cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Laksono Budiarto
Contact Email
laksono.budiarto@um.ac.id
Phone
+62895384660796
Journal Mail Official
jmipap.journal@um.ac.id
Editorial Address
Universitas Negeri Malang Jl. Semarang no 5 Malang Jawa Timur 65115
Location
Kota malang,
Jawa timur
INDONESIA
Jurnal MIPA dan Pembelajarannya (JMIPAP)
Published by Universitas Negeri Malang
ISSN : -     EISSN : 27980634     DOI : https://doi.org/10.17977/um067
Core Subject : Science, Education, Engineering,
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics
Jurnal MIPA dan Pembelajarannya (JMIPAP) is a publication that focuses on education, particularly in the areas of mathematics and natural sciences. The journal publishes articles, research papers, and other relevant manuscripts related to the teaching and learning of these subjects. It provides a platform for educators, researchers, and scholars to share their ideas, insights, and innovative teaching methods that can enhance the teaching and learning experience of students in mathematics and natural sciences. JMIPAP aims to contribute to the improvement of the quality of education in these fields by providing a space for the exchange of knowledge and ideas among its readers and contributors.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 99 Documents
 1   2   3   4   5 
Pengembangan multimedia pembelajaran untuk meningkatkan hasil belajar kognitif materi sistem respirasi Din Hadi Shofyan; Siti Zubaidah; Amy Tenzer
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (839.206 KB) | DOI: 10.17977/um067v1i1p1-7

Abstract

Observations in MAN Malang II Batu and giving questionnaires to a number of students shows that students still have difficulty understanding abstract concepts on the material of the respiratory system. It can also be seen from the thoroughness of classical study that has not been achieved. The use of instructional media is still minimal and less attractive to students, believed to be a major factor to the achievement of mastery learning klasial. To that end, the development of multimedia learning based on flash needs to be done on the grounds can create a variety of interesting and illustrative media. With the learning multimedia is expected to facilitate students in understanding the abstract concepts of matter respiratory system and learning becomes fun.   Penelitian dan pengembangan ini bertujuan untuk mengembangkan multimedia pembelajaran berbasis flash untuk meningkatkan hasil belajar kognitif siswa materi sistem respirasi manusia serta menguji kelayakan, kepraktisan dan keefektifannya. Model pengembangan menggunakan Four-D model yang dibatasi sampai tahap III (pengembangan). Hasil uji kelayakan, kepraktisan dan keefektifan menunjukkan bahwa multimedia yang dikembangkan memiliki kriteria sangat layak, sangat praktis, serta efektif. Dapat disimpulkan bahwa multimedia pembelajaran berbasis flash memiliki kriteria sangat layak, sangat praktis dan efektif sehingga mampu meningkatkan hasil belajar kognitif siswa.
Pengembangan instrumen tes literasi saintifik untuk siswa kelas XI MIA SMA/MA Sunarno Prayogo; Hadi Suwono
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (707.15 KB) | DOI: 10.17977/um067v1i1p8-13

Abstract

The Research and development purpose to produce scientific literacy test instrument for high school students that validated, reliable, attractive, and easy to understand. Research and development of this research design development of 3-D adaptation of the development model of the 4-D (Thiagarajan, et al, 1974: 5). The development of this model consists of three phases, namely the definition (define), design (design), and development (develop). Based on the analysis of the trial results, can be concluded that of the six aspects are the focus of assessment, product testing scientific literacy test instrument of high school students obtain the average scoring 87 percent. These results indicate that the products have been developed very feasible and can be implemented to measure the ability of the scientific literacy of high school students.   Penelitian dan pengembangan ini bertujuan untuk menghasilkan instrumen tes literasi saintifik untuk siswa kelas XI MIA SMA/MA yang tervalidasi, reliabel, menarik, dan mudah dipahami. Penelitian dan pengembangan ini menggunakan desain penelitian pengembangan 3-D yang diadaptasi dari model pengembangan 4-D (Thiagarajan, dkk, 1974:5). Pengembangan model ini terdiri dari 3 tahap, yaitu pendefinisian (define), perancangan (design), dan pengembangan (develop). Berdasarkan analisis hasil uji coba, dapat disimpulkan bahwa dari keenam aspek yang menjadi fokus penilaian, produk instrumen tes literasi saintifik siswa SMA/MA memperoleh rata-rata penyekoran 87 persen. Hasil tersebut menunjukkan bahwa produk yang telah dikembangkan sangat layak dan dapat diimplementasikan untuk mengukur kemampuan literasi saintifik siswa SMA/MA.
Pengaruh project-based learning berbantuan instagram terhadap literasi lingkungan dan hasil belajar kognitif Sintya Yuliandini; Hadi Suwono; Sueb Sueb
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1056.695 KB) | DOI: 10.17977/um067v1i1p14-24

