cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandung,
Jawa barat
INDONESIA
Jurnal Pengajaran MIPA
Published by Universitas Pendidikan Indonesia
ISSN : 14120917     EISSN : 24433616     DOI : -
Core Subject :
Journal of Mathematics and Science Teaching or Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) was founded in 1993 and published qualitative and or quantitative research concerning mathematics and science teaching. JPMIPA is published by Faculty of Mathematics and Science Education Universitas Pendidikan Indonesia (FPMIPA-UPI) in association with Indonesian Society for Science Educators (JPII), twice a year in April and October with 16 articles per number or 32 articles per year.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011" : 9 Documents clear
PENGARUH KOMPETENSI GURU MATA PELAJARAN TIK TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA Sutarno, Heri; Rohendi, Dedi; Putri, Gigin Gantini
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36045

Abstract

Penelitian ini dimaksudkan untuk mengetahui sejauh mana kompetensi guru TIK berpengaruh terhadap motivasi dan hasil belajar siswa dalam mata pelajaran TIK. Penelitian ini dilakukan di sebuah sekolah sampel, dengan responden siswa SMA. Penelitian ini menggunakan metode deskriptif kuantitatif dengan metode survey eksplanatory. Analisis data dalam penelitian ini dilakukan dengan 3 (tiga) cara, yaitu: Nilai Skala (Nilai Interval), untuk mengetahui kondisi dari masing-masing variabel; Analisis varians (ANOVA) satu jalur; dan Korelasi untuk mengetahui keterhubungan variabel. Dari penelitian ini diperoleh hasil bahwa kompetensi pedagogik guru TIK yang ada di sekolah sampel tergolong cukup (56,07%), kompetensi kepribadian tergolong cukup (53,72%), kompetensi sosial tergolong cukup (45,22%) dan kompetensi profesional tergolong tinggi (61,20%). Keterhubungan antara kompetensi guru dengan motivasi belajar diperkuat dengan kurangnya tingkat signifikansi sehingga dapat disimpulkan bahwa ada keterhubungan antara keempat kompetensi guru tersebut terhadap motivasi siswa untuk belajar mata pelajaran TIK. Secara parsial hanya kompetensi kepribadian (53,72%) dan kompetensi profesional (61,20%) yang terbukti dapat mempengaruhi motivasi belajar siswa. Untuk hasil belajar, dari hasil penelitian yang dilakukan ternyata keterhubungan antara kompetensi guru dan motivasi belajar terhadap hasil belajar sangat kecil (50%). Sebagai saran dari penelitian ini yaitu instansi pencetak guru harus memastikan agar mahasiswa yang dididiknya memiliki kemampuan kompetensi guru seperti tertulis dalam PP No. 74 tahun 2008 sehingga dapat meningkatkan motivasi dan hasil belajar siswa, yang pada akhirnya keberadaan guru benar-benar bermakna dalam sebuah pembelajaran.
PEMBEKALAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA MELALUI PEMBELAJARAN FISIKA BERBASIS MASALAH Liliawati, Winny
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36016

Abstract

Pembelajaran Fisika saat ini masih didominasi oleh pembelajaran yang bersifat teacher-oriented dan siswa kurang diberi kesempatan untuk mengembangkan keterampilan berpikir. Salah satunya adalah keterampilan berpikir kreatif yang perlu dikembangkan sejak dini. Tujuan penelitian ini untuk membekalkan keterampilan berpikir kreatif siswa SMA melalui penerapan pembelajaran fisika berbasis masalah. Indikator keberhasilan program pembekalan melalui hasil efektivitas penerapan pembelajaran berbasis masalah dalam meningkatkan keterampilan berpikir kreatif siswa pada pada pokok bahasan Usaha dan Energi dibandingkan dengan pembelajaran tradisional. Metode penelitian yang digunakan adalah penelitian eksperimen dengan control group pretest-posttest design menggunakan teknik rotasi. Sebagai alat pengumpul data yaitu tes keterampilan berpikir kreatif. Berdasarkan hasil analisis menunjukkan bahwa peningkatan yang ditunjukkan dengan gain yang dinormalisasi pada kelas yang mendapatkan pembelajaran berbasis masalah lebih besar dari kelas yang mendapatkan pembelajaran tradisional pada tiap aspeknya yaitu fluency, flexibility, originality dan elaboration. Maka dapat disimpulkan melalui penerapan pembelajaran fisika berbasis masalah efektif dalam membekalkan keterampilan berpikir kreatif siswa SMA.
IMPLEMENTASI INOVASI PEMBELAJARAN IPA BERBASIS INKUIRI UNTUK MENUMBUHKANKEMBANGKAN KETERAMPILAN PROSES SAINS DAN SIKAP ILMIAH SISWA MELALUI KEGIATAN LESSON STUDY Muslim, Muslim
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36019

