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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://dx.doi.org/10.23960/jpmipa
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
Jurnal Pendidikan MIPA (e-ISSN: 2685-5488; p-ISSN: 1411-2531) is a peer-reviewed scientific journal that published twice a year on June an December. The journal published by Faculty of Teacher Training and Education, University of Lampung in Collaboration with Himpunan Evaluasi Pendidikan Indonesia Provinsi Lampung. Scope of the interest are the articles in the field of mathematics and science (physics, chemistry, biology) education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol 24, No 3 (2023): Jurnal Pendidikan MIPA" : 15 Documents clear
Development of Project-Based Worksheets Integrated with Geogebra Yusri Wahyuni; Fauziah Fauziah; Riska Amelia; Friska Murni Kasih Laoli
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: This research aims to develop project-based student worksheets with the help of Geogebra that meet the criteria of being valid, practical and effective for students in the mathematics education study program at Bung Hatta University. This research is development research that uses the ADDIE development model with the steps, namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects involved 14 students in the 6th semester of the mathematics education study program. The instruments used in the research included validity questionnaires, practicality and effectiveness tests on student worksheets. Data analysis was carried out by calculating the average expert validation score and the average score of the student response questionnaire. Meanwhile, testing the instrument for testing the effectiveness of student worksheets was carried out using item analysis and internal consistency of test items. The results of data analysis show that the student worksheets developed are in the valid category with an average level of 82%, practical with an average of 81.25%, and effective with an average of 81%. Thus, it can be concluded that the project-based student worksheets assisted by Geogebra are in the valid, practical and effective category for use in the learning process by students.         Keywords: Lembar Kerja Mahasiswa, Proyek, Geogebra   Abstrak: Penelitian ini bertujuan untuk mengembangkan lembar kerja mahasiswa berbasis proyek dengan bantuan geogebra yang memenuhi kriteria valid, praktis dan efektif untuk mahasiswa program studi pendidikan matematika di Universitas Bung Hatta. Penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan ADDIE dengan langkah-langkah yaitu Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian melibatkan 14 mahasiswa semester 6 program studi pendidikan matematika. Instrumen yang digunakan dalam penelitian meliputi angket validitas, praktikalitas, dan tes efektivitas lembar kerja mahasiswa. Analisis data dilakukan dengan menghitung rata-rata skor validasi ahli dan skor rata-rata angket respon mahasiswa. Sedangkan ujicoba instrument test efektivitas lembar kerja mahasiswa dilakukan dengan analisis butir dan konsistensi internal butir tes. Hasil analisis data menunjukkan bahwa lembar kerja mahasiswa yang dikembangkan memiliki kategori valid dengan tingkat rata-rata sebesar 82%, dikategorikan praktis dengan rata-rata sebesar 81,25%, dan efektif dengan rata-rata sebesar 81%. Dengan demikian dapat disimpulkan bahwa lembar kerja mahasiswa berbasis proyek berbantuan geogebra berada pada kategori valid, praktis, dan efektif digunakan dalam proses pembelajaran oleh mahasiswa.    Kata kunci: lembar kerja mahasiswa, proyek, geogebraDOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp699-709
Learning Module Based on Brain Management and Mind Mapping to Train Mathematical Connection Abilities in Plane Geometry Course Carolina Omega Putri Usdinoari; Hongki Julie
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: This research is motivated by the low level of mathematical connection ability, even though it is an important ability, also the need of teaching materials for students. In arranging teaching materials, brain management and mind mapping are used so that to help improve students' mathematical connection abilities. This research aims to develop modules based on brain management and mind mapping in plane geometry courses. The type of research used was research and development with ADDIE model. From the research that been conducted, it can be concluded that module is very valid with 91% validity from both material and media aspects, also effective as an individual learning material and for improving students’ mathematical connections in Geometry Plane Course.         