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Jurnal Pendidikan dan Pembelajaran IPA Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 2615742X     EISSN : 26157438     DOI : -
Core Subject : Education,
Education
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching at Science Education. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Science Education.
Arjuna Subject : Biokimia, Genetika dan Biologi Molekuler - Biokimia, Genetika dan Biologi Molekuler (Lain-Lain)
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PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA DENGAN SETTING CREATIVE PROBLEM SOLVING UNTUK MENINGKATKAN LITERASI SAINS DAN BERPIKIR KREATIF SISWA KELAS VIII SMP PADA POKOK BAHASAN CAHAYA DAN ALAT OPTIK Ni Wayan Yuniartini; I Wayan Sadia; Ni Made Pujani
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 8, No 1 (2018)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

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Abstract

ABSTRAK Penelitian pengembangan ini bertujuan untuk mengembangkan perangkat pembelajaran yang valid, praktis, serta efektif dalam meningkatkan literasi sains dan berpikir kreatif siswa. Pengembangan perangkat pembelajaran ini mengacu pada model pengembangan 4-D, yaitu define, design, develop, dan disseminate. Pengembangan hanya dilakukan sampai pada tahap develop yakni pada tahap uji coba perangkat pembelajaran pada skala terbatas. Tahap pengembangan dilakukan dengan urutan validasi ahli melalui focus group discussion (FGD), uji paktisi melalui desk-evaluation, dan uji efektivitas melalui uji skala terbatas dengan melibatkan 27 orang siswa. Validitas, kepraktisan, dan efektivitas perangkat pembelajaran dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa 1) perangkat pembelajaran yang dikembangkan dinyatakan sangat valid dengan skor rata-rata validasi buku siswa 3,73 dan buku pegangan guru 3,68; 2) kepraktisan perangkat pembelajaran berada pada kategori sangat praktis dengan skor rata-rata 3,65; dan 3) keefektifan perangkat pembelajaran berada pada kategori sedang. Perangkat pembelajaran efektif dalam meningkatkan literasi sains dan berpikir kreatif dengan skor gain ternormalisasi masing-masing 0,53 dan 0,40. Literasi sains dan berpikir kreatif siswa setelah pembelajaran lebih baik daripada sebelum pembelajaran dengan perangkat yang dikembangkan. Kata Kunci: Perangkat Pembelajaran, Creative Problem Solving, Literasi sains, Berpikir Kreatif. ABSTRACT This research and development aimed to develop a learning device that is valid, practical, and effective in improving scientific literacy and creative thinking of students. Development of the learning device refers to the 4-D model of development, namely define, design, develop, and disseminate. Development is only done to the extent develop which is in the test phase learning device on a limited scale. Stage of development done by order of validation through focus group discussion (FGD), practicality test through desk-evaluation, and the effectiveness test through a limited scale test involving 27 students. Validity, practicality, and effectiveness of the learning device were analyzed using descriptive quantitative. The results showed that 1) learning device developed otherwise very valid with an average score of validation of student books and teacher handbooks 3.73 and 3.68; 2) the practicality of learning device that are in the category of very practical with an average of 3.65; and 3) the effectiveness of the learning device in middle category. Learning device effective to increase scientific literacy and creative thinking with normalized gain each other 0.53 and 0.40. Scientific literacy and creative thinking of students after learning better than before learning tools developed. Keywords: Learning Device, Creative Problem Solving, Science Literacy, Creative Thinking.
PENGEMBANGAN BAHAN AJAR IPA BERBASIS MASALAH PADA TOPIK KLASIFIKASI BENDA UNTUK SISWA KELAS VII SMP Ni Luh Gede Karang Widiastuti; I Wayan Subagia; I Nyoman Tika
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 8, No 1 (2018)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