Abstract

The objectives of the research are: 1) to know the difference of students environment literacy which get Project-Based Leaming (PjBL) assisted instagram and Project-Based Learning (PJBL), 2) to know the difference of cognitive Ic result of students who get Project-Based Learning (PjBL) assisted instagram and Project-Based Learning (PBL). This research uses mixed methods with embedded design, Data were collected guantitatively through pretest and postest, then analyzed by normality test, homogeneity test, hypothesis anakova test, and eflect size calculation. In addition, data. Were collected gualittively through discussions in instagram, guestionnaires, and interviews which were further analyzed by Miles and Huberman model. The results of the research are: 1) there are differences in environmental lteracy of students who received PJBL assisted instagram and PjBL with covariate (pretest) has no effect on environmental and student literacy, and 2) there are difference of cognitive Icarning outcomes of students who received PJBL assisted instagram and PJBL with covariate (pretest) Has no effect on students cognitive Icarning outcomes.   Tujuan penelitan yaitu: 1) mengetahui perbedaan literasi lingkungan siswa yang mendapatkan Project-Based Learning (PIBL) berbantuan instagram dan Project-Based Learning (PJBL), 2) mengetahui perbedaan hasil belajar kognitif siswa yang mendapatkan Project-Based Learning (PBL) berbantuan instagram dan Project-Based Learning (PiBL). Penelitian ini menggunakan mixed methods dengan embedded design. Data dikumpulkan secara kuantitafif melalui pretes dan postes, kemudian dianalisis dengan uji normalitas, uji homogenitas, uji hipotesis anakova, dan penghitungan efect size. Selain itu, data dikumpulkan secara kualitatif melalui diskusi di instagram, angket, dan wawancara yang selanjutnya dianalisis dengan model Miles and Huberman. Hasil penelitian yaitu: 1) ada lingkungan siswa yang mendapatkan PjBL berbantuan instagram dan PIBL dengan kovariat (pretes) tidak berpengaruh terhadap literasi lingkungan dan siswa, an 2) ada perbedaan hasil belajar kognitif siswa yang mendapatkan PJBL berbantuan instagram dan PjBL dengan kovariat (pretes) tidak berpengaruh hasil belajar kognitif siswa  
Pengaruh pengetahuan pengelolaan lingkungan hidup dan kesadaran lingkungan terhadap partisipasi siswa SMA Negeri di Kota Malang Rizka Permatasari; Endang Suarsini; Siti Imroatul Maslikah
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1012.153 KB) | DOI: 10.17977/um067v1i1p25-32