Keywords: mathematical connection, brain management, mind mapping, module.    Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kemampuan koneksi matematis sekalipun itu adalah kemampuan yang penting, serta adanya kebutuhan bahan ajar bagi mahasiswa. Dalam penyusunan bahan ajar digunakan manajemen otak dan mind mapping agar dapat membantu meningkatkan kemampuan koneksi matematis mahasiswa. Penelitian ini bertujuan untuk mengembangkan modul berbasis manajemen otak dan mind mapping pada mata kuliah geometri bidang. Jenis penelitian yang digunakan adalah penelitian pengembangan model ADDIE. Dari penelitian yang dilakukan diperoleh bahwa modul sangat valid dengan 91% kevalidan dari kedua aspek materi dan media, serta efektif sebagai bahan belajar pribadi dan untuk meningkatkan kemampuan koneksi matematis mahasiswa pada mata kuliah Geometri Bidang.    Kata kunci: koneksi matematis, manajemen otak, mind mapping, modul.DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp658-669
Decompose The Cognitive Mapping of The PISA Question’s Problem Solving Thinking Structure Buhaerah Buhaerah Buhaerah; Prayogo Prayogo; Muhammad Ahsanul Haq; Wahab Wahab
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: The mistake in problem-solving indicates the presence of the cognitive structure parts, which are problematic. One of the causes is thinking structures that need to be better organized and connected or experience cognitive mistakes. This study aims to describe students' thinking structure mistakes in solving PISA questions and the efforts to correct these mistakes through defragmenting thinking structures. This study uses a qualitative approach. This study uses a qualitative approach, including data reduction, presentation, and conclusion. Based on the results of the study, the mistakes of the students' thinking structures in problem-solving to finish the PISA questions were experienced by all subjects, including students misunderstanding the problem, mistakes in devising a finishing plan, carrying out a finishing plan, and rechecking process. These mistakes are influenced by several reasons, including the need for literacy skills in reading the meaning of the questions, not focusing on essential instructions on the questions, mastery of understanding the concept of prerequisite material, mistakes in operating, and the structured and analysis errors. The defragmenting process is carried out to correct students' thinking structure mistakes in problem-solving through intervention processes including scaffolding-review, scaffolding-restructuring, scaffolding-explaining, cognitive conflict, and dis-equilibration.         Keywords: defragmenting, problem, question, structure, solving, thinking    Abstrak: Kesalahan dalam pemecahan masalah menunjukkan adanya bagian-bagian struktur kognitif yang bermasalah. Salah satu penyebabnya adalah struktur berpikir yang perlu ditata dan terhubung dengan baik atau mengalami kesalahan berpikir. Penelitian ini bertujuan untuk mendeskripsikan kesalahan struktur berpikir siswa dalam menyelesaikan soal PISA dan upaya memperbaiki kesalahan tersebut melalui defragmentasi struktur berpikir. Penelitian ini menggunakan pendekatan kualitatif. Adapun pendekatan kualitatif yang meliputi reduksi data, penyajian, dan penarikan kesimpulan. Berdasarkan hasil penelitian, kesalahan struktur berpikir siswa dalam pemecahan masalah hingga menyelesaikan soal PISA dialami oleh semua mata pelajaran, antara lain siswa salah memahami soal, kesalahan menyusun rencana penyelesaian, melaksanakan rencana penyelesaian, dan proses pengecekan ulang. Kesalahan tersebut dipengaruhi oleh beberapa hal, antara lain perlunya kemampuan literasi dalam membaca makna soal, tidak fokus pada petunjuk esensial soal, penguasaan pemahaman konsep materi prasyarat, kesalahan pengoperasian, serta kesalahan terstruktur dan analisis. Proses defragmenting dilakukan untuk memperbaiki kesalahan struktur berpikir siswa dalam pemecahan masalah melalui proses intervensi meliputi scaffolding-review, scaffolding-restructuring, scaffolding-explaining, kognitif konflik, dan dis-equilibration.    Kata kunci: defragmentasi, masalah, pertanyaan, struktur, pemecahan, pemikiran DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp603-626
Development of Project based Statistics e-Module with Scratch Assistance to Improve Students' Computational Thinking Skills Ni Kadek Findayani; I Nengah Suparta; Sariyasa Sariyasa
