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The development of computer-assisted instruction game on mirror reflection concepts for junior high school students Ikmanda Nugraha; Nida Nusaibah Athfyanti; Harsa Wara Prabawa
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.28927

This research aims to develop computer-assisted instruction by using gamification elements on mirror reflection topics in Junior High School. The method used in this research was a descriptive method. The subject of this research is experts and students. Experts chosen in this research are one science expert, one media expert, and one science teacher. Students chosen in this research are fifty-seven students in 9 grade at one of junior high school. The gamification aspects were chosen to make the game were goals, science content, and challenging environment. The expert gave feedbacks in both media and the quality of the content aspects. Students were asked about their agreement level of the gamification elements and the effect of gamification. The effect of gamification asked were motivation, joyness, convenience, addiction, understanding improvement, attractiveness, and interactiveness. The result found that experts gave a good score towards this game. Students also agreed that the game has goals, science content, and challenging environment. The result also found that the gamification elements itself caused them to feel motivated, joy, convenience, addiction, improve their understanding, and attracted after playing the game. Other than that, students confirmed they have two ways of interaction with the game. More than half of total students got a score higher than the average score after playing the game.

LKPD IPA berbasis learning cycle 7E terintegrasi potensi lokal pantai Parangtritis untuk meningkatkan critical thinking peserta didik Danik Noor Utami; Nurfina Aznam
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.30404

Penelitian ini bertujuan untuk mengetahui kelayakan dan keefektifan LKPD berbasis Learning Cycle 7E terintegrasi Potensi Lokal Pantai Parangtritis dalam meningkatkan critical thinking. Jenis penelitian yang digunakan adalah Penelitian pengembangan metode 4D yaitu define, design, develop, disseminate dengan menggunakan pretest-posttest control group design. Penilaan kelayakan produk dilakukan oleh ahli media dan ahli materi untuk mengetahui kevalidan, kepraktisan yang dilakukan oleh guru, dan keterbacaan peserta didik. Hasil penilian kelayakan oleh ahli materi, media, dan guru berturut-turut sebagai berikut 3,6; 3,56; 3,7 dengan skor maksimal adalah 4 (sangat valid). Uji keterbacaan mendapat nilai sebesar 3,5 dari skor maksimal 4 (sangat baik). Hasil gain skor ternormalisasi menunjukan peningkatan dalam pembelajaran dikelas eksperimen 0,86 tergolong tinggi dan kelas kontrol 0,66 tergolong rendah. Efektivitas penelitian menggunakan uji independentsample t testdengan nilai sig.(2-tailed) 0,000 kurang dari 0,05. Hasil uji menunjukan bahwa LKPD IPA berbasis Learning Cycle 7E efektif untukmeningkatkan critical thinking peserta didik SMP N 1 Bantul. Natural science worksheet based on the 7E learning cycle integrated with local potentials in Parangtritis beach to improve students' critical thinking Abstract: This study aims to determine the feasibility and effectiveness of the integrated Science Worksheet based on 7E Learning Cycle Integrated with local potentials in Parangtritis Beach to improve students’ critical thinking. This type of research is a 4D method development research that is defined, design, develop, disseminate using pretest-posttest control group design. The assessment of the feasibility of the product is carried out by media experts and material experts to find out the validity, practicality carried out by the teacher, and readability of students. The results of the assessment of eligibility by material experts, the media, and teachers are as follows 3.6; 3.56; 3.7 with a maximum score of 4 (very valid). The readability test gets a value of 3.5 from a maximum score of 4 (very good). Normalized score gain results showed an increase in learning in the experimental class 0.86 is high and the control class 0.66 is low. The effectiveness of the study used an independent sample t-test with a value of sig. (2-tailed) 0,000 less than 0.05. The test results show that Science worksheets based on 7E Learning Science Cycle integrated Local Potentials of Parangtritis Beach effective in improving students’ critical thinking.