Abstract

Development activity and rapid technological advances impacting on the environment that is pollution and damage to the environment. Good management needs to be done to restore the environment and prevent the damage is getting worse. Everyone has the right in the management of the environment. Educational institutions like Adiwiyata high school is expected to join on protection and preservation of the environment because of formal environmental education has been integrated into the school curriculum is thereby expected students already have a good knowledge of the environment and a high level of awareness. Research aims to find out the influence of the knowledge of environmental management and environmental awareness towards the participation of high school students in Malang. The research is classified as a research survey with questionnaire likert-scale instruments. Research done on May until July at four adiwiyata senior high schools namely SMAN 2, SMAN 5, SMAN 7, and SMAN 8 Malang. Sample research totalling 100 people at each school so that the total sample is 400 students drawn at random (random sampling). Data analysis using multiple linear regression analysis, T-test, F-test, and that previous test has been carried out normality test, multicolinierity test, and heteroskedastisity. The result showed that knowledge of environmental management and environmental awareness are jointly influenced the participation of students in the preservation of the environment.   Kegiatan pembangunan dan pesatnya kemajuan teknologi berdampak pada lingkungan yaitu pencemaran dan kerusakan lingkungan hidup. Pengelolaan yang baik perlu dilakukan untuk memulihkan lingkungan dan mencegah kerusakan yang semakin parah. Setiap orang berhak dalam pengelolaan lingkungan hidup. Institusi pendidikan khususnya SMA Adiwiyata diharapkan ikut berpartisi pada perlindungan dan pelestarian lingkungan sebab secara formal pendidikan lingkungan hidup telah terintegrasi ke dalam kurikulum sekolah dengan demikian diharapkan siswa telah memiliki pengetahuan lingkungan yang baik dan tingkat kesadaran lingkungan yang tinggi. Penelitian ini bertujuan untuk mengetahui pengaruh pengetahuan pengelolaan lingkungan hidup dan kesadaran lingkungan terhadap partisipasi siswa sma negeri di kota malang. Penelitian diklasifikasikan sebagai penelitian survei dengan instrumen kuesioner berskala likert. Penelitian dilakukan pada bulan Mei sampai Juli 2017 di empat sekolah adiwiyata yaitu SMAN 2, SMAN 5, SMAN 7, dan SMAN 8 Kota Malang. Sampel penelitian berjumlah 100 orang pada masing-masing sekolah sehingga total sampel adalah 400 siswa yang diambil secara acak (random sampling). Analisis data menggunakan analisis regresi linier berganda, uji T, dan uji F yang sebelumnya telah dilakukan uji normalitas, uji multikolinieritas, dan uji heteroskedastisitas. Hasil penelitian menunjukkan bahwa pengetahuan pengelolaan lingkungan hidup dan kesadaran lingkungan secara bersama-sama berpengaruh positif dan signifikan terhadap partisipasi siswa.
Pengaruh model pembelajaran Biologi berbasis Reading-Concept Map-Cooperative Script (Remap-Cs) dan gender terhadap keterampilan berpikir kritis dan hasil belajar kognitif siswa kelas X MIPA SMA Negeri 2 Malang Shila Avila; Susriyati Mahanal; Siti Zubaidah
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1063.358 KB) | DOI: 10.17977/um067v1i1p33-44

Abstract

this research aims to: The purpose of this study is to know: 1) the effectiveness of Remap-CS based learning model towards critical thinking skills and cognitive learning outcomes of students in SMA Negeri 2 Malang; 2) the effectiveness of gender towards critical thinking skills and cognitive learning outcomes of students in SMA Negeri 2 Malang; 3) the interaction between learning model based on Remap-CS with gender to critical thinking skill and cognitive learning outcomes of students in SMA Negeri 2 Malang. The research design used was quasi experiment research with pretest- posttest nonequivalent group design. The population of research is the students of X class in SMAN 2 Malang. The sample of the research is the students of class X MIPA 3 as the experimental class and class X MIPA 5 as the control class. Data is taken during pretest & posttest. The first test instrument is tested for validity and reliability. Hypothesis test using anakova with significance level 0, 05 (P is less then  0, 05) using pretest and posttest score data. The results showed: 1) there is an effect of Remap-CS biology based learning on critical skill and cognitive learning achievement in students; 2) there is no effect of gender towards critical skill and cognitive learning outcomes in students; 3) there is an interaction between learning strategy and gender towards critical thinking skill, but there is no effect of learning strategy and gender to students cognitive learning outcomes.   penelitian ini bertujuan untuk mengetahui: 1) pengaruh model pembelajaran berbasis Remap-CS terhadap keterampilan berpikir kritis dan hasil belajar kognitif siswa di SMA Negeri 2 Malang; 2) pengaruh gender terhadap keterampilan berpikir kritis dan hasil belajar kognitif siswa di SMA Negeri 2 Malang; 3) pengaruh interaksi antara model pembelajaran berbasis Remap-CS dengan gender terhadap keterampilan berpikir kritis dan hasil belajar kognitif siswa di SMA Negeri 2 Malang. Rancangan penelitian yang digunakan ialah quasi eksperimen dengan pretest posttest nonequivalent group design. Populasi penelitian ialah siswa kelas X di SMAN 2 Malang. Sampel penelitian adalah siswa kelas X MIPA 3 sebagai kelas eksperimen dan kelas X MIPA 5 sebagai kelas kontrol. Data diambil pada saat pretest & posttest. Instrumen tes terlebih dahulu diuji validitas dan reliabilitas. Uji hipotesis menggunakan anakova dengan taraf signifikansi 0,05 (P lebih kecil dari 0,05) menggunakan data skor pretest dan posttest. Hasil penelitian menunjukkan: 1) ada pengaruh pembelajaran biologi berbasis Remap-CS terhadap keterampilan berpikir kritis dan hasil belajar kognitif pada siswa; 2) tidak ada pengaruh gender terhadap keterampilan berpikir kritis dan hasil belajar kognitif pada siswa; 3) ada pengaruh interaksi strategi pembelajaran dan gender terhadap keterampilan berpikir kirits, namun tidak ada pengaruh interaksi strategi pembelajaran dan gender terhadap hasil belajar kognitif siswa.
Pengembangan instrumen evaluasi mata pelajaran biologi SMA kelas X di SMA Panjura Kota Malang Tania Puspa Chandra; Triastono Imam Prasetyo; Agung
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (967.375 KB) | DOI: 10.17977/um067v1i1p45-53