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: This study aims to develop a project-based e-module to improve the computational thinking skills in learning statistics. The research subjects were 15 of eight-grade students in class A and 32 students in class E. The research has succeeded in developing the learning module assisted by Scratch which found to be valid and effective in improving students' mathematical computational thinking skills. This is supported by the validation result of 3.10 with a valid category. Student responses to the e-module obtained an average score of 3.57 in the very practical category. The teacher's response to the e-module obtained a score of 3.40 in the practical category. The effectivity test of the module toward students' mathematical problem solving ability found that n-gain score was 68.93. These results conform that the developed e-module meets the valid, practical and effective criteria.         Keywords: e-module, project based learning, computational thinking.    Abstrak: Penelitian ini bertujuan untuk melakukan pengembangan e-modul project-based learning berbantuan scratch untuk meningkatkan keterampilan berpikir komputasi siswa SMP Neger 2 Kuta. Subjek penelitian adalah siswa kelas VIII A yang berjumlah 15 orang serta kelas VIII E yang berjumlah 32 orang. Penelitian yang telah dilaksanakan pada kelas VIII SMP Negeri 2 Kuta ini telah berhasil mengembangkan perangkat pembelajaran meliputi E-Modul berorientasi PjBL berbantuan Scratch yang valid, praktis, dan efektif dalam meningkatkan kemampuan berpikir komputasi matematis peserta didik. Hal ini didukung dengan hasil skor validasi dari para ahli sebesar 3,10 dengan kategori valid. Respon peserta didik terhadap E-Modul diperoleh rata-rata skor 3,57 dengan kategori sangat praktis. Respon guru terhadap E-Modul diperoleh skor 3,40 dengan kategori praktis. Hasil gain score tes kemampuan pemecahan masalah matematis peserta didik sebesar 68,93 tergolong dalam kategori “efektif”. Maka dari hasil tersebut dapat dinyatakan bahwa E-Modul yang dikembangkan memenuhi kriteria valid, praktis dan efektif.    Kata kunci: e-modul, project based learning, berpikir komputasi.DOI: http://dx.doi.org/10.23960/jpmipa/v24i2.pp516-527
Students’ Ability in Solving HOTS-Based Chemistry Problems: A Case of High School Students at Palembang City Effendi Nawawi; Andi Suharman; Budi Mulyono; Eka Ad'hiya
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: This research aims to analysis students ability in solving HOTS based chemistry problems. This research is qualitative research with a case study approach. Data collection was carried out through observation, tests and interviews. The research results show that high-level thinking skills which include the level of analytical skills have an average student achievement of 16.162%, the level of evaluation thinking skills reaches 8.937%, and the level of creative thinking skills reaches a maximum of 14.888%. score 100. Based on the interview results, it is known that students' high-level thinking abilities are relatively low because they are not used to working on HOTS questions. Therefore, it can be concluded that high-level thinking abilities need to continue to be improved, and one way to achieve this is through solving HOTS based chemistry problems.        Keywords: higher order thinking, chemistry problems, case study. Abstrak: Penelitian ini bertujuan untuk mengetahui tingkat kemampuan berpikir tingkat tinggi dalam menyelesaikan permasalahan Kimia HOTS (High-Order Thinking Skills). Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara. Hasil penelitian menunjukkan bahwa keterampilan berpikir tingkat tinggi yang meliputi tingkat keterampilan analisis mempunyai rata-rata pencapaian siswa sebesar 16,162%, tingkat keterampilan berpikir evaluasi mencapai 8,937%, dan tingkat keterampilan berpikir kreatif mencapai maksimal 14,888%. skor 100. Berdasarkan hasil wawancara diketahui bahwa kemampuan berpikir tingkat tinggi siswa tergolong rendah karena belum terbiasa mengerjakan soal HOTS. Oleh karena itu, dapat disimpulkan bahwa kemampuan berpikir tingkat tinggi perlu terus ditingkatkan, dan salah satu cara untuk mencapainya adalah melalui penyelesaian soal HOTS Kimia.   Kata kunci: kemampuan berpikir tingkat tinggi, soal kimia, studi kasus. DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp545-555
A Systematic Review on Interdisciplinary STEM: Integration of Humanities, Arts, and Social Scientific Issues in Science Learning Budiman Budiman; Irma Rahma Suwarma; Akbar Aba; Hendri Irawan
