Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan berpikir kritis setelah diterapkan Model Direct Instruction berbasis etnosains dalam pembelajaran fisika. Jenis penelitian ini adalah Quasi Experiment. Hasil penelitian menunjukkan bahwa rata-rata posttest dan N-gain kemampuan berpikir kritis yang diperoleh kelas eksperimen dengan pembelajaran Model Direct Instruction berbasis etnosains lebih tinggi daripada kelas kontrol dengan perlakuan pembelajaran konvensional. Berdasarkan hasil analisis data, kelas eksperimen dan kelas kontrol mengalami perbedaan peningkatan skor N-gain yang signifikan dengan kelas eksperimen memperoleh skor N-gain sebesar 0.73 (kategori tinggi) dan kelas kontrol memperoleh skor N-gain sebesar 0.37 (kategori sedang) sehingga dapat disimpulkan terdapat peningkatan kemampuan berpikir kritis dengan penggunaan Model Direct Instruction berbasis etnosains dalam pembelajaran fisika.Kata Kunci: Etnosains, Model Direct Instruction, Kemampuan Berpikir KritisThis research was aimed to determine the improvement of critical thinking skills after applied the model Direct Instruction with ethno-science-based learning in physics learning. This type of research was Quasi Experiment. The results of the study showed that the average posttest and N-gain critical thinking skills were obtained in the class with the model Direct Instruction with ethno-science-based learning and the class with conventional learning treatments. Based on the results of data analysis, the experimental class and the control class experienced a significant increase in the N-gain score with the experimental class obtained an N-gain score of 0.73 (high category) and the control class obtained an N-gain score of 0.37 (medium category) so it can be concluded that there are the increase in critical thinking skills using the Model Direct Instruction with ethno-science-based learning in physics learning.Keywords: Ethno-science, Direct Instruction Model, Critical Thinking Ability

ABSTRAK Dilakukan penelitian tindakan kelas (Classroom Action Research) dengan penerapan model Project Based Learning (PjBL) di Program Studi Pendidikan IPA  FKIP  Universitas Bengkulu Tahun 2020 pada mata kuliah IPA-3. Penelitian ini secara umum bertujuan meningkatkan literasi sains mahasiswa calon guru IPA. Sedangkan tujuan khusus adalah untuk (1) menghasilkan  perangkat pembelajaran dengan Project Based Learning (PjBL) berupa rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan peserta didik (LKPD) yang dilengkapi instrumen tes literasi sains (2) mendeskripsikan peningkatan literasi sains  mahasiswa dengan Pembelajaran Berbasis Proyek (3) mendeskripsikan peningkatan aktivitas belajar mahasiswa dengan Pembelajaran Berbasis Proyek. Penelitian ini merupakan penelitian Classroom Action Research (penelitian tindakan kelas/PTK) dengan  4 siklus yaitu perencanaan (planning), Tindakan (Acting), observasi (observation), dan refleksi (reflection). Pada tahap perencanaan (planning), dilakukan beberapa kegiatan sebagai perancangan produk awal, yaitu: (1)  pengembangan perangkat pembelajaran yaitu (a) RPP (b) bahan ajar (c) LKPD (d) Instrumen tes Literasi Sains.   (2) Validasi ahli (content validity) perangkat pembelajaran. Hasil penelitian menunjukkan bahwa perangkat pembelajaran valid. (a) aktivitas mahasiswa menunjukkan peningkatan yakni dari 3,62 pada siklus I menjadi 3,74 pada siklus II. (b) Literasi sains mahasiswa menunjukkan bahwa rata-rata persentase kemampuan literasi sains mahasiswa baik pada 3 aspek literasi sains yaitu aspek konten (53,80%), aspek proses (44,038%) dan aspek konteks (35,088%). Kata Kunci : Model Project Based Learning, Literasi Sains ABSTRACT Classroom Action Research was carried out by applying the Project Based Learning (PjBL) model in the Science Education Study Program FKIP Bengkulu University in 2020 in the IPA-3 course. This research generally aimed to improve the science literacy of science teacher student candidates. While the specific objectives were (1) to produce learning tools with Project Based Learning (PjBL) in the form of a learning implementation plan (RPP) and student activity sheets (LKPD) equipped with scientific literacy test instruments (2) to describe the increase in student scientific literacy with Project Based Learning (PjBL). (3) describes an increase in student learning activities with Project Based Learning (PjBL). This research was a Classroom Action Research (classroom action research / CAR) with 4 cycles, namely planning (planning), action (acting), observation (observation), and reflection (reflection). At the planning stage, several activities were carried out as the initial product design, namely: (1) developing learning tools, namely (a) RPP (b) teaching materials (c) LKPD (d) Scientific Literacy test instruments. (2) Expert validation (content validity) of learning tools. The results showed that the learning device was valid. Student activity showed an increase, from 3.62 in the first cycle to 3.74 in the second cycle. Student science literacy showed that the average percentage of students' scientific literacy skills was good in 3 aspects of scientific literacy, namely the content aspect (53.80%), the process aspect (44.038%) and the context aspect (35.088%). Keywords : Project Based Learning, Science Literacy