Abstract

The purpose of this research is to improve the science process skills and scientific attitudes of students. In a lesson study activity, teachers of some Junior High Schools collaboratively developed a teaching learning process using the inquiry model for expansion concepts. The teaching learning process was carried out at one junior high schools in Bandung. The method used is the Classroom Action Research. Meanwhile, the instruments used in this research are observation formats involving teacher and student activities, science process skills and scientific attitudes of students, science process skill tests for students and lesson study observation sheets for observers. The objects of this research were the students class VII E 2010/2011 as many as 38 students who were enrolled in science learning. The results showed an increase in students' science process skills in science learning after using the inquiry learning model. The average of the normalized gain score of science process skills in the firts cycle is 0.67, in the second cycle is 0.49, and in the third cycle is 0,70. Based on observations in this research, the using of inquiry learning model can improve the science process skills of students. Besides, the scientific attitudes of students consisting of curiosity, cooperation, responsibility and discipline are well developed during the learning process.
PENGEMBANGAN DAN ANALISIS SOAL ULANGAN KENAIKAN KELAS KIMIA SMA KELAS X BERDASARKAN CLASSICAL TEST THEORY DAN ITEM RESPONSE THEORY Nahadi, Nahadi; Siswaningsih, Wiwi; Rofiati, Ana
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36020

Abstract

This research is title “Test Development and Analysis of First Grade Senior High School Final Examination in chemistry Based on Classical Test Theory and Item Response Theory”. This research is conducted to develop a standard test instrument for final examination in senior high school at first grade using analysis based on classical test theory and item response theory. The test is a multiple choice test which consists of 75 items. Each item has five options. The research method is research and development method to get a product of test items which fulfill item criterion such as validity, reliability, item discrimination, item difficulty and distracting options quality based on classical test theory and validity, reliability, item discrimination, item difficulty and pseudo-guessing based on item response theory. The three parameter item response theory model is used in this research. Research and development method is conducted until preliminary field test to 102 first grade students in senior high school. Based on the research result, the test fulfills criterion as a good instrument based on classical test theory and item response theory. The final examination test items have vary of item quality so that some of them need a revision to make them better either for the stem and the options. From the total of 75 test items, 21 test items are declined and 54 test items are accepted.
PENGEMBANGAN MODEL COMPUTER-BASED E-LEARNING UNTUK MENINGKATKAN KEMAMPUAN HIGH ORDER MATHEMATICAL THINKING SISWA SMA Dahlan, Jarnawi Afgani; Kusumah, Yaya Sukjaya; Sutarno, Heri
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36011

Abstract

The focus of this research is on the development of mathematics teaching and learning activity which is based on the application of computer software. The aim of research is as follows : 1) to identify some mathematics topics which feasible to be presented by computer-based e-learning, 2) design, develop, and implement computer-based e-learning on mathematics, and 3) analyze the impact of computer-based e-learning in the enhancement of SMA students’ high order mathematical thinking. All activity in this research achieved in 2 phases. In the first phase, the following activities are conducted: analysis theoretically topics which are difficult to be delivered by conventional methods, need too many repetitions, need high accuracy, need high speed process, and can be presented more interestingly. In the second phase, the following activities are conducted: designing, developing, and implementing a number of teaching and research instruments; implementing computer-based elearning on mathematics for SMA students’, and analyzing the impact of computer-based e-learning in the enhancement of SMA students’ high- order mathematical thinking.
PROBLEM BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF DAN PENGUASAAN KONSEP SISWA PADA MATERI LARUTAN PENYANGGA Wulandari, Wiwin; Liliasari, Liliasari; Supriyanti, F. M. Titin
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36043