Kemampuan argumentasi siswa: Perbandingan model pembelajaran inkuiri terbimbing dan inkuiri terbimbing dipadu dialog Socrates Dewi Ekaputri Pitorini; Suciati Suciati; Joko Ariyanto
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.27761

Penelitian bertujuan untuk mengetahui ada atau tidaknya perbedaan kemampuan argumentasi ilmiah tertulis siswa melalui model pembelajaran Inkuiri Terbimbing dengan Inkuiri Terbimbing dipadu Dialog Socrates. Penelitian ini menggunakan metode quasi experimental research dengan desain penelitian posttest only with nonequivalent group design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri A Karanganyar Tahun Pelajaran 2018/2019. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Sampel dalam penelitian ini adalah kelas XI IPA 1 sebagai kelas eksperimen 1 dengan model pembelajaran Inkuiri Terbimbing dan kelas XI IPA 2 sebagai kelas eksperimen 2 dengan model pembelajaran Inkuiri Terbimbing dipadu Dialog Socrates. Teknik pengumpulan data menggunakan teknik tes dan teknik non tes. Uji hipotesis yang digunakan adalah uji t. Hasil penelitian menunjukkan bahwa nilai rata-rata argumentasi ilmiah tertulis kelas eksperimen 2 lebih tinggi yaitu 74,44 dibandingkan dengan kelas eksperimen 1 yaitu 65,99. Hasil uji t menunjukkan bahwa thitungttabel (4,6751,99444), artinya terdapat perbedaan kemampuan argumentasi ilmiah tertulis siswa yang signifikan antara kelas eksperimen 1 dan kelas eksperimen 2. Simpulan penelitian ini adalah bahwa ada perbedaan kemampuan argumentasi ilmiah tertulis siswa melalui model pembelajaran Inkuiri Terbimbing dengan Inkuiri Terbimbing dipadu Dialog Socrates. Students' argumentation skills: A comparison between the guided-inquiry learning model and the Socrates dialogue-integrated guided-inquiry learning model AbstractThe research aimed to determine whether there was a difference in students’ written scientific argumentation skills through Guided Inquiry learning model and Guided Inquiry learning model integrated with Socratic Dialogue. The research was quasi-experimental research. The research design used was posttest only with nonequivalent group design. The population in this research were all students of class XI IPA of SMA Negeri A Karanganyar academic year 2018/2019. The sampling technique used in this research was cluster random sampling. The sample in this study was class XI IPA 1 as the experimental class 1 with the Guided Inquiry learning model and class XI IPA 2 as the experimental class 2 with the Guided Inquiry learning model combined with Socrates Dialogue. The data collection technique used was test technique and non-test technique. The hypothesis test used was t-test. The results of the research showed that the average scientific written argument for the experimental class 2 was higher at 74.44 compared to the experimental class 1 at 65.99. The t-test results show that tcountttable (4,675 1,99444), meaning that there were significant differences in students' written scientific argumentation skills between the experimental class 1 and the experimental class 2. The conclusion of this study was that there was a difference in students' written scientific argumentation skills through the Guided Inquiry learning model with Guided Inquiry learning model integrated with Socrates Dialogue.

Keterampilan meneliti yang dimiliki mahasiswa prodi pendidikan biologi se-wilayah III Cirebon Djohar Maknun; Ria Yulia Gloria; Jajang Aisyul Muzakki
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.28251