Abstract

ABSTRAKPenelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk mendeskripsikan peningkatan hasil belajar, keterampilan proses sains dan aktivitas belajar siswa dilaksanakan dalam tiga siklus.Subjek dalam penelitian ini adalah seluruh siswa kelas X MIPA A SMA Negeri 2 Kota Bengkulu yang berjumlah 32 orang. Hasil penelitian ini menunjukkan bahwa hasil belajar siswa dalam aspek pengetahuan atau tes soal pada siklus I diperoleh daya serap siswa 63% dan ketuntasan belajar 16% (belum tuntas), meningkat pada siklus II diperoleh daya serap siswa 74% dan ketuntasan belajar 56% (belum tuntas), dan meningkat lagi pada siklus III diperoleh daya serap siswa 80% dan ketuntasan belajar 87% (tuntas). Skor rata-rata keterampilan proses sains siswa pada siklus I sebesar 70, pada siklus II sebesar 83, dan pada siklus III sebesar 88, dan aktivitas belajar siswa pada siklus I dengan rata-rata skor sebesar 20 dalam kategori cukup, siklus II sebesar 24,3 dalam kategori baik, dan pada siklus III sebesar 27,9 dalam kategori baik. Untuk penelitian selanjutnya sebaiknya menggunakan teknik pengumpulan data yang lebih lengkap untuk meneliti keterampilan proses sains agar dapat melihat hasil yang maksimal. ABSTRACTThis research was a classroom action research aimed to describe student learning outcomes, science process skill student's and the learning activites conducted in three cycle. Subjects in this study were all students of class X MIPA A which amounted to 32 people. The results of this study indicated Students' learning outcomes in the knowledge or test aspects of the first cycle obtained by students absorption 63% and mastery learn 16% (not yet completed), increased in cycle II obtained by students absorbance 74% and mastery learn 56 % (not yet completed), and increased in cycle III obtained by students absorption 80% and mastery learn 87% (completed). Science process skill student's score in cycle I is 70, in the second cycle of 83, the third cycle of 88. Student learning activity in cycle I with average score of 20 in category enough, cycle II of 24,3 in good category, and cycle III equal to 27,9 in good category. For further research should use more complete data collection techniques to examine the science process skills in order to see the maximum results.

