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<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS CTL PADA MATERI POKOK CAHAYA UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA KELAS VIII SMP N 1 KURIPAN ]]>
<![CDATA[Erni Yunita]]>;
<![CDATA[Wahyudi Wahyudi]]>;
<![CDATA[Satutik Rahayu]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.1055
<![CDATA[The aims of this research is to develop CTL based instructional instrumenton light conceptand to know the effect of CTL based instructional instrument’sapplication to increase eighth years student physics achievement. The design is a quasi-experimental research and used R&D method. Research subject was eighth years students at Junior High School 1 Kuripan. Datawere analyzedusingttestatsignificant level5%. The average value ofN-Gain obtainedthrough pretestandposttest data. This indicatesthat theapplication of CTL based instructional instrument on light concept has a positive effecttoincrease eighth student physics achievement. So that CTL Based Instructional Instrument can be developedmore widely]]>
<![CDATA[KELEMBAGAAN LAHAN KOMUNAL UNTUK PENGEMBANGAN TERNAK DI NTB (KASUS KABUPATEN SUMBAWA) ]]>
<![CDATA[Mashur Mashur]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.1050
<![CDATA[Utilization of communal land in NTB about 20% and still available 80% for the development of livestock business. Therefore, communal land has weaknesses, especially in the provision of feed in the dry season, and lack of local government support in land use as a basis for livestock development. This study aims to determine the utilization of pastures, cattle rearing patterns, and government support in the development of cattle breeding. The study was conducted in Sumbawa Regency in October 2013 through a survey. The results show that some communal land has not been utilized for livestock development, and there is a reduction in pasture land as it is converted to agriculture. Communal land management is not maximized and has an impact on the lack of feed in the dry season. The pattern of livestock raising is still traditional. As a result, low productivity and increased mortality. Local institutional support and local government policy for communal land use for livestock development is relatively low. To improve the productivity of livestock, it is necessary to change the pattern of maintenance through the development of forage feed.]]>
<![CDATA[PENGEMBANGAN BUKU SISWA SMP KELAS VIII DENGAN MATERI PRISMA DAN LIMAS YANG BERPIJAK PADA MASALAH KONTEKSTUAL, PENGGUNAAN MODEL, DAN PENEMUAN TERBIMBING ]]>
<![CDATA[Syarifudin Syarifudin]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.1056
<![CDATA[The development of this student book uses the Thiagarajan development model. The development of this model has four stages: definition, planning, development, and dissemination. In addition, the development of students' books is based on realistic mathematics education (PMR), especially on contextual issues, the use of models, and guided discovery. Subsequently the student's book has validated experts and practitioners to be tested in the classroom. Expert and practitioner scores were 3.46 (very valid). Furthermore, it was tested in the classroom in order to see the practicality and effectiveness. Practicality of students' books is measured through the implementation of learning in the learning process. Student book implementation data as a whole is 'high categorized'. Student book effectiveness is measured through three indicators: (1) student activity, (2) student response, and (3) mastery learning. Through classroom tests, data on students' activity observation outcomes during the learning process as a whole are 'active criteria'. Students give a positive response. Post-test data found that none of the students scored under 65% of the standard learning objectives to be achieved. Furthermore, if seen classically obtained an average of 83.1%.]]>
<![CDATA[EFEKTIFITAS PENERAPAN MODEL PEMBELAJARAN PROBLEM SOLVING DENGAN CONTEXT-RICH PROBLEMS PADA MATERI POKOK TERMOKIMIA DALAM MENINGKATKAN HASIL BELAJAR SISWA DAN KEMAMPUAN BERPIKIR KRITIS ]]>
<![CDATA[Khaeruman Khaeruman]]>;
<![CDATA[Siti Nurhidayati Nurhidayati]]>;
<![CDATA[Sari Rahayu]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.1051