Keterampilan meneliti meliputi keterampilan dasar, yaitu observasi, mengukur, klasifikasi, komunikasi, membuat inferensi, membuat prediksi, dan keterampilan terintegrasi berupa menafsirkan data, mengendalikan variabel, membuat definisi operasional, dan merumuskan hipotesis, dan melaksanakan eksperimen. Secara umum keterampilan meneliti meliputi keterampilan merancang, melaksanakan, dan melaporkan hasil penelitian. Tujuan penelitian ini untuk meningkatkan keterampilan meneliti mahasiswa S-1 Program Studi Pendidikan Biologi Se-wilayah III Cirebon. Penelitian ini menggunakan metode deskriptif kuantitatif. Teknik analisis data menggunakan statistik deskriptif. Instrumen penelitian menggunakan tes dan kuesioner. Sampel diambil secara acak sederhana. Hasil penelitian ini adalah rataan tingkat penguasaan keterampilan meneliti merancang tercapai sebesar 51,3%, melaksanakan penelitian sebesar 55,21%, dan melaporkan hasil penelitian 62,82%. Keterampilan meneliti kurang diberikan pelatihan pada saat pembelajaran, hanya 43,8% dosen pembimbing praktikum yang memberikan pembekalan keterampilan meneliti. Kesimpulan penelitian menunjukkan bahwa keterampilan meneliti mahasiswa S-1 Prodi Pendidikan Biologi Se-wilayah III Cirebon masih tergolong dalam kategori kurang. Research skills held by biology education study program students in region III Cirebon AbstractResearch skills include basic skills, namely observation, measuring, classification, communication, making inferences, making predictions, and integrated skills in the form of interpreting data, controlling variables, making operational definitions, and formulating hypotheses, and carrying out experiments. In general, research skills include the skills of designing, implementing, and reporting the results of research. The purpose of this study was to improve the research skills of undergraduate students in the Biology Education Study Program in Region III Cirebon. This research uses quantitative descriptive methods. Data analysis techniques using descriptive statistics. Research instruments using tests and questionnaires. Samples are taken at random. The results of this study are the average mastery level of researching design skills reached 51.3%, carrying out research amounting to 55.21%, and reporting research results of 62.82%. Research skills were not given training while learning, only 43.8% of practicum supervisors provided research skills. The conclusion of the study shows that the research skills of undergraduate students of Biology Education Study Program in Region III Cirebon are still classified in the inadequate category.

Profiling the context of natural history teacher candidate for the elementary school degree through web-based inquiry Pramita Sylvia Dewi; Diana Rochintaniawati; Parsaoran Siahaan
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.30991

Web-Based Inquiry is an important investigative activity that should be implemented in the classroom. Such investigative activity, or investigation in general, serves as the basis for a researcher to develop his or her study. In relation to this initiative, the ICT-based learning capacity becomes a significant part since this capacity serves as the basis for the utilization of the Web-Based Inquiry, which has been marked by the capacity of operating the overall investigation information from the ICT-based learning. Departing from this elaboration, the objective of the study is to describe the capacity of ICT information and the delivery of the preliminary information for the needs of the Web-Based Inquiry. During the conduct of the study, the purposive sampling technique was implemented in order to define the number of the sample. As a result, 66 students from Batch 2019 of Lampung University were selected as the subjects for the study. Then, the data gathering instrument that had been implemented was the investigation (ICT-Based Learning) questionnaire. The data that had been gathered then were descriptively analysed. The results of the study show that the biggest data portion has been found in the use of the Internet-accessing tool although the score of this biggest portion falls into the “Low” category (under 25%). Thus, it might be implied that the Natural History teacher candidates have relatively not internalized the awareness and the best innovation in combining the lesson and the use of ICT through the ways that are more understandable for the students.

Analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi Covid-19 Bayu Setiaji; Pri Ariadi Cahya Dinata
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.31562