The research objective is to assess physical and sensory quality of dried cocoa beans producedin Bulukumba, Soppeng, and East Luwu Regions. The research was conducted by taking samples ofcocoa directly from farmers of those three districts, as the cocoa producer regions in South SulawesiProvince. The physical quality of the samples was examined in accordance with SNI 2323-2008 and forsensory testing, the samples were sent to Puslitkoka, Jember for flavor and aroma. Data analysis wascarried out using descriptive statistical analysis. The result shows that the beans from those three regionsdo not meet the standard of SNI 2323-2008 for water content, slaty beans, level of foreign objects andinsects, while the level of free fatty acid ranges from 1.02 – 1.65%. Total fat content of cocoa beans fromBulukumba region, higher than the others, is 35.74% and the pH level for all samples are neutral (6.47 –6.78). The result of sensory test shows that cocoa beans from Bulukumba region have astringent flavor,those from Soppeng region have very niceflowery flavor, and those from East Luwu shows half-fermentedcocoa beans and chocolate medium.Keywords: cocoa beans, physical quality, aroma, flavor

This study aims to describe the effect of using google classroom and WhatsApp applications on learning activities. The method in this research is a quantitative approach. The sample in this study were students of class X clinical pharmacy expertise program totaling 31 respondent persons. Data collection instruments: using a questionnaire in the form of a google form with a Likert scale, namely use of google classroom, WhatsApp application, and learning activities. The data analysis technique used multiple linear regression. The results of data analysis show that the use of google classroom has a positive and significant effect on learning activities with a significance of 0.000; The WhatsApp application has no positive and significant effect on learning activities with a significance of 0.472, and Simultaneous use of Google Classroom and WhatsApp applications has no significant effect on learning activities as much as 54.5% with a significance of 0.000. This research can be used as consideration for policy makers in using the Google Classroom and WhatsApp applications. The use of google classroom has an effect on learning activities. While the use of the WhatsApp application does not have an effect on learning activities. Novelty in research: researchers want to see the effect of google classroom and WhatsApp application on learning activities at the vocational high school level. By knowing whether or not the influence of Google Classroom and the WhatsApp application on learning activities in vocational high schools can be taken into consideration for state vocational high schools 3, Rejang Lebong Regency, Bengkulu Province. In order to advance this research, it is necessary to carry out further research activities.

ABSTRAKPenelitian ini termasuk penelitian tindakan kelas yang bertujuan untuk mengetahui peningkatan aktivitas belajar, motivasi belajar dan hasil belajar siswa. Subjek penelitian ini adalah seluruh siswa kelas XI IPA-C SMAN 6 Kota Bengkulu yang berjumlah 36 siswa. Hasil penelitian ini menunjukan bahwa jumlah skor rata-rata aktivitas belajar siswa siklus I sebesar 24 dalam kategori aktif, siklus II sebesar 29 dalam kategori aktif, dan siklus III sebesar 30 dalam kategori aktif. Motivasi belajar siswa sebelum mengikuti proses pembelajaran berada pada kategori rendah dengan skor rata-rata yaitu 44,15, dan pada saat setelah mengikuti proses pembelajaran skor rata-rata motivasi belajar siswa meningkat menjadi 65,15 yang berada pada kategori tinggi. Hasil belajar kognitif siswa pada siklus I yaitu daya serap sebesar 73,05% dan ketuntasan belajar sebesar 66,66% (belum tuntas), pada siklus II diperoleh daya serap sebesar 77,77% dan ketuntasan belajar sebesar 86,11% (tuntas), pada siklus III diperoleh daya serap sebesar 85,14% dan ketuntasan belajar sebesar 100% (tuntas). Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model Problem Based Learning berbantuan simulasi PhET dapat meningkatkan aktivitas belajar, motivasi belajar dan hasil belajar siswa. ABSTRACTThis research was a classroom action research aimed to find out students' improvement of learning activity, learning motivation and learning outcome of physics subject. The subjects of this research were all students of XI IPA-C in SMAN 6 Kota Bengkulu with the total of 36 students. The results of this research showed that the total of average score of students' learning activity in cycle I was 24 categorized as active, cycle II was 29 categorized as active, and cycle III was 30 categorized as active. Students' learning motivation before following learning process was obtained the average score of 44.15 which was categorized as low, and after following the learning process, the average score of students' learning motivation was increased to 65.15 categorized as high. The students' cognitive learning outcome in cycle I, the absorption strength was 73.05% and the learning mastery was 66.66% (incomplete), in cycle II it was obtained the absorption strength of 77.77% and the learning mastery of 86.11% (complete), while in cycle III it was obtained the absorption strength of 85.14% and the learning mastery of 100% (complete). Based on the results, it can be concluded that the implementation of Problem Based Learning model assisted by PhET simulation can improve students' learning activity, learning motivation and learning outcome.