Abstract

2013 curriculum is a competency-based curriculum. An evaluation instrument is used to measure the students" competence in the learning. The evaluation instruments developed in this research were 34 multiple choice guestions with a single answer from 5 answer choices, guestions with description answer, and 3 performance assessments. The multiple choice guestion with a single answer refers to the guestion's indicator that developed from the competency's indicator. Basic competency is a reference for the formulation of competeney's indicators. Performance assessment refers to basic competencies. The objectives of the research are: 1) develop the multiple choice guestions with a single answer of basic competencies 3.4, 3.5, and 3.6, 2) develop the performance assessment of basic competencies 4.4. 4.5, and 4.6. The research used ADDIE research model which consists of 5 stages (1) analysis, (2) planning, 3) development, (4) implementation, (5) evaluation. Data collection is obtained from logical validation by evaluation experts, material experts, and field experts, and empirical validation which includes difTiculty level, diflerentiation, reliability and distractor analysis. The result of the research is the multiple choice guestions with a single answer is known that the validity of the guestions'construct is compatible with the guestion's indicator. As for the validity of the content, known that the test material is compatible with the guestion's indicator, Empirical validation Of results on the small group trials results on multiple choice guestions with a single answer to the dificulty level obtained the ratio of easy problem-moderate-difficult to achieve 4:4:2, the diflerenee is obtained the largest percentage of 52,95”4 good category. For the analysis of distractor, he choice of answers outwit percentage is 41.1796. In addition, revisions were made for small group trials, Results of large group test product of difficulty level obtained the ratio of easy problem:medium:difficult to reach 4:4:2. Different power obtained the largest percentage of 41.17 percent good category. Reliability is very high that is 0.855, For the analysis of distractor, the choice of answers outwit percentage is 82.36 percent. Revisions are also made based on empirical empirical analysis results of large groups.   Kurikulum 2013 merupakan kurikulum berbasis kompetensi. Untuk mengukur kompetensi siswa dalam pembelajaran digunakan instrumen evaluasi. Instrumen evaluasi yang dikembangkan dalam penelitian ini adalah 34 soal pilihan ganda jawaban tunggal dengan $ pilihan jawaban, soal uraian dan 3 asesmen kinerja. Soal pilihan ganda jawaban tunggal mengacu pada indikator soal yang dikembangkan dari indikator kompetensi. Kompetensi dasar merupakan acuan perumusan indicator kompetensi. Asesmen kinerja mengacu pada kompetensi dasar. Tujuan penelitian yaitu: 1) merumuskan soal pilihan ganda jawaban tunggal dari kompetensi dasar 34, 35, dan 3.6, (2) merumuskan asesmen kinerja dari kompetensi dasar 4.4, 4.5 dan 4,6. Model penelitian menggunakan ADDIE yang terdiri dari 5 tahap yaitu: (1) analisis, (2) perencanaan, (3) pengembangan, (4) implementasi, (5) evaluasi. Pengumpulan data diperoleh dari hasil validitas logis oleh ahli evaluasi, ahli materi, dan ahli lapangan, dan validitas empiris meliputi tingkat kesukaran, daya beda, reliabilitas dan analisis pengecoh. Hasil penelitian yaitu soal pilihan ganda jawaban tunggal diketahui validitas konstruk soal sudah sesuai dengan indikator soal, validitas isi diketahui materi tes sesuai dengan indikator soal. Hasil validitas empiris pada uji coba kelompok kecil soal pilihan ganda jawaban tunggal untuk tingkat kesukaran diperoleh rasio soal mudah-sedang:sukar mencapai 4:4:2, daya beda diperoleh persentase terbesar yaitu 52,956 kategori baik. Analisis pengecoh berfungsi sebanyak 41,1796. Berdasarkan uji coba kelompok kecil dilakukan revisi. Setelah dilakukan validitas logis dan empiris dilakukan revisi untuk digunakan uji coba kelompok besar. Hasil uji coba kelompok besar tingkat kesukaran soal diperoleh rasio soal mudahssedangssukar mencapai 4:4:2. Daya beda diperoleh persentase terbesar 41,1796 kategori baik. Reliabilitas tergolong sangat tinggi yaitu 0,855, Analisis pengecoh berfungsi sebanyak 82,366. Revisi dilakukan berdasarkan hasil analisis validasi empiris kelompok besar.
Pengembangan perangkat pembelajaran inkuiri berbasis tambak air tawar untuk meningkatkan pemahaman konsep, keterampilan proses sains dan sikap peduli lingkungan siswa Vilda Rima Aulia Zahroh; Ibrohim Ibrohim; Sueb Sueb
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1354.331 KB) | DOI: 10.17977/um067v1i1p54-60