Abstract

The purposes of this research are to increase creative thinking skills and concept mastery of students in the material buffer solution using Problem Based Learning (PBL) model. The method which is used quasi experiment method with one group pretest –posttest design. The research subjects were 31 students in grade XI school stubs on one of the main international school in the town of Cimahi, West Java. The techniques of data collection are done through a written test like 12 essay question, student worksheets, student questionnaires and teacher interviews. The data is analyzed by statistical tests using SPSS version 16.00 and a descriptive analysis. The results showed that the learning process according with 5 stages in the PBL model; over all creative thinking skills and concept mastery increased significantly with the average N-gain = 0.61; indicators of creative thinking skills that experienced the highest increasing is “elaboration”, N-gain = 0,70; label concepts that experienced the highest increasing is the calculation of pH buffer solution, N-gain=0.86 and PBL model got a positive response from teachers and students.
PENERAPAN MODEL PEMBELAJARAN BERBASIS PENGALAMAN TIPE KNISLEY-MULYANA DALAM UPAYA MENINGKATKAN KEMAMPUAN REPRESETASI MATEMATIS SISWA Yulianti, Isty; Kusnandi, Kusnandi
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36014

Abstract

This article presents the results of quasi-experimental research design with pretest-post test control group to assess the ability of the mathematical representation student’s using experience-based learning model of type Knisley-Mulyana. The study was conducted on student of junior high school. Two classes were randomly selected to serve as the study sample. Students in experimental class get Knisley-Mulyana learning, while students in the control class get the conventional learning. There are two main instruments used, namely the ability test of mathematical representation and questionnaires. Questionnaires used to evaluate the response of students towards learning with Knisley-Mulyana model. The Results showed that students who acquire the learning of mathematics by using Knisley-Mulyana model provide a achievement of the mathematical representation capability better than students who received conventional learning. Viewed from the mathematical skills, students in the high group and low group with Knisley-Mulyana learning achieve their ability of mathematical representation better than students in the same group who received conventional learning. In other words the most effective group of students in the application of Knisley-Mulyana learning is a high and low groups. In addition, students responded well to learning by using Knisley-Mulyana model.
THE DEVELOPMENT OF INTERACTIVE LEARNING CD IN CHEMISTRY FOR HIGH SCHOOLS BASED ON INTERTEXTUALITY AS A LEARNING MODEL ALTERNATIVE Anwar, Sjaeful; Sonjaya, Yaya; Wiji, Wiji
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36044