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Abstract

Abstrak:          Penelitian ini bertujuan untuk menghasilkan bahan ajar IPA berbasis masalah pada topik klasifikasi benda untuk siswa kelas VII SMP yang valid, praktis dan efektif digunakan dalam pembelajaran.Penelitian ini merupakan penelitian pengembangan (research and development), dengan mengikuti langkah pengembangan dari Sugiyono (2011). Proses dalam penelitian ini terdiri dari tiga tahapan pokok pengembangan yaitu: (1) penyusunan draf bahan ajar, (2) uji ahli, (3) uji lapangan dalam skala terbatas. Penelitian ini dilakukan di SMP N 4 Abiansemal pada kelas VIIA dengan jumlah siswa 36 orang.. Hasil penelitian ini menunjukkan bahwa: (1) bahan ajar IPAyang dikembangkan dinyatakan valid dilihat dari nilai validitas buku siswa adalah 4,83 dan validitas buku guru adalah 4,86 dari skor maksimum yang ditetapkan 5,00, (2) Bahan ajar IPA dinyatakan praktis dilihat dari keterlaksanaan bahan ajar, respon guru, dan respon siswa terhadap bahan ajar dengan skor rata-rata 3,87 (praktis); 3,94 (praktis); 3,76 (praktis) dari skor maksimum yang ditetapkan 5,00, (3) bahan ajar IPAdinyatakan efektif meningkatkan hasil belajar siswa dilihat dari skor rata-rata posttest yang diperoleh sebesar 86,74 dan nilai gain ternomalisasi sebesar 0,77 yang dapat dikategorikan sangat baik.Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa bahan ajar IPA berbasis masalah yang dikembangkan telah memiliki kualitas yang baik dan memenuhi standar kelayakan bahan ajar yang meliputi tiga aspek yaitu valid, praktis dan efektif. Kata-kata kunci: bahan ajar, IPA, berbasis masalah. Abstract: This study aims to produce science-based teaching materials problem on the topic of object classification for class VII students who are valid, practical and effective in learning. This research is a research and development, by following the development steps of Sugiyono (2011). The process in this study consisted of three main stages of development, namely: (1) preparation of the draft teaching materials, (2) expert testing, (3) field testing on a limited scale. This research was conducted at SMP N 4 Abiansemal in class VIIA with a total of 36 students. The results of this study indicate that: (1) the science teaching material developed was declared valid based on the value of the validity of student books is 4.83 and the validity of teacher's books was 4, 86 of the maximum score set of 5.00, (2) Natural science teaching materials are expressed practically in terms of the implementation of teaching materials, teacher responses, and student responses to teaching materials with an average score of 3.87 (practical); 3.94 (practical); 3.76 (practical) of the maximum score set of 5.00, (3) IPAD teaching materials are declared to be effective in improving student learning outcomes seen from the average posttest score obtained by 86.74 and the nominal gain value of 0.77 which can be categorized very good. Based on the results of these studies it can be concluded that the problem-based science teaching materials developed have good quality and meet the standards of teaching material eligibility which include three aspects, namely valid, practical and effective. Keywords: teaching materials, Integrated Science, problem base learning.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF JIGSAW BERBANTUAN MIND MAP TERHADAP HASIL BELAJAR IPA DAN SELF EFFICACY SISWA SMP N. W. B. Rahayu Rahayu; Ketut Suma; I. B. P. Arnyana
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 8, No 1 (2018)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

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Abstract

Abstrak Penelitian ini bertujuan untuk (1) mendeskripsikan perbedaan hasil belajar IPA dan self efficacy siswa kelas VII SMP yang menggunakan model pembelajaran kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung, (2) mendeskripsikan perbedaan hasil belajar IPA siswa kelas VII SMP yang menggunakan model belajar kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung, serta (3) mendeskripsikan perbedaan self efficacy siswa kelas VII SMP yang menggunakan model belajar kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung. Variabel dalam penelitian ini adalah model pembelajaran kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung sebagai variabel bebas, serta variabel terikat yang terdiri dari hasil belajar IPA dan self efficacy siswa. Jenis penelitian ini merupakan eksperimen semu dengan rancangan pretest postet control non equivalent group design. Data dalam penelitian ini berupa skor hasil belajar IPA siswa dan skor self efficacy yang dianalisis meggunakan uji Multivariate Analysis of Variance (MANOVA). Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan hasil belajar IPA dan self efficacy siswa yang menggunakan model pembelajaran kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung (F = 8,65) (p < 0,05), (2) terdapat perbedaan hasil belajar IPA siswa yang belajar dengan model kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung (F= 11,22) (p = 0,00), (3) terdapat perbedaan self efficacy siswa yang belajar dengan model kooperatif jigsaw berbantuan mind map dan model pembelajaran langsung (F = 4,93) (p = 0,03).Kata kunci : model pembelajaran kooperatif jigsaw berbantuan mind map, hasil belajar IPA, dan self efficacy  AbstractThis research aimed at (1) describe the differences of  science learning outcomes and self-efficacy of seventh grade students of SMP by applying jigsaw cooperative learning that was assisted by mind map and direct method, (2) describe the differences in science learning outcomes of students of seventh grade students of SMP by applying jigsaw cooperative learning that was assisted by mind map and direct method, and (3) describe the differences of student’s self-efficacy of seventh grade students of SMP by applying jigsaw cooperative learning that was assisted by mind map and direct method. The variables in this research were jigsaw cooperative learning that was assisted by mind map and direct method as independent variables and the dependent variable is composed of science learning outcomes and student’s self-efficacy. This research was quasi-experimental design with pre-test post-test non-equivalent control group design. The data of this research were science learning outcomes scores and self-efficacy scores were analyzed with Multivariate Analysis of Variance (MANOVA) test. The result of this research discovered that (1) there was differences on science learning outcomes and self-efficacy of students were applying jigsaw cooperative learning that was assisted by mind map and direct method (F = 8.65) (p <0.05), (2) there was differences on science learning outcomes between students who  applying jigsaw cooperative learning that was assisted by mind map and direct method (F = 11.22) (p = 0.00), (3) there was differences on self-efficacy between students applying jigsaw cooperative learning that was assisted by mind map and direct method ( F = 4.93) (p = 0.03).Key words: Jigsaw cooperative learning that was assisted by mind map, science learning outcomes, self-efficacy
ANALISIS KOMPARASI PENGGUNAAN MODEL PEMBELAJARAN INKUIRI BEBAS DAN INKUIRI TERBIMBING TERHADAP PEMAHAMAN KONSEP BIOLOGI DITINJAU DARI GAYA KOGNITIF SISWA SMA Putu Eva Yustini; I Wayan Sadia; I Gusti Agung Nyoman Setiawan
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 8, No 1 (2018)
Publisher : Jurnal Pendidikan dan Pembelajaran IPA Indonesia