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: The aim is to understand the application and impact of STEM Humanities in science education as an implementation reference. This review systematically explores papers published between 2018-2022 through keyword searches and a snowballing approach on the Scopus database; 16 journal papers were included. The analysis shows that Implementation of Interdisciplinary STEM (STEM Humanities), Interdisciplinary Potential of STEM (Students’ perceptions of the relationship between science and non-science), Impact of Interdisciplinary STEM (STEM Humanities). The collective findings of 16 papers show that STEM interdisciplinarity opportunities to combine learning between science and non-science. Allows students to understand problems that exist in the real world. By grasping real-world issues, students can enhance their problem-solving skills, aligning with the demands of the 21st century. Moreover, interdisciplinary STEM ensures that students with disabilities and people of colour feel comfortable in their learning environment, preventing discrimination against students from diverse backgrounds.         Keywords: interdisciplinary stem; stem humanities; problem-solving Abstrak: Artikel ini mengeksplorasi temuan terkait interdisipliner STEM dengan fokus integrasi Humaniora, Seni, dan Sosial Sains (STEM Humanistik). Tujuannya adalah untuk memahami penerapan dan dampak Humanistik STEAM dalam pendidikan sains sebagai referensi implementasi. Tinjauan ini secara sistematis mengeksplorasi makalah yang diterbitkan antara tahun 2018 dan 2022 melalui pencarian kata kunci dan pendekatan snowballing pada database Scopus; 16 makalah jurnal dimasukkan dalam ulasan ini. Analisis menunjukkan bahwa Implementasi Interdisipliner STEM (STEM Humanistik) Potensi Interdisipliner STEM (Persepsi siswa pada hubungan antara sains dan non sains) Dampak Interdisipliner STEM (STEM Humanistik). Temuan kolektif dari 16 makalah menunjukkan bahwa interdisipliner STEM membuka peluang untuk menggabungkan pembelajaran antara sains dengan non sains. Hal tersebut, dapat membuat peserta didik memahami masalah yang ada di dunia nyata. Dengan memahami masalah dunia nyata, peserta didik dapat meningkatkan keterampilan pemecahan masalah yang sesuai dengan keterampilan tuntutan abad 21. Selain itu, interdisipliner STEM memberikan kenyamanan peserta didik disabilitas dan kulit berwarna dalam belajar sehingga tidak terdapat deskriminasi pada siswa dengan latar belakang yang berbeda.  Kata kunci: kemampuan berpikir kreatif matematis, means-ends analysis, pendekatan realistik, kemandirian belajar siswa DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp571-583
Implementation of the Connected Mathematics Project Learning Model on Students' Mathematical Problem Solving Abilities Sinar Depi Harahap; Marzuki Ahmad; Sabri Sabri; Ilham Sahdi Lubis
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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 Abstract: Low Mathematical Problem Solving Ability (MPSA) is a major problem in research. One learning model that supports increasing MPSA in learning is the Connected Mathematics Project (CMP) learning model. The aim of this research is to describe the implementation of the CMP learning model on students' MPSA. This type of research is quasi-experimental with a one group pretest posttest design. The research population was class VIII students' at MTsN 1 Padangsidimpuan consisting of 11 study groups. The research sample was students' from class VIII-11 with a total of 33 students'. The research instrument was the CMP learning management observation sheet and students' MPSA test. Analysis of data from observations was carried out descriptively and analysis of student MPSA data was carried out using inferential statistical tests using the paired t-test. The research results show that CMP learning management obtained an average score of 3.52 (good). Furthermore, analysis of the students' MPSA data shows a significance value of 0.00 which is smaller than the alpha level of 0.05 (there is a significant difference between the average pre-test and post-test scores). Furthermore, an n-gain value of 0.44 (Medium) was obtained. Thus it is concluded that the implementation of CMP learning on students' MPSA is effective.         Keywords: implementation, CMP, problem solving, mathematics.   