Telah dilakukan penelitian untuk mengetahui keterampilan proses yang dimiliki siswa setelah menerapkan metode analisis video software Tracker di kelas X SMAN 1 Sooko Mojokerto. Tujuan penelitian ini adalah mendeskripsikan keterlaksanaan pembelajaran, keterampilan proses sains yang dimiliki siswa setelah menerapkan metode analisis video software Tracker, aktivitas siswa, respon siswa, dan kendala yang dihadapi pada saat pembelajaran. Jenis dari penelitian ini adalah Deskriptif Kuantitatif dengan desain one group pretest posttest, satu kelas yang diberi perlakuan dan direplikasi satu kali. Dari hasil yang diperoleh dapat disimpulkan bahwa keterampilan proses siswa dalam hal mengamati, mengukur, merancang eksperimen, interpretasi data, dan berkomunikasi setelah menerapkan metode analisis video software Tracker mengalami kenaikan baik secara kualitas maupun kuantitas. Dimana keterlaksaan pembelajaran yang baik, aktivitas siswa yang sangat baik, respon siswa yang juga baik, beberapa kendala yang muncul saat kegiatan pembelajaran telah dapat diatasi. Secara kuantitas terlihat dari peningkatan jumlah siswa yang tuntas dalam mengerjakan soal keterampilan proses. Secara kualitas adalah peningkatan skor rata-rata tiap kelas pada saat post tes dibandingkan hasil pre tes.
The purpose of this study was to describe the validity of the project based laboratory learning (PjBLL) model to increase science process skills and scientific creativity of students. Collecting data use preliminary research and validation phase of physics learning expert in the focus group discussion. Data were analyzed using descriptive qualitative and quantitative. The tests have shown that there is conformance to requirements, design models meet the novelty scientific knowledge, and there is consistency between the components of internal models. The PjBLL model has valid can be used to improve the science process skills and scientific creativity of students. The PjBLL model has been able to support the implementation of the National Qualifications Framework Indonesia to results the competence of graduates of higher education of project based laboratory learning.
This research aims to develop guided inquiry based teaching materials which is valid, practical, and effective to facilitate the students’ scientific literacy. The development of teaching material used the 4D model and was tested in grade 7th-D of SMP GEMA 45 in the second semester of 2014/2015 by using the Pre-Experimental One-Group Pretest-Posttest Design. The data collection used documentation observation, test, and quetionnaires. The data analysis techniques used quantitative descriptive analysis.The results of this research are:1) Teaching material developed is valid categorised to be use consisted of Syllabus, Lesson Plan, Student Worksheet, Student Book and Test of student learning outcomes; 2) The practicality of teaching material in terms of a good category in feasibility of lesson plans, the students’ activities in accordance with inquiry model and students give a positive responses toward teaching material and implementation of teaching material developed; and 3) The teaching material effectiveness in terms of: (a) Improving students’ learning achievement seen from the individual and classical completeness; (b) Improving students’ scientific literacy by getting gain score between middle until high category. Based on data analyzed the teaching materials based on guided inquiry are valid, practical, and effective to facilitate the students’ scientific literacy. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran berbasis inkuiri terbimbing yang layak (valid, praktis, dan efektif) untuk melatih literasi sains siswa. Pengembangan perangkat pembelajaran menggunakan model 4D dan diujicobakan di kelas VII-D SMP GEMA 45 semester genap tahun ajaran 2014/2015 dengan One-Group Pretest-Posttest Design. Pengumpulan data menggunakan metode dokumentasi, observasi, tes, dan angket. Teknik analisis data menggunakan analisis deskriptif kuantitatif. Hasil penelitian ini menunjukkan,: 1) Perangkat pembelajaran yang dikembangkan berkategori valid; 2) Perangkat pembelajaran berketagori praktis ditinjau dari keterlaksanaan RPP, aktivitas siswa sesuai dengan tahap-tahap model inkuiri, dan siswa merespon positif perangkat yang dikembangkan dan implementasinya; serta 3) Perangkat pembelajaran telah efektif ditinjau dari: (a) Peningkatan pengetahuan siswa (b) Peningkatan literasi sains siswa. Berdasarkan hasil analisis data dapat disimpulkan bahwa perangkat pembelajaran berbasis inkuiri terbimbing yang dikembangkan valid, praktis, dan efektif untuk melatih literasi sains siswa sehingga layak untuk digunakan.
This research is aimed to develop learning device of Guided Discovery model with PhET simulation to trill students critical thinking skill. This research uses 4D development model and tested on 15 students of class XII IPA with test design using one group pretest-posttest design. Learning tools developed include: (a) syllabus (b) RPP, (c) student books, (d) LKS, and (e) tests students' critical thinking skills. Research data obtained through validation method, observation, test, and questionnaire. The results are analyzed descriptively quantitative and qualitative. The students' critical thinking ability is analyzed by n-gain. The result of the research shows that (a) learning device developed categorized is very valid, (b) learning activity is done very well, (c) critical thinking ability of students have moderate improvement, and (d) students respond very positively to learning which has been implemented. Based on the results of the analysis and discussion, it was concluded that the learning device of Guided Discovery with PhET simulation model developed is feasible to be used for trained critical thinking skills of high school students.
