<p>Tujuan penelitian ini adalah mengetahui perbedaan dan pengaruh serta mengetahui keefektifan penggunaan model inkuiri terbimbing berbantuan <em>pop-up book</em> untuk meningkatkan kemampuan berpikir kreatif perserta didik. Pengambilan data yang diambil dengan teknis tes, lembar observasi, dan angket. Teknik analisis data yang digunakan yaitu uji t-test. Hasil penelitian menunjukan bahwa, terdapat perbedaan dan pengaruh hasil belajar kelas kontrol dan kelas eksperimen pada pembelajaran yang menggunakan model inkuiri terbimbing berbantuan <em>pop-up book</em> dilihat dari hasil kemampuan awal dan kemampuan akhir peserta didik. Penelitian ini juga mengukur keefektifan model ikuiri terbimbing berbantuan <em>pop-up book</em> untuk meningkatkan kemampuan berpikir kreatif peserta didik. Hasil analisis pada kelas eksperimen menggunakan N-Gain memperoleh rata- rata nilai sebesar 56,24 lebih besar dari kelas kontrol yang memperoleh rata-rata sebesar 45,1. Hal ini menunjukan bahwa pembelajaran IPA lebih efektif menggunakan model inkuiri terbimbing berbantuan <em>pop-up book</em> daripada hanya menggunakan model inkuiri terbimbing</p><p> </p><p>The purpose of this study is to determine the differences and effects and to determine the effectiveness of the use of guided inquiry models assisted by <em>pop-up book</em>s to improve students' creative thinking abilities. Retrieval of data taken with technical tests, observation sheets, and questionnaires. The data analysis technique used is the t-test. The results showed that, there were differences and the influence of the learning outcomes of the control class and the experimental class on learning using the guided inquiry model aided by <em>pop-up book</em>s viewed from the results of the students' initial and final abilities. This study also measures the effectiveness of the guided inquiry model assisted by <em>pop-up book</em>s to improve students' creative thinking abilities. The results of the analysis in the experimental class using N-Gain obtained an average value of 56.24 greater than the control class which obtained an average of 45.1. This shows that science learning is more effective using the guided inquiry model assisted by <em>pop-up book</em>s than only using the guided inquiry model.</p>
<p><span lang="EN-US"><em>The characteristics of the Pancasila values of the younger generation in the present era are depleting. This can be seen from the emergence of cases that occur now, from radical understanding to the Caliphate. The results of the Republic of Indonesia's National Police study stated that many students were involved in radical groups, generally science students. In this regard, efforts need to be made to improve the characteristics of Pancasila in science students. The purpose of this study is to develop, determine validity, and the level of readability of the School Science Material study module characterized by Pancasila. This research is a development research. The research subject was the science education student at Pancasakti University Tegal. The research steps include needs analysis, development stage, the process of making the School Science Material Study module characterized by Pancasila, validation by validator, evaluation, and refinement, product testing, final product module, School Science Material Study, characterized by validity and readability. Validation was done with an expert validator. Limited scale testing is used to test the level of readability. The results of the research in the form of the development of the School Science Material Study module characterized by Pancasila, the subject of Electricity and Magnetism, which has high validity and an easily understood level of readability.</em></span></p>
Hasil PISA (Programme for International Student Assessment) dari tahun 2000, sampai 2012 skor literasi sains siswa Indonesia jauh di bawah rata-rata. Mahasiswa pendidikan IPA yang merupakan cikal bakal guru IPA SMP/MTs perlu ditingkatkan kualitasnya, dikarenakan setelah menjadi guru mereka mempunyai tangung jawab mampu meningkatkan kemampuan literasi sains siswa. Upaya peningkatan kualitas mahasiswa IPA dalam kemampuan literasi sains salah satunya dengan penggunaan modul Fisika Dasar I berbasis literasi sains. Tujuan penelitian ini untuk menentukan kevalidan, tingkat keterbacaan dan keefektifan modul yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan subjek penelitian yaitu mahasiswa pendidikan IPA Universitas Pancasakti Tegal. Langkah-langkah penelitian meliputi analisis kebutuhan, tahap pengembangan, proses pembuatan