Abstract

ABSTRACT The study application of intertextuality learning model using the CD learning has been conducted in 3 high schools, SMA A, SMA B, and SMA C, during on May 2010. Selection of these three schools are expected to represent the school with low quality to high quality. During the process of learning trials take place, students can actively follow by providing a good response. From the displays are given, students can grasp the concepts of salt hydrolysis on the material well, although sometimes these views should be given back and forth for three levels of representation can link. In general, students responded well to the implementation of this intertextual learning strategy because it was interested in the learning process is done and easy to understand the concepts provided in a systematic and always connects with concepts already learned. The response of teachers towards the implementation of this intertextual learning model provides a positive outlook, in this case because the learning process undertaken to facilitate teachers to deliver material salt hydrolysis systematically arranged through third-level engagement representations and packaged in a multimedia form so that the concepts presented to received by students in one piece and easy. Application of learning models on material intertextual salt hydrolysis was able to improve the mastery of the concepts in the material. Increasing students' mastery of the concept of material obtained by hydrolysis salt N-gain value calculation, the overall values obtained N-gain of 0.67 which means the implementation of learning strategy on material intertextual hydrolysis of this salt can enhance the mastery of concepts with high criteria. This data also supported students' mental models for dissolution process of various salts. This model was also to increase student motivation in learning. Increased student motivation most high school students owned by C, which in most low pretest value compared other high school.Keyword : intertextuality learning modelABSTRAK Studi aplikasi model pembelajaran intertekstual menggunakan CD pembelajaran telah dilakukan di 3 SMA, yaitu SMA A, SMA B dan SMA C selama bulan Mei 2010. Pemilihan tiga sekolah ini diharapkan dapat mewakili sekolah dengan kualitas rendah sampai kualitas tinggi. Selama proses ujicoba pembelajaran berlangsung, siswa dapat mengikuti secara aktif dengan memberikan respon yang baik. Dari tampilan-tampilan yang diberikan, siswa bisa memahami konsep-konsep pada materi hidrolisis garam dengan baik meskipun terkadang tampilan tersebut harus diberikan secara bolakbalik untuk dapat mempertautkan ketiga level representasi. Secara umum, siswa merespon dengan baik terhadap implementasi strategi pembelajaran intertekstual ini karena merasa tertarik dengan proses pembelajaran yang dilakukan dan memudahkan untuk memahami konsep-konsep yang diberikan secara sistematis dan selalu menghubungkan dengan konsep-konsep yang sudah dipelajari. Tanggapan guru terhadap implementasi strategi pembelajaran intertekstual ini memberikan pandangan yang positif, hal tersebut dikarenakan dengan proses pembelajaran yang dilakukan dapat memudahkan guru untuk menyampaikan materi hidrolisis garam yang disusun secara sistematis melalui pertautan ketiga level representasi dan dikemas dalam bentuk multimedia sehingga konsepkonsep yang disampaikan dapat diterima oleh siswa dengan utuh dan mudah. Aplikasi model pembelajaran intertekstual pada materi hidrolisis garam ternyata mampu meningkatkan penguasaan konsep-konsep pada materi tersebut. Peningkatan penguasaan konsep siswa terhadap materi hidrolisis garam diperoleh berdasarkan perhitungan nilai N-gain, secara keseluruhan diperoleh nilai N-gain sebesar 0,67 yang berarti implementasi strategi pembelajaran intertekstual pada materi hidrolisis garam ini dapat meningkatkan penguasaan konsep dengan kriteria tinggi. Hal ini didukung juga data model mental siswa untuk proses pelarutan berbagai garam. Model ini ternyata juga dapat meningkatkan motivasi siswa dalam pembelajaran. Peningkatan motivasi siswa paling tinggi dimiliki oleh siswa SMA C, yang dalam nilai pretes paling rendah dibandingan SMA lainnya.Kata kunci : model pembelajaran intertekstualitas
PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF MAHASISWA Fatmawati, Baiq
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36015

Abstract

ABSTRAK Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kreatif dan mengetahui kemampuan berpikir kreatif mahasiswa melalui pembelajaran berbasis proyek pada perkuliahan mikrobiologi. Penelitian difokuskan pada kegiatan merancang proyek pada topik fermentasi. Penelitian dilakukan di sebuah perguruan tinggi di Lombok terhadap mahasiswa pendidikan biologi semester V (n=34 orang). Data dikumpulkan menggunakan tes berpikir kreatif dengan cara mengisi komponen-komponen rancangan yang meliputi permasalahan, solusi-solusi alternatif, tujuan dan cara kerja. Hasil penelitian menunjukkan bahwa terjadi peningkatan berpikir kreatif mahasiswa dalam menjawab soal-soal yang diberikan dengan Ngain sebesar 0,52. Kemampuan berpikir kreatif mahasiswa sebagian besar (50%) dikategorikan ke dalam kategori sedang, sebagian kecil kategori rendah (23,5%) dan tinggi (26,5%).Kata kunci: pembelajaran berbasis proyek, berpikir kreatif, mikrobiologiABSTRACT The purpose of this study was to increases creative thinking skill and to know creative thinking ability of prospective biology teachers‟ through project based learning at microbiology. This research was focused on creative thinking in designing activity process on fermentation topic. The study involved a number of prospective teachers of the fif th semester from a university in Lombok (n=34). Data was collected using creative thinking test by filling the designing components (included problem, solutions, purpose and procedure). The study resulted in that there was increasing of creative thinking of biology prospective teachers with N gain 0,52. The creative thinking ability of prospective biology teachers could be categorized into low (23,5%), medium (50%), and high (26,5%) categories.Keywords: project based learning, creative thinking, microbiology