<![CDATA[Passive learning leads to low student chemistry learning outcomes. This study aims to improve learning outcomes and students' critical thinking skills on thermochemical subject matter through problem-solving learning model with context-rich problems. This research was conducted in 2 cycles, namely: planning, implementation, observation, evaluation, and reflection. Student learning result data obtained through formative test given at each end of the cycle and students' critical thinking skills adapted to the indicator of critical thinking. Learning outcomes show that classical completeness earns a score of at least 70 85% of the total number of students taking the evaluation test. The results showed that the results of classical evaluation in cycles I and II were 35% and 90%, respectively. Improvement of learning result that is 157%, and critical thinking ability of student in cycle I score that is 45% (uncritical category). In cycle II, the score achieved is 65% (critical category). Increased critical thinking ability reached 44.4%. We conclude that the application of problem-solving learning model with Context-rich problems can improve learning outcomes and critical thinking skills]]>
<![CDATA[MENINGKATKAN KESADARAN METAKOGNITIF DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PEMBELAJARAN PROBLEM SOLVING ]]>
<![CDATA[Roniati Sukaisih]]>;
<![CDATA[Muhali Muhali]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.803
<![CDATA[The purpose of this study is to increase metacognitive awareness and student learning achievement through the implementation of Problem Solving learning. Learning achievement in this study include the cognitive, affective, and psychomotor aspects on temperature and heat learning material. This study used Classroom action research conducted in 3 cycles consisting of planning, implementation, observation, evaluation, and reflection. Students' metacognitive awareness data obtained through metacognitive awareness questionnaire and students' activity in worksheet used to control Students' metacognitive awareness. Student learning achievement was taken with multiple-choice test techniques for cognitive learning achievement, practicum activities and presenting practicum results for affective and psychomotor learning achievement tailored to affective and psychomotor indicators. The conclusion of this research is through the implementation of Problem Solving learning can increase metacognitive awareness and student learning achievement.]]>
<![CDATA[PENERAPAN PENDEKATAN KONSTRUKTIVIS DALAM UPAYA PENINGKATAN PEMAHAMAN KONSEP LINGKARAN PADA SISWA KELAS VIII-A SMP NEGERI 1 LANGGUDU KABUPATEN BIMA ]]>
<![CDATA[Nurrahmah Nurrahmah]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.1057
<![CDATA[Teachers still use many conventional methods. Finally, the students' participation is inactive to find concepts and determine their own solutions. Therefore, a constructivist approach to the material of the circle was applied to the students of SMP Negeri 1 Langgudu Kabupaten Bima. The constructivist approach is one of the learning approaches that enable students. The purpose of the research is to improve the understanding of student learning concepts and activities through the application of constructivist approach. The study was conducted with classroom action research procedures. Implemented two cycles that include: the planning, implementation, observation, and reflection. The subjects of this study are students of class VIII - A semester II junior high school consisting of 33 students. The research instrument used is 1) Test the learning outcomes given at the end of the learning cycle. 2) The observation sheet, used to obtain a direct description of the learning activities of mathematics through a constructivist approach. The data analyzed is mastery learning. The indicators are the increase in the average score of student learning outcomes, as well as student learning activities in each cycle. The results showed an increase in the average score of student learning outcomes in the first cycle is 58.97 with 'percentage mastery' 34.38%. In the second cycle, the average score of student learning outcomes of 84.36 with the percentage of '90.9% completeness. Student learning activities in the first cycle with an average score of 3.73 (active category), on the second cycle average score of 4.22 (active category). This value has been in accordance with research indicators that is an increase in the average score of student learning outcomes. It can be concluded that constructivist learning has increased the understanding of the concept of circle in students]]>
<![CDATA[IDENTIFIKASI STRUKTUR SENYAWA ANTIJAMUR DARI RUMPUT LAUT ]]>
<![CDATA[Rahmawati Rahmawati]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.1053