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Abstract

AbstrakPenelitian ini bertujuan untuk menganalisis: (1) perbedaan pemahaman konsep biologi antara siswa yang belajar melalui model pembelajaran inkuiri bebas dan siswa yang belajar melalui model pembelajaran inkuiri terbimbing, (2) pengaruh interaksi antara model pembelajaran inkuiri  dan gaya kognitif terhadap pemahaman konsep biologi siswa. Jenis penelitian adalah eksperimen semu dengan desain pretest-posttest nonequivalent control group design. Sampel penelitian adalah siswa kelas XI  semester 1 di SMA Negeri 1 Ubud yang berjumlah 120 orang siswa. Pengambilan kelas penelitian berdasarkan teknik random sampling. Data pemahaman konsep dikumpulkan dengan tes obyektif  dan data gaya kognitif dikumpulkan dengan test GEFT . Data yang diperoleh dianalisis secara statistik deskriptif dan ANAVA dua jalur dengan hasil sebagai berikut: Pertama, terdapat perbedaan pemahaman konsep biologi antara siswa yang belajar melalui model pembelajaran inkuiri bebas dan siswa yang belajar melalui model pembelajaran inkuiri terbimbing  (F=7,208; p<0,05). Kedua, terdapat pengaruh interaksi antara model pembelajaran  dan gaya kognitif terhadap pemahaman konsep biologi siswa (F = 65,451 ; p<0,05). Kata kunci: inkuiri bebas, inkuiri terbimbing, pemahaman konsep, dan  gaya kognitif Abstract The aims of this study was to analyze: (1) the differences of concept understanding between student’s group who studied with free inquiry learning model and guided inquiry, (2) the interactive effects between cognitive style and learning model in concept understanding of the student’s. This is quasi experiments with pretest-posttest nonequivalent control group design. The samples of this research were students of XI SMAN 1 Ubud. The samples of the class for this study was determined by random sampling technique. Data were collected by the objective  test and GEFT test. Data were analyzed using descriptive statistics and two ways anova. Based on research, it was found. First, there are differences of concept understanding between student’s group who studied with free inquiry learning model and guided inquiry (F=7.208; p<0.05). Second, there is an interactive effects between cognitive style and learning model in concept understanding of the student’s (F=65.451 ; p<0.05.. Keywords : free inquiry, guided inquiry, concept understanding, and cognitive style.
KOMPARASI LITERASI SAINS ANTARA SISWA YANG DIBELAJARKAN DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE GI (GROUP INVESTIGATION) DAN MODEL PEMBELAJARAN INKUIRI TERBIMBING (GUIDED INQUIRY) DITINJAU DARI MOTIVASI BERPRESTASI SISWA SMP I Nyoman Bagiarata; I Wayan Karyasa; I Nyoman Suardana
Jurnal Pendidikan dan Pembelajaran IPA Indonesia Vol 8, No 1 (2018)
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Abstract