Abstrak: Rendahnya Kemampuan Pemecahan Masalah Matematika (MPSA) merupakan masalah utama dalam penelitian. Salah satu model pembelajaran yang mendukung peningkatan MPSA dalam pembelajaran adalah model pembelajaran Connected Mathematics Project  (CMP). Tujuan penelitian ini adalah untuk mendeskripsikan implementasi model pembelajaran CMP terhadap MPSA siswa. Jenis penelitian adalah quasi eksperimen dengan rancangan one group pretest posttest design. Populasi penelitian adalah siswa kelas VIII MTsN 1 Padangsidimpuan yang terdiri dari 11 Rombongan belajar. Sampel Penelitian adalah siswa kelas VIII-11 dengan jumlah siswa 33 orang. Instrumen penelitian adalah lembar observasi pengelolaan pembelajaran CMP dan Tes MPSA siswa. Analisis data hasil observasi dilakukan dengan deskriptif dan analisis data MPSA siswa dilakukan dengan uji statistik inferensial uji paired t-test. Hasil penelitian menunjukkan pengelolaan pembelajaran CMP memperoleh nilai rata rata 3,52 (baik). Selanjutnya analisi data MPSA siswa menunjukkan nilai signifikansi 0,00 lebih kecil dari taraf alpha 0,05 (terdapat perbedaan signifikan dari nilai rata rata pretes dan postes). Selanjutnya diperoleh nilai n-gain 0,44 (Sedang). Dengan demikian disimpulkan bahwa Implementasi pembelajaran CMP terhadap MPSA siswa adalah efektif.  Kata kunci: implementation, CMP, pemecahan masalah, matematika. DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp556-570
Analysis of Student’s Initial Concept on Genetic Material in Pontianak City Aini Lestari; Wolly Candramila
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: This research aims to determine the initial concepts and knowledge source factors that have the greatest influence on student’s understanding on genetic material in Pontianak City. This is a descriptive research with a quantitative approach. Samples are 90 second-grade students at State High Schools in Pontianak City. The instruments used were a diagnostic test consisting of 25 multiple choice questions and a Response Certainty Index (CRI) as well as a genetic knowledge source questionnaire. The test results are analyzed by categorizing students' conceptual understanding based on correct or incorrect answers and low or high CRI scores which are then grouped into understanding the concept, not understanding the concept, guessing, and misconceptions. Student answers showed that only 29% understood the concept, 27% did not understand, 12% guessed, and 32% had misconceptions. School teachers are the highest source of knowledge at 79%, and the study group is the lowest at 22%. The percentage of students who understand the concept is lower than students who do not understand, guess and experience misconceptions, so teachers must handle class XII optimally, for example by planning the best learning models and media to overcome the low understanding of genetic concepts among students at school.         Keywords: certainty of response index (CRI), genetics material, initial concept, student’s understanding.    Abstrak: Penelitian ini bertujuan untuk mengetahui konsep awal dan faktor sumber pengetahuan yang mempunyai pengaruh paling besar terhadap pemahaman siswa pada materi genetika di Kota Pontianak. Penelitian ini merupakan penelitian deskriptif dan menggunakan pendekatan kuantitatif. Sampel adalah 90 orang siswa SMA Negeri kelas XI di Kota Pontianak. Instrumen yang digunakan adalah tes diagnostik yang terdiri dari 25 soal dan Indeks Kepastian Respon (CRI) serta angket sumber pengetahuan genetik. Hasil tes dianalisis dengan mengkategorikan pemahaman konsep siswa berdasarkan jawaban benar atau salah dan nilai CRI rendah atau tinggi yang kemudian dikelompokkan menjadi memahami konsep, tidak memahami konsep, tebakan, dan miskonsepsi. Jawaban siswa menunjukkan bahwa hanya 29% yang memahami konsep, 27% tidak memahami, 12% menebak, dan 32% mengalami miskonsepsi. Guru sekolah merupakan sumber pengetahuan tertinggi sebesar 79%, dan kelompok belajar terendah sebesar 22%. Persentase siswa yang memahami konsep lebih rendah dibandingkan siswa yang tidak memahami, menebak-nebak, dan mengalami miskonsepsi sehingga guru harus menangani kelas XII secara maksimal, misalnya dengan merencanakan model dan media pembelajaran terbaik untuk mengatasi rendahnya pemahaman konsep genetik siswa di sekolah.    Kata kunci: certainty of response index (CRI), materi genetika, konsep awal, pemahaman siswaDOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp627-639
Profile Analysis of Basic Science Process Skills for Students of SMP Negeri 2 Pagaralam Using the Test of Basic Process Skills Hartono Hartono; Melly Ariska; Rahmi Susanti