Page 1 of 1 | Total Record : 9

 1 

Filter by Year

2011 2011


Reset
Filter By Issues
All Issue Vol 27, No 2 (2022): JPMIPA: Volume 27, Issue 2, 2022 Vol 27, No 1 (2022): JPMIPA: Volume 27, Issue 1, 2022 Vol 26, No 2 (2021): JPMIPA: Volume 26, Issue 2, 2021 Vol 26, No 1 (2021): JPMIPA: Volume 26, Issue 1, 2021 Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 2012 Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020 Vol 25, No 1 (2020): JPMIPA: Volume 25, Issue 1, 2020 Vol 25, No 2 (2020): Jurnal Pengajaran MIPA - Oktober 2020 Vol 25, No 1 (2020): Jurnal Pengajaran MIPA - April 2020 Vol 24, No 2 (2019): JPMIPA: Volume 24, Issue 2, 2019 Vol 24, No 1 (2019): JPMIPA: Volume 24, Issue 1, 2019 Vol 24, No 1 (2019): Jurnal Pengajaran MIPA - April 2019 Vol 23, No 2 (2018): JPMIPA: Volume 23, Issue 2, 2018 Vol 23, No 1 (2018): JPMIPA: Volume 23, Issue 1, 2018 Vol 23, No 2 (2018): Jurnal Pengajaran MIPA - Oktober 2018 Vol 23, No 1 (2018): Jurnal Pengajaran MIPA - April 2018 Vol 22, No 2 (2017): JPMIPA: Volume 22, Issue 2, 2017 Vol 22, No 1 (2017): JPMIPA: Volume 22, Issue 1, 2017 Vol 22, No 2 (2017): Jurnal Pengajaran MIPA - Oktober 2017 Vol 22, No 1 (2017): Jurnal Pengajaran MIPA - April 2017 Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016 Vol 21, No 1 (2016): JPMIPA: Volume 21, Issue 1, 2016 Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 2015 Vol 20, No 1 (2015): JPMIPA: Volume 20, Issue 1, 2015 Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014 Vol 19, No 1 (2014): JPMIPA: Volume 19, Issue 1, 2014 Vol 18, No 2 (2013): JPMIPA: Volume 18, Issue 2, 2013 Vol 18, No 1 (2013): JPMIPA: Volume 18, Issue 1, 2013 Vol 17, No 1 (2012): JPMIPA: Volume 17, Issue 1, 2012 Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011 Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011 Vol 15, No 2 (2010): JPMIPA: Volume 15, Issue 2, 2010 Vol 15, No 1 (2010): JPMIPA: Volume 15, Issue 1, 2010 Vol 14, No 2 (2009): JPMIPA: Volume 14, Issue 2, 2009 Vol 13, No 1 (2009): JPMIPA: Volume 13, Issue 1, 2009 Vol 12, No 2 (2008): JPMIPA: Volume 12, Issue 2, 2008 Vol 11, No 1 (2008): JPMIPA: Volume 11, Issue 1, 2008 Vol 9, No 2 (2007): JPMIPA: Volume 9, Issue 2, 2007 Vol 9, No 1 (2007): JPMIPA: Volume 9, Issue 1, 2007 Vol 8, No 2 (2006): JPMIPA: Volume 8, Issue 2, 2006 Vol 8, No 1 (2006): JPMIPA: Volume 8, Issue 1, 2006 Vol 6, No 2 (2005): JPMIPA: Volume 6, Issue 2, 2005 Vol 6, No 1 (2005): JPMIPA: Volume 6, Issue 1, 2005 Vol 5, No 2 (2004): JPMIPA: Volume 5, Issue 2, 2004 Vol 5, No 1 (2004): JPMIPA: Volume 5, Issue 1, 2004 Vol 4, No 2 (2003): JPMIPA: Volume 4, Issue 2, 2003 Vol 4, No 1 (2003): JPMIPA: Volume 4, Issue 1, 2003 Vol 3, No 1 (2002): JPMIPA: Volume 3, Issue 1, 2002 Vol 2, No 2 (2001): JPMIPA: Volume 2, Issue 2, 2001 Vol 2, No 1 (2001): JPMIPA: Volume 2, Issue 1, 2001 Vol 1, No 1 (1993): JPMIPA: Volume 1, 1993 More Issue