ABSTRAKPenelitian ini bertujuan:(1) Mendiskripsikan perbedaan literasi sains antara siswa yang mengikuti model pembelajaran kooperatif tipe GI (A1) dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing (A2), (2) Mendiskripsikan pengaruh interaksi antara model pembelajaran dan motivasi berprestasi terhadap literasi sains siswa, (3) Mendiskripsikan  perbedaan  kemampuan literasi sains antara siswa yang mengikuti model pembelajaran kooperatif tipe GI dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing untuk kelompok siswa yang memiliki motivasi berprestasi tinggi, (4) Mendiskripsikan perbedaan  kemampuan literasi sains antara siswa yang mengikuti model pembelajaran kooperatif tipe GI dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing untuk kelompok siswa yang memiliki motivasi berprestasi rendah. Penelitian ini menggunakan desain eksperimen The Posttest-Only Control Group Design dan rancangan analisis faktorial 2x2. Populasi dalam penelitian ini adalah kelas VII SMP Negeri 2 Banjarangkan tahun pelajaran 2014/2015 yang berjumlah 174 siswa, dengan sampel 116 siswa ditentukan dengan tehnik Simple Random Sampling terhadap kelas.  Data motivasi berprestasi siswa dikumpulkan dengan kuesioner motivasi berprestasi dan data literasi sains siswa dikumpulkan dengan menggunakan tes literasi sains. Data yang dikumpulkan dianalisis dengan analisis varians (Anava) dua jalur. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan signifikan literasi sains antara kelompok siswa yang mengikuti model pembelajaran koop[eratif tipe GI (A1) dan siswa yang mengikuti model pembelajaran  inkuiri terbimbing (A2), harga FA hitung = 12,198 (p<0,05), dimana mean kelompok  A1 = 75,78 dengan kategori tinggi, sedangkan mean kelompok A2=68,28 dengan kategori sedang. (2) terdapat interaksi antara model pembelajaran dan motivasi berprestasi terhadap literasi sains, Fhitung sebesar 4,151 (p<0,05). (3) tidak terdapat perbedaan yang signifikan literasi sains antara kelompok siswa yang mengikuti A1 dan A2 pada siswa yang memilliki motivasi berprestasi tinggi, harga thitung = 1,026 < ttabel = 2,000, dimana mean A1B1= 76,50 dengan kategori tinggi dan mean A2B1=73,38 dengan kategori tinggi. (4) terdapat perbedaan yang signifikan  literasi sains antara kelompok siswa yang mengikuti A1 dan A2 pada siswa yang memilliki motivasi berprestasi rendah. harga thitung = 3,905 > ttabel= 2,000, dimana mean A1B2= 75,06 dengan kategori tinggi sedangkan mean A2B2=63,18 dengan kategori sedang. Kata kunci: Model Pembelajaran, Motivasi Berprestasi, dan Literasi Sains. ABSTRACT This study aims to: (1) Describing the difference between the scientific literacy of students who take cooperative learning model GI (A1) and students who take the guided inquiry learning model (A2), (2) To describe the effect of the interaction between the model of learning and achievement motivation toward science literacy students, (3) describe the differences in the ability of science literacy among students who take the GI cooperative learning model and students who take the guided inquiry learning model for a group of students who have high achievement motivation, (4) To describe the differences in the ability of science literacy between students who follow learning model GI cooperative and students who take the guided inquiry learning model for a group of students who have low achievement motivation. This research uses experimental design The Posttest-Only Control Group Design and 2x2 factorial design analysis. Population in this research was class VII SMP Negeri 2 Banjarangkan school year 2014/2015, amounting to 174 students, with a sample of 116 students was determined by Simple Random Sampling technique to the class. Data collected by student achievement motivation achievement motivation questionnaire and data collected by the scientific literacy of students using science literacy test. The data collected were analyzed by analysis of variance (ANOVA) two lanes. The results showed that: (1) there was a significant difference in scientific literacy among students who follow the group learning model Koop [eratif GI type (A1) and students who take the guided inquiry learning model (A2), the price of FA count = 12.198 (p <0, 05), wherein the A1 group mean = 75.78 with the high category, while the A2 group mean = 68.28 with medium category. (2) there was an interaction between the model of learning and achievement motivation toward science literacy, Fhitung amounted to 4.151 (p <0.05). (3) there was no significant difference in scientific literacy among the group of students who take the A1 and A2 on the student who has a high achievement motivation, price t = 1.026 <table = 2.000, which mean A1B1 = 76.50 with high category and mean A2B1 = 73 , 38 with high category. (4) there was a significant difference in scientific literacy among the group of students who take the A1 and A2 on the student who has a low achievement motivation. price t = 3.905> t table = 2.000, which mean A1B2 = 75.06 with high category, while the mean A2B2 = 63.18 with medium category. Keywords: Model of Learning, Achievement Motivation, and Science Literacy.

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