Efektivitas dari penerapan e-learning di perguruan tinggi pada situasi pandemi Covid 19 dipengaruhi beberapa faktor. Faktor yang paling penting adalah kesiapan mahasiswa menggunakan e-learning dalam proses perkuliahan. Tujuan dari penelitian ini adalah untuk mengetahui tingkat kesiapan mahasiswa pendidikan fisika dalam menggunakan e-learning. Dengan mengetahui tingkat kesiapan mahasiswa, dosen dan pemangku kebijakan dapat mempersiapkan kebijakan pengembangan lebih lanjut. Metode yang digunakan adalah survei. Kesiapan mahasiswa menggunakan e-learning diukur dengan menggunakan angket kesiapan mahasiswa. Angket kesiapan mahasiswa yang dikembangkan berdasarkan pada instrumen model Aydin dan Tasci. Angket kesiapan mahasiswa ini memiliki 25 pernyataan dengan 4 indikator. 75 mahasiswa pendidikan fisika dilibatkan dalam penelitian ini. Hasil pengisian angket dianalisis dengan menggunakan metode suksesif interval kemudian dikategorikan ke dalam skala penilaian kesiapan e-learning. Hasil penelitian menunjukkan bahwa mahasiswa Jurusan Pendidikan Fisika UNY termasuk dalam kategori siap pada 3 indikator dan tidak siap pada 1 indikator. Hal ini dapat dijadikan evaluasi bagi para dosen dan pemangku kebijakan agar kesiapan mahasiswa dapat lebih ditingkatkan. Analysis of e-learning readiness on physics education students during Covid-19 pandemic AbstractThe effectiveness of e-learning implementation in University during Covid-19 Pandemic is depending on several factors. The most important factor is the readiness of students using e-learning in the studying process. The aim of this research is to know physics education student’s readiness in using e-learning. By knowing student’s e-learning readiness, lecturer and stakeholders would be able to prepare further development of e-learning. The method in this research is survey method. Student’s e-learning readiness is measured by using student’s e-learning readiness questionnaire. This questionnaire is developed based on Aydin and Tasci Model. This questionnaire has 25 statements and 4 indicators. 75 students involved in this research. The results are analyzed using successive interval method then categoryzed using e-learning readiness scale. The results show that Physics Education Students of UNY are ready in 3 indicators and not ready in only 1 indicator. This result could be an evaluation for lecturers and stakeholders to increase student’s e-learning readiness.

Blended-flipped classroom learning for physics students with the topic of the photoelectric effect Alvama Pattiserlihun; Stephanie Jessy James Setiadi
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.28109

Blended-Flipped Classroom Learning is a learning method that combines blended learning with flipped classroom learning. This study aims to: (1). Design and implement Blended-Flipped Classroom Learning with the topic of Photoelectric Effect for Physics and Physics Education students in Modern Physics course; (2). Determine how the effect of Blended-Flipped Classroom Learning on student learning outcomes for the topic of Photoelectric Effect; (3). Determine students’ responses toward Blended-Flipped Classroom Learning for the topic of Photoelectric Effect. This research was descriptive and conducted at the Physics and Physics Education Department, Universitas Kristen Satya Wacana in the Modern Physics course. From the results of the research conducted it can be concluded that student learning outcomes after Blended-Flipped Classroom Learning were in the “high” and “very high” category, where most students (85.7%) were in the very high category. This result indicates that learning using Blended-Flipped Classroom Learning helps students to achieve optimal learning outcomes. Student responses to Blended-Flipped Classroom Learning were in the “good” category. It also shows that students' positive responses to the learning process can influence the optimization of their learning outcomes. This kind of learning model requires the teacher who acts as a facilitator, dynamist, evaluator and also justifier.

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education Janu Arlinwibowo; Hanif Cahyo Adi Kistoro; Heri Retnawati; Gulzhaina Kuralbayevna Kassymova; Bagdaulet Kenzhalyevich Kenzhaliyev
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.32637

As a neighbouring country whose location is very close, there is a unique fact where the results of the PISA study show very different results between Indonesia and Singapore. Students' perceptions of learning have an important role to detect the quality of learning. Thus, this study aims to determine the factors of student perception of natural science learning and the differences between the two countries based on these factors. The sample in this study were 5870 Indonesian students and 5272 Singaporean students who took the 2015 PISA survey. The research data were the results of the PISA survey (codes ST098, ST100, ST103, and ST104) regarding student perception of natural science learning. The data analysis technique used is Principal Component Analysis to detect factors and Discriminant Analysis to show differences between the two countries. Students' perceptions of science learning in Singapore and Indonesia can be classified into five factors: Practicum, Assistant, Explorative, Counseling, and Collaborative. Based on these factors, there are differences in the perception of the implementation of science learning between Indonesian and Singaporean students. Indonesian students tend to be stronger in defining that science learning is full of exploration, collaboration, and teachers play the role of counselor very well, while Singapore students feel more than practical learning based on science and teachers provide student assistance in dealing with difficulties in the learning process.

Pengaruh pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah terhadap keterampilan proses sains Rizki Arumning Tyas; Insih Wilujeng; Suyanta Suyanta
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.28459

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah terhadap keterampilan proses sains. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Populasi pada penelitian ini adalah peserta didik kelas VIII SMP N1 Cangkringan. Sampel dalam penelitian ini berjumlah 32 peserta didik yang berasal dari satu kelas, yakni kelas VIII A. Perangkat pembelajaran yang digunakan dalam penelitian ini adalah: (1) Silabus, (2) Rencana Pelaksanaan Pembelajaran (RPP), dan (3) Lembar Kegiatan Peserta Didik. Adapun instrumen penelitian yang digunakan dalam penelitian ini adalah lembar observasi keterampilan proses. Aspek yang dianalisis meliputi aspek keterampilan proses sains dasar dan terintergrasi. Setelah diperoleh rata – rata skor pada tiap aspek, rata – rata skor yang diperoleh kemudian diklasifikasikan menurut kategori sangat baik, baik, kurang, dan sangat kurang. Berdasarkan hasil penelitian, model pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah efektif meningkatkan lima aspek keterampilan proses sains dasar, yaitu keterampilan mengobservasi, mengklasifikasi, memprediksi, menarik kesimpulan, dan mengkomunikasikan, serta lima aspek keterampilan proses sains terintegrasi, yaitu menginterpretasi data, mengontrol variabel, membuat hipotesis, mendefinisikan secara operasional, serta melakukan eksperimen. Science learning based on discovery integrated regional local snacks on student science process skills AbstractThis study aimed to determine the effect of science learning based on discovery learning that was integrated with regional local snacks on student science process skills. This research was a descriptive study with a quantitative approach. The population in this research were students of class VIII SMP N1 Cangkringan. The sample in this research was 32 students from one class, namely class VIII A. The learning tools used in this study were: (1) Syllabus, (2) Lesson Plan, and (3) Student Worksheet. The research instrument used in this research was the student science process skills observation sheet. The aspects analyzed include aspects of basic and integrated science process skills. After obtaining an average score in each aspect, the average score obtained is then classified according to the category of very good, good, low, and very low. The result shows that discovery learning integrated with regional local snacks is effective in improving five aspects of basic science process skills, namely observing, classifying, predicting, drawing conclusions, and communicating, as well as five aspects of integrated science process skills, namely interpreting data, controlling variables, make hypotheses, define operationally, and conduct experiments.

Application of PjBL with brain-based STEAM approach to improve learning achievement of students Nur Lailatul Badriyah; Anik Anekawati; Lutfiana Fazat Azizah
Jurnal Inovasi Pendidikan IPA Vol 6, No 1: April 2020
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v6i1.29884

The purpose of this study is to determine differences in student's learning achievement consisting of learning outcomes and science process skills. This research was conducted in a special school for girls and used two experimental classes, namely experimental class-1 and experimental-2 class. The experimental class-1 is the class applied by PjBL with a brain-based STEAM approach, while the experimental class-2 is a class that uses PjBL with the STEAM approach without brain-based. This research is a quasi-experimental study with a nonequivalent pretest-posttest control group design. The data analysis technique used is the T-test. The brain-based learning activities applied in this study are listening to music, drinking water, doing a brain gym, working on crossword puzzles, and group determination based on the dominance of students' brains. The results showed that the average value of the N-Gain score of student learning outcomes in the experimental class-1 was 80,72. Student learning outcomes experimental class-2 is 73,12. In science process skills, the experimental class-1 students had an average N-Gain score of 72,50, while the experimental-2 class was 60,88. The conclusion is the experimental class 1 students have higher learning achievement than students in the experimental class 2.

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