The changing process of currency between Rupiah and Ringgit based on observation is research is a serious problem that have to be noticed because it can incur losses in trade if the people do not understand about that. The lack of knowing in mathematics problem solving concept, especially in social aritmatic cause the loss happens easily. That is why, the researcher conducts this research in Suruh Tembawang village. It aims to know the competence of the third grade student's problem solving in Elementary School No.04 Punti Tapau and in Elementary School No.04 Punti Tapau. The Subjec of this research is all of the 3 th grade students in the public Elementary School No.04 Punti Tapau, and the object is mathematict problem solving competence.Whereas this research used quantitative analysis technique with percentage formula, and the instrument is test with some questions about mathematic problem solving competence. The method of this reasearch was a survey research the result of this research shows that the four steps of Problem Solving Competence based on Polya theory, there are two steps in Elementary School No.04 Punti Tapau. If it calculates in percentage, so that the step of mathematic problem solving competence Polya is 25%.
The purpose of this study is to describe the scientific literacy ability of the competency dimension in the material of global warming class XI MIPA and XI IIS. This research uses quantitative methods with descriptive analysis techniques. The research sample was 30 students of class XI MIPA and 30 students of class XI IIS at Bhakti Setia Nanga Pinoh High School in the 2019/2020 school year. The research instrument used was a scientific literacy test taken from the book Take the Test: Sample Question from the OECD's PISA Assessment. The results of the analysis show the scientific literacy ability of the competency dimension in class XI MIPA with the highest percentage achievement being the indicator explaining the potential implications of scientific knowledge for the community by 63% and the lowest achievement being the indicator identifying the questions discussed in a scientific study by 37%. Whereas the scientific literacy ability profile of the competency dimension in class XI IIS with the highest percentage achievement was in the indicators drawing conclusions based on data with a percentage of 43% and the lowest achievement was in the indicator explaining how to explore the questions scientifically given by 23%. Thus, the need for learning and evaluation processes based on scientific literacy assessment of competency dimensions.Keywords: Scientific literacy, assessment, competence, global warmingAbstrak: Tujuan dari penelitian ini adalah mendeskripsikan kemampuan literasi sains dimensi kompetensi pada materi pemanasan global kelas XI MIPA dan XI IIS. Penelitian ini menggunakan metode Kuantitatif dengan teknik Analisis Deskriptif. Sampel penelitian adalah 30 siswa kelas XI MIPA dan 30 siswa kelas XI IIS di SMA Bhakti Setia Nanga Pinoh pada tahun ajaran 2019/2020. Instrumen penelitian yang digunakan adalah soal tes literasi sains yang diambil dari buku Take the Test: Sample Question from the OECD's PISA Assessment. Hasil analisis memperlihatkan kemampuan literasi sains dimensi kompetensi pada kelas XI MIPA dengan capaian persentase tertinggi berada pada indikator menjelaskan implikasi potensial pengetahuan ilmiah bagi masyarakat sebesar 63% dan capaian terendah berada pada indikator mengidentifikasi pertanyaan yang dibahas dalam sebuah penelitian ilmiah sebesar 37%. Sedangkan profil kemampuan literasi sains dimensi kompetensi pada kelas XI IIS dengan capaian persentase tertinggi berada pada indikator menarik kesimpulan berdasarkan data dengan persentase sebesar 43% dan capaian terendah berada pada indikator menjelaskan cara mengeksplorasi pertanyaan yang diberikan secara ilmiah sebesar 23%. Dengan demikian, perlu adanya proses pembelajaran dan evaluasi berbasis assessment literasi sains dimensi kompetensi.Kata-kata kunci: Literasi sains, assessment, kompetensi, pemanasan global
Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa pada pembelajaran kimia dengan menggunakan model pembelajaran Discovery Learning. Bentuk penelitian yang digunakan adalah penelitian tindakan kelas. Subjek penelitian adalah siswa kelas X SMAN 1 Nanga Pinoh. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes. Adapun instrumen yang digunakan dalam penelitian ini adalah lembar observasi aktivitas, lembar keterlaksanaan pembelajaran dan tes hasil belajar. Tindakan dalam penelitian ini terdiri dari 3 siklus, masing-masing siklus terdiri dari tahap perencanaan tindakan, pelaksanaan tindakan, observasi dan refleksi. Hasil penelitian tindakan kelas menunjukkan adanya peningkatan aktivitas dan hasil belajar siswa. Pada siklus I aktivitas visual sebesar 40,54%, pada siklus II sebesar 72,97% dan pada siklus III sebesar 100%. Aktivitas motorik pada siklus I sebesar 78,38%, pada siklus II sebesar 94,59% dan pada siklus III 100%. Aktivitas oral siswa pada siklus I (18,92%), pada siklus II (35,14%) dan pada siklus III (40,54%). Aktivitas menulis siswa pada siklus I sebesar 45,95%, pada siklus II sebesar 78,38% dan pada siklus III sebesar 91,89%. Aktivitas siswa dalam mendengarkan pada siklus I sebesar 5,41%, pada siklus II sebesar 18,92% dan pada siklus III sebesar 21,62%. Aktivitas drawing siswa pada siklus I sebesar 8,11%, pada siklus II sebesar 13,51% dan pada siklus III sebesar 21,62%. Pada siklus I siswa yang mencapai ketuntasan belajar sebesar 54,05%, pada siklus II sebesar 59,45% dan pada siklus III sebesar 75,68%.
The research objective was to determine the effect of the inquiry method on student's cognitive, affective, and psychomotor abilities in science learning. The problem in this research isthe student's cognitive, affective and psychomotor abilities are not maximal in learning science.This type of research is experimental research. The design used in this research is True Experimental Designs with the type of Pretest-Posttest Control Group Designs. The research sample consisted of 50 students. The research instruments were questions (cognitive) and observation sheets (affective and psychomotor). Student's cognitive abilities in the experimental class showed a significant difference compared to the control class. Obtained L 0 = 0.4049 (α = 0.05) with L table = 0.206 so that the data population is not normally distributed. Then performed a difference test using U Mann-Wihitney obtainedU tabel = 81>U count = 70 so that Ho is rejected and Ha is accepted. Affective ability obtained L 0 = 0.2671 (α = 0.05) with L table = 0.206 so that the data population is not normally distributed. Performed the U Mann-Whitney testobtained U tabel = 99 ˂ U count = 139 so that there is no difference in affective ability in the control and experimental classes. The normality test on psychomotor abilities obtained L 0 = 0.4049 (α = 0.05)>L table = 0.206 so that the data population was not normally distributed. Furthermore, the U Mann-Whitney test was carried out, it was obtained U tabel = 99 >U count = 89, it was concluded that there were differences in student's psychomotor abilities in the control class and the experimental class.
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