Metacognition skills such as procedural knowledge, declarative knowledge, conditional knowledge, planning, monitoring, and evaluating are needed to understand problem-solving skills such as controlling and self-evaluation, planning and application, plan analysis, and understanding the problem. This study aims to describe problem-solving skills and student cognition in solving problems in physics subjects of XI IPA students in SMA Negeri 8 Samarinda. The population of the study sample amounted to 116 students grouped based on the results of physics achievement tests as many as 40 questions, divided into three groups, namely: groups of 32 students (28%), middle groups 61 students (53%), and groups under 23 students (20%). The research method used is a descriptive approach to the form of research in the form of case studies. Indicators of problem-solving skills, consisting of understanding the problem, analysis of the problem, planning, application of the plan, controlling & self-evaluation (UAPAC + SE). While metacognition uses the indicator of the Metacognitive Awareness Inventory (MAI). Based on data analysis, it can be concluded that the average problem-solving skills of upper group students (68%) are the high category, middle group students (34%), and lower group students (33%) are low categories. While the average metacognition skills are upper group students (66%) in the high category, middle group students (36%), and lower group students (33%) in the low category.
Advances technology and communications take positive and negative impacts that could affect the attitudes and thoughts of students, so it is necessary to teach positive attitude to become a fortress, selector and controller. The problem can be solved by the innovation of learning by analogy to teach attitude. The aims this research are: (1) Describe the adherence study using analogy,(2) Describe achievment test of student attitude competency (the persistent attitude, the attitude of helping, loyalty and discipline) as taught using analogy (3) Describe achievement test of students knowledge competency taught using the analogy, (4) Describe achievement test of students skills competency taught using the following analogy. (5) Describe the students respons after taught using analogy. To achieve these objectives have conducted result using replication class is the class XA and XB class. the number of respondents in this trial 33 students to a class XA and XB 32 SMA Darul Ulum Lamongan by using one group pretest-posttest design. Results of research indicate feasibility study of the two classes of replication done very well. The student positive response/very strong on applied learning by teacher. The results of students' learning attitudes which consists of persistent attitude, the attitude of mutual help, loyalty and discipline to get good results because of the percentage of students are observed in accordance with accepted indicators are higher than what has not observed. Learning outcomes of cognitive in both classes of replication after learning by analogy with the average value obtained posttest all the students completed having reached the predicate ≥B-. Based on these results it can be concluded that teach biology through analogy can to teach attitude. Kemajuan teknologi dan komunikasi membawa dampak positif dan negatif yang dapat mempengaruhi sikap dan pemikiran siswa, sehingga perlu membelajarkan sikap positif untuk menjadi benteng, selector dan pengontrol. Problem tersebut dapat dipecahkan dengan adanya inovasi pembelajaran melalui analogi untuk mengajarkan sikap. Tujuan penelitian ini adalah: (1) Mendeskripsikan keterlaksanaan pembelajaran biologi menggunakan analogi (2) Mendeskripsikan hasil belajar kompetensi sikap (sikap gigih, sikap tolong menolong, sikap rela berkorban dan sikap disiplin) siswa setelah diajarkan menggunakan analogi. (3) Mendeskripsikan hasil belajar kompetensi pengetahuan siswa setelah diajarkan menggunakan analogi. (4) Mendeskripsikan hasil belajar kompetensi keterampilan siswa setelah diajarkan menggunakan analogi (5) Mendeskripsikan respon siswa setelah diajarkan menggunakan analogi. Untuk mencapai tujuan tersebut telah dilakukan uji coba dengan menggunakan kelas replikasi yaitu kelas XA dan kelas XB. Jumlah responden dalam uji coba ini 33 siswa untuk kelas XA dan 32 XB SMA Darul Ulum Lamongan dengan menggunakan rancangan.penelitian One Group pretest-posttest Design. Data hasil penelitiaan ini menunjukkan keterlaksanaan pembelajaran sikap menggunakan analogi pada kedua kelas replikasi terlaksana sangat baik. Siswa memberikan respon sangat kuat pada pembelajaran yang diterapkan guru. Hasil belajar sikap siswa yang terdiri dari sikap gigih, sikap tolong menolong, sikap rela berkorban dan sikap disiplin mendapatkan hasil yang baik karena persentase siswa yang teramati sesuai dengan indikator yang telah ditetapkan yaitu lebih tinggi dibandingkan yang tidak teramati. Hasil belajar kognitif pada kedua kelas replikasi setelah dilakukan pembelajaran dengan analogi diperoleh rata-rata nilai posttest semua siswa tuntas karena telah mencapai predikat ≥B-. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa mengajarkan biologi melalui analogi dapat mengajarkan sikap siswa.
Efforts and discourses of the need to integrate disaster education into a science curriculum for university students in Indonesia are well documented. However, lecturers need more room to introduce Disaster Risk Reduction (DRR) in a way that involves students as experiential learners. Integrating DRR into Science, Technology, Engineering, and Mathematics (STEM) subjects is a crucial point. The current study used virtual reality (VR) as a pedagogical tool for learning through experience to promote STEM-DRR at tertiary levels of education. This experimental study aimed to determine the effects of VR use on students' experiential learning based on the VR online training developed activities. The methods for data collection included observation and survey. Ten participants were in the final year of their study and were recruited based on their interest in using VR media for their thesis. The results showed that half of the participants understood the training content, and 40% were classified as knowledgeable before training. In addition, significant contributions to the learning process were observed in training, where half participants were satisfied with the new skills attained, and 80% of the participants argued that the training was beneficial to their final projects. Thus, in the present study integrating STEM-DRR into the VR training content to promote students' awareness of disaster risk is considered successful. In conclusion, the results suggest that technology-enhanced learning supports distance learning and is proven economical and efficient.
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