Abstract

The aim of this research is to produce inquiry learning instrument based on freshwater fishpond that meet valid, practical, and effective criteria. This method of research and development uses 4D Thiagarajan et al. (1974) development model but it is restricted up to Disseminate in the summative evaluation substage. Analysis result validation of learning instrument is 94.26 percent, it means that comply criteria is very valid. The result of practicality from lesson plan, student worksheet and hand-out are 92.25 percent, 89.11 percent and 85.78 percent it means that comply criteria is very practical. The effectiveness indicates that there is difference and increase the value of concept comprehension, science process skills and student environmental awareness attitude posttest and student that cooperative learning instrument.   Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran yang memenuhi kriteria valid, praktis dan efektif. Penelitian ini menggunakan model pengembangan 4D oleh Thiagarajan et al. (1974) namun dibatasi sampai tahap Disseminate sub tahap summative evaluation. Hasil uji kevalidan perangkat pembelajaran sebesar 94,26 persen yang menunjukkan kriteria sangat valid. Hasil uji kepraktisan dari keterlaksanaan perangkat pembelajaran, LKS dan hand-out sebesar 92,25 persen, 89,11 persen dan 85,78 persen yang memenuhi kriteria sangat praktis. Uji keefektifan menunjukkan bahwa terdapat perbedaan dan peningkatan rerata skor posstest pemahaman konsep, keterampilan proses sains dan sikap peduli lingkungan siswa pada kelas yang menggunakan perangkat pembelajaran inkuiri berbasis tambak air tawar dibanding dengan siswa yang menggunakan perangkat pembelajaran model kooperatif.
Pengembangan perangkat pembelajaran klasifikasi hewan berbasis guided inquiry dengan sumber belajar potensi alam kebun teh Wonosari untuk mengembangkan sikap ilmiah, keterampilan proses sains, dan pemahaman konsep siswa SMP Negeri 3 Lawang Anandayu Dwi Arini; Ibrohim Ibrohim; Sueb Sueb
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (846.496 KB) | DOI: 10.17977/um067v1i1p61-70