<![CDATA[Screening of plants antifungal compounds from Algae has been resulted. Screening was preceded by extraction of its fresh substance with benzene, methanol, and chloroform solvents and followed examination towards fungi Fusarium oxysforum, Sclerotium rolfsii, Aspergillus flavus, and Pythium spp. The antifungal effects were tested by well methode in potato dextrosa agar (PDA) medium. Analysis compound of benzene extract with preparative TLC methode (n-hexene : ethyl acetate : methanol = 7 : 2 : 1) obtained 5 compounds. Antifungal activity test of the fractions was done by the disk diffution methode with PDA medium. Identification of active compounds with spectroscophy method (IR and NMR) indicated the benzene extract analogue with fungicide Metalaxyl with the benzene ring and substituens of ester, alkyl, and amide. Identification of fractions showed that the compounds analogue with fungicides belong to carboxamide with the main substituen of benzene ring and ester/aldehids formed, alkyl, and amide.]]>
<![CDATA[PENERAPAN PEMBELAJARAN KOOPERATIF NUMBER HEAD TOGETHER (NHT) UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VIII SMP IT SUHADAH YOGJAKARTA ]]>
<![CDATA[Mariamah Mariamah]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
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DOI: 10.33394/j-ps.v2i1.1058
<![CDATA[This study aims to determine the ability of communication mathematics students in grade VIII SMP IT Suhadah Yogyakarta through cooperative learning type Number Head Together (NHT). This study is a classroom action research. The instrument used to collect data is a test instrument. The results of the research for the students' communication ability aspects improved from cycle I of cycle II for each aspect: the first aspect is illustrating mathematical ideas from 30% to 47%, an increase of 17%. The second aspect describes the answer and the use of symbols from 20% to 40.5%. The increase is as much as 20.5%. The total achievement for cycle II is 85.7%, which in this case has reached the criteria 85.7%> 85%. We conclude that NHT learning has been effective for students' mathematical communication skills on straight-line equations. In addition, for teacher and student activity, in the first cycle only active categories have increased]]>
<![CDATA[EFEKTIVITAS MEDIA ANIMASI TERHADAP HASIL BELAJAR BIOLOGI SISWA SMPN 2 KEDIRI ]]>
<![CDATA[Dewi Oktarini]]>;
<![CDATA[Jamaluddin Jamaluddin]]>;
<![CDATA[Imam Bachtiar]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/j-ps.v2i1.1048
<![CDATA[The use of instructional media is essential for understanding Biology. This study aims to determine the effectiveness of the use of animation media on learning outcomes. The study was conducted with quasi-experimental and non-equivalent pre-test-post-test control group designs. Data were taken from the pre-test, post-test and gain scores. The research instrument is a written test in the form of multiple choice questions. Data were analyzed using 'mean difference test'. The results showed that the results of the study on sub photosynthesis and respiration material differed significantly. The gain analysis shows that the animation media has improved student learning outcomes.]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS KEUNGGULAN LOKAL PADA MATAPELAJARAN FISIKA SMA ]]>
<![CDATA[Hikmawati Hikmawati]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014 ]]>
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DOI: 10.33394/j-ps.v2i1.1054
<![CDATA[Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbasis keunggulan lokal pada matapelajaran Fisika SMA. Keunggulan lokal yang dimaksud adalah objek wisata seperti pantai, gili, dan air terjun. Model pengembangan perangkat pembelajaran yang digunakan adalah model 4-D (Define, Design, Develop, Disseminate). Perangkat pembelajaran yang dikembangkan terdiri atas Silabus, Rencana Pelaksanaan Pembelajaran (RPP), Buku Guru, Buku Siswa, Lembar Kegiatan Siswa (LKS), dan Tes Hasil Belajar (THB). Pada tahap Define dilakukan penetapan dan pendefinisian syarat-syarat pembelajaran. Pada tahap Design dilakukan penyusunan prototipe perangkat pembelajaran. Pada tahap Develop dilakukan validasi perangkat pembelajaran oleh Pakar yang dilanjutkan dengan revisi. Tahap Define, Design, dan Develop dilaksanakan mulai Maret hingga Juni 2014. Tahap Disseminate akan dilakukan pada September 2014 untuk menguji efektivitas penggunaan perangkat pembelajaran di Kelas. Rentang skor penilaian Validator terhadap perangkat pembelajaran yang dikembangkan adalah 1 (tidak baik) hingga 4 (sangat baik) ditinjau dari aspek: format, isi, dan bahasa. Nilai yang diberikan oleh Validator adalah 3 dengan kriteria baik sehingga dapat disimpulkan bahwa perangkat pembelajaran berbasis keunggulan lokal pada matapelajaran Fisika SMA dapat digunakan dengan sedikit revisi]]>