modul Fisika Dasar I berbasis literasi sains, validasi oleh validator, evaluasi dan penyempurnaan, uji coba produk, produk akhir modul Fisika Dasar I berbasis literasi sains yang teruji kevalidannya, tingkat keterbacaan dan keefektifannya. Validasi dilakukan oleh validator ahli. Ujicoba skala terbatas digunakan untuk menguji tingkat keterbacaan dan ujicoba skala luas menggunakan posttest only control design. Hasil penelitian berupa pengembangan modul Fisika Dasar I berbasis literasi sains pokok bahasan Osilasi dan Gelombang memiliki kevalidan tinggi, tingkat keterbacaan mudah dipahami dan efektif untuk meningkatkan literasi sains mahasiswa program studi Pendidikan IPA UPS Tegal.Kata Kunci: Modul, fisika dasar , literasi sains
Abstrak ___________________________________________________________________Penelitian ini bertujuan mengetahui keefektifan pembelajaran IPA dengan menggunakan model integrasi pembelajaran kooperatif STAD dan peta konsep dibandingkan dengan model kooperatif STAD. Hasil menunjukan bahwa model integrasi pembelajaran kooperatif STAD dan peta konsep lebih efektif daripada model pembelajaran kooperatif STAD dilihat dari perolehan rata-rata nilai kognitif, persentase sikap dan aktivitas serta peningkatan hasil belajar. Berdasarkan hasil temuan, disimpulkan bahwa model integrasi pembelajaran kooperatif STAD dan peta konsep lebih efektif daripada model pembelajaran kooperatif STAD. Abstract ___________________________________________________________________This research aims to understand the effectivity of scientific learning by using integrated cooperative learning model STAD and map concept than cooperative learning STAD only. The result shows that integrated learning model STAD and map concept is more effective than cooperative learning STAD only, it is seen from cognitive value average, attitude percentage and activity and increasing learning result. Based on that result, it can be concluded that integrated cooperative learning model STAD and map concept is more effective than cooperative learning STAD only. . © 2016UniversitasPancasaktiTegal Alamatkorespondensi: Prodi Pendidikan IPA FKIP Universitas Pancasakti Tegal Gedung Dekanat FKIP Jl. Halmahera Km.
This is an open access article under the CC-BY-SA license (https://creativecommons.org/licenses/bysa/4.0/) ISSN 2337-9049 (print), ISSN 2502-4671 (online) Abstrak:Abstract: Penelitian ini bertujuan untuk mengetahui bahwa metode concept mapping bervisi SETS dapat meningkatkan kemampuan berpikir kritis peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dan jenis penelitian ini adalah penelitian eksperimen. Desain penelitian yang digunakan adalah pretest and postest group design. Peta konsep yang digunakan dalam bentuk fill in mapp sehingga peserta didik diminta untuk melengkapi peta konsep yang telah disediakan. Penelitian ini di analisis menggunakan uji t. Hasil yang diperoleh dari analisis data pretest dan postest menggunakan uji t bahwa terdapat perbedaan antara hasil pretest dan postest dengan nilai signifikansi 0,00 < 0,05. Sehingga hipotesis pada penelitian dapat diketahui bahwa 0 ditolak dan 1 diterima. 0 ditolak karena hasil uji t menyatakan bahwa ada perbedaan hasil pada pretest dan postest dengan nilai postest lebih tinggi dari pada nilai pretest sehingga hipotesis yang dapat diterima 1 yaitu ada peningkatan hasil belajar dan berpikir kritis peserta didik melalui metode concept mapping bervisi SETS. Kata Kunci : berpikir kritis; concept mapping; SETSThis study aims to determine that the SETS vision concept mapping method can improve students' critical thinking skills. This study uses a quantitative approach and this type of research is experimental research. The research design used was the pretest and posttest group design. The concept map used in the fill in app form so that students are asked to complete the concept map that has been provided. This study was analyzed using the t test. The results obtained from the pretest and posttest data analysis used the t test that there were differences between the results of the pretest and posttest with a significance value of 0.00 <0.05. So that the hypothesis in the study can be seen that rejected and accepted. rejected because the results of the t test state that there are differences in the results at the pretest and posttest with the posttest value higher than the pretest value so that the acceptable hypothesis is that there is an increase in students' learning and critical thinking through SETS vision concept mapping method.
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