Abstract

The problems found in science learning at SMPN 3 Lawang that the material selected for the classification of animals using the model of inquiry but have not implemented all the syntax inquiry and there has not used natural potentials as learning resource of biology. Related to that, the research has been done to make a product of guided inquiry learning device with learning resource Wonosari Tea Garden, and to know determine effectiveness of learning through assessment scientific attitude, science process skills, and comprehension concept. The research and development used 4D model that was conducted up to a develop step. The results of research and development has been delivered learning device 87.94 percent in very valid category, scientific attitude 85.30 percent in very high category, science process skills 81.93 percent in high category, comprehension concept 78.88 percent in high category, and learning device implementation 91.02 percent in very good category.   Permasalahan yang ditemukan pada pembelajaran IPA di SMPN 3 Lawang bahwa pada materi klasifikasi hewan menggunakan model inquiry, namun belum melaksanakan semua sintaks inquiry serta kurang adanya pemanfaatan kompetensi alam Kebun Teh Wonosari sebagai sumber belajar biologi. Berkaitan dengan hal tersebut telah dilakukan penelitian yang bertujuan untuk menyajikan perangkat pembelajaran berbasis guided inquiry dengan sumber belajar Kebun Teh Wonosari dan mengetahui keefektifan perangkat pembelajaran melalui penilaian sikap ilmiah, keterampilan proses sains, pemahaman konsep. Metode penelitian dan pengembangan menggunakan model 4D yang dibatasi hingga tahap develop. Dari hasil penelitian dan pengembangan telah dihasilkan perangkat pembelajaran yang berkriteria sangat valid sebesar 87,94 persen, sikap ilmiah 85,30 persen dengan kriteria sangat tinggi, keterampilan proses sains 81,93 persen dengan kriteria tinggi, pemahaman konsep 78,88 persen dengan kriteria tinggi, serta keterlaksanaan perangkat pembelajaran berkriteria sangat baik 91,02 persen.
Penerapan model pembelajaran problem based learning untuk meningkatkan keterampilan berpikir kritis dan hasil belajar siswa IPA kelas VIII D SMP Negeri 22 Malang Annisa; Sunarmi Sunarmi; Murni
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1114.32 KB) | DOI: 10.17977/um067v1i1p71-78

Abstract

The results of observations of class VIII SMP Negeri 22 Malang shows, students have low of the critical thinking skills and learning outcomes. Students tend to be passive and less critical. Effort to improve the quality of learning is by applying the Problem Based Learning (PBL). This research was conducted with the aim of improving students' critical thinking skills and student learning outcomes IPA in class VIII SMP Negeri 22 Malang through the implementation of PBL. This type of research is a Class Action Research (PTK) is a qualitative research. This research data in the form of critical thinking skills, student’s learning, and enforceability of learning by using PBL. Collection technique that is a matter of cognitive tests, tests about critical thinking skills, field notes and documentation conducted by the observer. Based on exposure and research findings, obtained two conclusions. First, the critical thinking skills of students in the second cycle increases than I. Mean thinking skills of first cycle is 1.50 were classified as less critical with a percentage of 23 percent, while in the second cycle mean of  critical thinking skills 2.36 is classified as critical percentage of 76 percent . From these data indicate that the critical thinking skills increased by 53 percent. Second, in classical mastery learning outcomes of students has increased from the first cycle to the second cycle. The results of classical learning in the first cycle of 67.6 percent, while in the second cycle by 80 percent. This shows an increase in cycle I and II of 30.3 percent.   Hasil observasi pada siswa kelas VIII SMP Negeri 22 Malang menunjukkan, keterampilan berpikir kritis dan hasil belajar rendah. Siswa cenderung pasif dan kurang kritis. Salah satu usaha meningkatkan kualitas pembelajaran adalah dengan model pembelajaran Problem Based Learning (PBL).Tujuan penelitian ini meningkatkan keterampilan berpikir kritis siswa dan hasil belajar siswa kelas VIII SMP Negeri 22 Malang dengan model pembelajaran PBL. Jenis penelitian adalah Penelitian Tindak Kelas (PTK) merupakan penelitian deskriptif kualitatif. Data keterampilan berpikir kritis, hasil belajar siswa, dan keterlaksanaan pembelajaran dengan model pembelajaran PBL. Teknik pengumpulan yaitu soal tes kognitif, soal tes keterampilan berpikir kritis, catatan lapangan dan dokumentasi oleh observer. Berdasarkan paparan dan temuan penelitian, diperoleh dua simpulan. Pertama, keterampilan berpikir kritis siswa pada siklus II mengalami kenaikan dibanding siklus I. Rerata keterampilan berpikir siklus 1 sebesar 1,50 yang tergolong kurang kritis dengan persentase sebesar 23 persen sedangkan pada siklus II rerata keterampilan berpikir kritis siswa sebesar 2,36 yang tergolong kritis dengan persentase sebesar 76 persen. Dari data tersebut menunjukkan bahwa keterampilan berpikir kritis meningkat sebesar 53 persen. Kedua, secara klasikal ketuntasan hasil belajar siswa mengalami peningkatan dari siklus I ke siklus II. Hasil belajar klasikal pada siklus I sebesar 67,6 persen sedangkan pada siklus II sebesar 80 persen. Hal ini menunjukkan terjadi peningkatan pada siklus I dan II sebesar 30,3 persen.
Pengembangan lembar kerja siswa (LKS) berbasis model discovery learning dipadu think pair share dan pengaruhnya terhadap kemampuan berpikir kritis serta hasil belajar kognitif siswa Sovi Makhmudah; Mimien Henie Irawati; Sueb Sueb
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1170.1 KB) | DOI: 10.17977/um067v1i1p79-87

