovery learning models. The method used is a classroom action research method with two cycles. Each cycle consists of two meetings. The results showed that in the first cycle of the first meeting, the observation of student activity obtained a value of 68%, was in the sufficient category, the value of students 'classical absorption was 74%, the students' classical learning completeness was 50% and the student's interest in learning 60% was in the sufficient category. In the first cycle of the second meeting, the observation of student activity obtained a value of 79%, in the good category, the value of students' classical absorption of 80%, 75% of students' classical learning completeness, and 74% of students' interest in learning were in a good category. The research was continued in cycle II with the results showing that the second cycle of the first meeting, the observation of student activity obtained a value of 80%, was in a good category, the value of students 'classical absorption was 84%, the students' classical learning completeness was 90% and the student's learning interest 80% were in the well. In the second cycle of the second meeting, the observation of student activity obtained a value of 90%, was in the very good category, the value of students 'classical absorption was 89%, the students' classical learning completeness was 100% and the student's interest in learning 90% was in the very good category. Thus, it can be concluded that the application of the guided discovery learning model can increase the interest and learning outcomes of fifth-grade students of SD Inpres Tompi Bugis, Kulawi Selatan District.
Problem Solving Profile of Class IX Junior High School Students Viewed from Spatial Visual Intelligence on Building Materials Room Salim, Affandi Amat; Jaeng, Maxinus; Yadil, M. Nur
Jurnal Riset Pendidikan MIPA Vol. 2 No. 1 (2018)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2018.v2.i1.pp1-14

Abstract

The purpose of this study was to obtain a description of the problem-solving grade IX SMP Labschool UNTAD Palu in problem-solving solid figures in terms of visual-spatial intelligence. This study used a qualitative method that is based on the problem-solving steps proposed by Polya. The results showed at the stage of understanding the problem (1) student of high visual-spatial intelligence was drawn objects contained in the problem and make an example at the points in the image according to their own understanding to identify the information contained in the problem. As well as these students can mention all the information that exists correctly. (2) student of mid visual spatial intelligence was to draw objects in the problem to identify information contained in the problem. As well as these students can mention all the information that exists correctly. (3) student of low visual spatial intelligence can mention all the information that exists correctly. At the stage of making a plan (1) student of high visual spatial intelligence prefer shorter and less common strategies to solve problems, namely to find the area of all upright sides in the pyramid and add to the area of the beam without a roof. (2) student of mid visual spatial intelligence are choosing a very common strategy for solving problems, namely looking for the surface area of the beam, adding it to the surface area of the pyramid. Then the sum of results will be reduced by the area of the base of the pyramid and the area of the roof of the beam. (3) student of low visual spatial intelligence experience difficulties and are incomplete in determining problem solving strategies. At the stage of carrying out the plan (1) student of visual spatial intelligence can implement strategies to solve problems correctly. (2) student of mid visual spatial intelligence are able to apply strategies to solve problems correctly. (3) student of low visual spatial intelligence experience difficulties when working on problems and cannot solve problems correctly. At the stage of looking back (1) student of high visual spatial intelligence is very thorough in re-examining the work step by step and reexamining the results that have been obtained. Student believe the truth of the answer by recalculating and concluding the results obtained correctly. (2) student of mid visual spatial intelligence is not re-examining the results that have been obtained because they have believed the truth of the answer. (3) student of low visual spatial intelligence do not re-examine the results that have been obtained because of doubt.
Differences in the Application of STAD and NHT Cooperative Learning Models on Mathematics Learning Outcomes Assessed from Self-Efficacy Students of State Junior High School 18 Palu Rahmayanti, Henita; Ismaimuza, Dasa; Rochaminah, Sutji
Jurnal Riset Pendidikan MIPA Vol. 2 No. 1 (2018)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2018.v2.i1.pp15-26

Abstract

This research was intended to get a clear description of the difference learning result in relation to student self-efficacy by applying the cooperative learning model types of student teams achievement division and numbered head together. The research design was a quantitative approach. The sample of this research was students of SMP Negeri 18 Palu, Grade VIIA and VIIB as the first experiment classes and the second experiment classes were VIID  and VIIE. This research applied an experimental method with a factorial design was 2 x 3. The research instruments administered to collect data, questionnaire of self-efficacy, and test for the students’ results of learning. Data analyzed used test Anova two lines and test t-Scheffe. The findings of the research were (1) there was a difference of students’ result in learning mathematic by applying student teams achievement division (STAD) and numbered head together (NHT); (2) there was a difference of students’ result in learning mathematics to students who have high Self-efficacy, middle self-efficacy, and low Self-efficacy; (3) there was no interaction between learning cooperative model with self-efficacy in relation with the result of students in learning mathematics; (4) there was a difference of students’ result in learning mathematics by applying student teams achievement division (STAD) and numbered head together (NHT), especially to high self-efficacy, middle self-efficacy, as well as low self-efficacy.
The Effect of Metacognic Knowledge, Self-Regulation and Parent's Attention Towards the Results of Students 'Mathematics Learning Class XII IPA SMA Negeri 7 Palu Nurhayatin, Nurhayatin; Ismaimuza, Dasa; Idris, Mustamin
Jurnal Riset Pendidikan MIPA Vol. 2 No. 1 (2018)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2018.v2.i1.pp27-36

Abstract

The Influence of Curriculum Assistance and School Working Climate of High School Teacher Piloting Curriculum 2013 in Palu City Faisah, Nurul; Ramadhan, Achmad; Tangge, Lilies N.
Jurnal Riset Pendidikan MIPA Vol. 1 No. 2 (2017)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2017.v1.i2.pp53-62

Abstract

The purpose of this research is to analyze the influence of 1) The assistance of curriculum partially on the teachers' performance. 2) The school working climate partially influenced teachers' performance. 3) The assistance of curriculum and working climate simultaneously influenced the teacher. The method that I used was descriptive quantitative. The population of this research is senior high school teachers piloting curriculum 2013 in Palu which consists of 50 people in 21 %  total sampling. The technique of data analysis is multiple regression analysis. The results showed that: 1) The Assistance of curriculum has a negative effect and significantly to the teacher performance,  2) school working climate has a positive influence and significance to the teacher performance. 3) The assistance of curriculum simultaneously and school working climate has a significant influence on teachers' performance. The contribution of curriculum assistance influence and school working climate on teachers performance was 24.7 %, while  75.3 % was influenced by the other factors.

Page 1 of 5 | Total Record : 41

 1   2   3   4   5 

Filter by Year

2017 2020


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2020) Vol. 3 No. 2 (2019) Vol. 3 No. 1 (2019) Vol. 2 No. 2 (2018) Vol. 2 No. 1 (2018) Vol. 1 No. 2 (2017) Vol. 1 No. 1 (2017)