Integrated science teaching is required in 2013 curriculum. As the reason is generally science found in daily life in integrated form. In this method, activity and experience which is accepted by students are very limited by their daily life. But integrated science teaching isn’t implemented well yet. As an alternative solution of this problem is to develop teaching material of integrated science by integrating scientific literacy. The objective of this research is to created the valid teaching material of integrated science in its preliminary product, and practice and effective in its implementation in scientific approach. As topic in this research is motion of object and living thing. Type of this research was research and development. Stages of this research consist of understanding the potency and problem, collecting the information, developing the preliminary of product, implementing the teaching material in limited field testing, and revising the teaching material based on result of limited field testing. Design of research in limited field testing was after and before treatment. Instruments to collect the data consist of validity sheet of teaching material, practicality sheet and effectiveness sheet of implementation teaching material of integrated science. Data in this research was analyzed by statistical descriptive analysis, graph method, and correlation compare mean test. Base on the data analysis can be stated two of this research results. First, the teaching material of integrated science by integrating scientific literacy is very valid with average value 90.4. Second, the implementation of teaching material of integrated science by integrating scientific literacy is practice according teachers and students with average value respectively 93.0 and 84.6. On the other hand, the implementation of teaching material of integrated science is effective in scientific approach for students grade VIII in Junior High School.
Students' Physics Competencies are not still optimal. One of the causes is the use of student worksheets as the teaching materials that have not yet been suitable for the structure of good student worksheets. In addition, the student worksheets are not developed using the inquiry-based learning model and scientific approach. The purpose of this study is to describe the characteristics and produce valid, practical, and effective student worksheets using the inquiry-based learning model with a scientific approach to improve the tenth-grade students' physics competencies. This research used the Plomp model as the design, which consisted of preliminary research, development or prototyping, and assessment. The data were analyzed using a descriptive percentage technique, describing the student worksheets' validity, practicality, and effectiveness. Based on the preliminary research results, it was found that needs analysis, student analysis, and material analysis were required to be a reference in developing student worksheets using the inquiry-based learning model with a scientific approach. The design stage results show that the student worksheets have been designed using an inquiry-based learning model with a scientific approach. The results of the development phase show that the student worksheets meet the valid criteria of 0.94. The implementation phase results show that the student worksheets meet the very practical criteria based on the teacher's and students' responses, with the percentage of 91.05% and 78.39%, respectively. The results of the evaluation phase show that the student worksheets meet the effective criteria, including attitude (85.81%), knowledge (85.46%), and skills (85.69%). Based on the results of the study, it is concluded that the student worksheets using the inquiry-based learning model with an effective scientific approach to improve the tenth-grade students' physics competencies.
The implementation of physics learning is expected to increase students’ activeness and creativity in building concepts independently. Facts in the field, the implementation of physics learning accompanied by practicum activities have not been carried out optimally. Students worksheet development is carried out in order to improve students’ competencies and make students active in learning. The purpose of this study was to describe the results of the initial analysis for the development of students worksheet. The type of research is descriptive research. The instrument used was an interview guide sheet and questionnaires sheet. The research sample was physics teacher and students of class X of Senior High School Padangs. Research data were analyzed with descriptive statistics. The results of the initial analysis are: learning is still teacher-centered, the structure, content, and graphics of the student worksheets used still need to be revised, student worksheets that do not contain models and approaches, the practicum in the laboratory is rarely done, the students lack motivation to have a textbook and students are less active in learning so that the competence of students still low. The results of the analysis will be the reference for the development of student worksheet using the inquiry based learning model with the scientific Approach for learning physics class X.
Learning is not only to develop knowledge but also holistic competencies of learner. Therefore, it is needed teaching materials that not only can develop the knowledge but also on the competence approaches also have an important role in supporting learning activities which is contextual approach of student’s skills such as a student worksheet. In addition, the selection of appropriate. Contextual approach is a learning activity that can build knowledge through interaction and interpretation of the environment. The purpose of this study is to determine the analysis of developing student worksheet. In this research an initial analysis was carried out on students. Instruments of this research is the form of a questionnaire. Selected respondents in this study are students of the first grade class in SMAN 5 and SMAN 3 Padang. Based on the observation, several results can be presented. First, there is still a lack of interest of students in learning physics and so do knowledge and skills of students in studying physics. The results of the initial analysis of these students will be the basis for developing student worksheet using the IBL model with a contextual approach to the second semester of high school in physics learning for the first grade class.
Integrated science teaching is required in 2013 curriculum. As the reason is generally science found in daily life in integrated form. In this method, activity and experience which is accepted by students are very limited by their daily life. But integrated science teaching isn’t implemented well yet. As an alternative solution of this problem is to develop teaching material of integrated science by integratingscientific literacy. The objective of this research is to created the valid teaching material of integrated science in its preliminary product, and practice and effective in its implementation in scientific approach. As topic in this research is motion of object and living thing. Type of thisresearch was research and development. Stages of this research consist of understanding the potency and problem, collecting the information, developing the preliminary of product, implementing the teaching material in limited field testing, and revising the teaching material based on result of limited field testing. Design of research in limited field testing was after and before treatment. Instruments to collect the data consist of validity sheet of teaching material, practicality sheet and effectiveness sheet of implementation teaching material of integrated science. Data in this research was analyzed by statistical descriptive analysis, graph method, and correlation compare mean test. Base on the data analysis can be stated two of thisresearch results. First, the teaching material of integrated science by integrating scientific literacy is very valid with average value 90.4. Second, the implementation of teaching material of integrated science by integrating scientific literacy is practice according teachers and students with average value respectively 93.0 and 84.6. On the otherhand, the implementation of teaching material of integrated science is effective in scientific approach for students grade VIII in Junior High School.
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