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: The purpose of this study was to describe the basic science process skills of the students of SMP Negeri 2 Pagaralam City. The study used a dominant-less dominant design with purposive sampling technique. The research was conducted at SMP Class VIII with a population of all class VIII students at SMP Negeri 2 Kota Pagaralam. The sample used was 18 students of class VIII at SMP Negeri 2 Pagaralam City. The results of the research conducted showed that: (1) grade VIII students at SMP Negeri 2 Pagaralam City on average had basic science process skills at a moderate level in solving questions using a valid instrument, namely the Test of Basic Process Skill (BAPS) as many as 36 questions. science process skills (2) student achievement for each indicator, namely observation by 65%, communication by 61%, clarification by 58%, measurement by 27%, prediction by 32%, and inference by 57%.         Keywords: science process skills, test of basic process skills (BAPS)   Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan keterampilan proses sains dasar siswa SMP Negeri 2 Pagaralam Kota. Penelitian ini menggunakan desain dominan-kurang dominan dengan teknik purposive sampling. Penelitian ini dilaksanakan di SMP Kelas VIII dengan populasi seluruh siswa kelas VIII SMP Negeri 2 Kota Pagaralam. Sampel yang digunakan adalah 18 siswa kelas VIII SMP Negeri 2 Kota Pagaralam. Hasil penelitian yang dilakukan menunjukkan bahwa: (1) siswa kelas VIII SMP Negeri 2 Kota Pagaralam rata-rata memiliki keterampilan proses sains dasar pada tingkat sedang dalam menyelesaikan soal dengan menggunakan instrumen yang valid yaitu Tes Keterampilan Proses Dasar (BAPS) sebanyak 36 pertanyaan. keterampilan proses sains (2) prestasi belajar siswa pada masing-masing indikator yaitu observasi sebesar 65%, komunikasi sebesar 61%, klarifikasi sebesar 58%, pengukuran sebesar 27%, prediksi sebesar 32%, dan inferensi sebesar 57%. Kata kunci: keterampilan proses sains, tes keterampilan proses dasar (BAPS)DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp584-593
The Implementation of JiRQA Model to Improve Biology Learning Outcomes at Indonesia Junior High School Yakobus Bustami; Florentina Rahayu Esti Wahyuni
Jurnal Pendidikan MIPA Vol 24, No 3 (2023): Jurnal Pendidikan MIPA
Publisher : University of Lampung

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Abstract: Biology is a material that requires an understanding of students' learning outcomes. This research aims to determine the effect of the JiRQA learning model on the learning outcomes of class VIII students at Yoseph Khatulistiwa Middle School and Nusantara Indah Sintang Middle School. This research was a quantitative approach with a weak experiment design method. The population was all class VIII students at Yoseph Khatulistiwa Middle School and Nusantara Indah Sintang Middle School, consisting was 29 students, 16 students at Yoseph Khatulistiwa Middle School and 13 students at Nusantara Indah Sintang Middle School. The instrument to measure students' learning outcomes is in the form was 20 multiple choice questions. The data obtained was analyzed using descriptive statistical analysis and inferential analysis in the form of a paired sample t test. The results of descriptive statistical analysis showed an increase in the average pretest and posttest scores was 38.62%. The results of inferential statistical analysis show that the significance value for learning outcomes was 0.000 and is greater than alpha 0.05, so it can be concluded that there is a significant influence of the implementation of the JiRQA learning model on students' learning outcomes in Biology material.         Keywords: JIRQA learning model, learning outcomes, biology learning.   Abstrak: Biologi merupakan materi yang memerlukan pemahaman terhadap prestasi belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran JiRQA terhadap prestasi belajar siswa kelas VIII di SMP Yoseph Khatulistiwa dan SMP Nusantara Indah Sintang. Penelitian ini merupakan penelitian kuantitatif dengan metode weak eksperimen. Populasi adalah seluruh siswa kelas VIII SMP Yoseph Khatulistiwa dan SMP Nusantara Indah Sintang yang terdiri dari 29 siswa, 16 siswa SMP Yoseph Khatulistiwa dan 13 siswa di SMP Nusantara Indah Sintang. Instrumen untuk mengukur prestasi belajar siswa berupa 20 soal pilihan ganda. Data yang diperoleh dianalisis menggunakan analisis statistik deskriptif dan analisis inferensial berupa Paired sample t test.. Hasil analisis statistik deskriptif menunjukkan adanya peningkatan rata-rata skor pretest dan posttest sebesar 38,62%. Hasil analisis statistik inferensial menunjukkan nilai signifikansi prestasi sebesar 0,000 lebih besar dari alpha 0,05 sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penerapan model pembelajaran JiRQA terhadap prestasi belajar siswa pada materi Biologi.   Kata kunci: model pembelajaran JIRQA, prestasi belajar, pembelajaran biologi.DOI: http://dx.doi.org/10.23960/jpmipa/v24i3.pp690-698

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