Abstract

This research was a research of development of student worksheet using ADDIE model. This study aimed to produce the product of student worksheet based on Discovery Learning model combined with Think Pair Share with validity test. The development model was the ADDIE model consisting of five steps: analyzing, designing, developing, implementing and evaluating. Subjects in this study were students of class X of science class 7 and X of science class 5 consisting of 38 students each class. The instrument was an expert validation sheet. The test results of validity and student worksheet by the three validators obtained average score 3.67 with percentage 91.67 and valid description. Suggestions from the results of this research are disseminating products developed through the results seminar with Biology Subject Teachers (MGMP) team, writing journal articles and developing DVD form products. Based on the research results obtained syntax model of Discovery Learning and Think Pair Share there are 6 stages: stimulation activities, problem identification and thinking, collecting data and pairing, processing data and sharing, proving data and conclusions.   Penelitian ini merupakan penelitian pengembangan Lembar Kerja Siswa (LKS) menggunakan model ADDIE. Penelitian ini bertujuan untuk menghasilkan produk LKS berbasis model Discovery Learning dipadu Think Pair Share yang valid dengan pengujian validitas. Model pengembangan yang digunakan yaitu model ADDIE yang terdiri dari lima langkah yaitu menganalisis (analyze), merancang (design), mengembangkan (develop), menerapkan (implement) dan mengevaluasi (evaluate). Subjek dalam penelitian ini yaitu siswa kelas X MIA-7 dan X MIA-5 yang terdiri dari 38 siswa setiap kelasnya. Instrumen yang digunakan yaitu lembar validasi ahli. Hasil uji kevalidan LKS oleh ketiga validator diperoleh rerata skor 3,67 dengan persentase 91,67 dan keterangan valid. Saran hasil penelitian ini yaitu mensosialisasikan produk yang dikembangkan melalui seminar hasil bersama tim Musyawarah Guru Mata Pelajaran (MGMP) biologi, penulisan artikel jurnal dan mengembangkan produk bentuk DVD. Berdasarkan hasil penelitian diperoleh sintaks perpaduan model Discovery Learning dan Think Pair Share ada 6 tahapan yaitu kegiatan stimulasi, identifikasi masalah dan berpikir, mengumpulkan data dan berpasangan, mengolah data dan berbagi, membuktikan data dan simpulan.

Page 1 of 10 | Total Record : 99

 1   2   3   4   5 

Filter by Year

2021 2023


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2023): Januari Vol. 1 No. 10 (2021) Vol. 1 No. 9 (2021) Vol. 1 No. 8 (2021) Vol. 1 No. 7 (2021) Vol. 1 No. 6 (2021) Vol. 1 No. 5 (2021) Vol. 1 No. 4 (2021) Vol. 1 No. 3 (2021) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue