scholarly journals Measuring Junior High School Students Science Learning and Science Process Skills through an Integrated Science Instructional Assessment

2019 ◽  
Vol 16 (4) ◽  
pp. 467-477
Author(s):  
SUKARDIYONO SUKARDIYONO ◽  
Dadan ROSANA ◽  
Wipsar Sunu Brams DWANDARU
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Science Learning ◽  
Junior High School Students ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Integrated Science ◽  
Instructional Assessment

scholarly journals The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

2019 ◽  
Vol 9 (2) ◽  
pp. 122 ◽  
Author(s):  
Atiek Winarti ◽  
Leny Yuanita ◽  
Moh. Nur
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Intelligences ◽  
Junior High School ◽  
Teaching Strategy ◽  
Junior High School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills

The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

scholarly journals Validitas dan Kepraktisan Perangkat Pembelajaran IPA Terpadu Berbasis Software Adobe Flash Cs6 pada Tema Energi dan Makanan

2020 ◽  
Vol 1 (2) ◽  
pp. 96-101
Author(s):  
Luh Sukariasih ◽  
S. Syarifuddin ◽  
La Ode Nursalam ◽  
La Sahara
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Junior High School Students ◽  
Learning Tools ◽  
School Students ◽  
Integrated Science ◽  
Adobe Flash

Penelitian ini bertitik tolak adanya kesenjangan antara harapan pembelajaran dan hasil belajar fisika SMP, oleh sebab itu perlu diupayakan peningkatan mutu proses belajar mengajar melalui pengembangan perangkat pembelajaran yang sesuai dengan hakikat IPA dan standar kompetensi lulusan SMP. Penelitian ini bertujuan untuk mendeskripsikan kevalidan dan kepraktisan perangkat pembelajaran IPA terpadu berbasis software adobe flash CS6 pada materi energi dan makanan. Penelitian ini merupakan penelitian deskriptif evaluatif yang menghasilkan media pembelajaran IPA terpadu yang valid dan praktis untuk siswa SMP. Media pembelajaran yang dihasilkan divalidasi oleh 2 ahli pembelajaran dan 3 ahli media menggunakan lembar validasi. Kepraktisan produk ditentukan berdasarkan respon 2 guru dan 20 siswa terhadap media pembelajaran yang dikumpulkan menggunakan angket respon. Data hasil penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan media pembelajaaran dinyatakan valid, sedangkan respon yang diberikan guru dan siswa menunjukkan respon yang positif terhadap perangkat pembelajaran dan media pembelajaran yang dihasilkan. Berdasarkan temuan penelitian tersebut dapat disimpulkan bahwa perangkat pembelajaran IPA berbasis media software adobe flash CS6 yang dikembangkan valid dan praktis digunakan dalam pembelajaran IPA terpadu pada materi energi dan makanan bagi siswa SMP. Validity and Practicality of Integrated Science Learning Tools Based on Adobe Flash Cs6 Software on Energy and Food Themes Abstract This research is based on the existence of a gap between learning expectations and learning outcomes for junior high school physics, therefore it is necessary to improve the quality of the teaching and learning process through the development of learning tools that are in accordance with the nature of science and competency standards for junior high school graduates. This study aims to describe the validity and practicality of integrated science learning tools based on Adobe Flash CS6 software on energy and food materials. This research is an evaluative descriptive research that produces an integrated science learning media that is valid and practical for junior high school students. The resulting learning media was validated by 2 learning experts and 3 media experts using a validation sheet. The practicality of the product is determined based on the responses of 2 teachers and 20 students to the learning media collected using a response questionnaire. The research data were analyzed descriptively. The results showed that the learning media was declared valid, while the responses given by the teacher and students showed a positive response to the learning tools and learning media produced. Based on the research findings, it can be concluded that the adobe flash CS6 software media-based science learning device that was developed is valid and practical to use in integrated science learning on energy and food materials for junior high school students.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERORIENTASI METODE PENEMUAN TERBIMBING (GUIDED DISCOVERY) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS

2017 ◽  
Vol 1 (2) ◽  
pp. 108
Author(s):  
Sri Astutik Handayani ◽  
Tjandra Kirana ◽  
Soeparman Kardi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Process Skills ◽  
Instructional Programs ◽  
School Students ◽  
Guided Discovery ◽  
Science Process Skills

The objective of this research is to improve the Junior High School students science process skills. A set of instructional programs consisting of lesson implementation plan, student workbook, student worksheet, and assessment sheet, were developed based on the guided discovery method. Before the implementation, all of the instructional programs were validated and met the defined criteria. Thirty Blega Junior High School students involved in this investigation using One Group Pretest-Postest Design.Instructional package is valid, management of guided discovery learning between 3.5 until 4,0 (good)with reliability between 99% until 100% (reliabel). The most dominant student activity is practice science process skills (20,07%). Mastery tests of student learning outcomes and processes to better cognitive test increase 93%, science process skills 100% with gain score both of them 71% (high). Based on the results of this investigation can be concluded the developed guided discovery instructional programs is effective to improve the Junior High School students science process skills. Penelitian ini dilatarbelakangi oleh hasil belajar siswa mata pelajararan IPA yang rendah, kemungkinan di sebabkan keterampilan proses yang rendah, untuk itu perlu kiranya membuat perangkat pembelajaran IPA untuk meningkatkan keterampilan proses sains siswa. Pengembangan perangkat pembelajaran yang dimaksud adalah silabus, RPP, LKS, buku siswa, instrumen penilaian hasil belajar. Pengembanga nperangkat berorientasi Dick dan Carey dengan metode penemuan terbimbing dan bertujuan untuk meningkatkan keterampilan proses sains siswa. Sampel penelitian 30 orang siswa SMP Negeri 1 Blega dengan rancangan One Group Pretest-Postest. Data penelitian dianalisis secara deskriptif dengan hasil: Perangkat pembelajaran yang dikembangkan telah tervalidasi baik sampai sangat baik. Pengelolaan pembelajaran dengan penemuan terbimbing pada setiap tahapan /sintak penemuan terbimbing antara 3,5 sampai dengan 4,0 (baik ) dengan reliabilitas instrumen antara 99% dan 100% (reliabel). Aktivitas siswa yang paling dominan adalah berlatih keterampilan proses sains (20,07%), respon siswa terhadap pembelajaran positif. Ketuntasan  tes  hasil belajar kognitif siswa  93% sedangkan tes keterampilan proses sains 100% dengan skor peningkatan keduanya 71% (tinggi). Simpulan penelitian didapatkan bahwa perangkat pembelajaran berorientasi metode penemuan terbimbing dapat meningkatkan hasil belajar dan keterampilan proses sains siswa pada konsep sistem pernafasan manusia.

scholarly journals Pembelajaran IPA Terpadu dengan Tipe Connected dengan Model Experiential Learning untuk Meningkatkan Keterampilan Proses Sains Siswa SMP

EDUSAINS ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 122-127
Author(s):  
Surya Warni Ridyah ◽  
Siti Sriyati
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science

AbstractThis study aims to identify the increasing mastery of skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning. The method used was pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument was like pretest and posttest to measure the increase of science process skills, finished learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve skills of science process skills of junior high school students. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0,65), interpretating (0,58), applying the concept (0,36) and communicating (0,35).These results indicated the model of Experiential Learning is one of learning model that can improve students' mastery KPS.Keywords: connected; experiential  learning; science process skillsAbstrakPenelitian ini bertujuan untuk mengidentifikasi peningkatan keterampilan proses sains siswa SMP setelah penerapan model experiential learning pada pembelajaran IPA Terpadu. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain one-group pretest-posttest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa semester 2 Tahun Ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan keterampilan proses sains, lembar observasi untuk keterlaksanaan pembelajaran, dan lembar angket untuk mengetahui tanggapan siswa terhadap pelaksanaan. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model experiential learning dapat meningkatkan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain KPS adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator KPS memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35). Hasil-hasil ini menunjukkan model experiential learning merupakan salah satu model pembelajaran yang dapat meningkatkan keterampilan proses sains siswa.Kata Kunci: connected; experiential learning; keterampilan proses sains Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1802 

scholarly journals ANALISIS KEBUTUHAN UNTUK PENGEMBANGAN MODUL INKUIRI BERBASIS PERTANYAAN (MIBP) DI SMP

2016 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Desak Made Citrawathi ◽  
Putu Budi Adnyana ◽  
Made Pasek Anton Santiasa
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Analysis And Design

melakukan analisis kebutuhan untuk pengembangan dan penyusunan modul inkuri berbasis pertanyaan (MIBP). MIBP disusun untuk memfasilitasi pembelajaran sains agar dapat meningkatkan penguasaan konsep biologi, keterampilan proses sains, dan kemampuan berpikir siswa SMP. Pengembangan MIBP menggunakan model ADDIE. Prosedur pengembangan terdiri dari 5 tahap, yaitu 1) Menganalisis, 2) Mendisain, 3) Mengembangkan dan produksi, 4) Mengimplementasikan, dan 5) Mengevaluasi. Penelitian dilakukan dalam waktu 3 tahun. Pada tahun pertama ini dilakukan analisis kebutuhan dan mendisain MIBP. Subjek penelitian adalah guru IPA SMP Negeri dan Swasta di Kecamatan Buleleng. Pengumpulan data dilakukan dengan wawancara, penyebaran angket, observasi, dan dokumentasi. Analisis data dilakukan secara deskriptif dan interpretatif. Dari hasil analisis diperoleh bahwa kurikulum yang digunakan di SMPN 1,SMPN 2, dan SMPN 4 adalah kurikulum 2013, sedangkan di SMP lainnya masih menggunakan kurikulum 2006. Kemampuan guru bertanya untuk meningkatkan keterampilan proses sains, penguasaan konsep, dan kemampuan berpikir belum optimal. Hal ini ditunjukkan dari jenis pertanyaan yang diajukan guru 85,8 persen bersifat konvergen, dan 14,2 persen bersifat divergen. Berdasarkan pertanyaan menurut Taksonomi Bloom, pertanyaan yang diajukan guru 74,4 persen pertanyaan ingatan, 22,6 persen pemahaman, 2,68 persen aplikasi, dan 0,32 persen analisis. Salah satu yang dapat dilakukan untuk meningkatkan kemampuan guru adalah memfasilitasi pembelajarannya dengan MIBP. Dari karakteristik perkembangan kognitifnya, siswa SMP dapat dibelajarkan dengan strategi inkuiri, dan guru setuju dengan pengembangan MIBP. Kata kunci: Kemampuan berpikir, keterampilan proses sains, Modul Inkuiri Berbasis Pertanyaan, penguasaan konsep Pertanyaan, penguasaan konsep Abstract The purpose of this study was to analyze the need for the development and preparation of question-based inquiry module (QBIM). QBIM was designed conceiv to facilitate the learning of science in order to improve the students understanding of biological concept, science process skills, and the ability to think of junior high school students. The module development used ADDIE model. The procedure development consisted of 5 stages, namely 1) Analyze, 2) Design, 3) Develop and production, 4) Implement, and 5) Evaluate. The research carried out within 3 years. In the first year the need analysis and design QBIM were carried out. The subject of research were science teachers at goverment and private high schools in Buleleng District. Data were collected by interview, questionnaire, observation, and documentation. Data analysis was performed descriptively and interpretatively. From the analysis it was found that the curriculum used at junior high school 1, 2, and 4 is curriculum 2013, while in the other junior high school the curriculum in use is still curriculum 2006. The ability of teachers to question ask to improve science process skills, mastery of concepts, and the ability to think is not yet optimal. It is shown from the type of questions teachers performed that is convergent 85.8 percent, and 14.2 percent divergence. Based on the questions according to Bloom's Taxonomy, questions that should be proposed by teachers 74.4 percent retention, 22.6 percent understanding, 2.68 percent application, and 0.32 percent analysis. One think that can be done to improve the ability of the teacher is to facilitate learning by QBIM. From the characteristics of cognitive development , junior high school students can be taught with the strategy of inquiry, and the teachers agree with QBIM development. Keywords: Ability to think, mastery of concepts, Questions-based Inquiry Module, science process skills.

scholarly journals Development of Science Learning Device Oriented Guided Inquiry with Virtual Laboratory to Train Science Process Skills of Junior High School Students in Kendari

2021 ◽  
Vol 7 (1) ◽  
pp. 13-22
Author(s):  
I Gede Purwana Edi Saputra ◽  
Harnipa Harnipa ◽  
Mariani Akhfar
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
Junior High School Students ◽  
Virtual Laboratory ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills

This research was based on the mismatch between the expectation of learning and the study result of IPA on Junior High School. That is why it needs efforts to improve the quality of the teaching and learning process by developing the learning instruments, which are eligible with the mean of IPA and the Graduation Competency Standard on Junior High School. The research purposed to describe the eligibility and effectiveness of the learning instrument of IPA on Junior High School, which is developed in the oriented inquiry by the virtual laboratory to practice the student's science process skills. The research is the development research that adapts the Kemp model. The development of learning instruments such as lesson plans, student worksheets, and assessment sheets. The research subject is the students of class 7 and 8, IX grade on Junior High School 5 Kendari. The implementation planning in-class uses one group pretest and post-test design and data analyzed descriptively. The research results are the learning instruments are eligible to be used, suitable student worksheets, and the student's handbook shows that the content and appearance are interesting. The lesson plan did well, and the majority of students' activity is how to solve a problem. The completeness of the results of the study are well done. Character attitude and social interactive are good. Students' response fir the learning is positive. The summarize of IPA, which is developed, is effective in practicing the science process skills for Junior High School students. 

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