ABSTRAK Telah dilakukan Penelitian Tindakan Kelas untuk mengimplementasikan modul IPA berbasis etnosains masyarakat Bengkulu melalui Discovery Learning untuk meningkatkan keterampilan berpikir kritis mahasiswa Program Studi Pendidikan IPA FKIP Universitas Bengkulu yang mengambil mata kuliah IPA 1. Kegiatan penelitian ini  dilakukan dua siklus dengan dua kali pertemuan. Setiap siklus terdiri dari empat langkah penelitian yaitu perencanaan, tindakan, observasi, dan refleksi. Perangkat pembelajaran terdiri dari (1) RPP model Discovery Learning; (2) Modul IPA berbasis etnosains Masyarakat Bengkulu materi Pengukuran; (3) LKPD; (4) instrumen penilaian Aktivitas dan Keterampilan Berpikir Kritis. Teknik analisis data menggunakan analisis deskriptif. Hasil penelitian yang diperoleh adalah adanya peningkatan Keterampilan Berpikir Kritis  Mahasiswa melalui pre test dan post test.  Pada siklus I,  rata-rata pretes adalah sebesar 71,92 dengan standar deviasi sebesar 6,01 dan postes sebesar 75,77 dengan standar deviasi sebesar 4,75. Pada siklus II, rata-rata pretes adalah sebesar 80,19 dengan standar deviasi sebesar 4,75 dan rata-rata postes sebesar 83,85 dengan standar deviasi sebesar 4,83. Dari hasil tersebut dapat dibandingkan bahwa peningkatan siklus II  lebih besar dibandingkan dengan siklus I. Peningkatan kemampuan berpikir kritis mahasiswa pada siklus I sebesar 58,69 dan siklus II sebesar 63,45. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa penerapan Modul IPA Berbasis Etnosains Masyarakat Bengkulu melalui Discovery Learning dapat meningkatkan keterampilan berpikir kritis mahasiswa. Kata kunci: Classroom Action Research, Modul, Etnosains, Discovery Learning, Kemampuan Berpikir Kritis. ABSTRACT A Classroom Action Research has been carried out to implement a science module based on the ethnoscience of the Bengkulu people through discovery learning to improve the critical thinking skills of students of the Program Studi Pendidikan IPA FKIP Universitas Bengkulu who take the IPA 1 course. This research activity was carried out in two cycles with two meetings. Each cycle consists of four research steps, namely planning, acting, observing, and reflecting. The learning tools consist of (1) RPP Discovery Learning model; (2) Science module based on Bengkulu Community ethnoscience measurement material; (3) LKPD; (4) assessment instruments for Critical Thinking Skills and Activities. The data analysis technique used descriptive analysis. The results obtained were an increase in students' critical thinking skills through the pretest and posttest. In the first cycle, the average pretest was 71.92 with a standard deviation of 6.01 and post-test was 75.77 with a standard deviation of 4.75. In cycle II, the average pretest was 80.19 with a standard deviation of 4.75 and the average post-test was 83.85 with a standard deviation of 4.83. From these results it can be compared that the increase in cycle II is greater than that of cycle I. The increase in students' critical thinking skills in cycle I is 58.69 and cycle II is 63.45. Based on these results, it can be concluded that the application of the Bengkulu Community Ethnoscience-Based Science Module through discovery learning can improve students' critical thinking skills. Keywords: Classroom Action Research, Module, Ethnoscience, Discovery Learning, Critical Thinking Skills.