Abstrak
Tujuan penelitian ini adalah menghasilkan model pengembangan kompetensi profesional berkelanjutan bagi setiap dosen vokasi (PKPB-DV) agar memiliki kompetensi untuk dapat
Miskonsepsi adalah konsepsi siswa yang tidak sesuai dengan konsepsi para ilmuwan. Miskonsepsi terjadi secara konsisten di dalam pikiran siswa dalam menafsirkan konsep menjadi konsepsi dan atau dalam penerapannya menjadi fakta. Mata pelajaran IPA sering menimbulkan kesulitan siswa dalam memahami konsep-konsep yang abstrak. Hasil analisis miskonsepsi menggunakan instrumen diagnostik three tier, selanjutnya dapat dilakukan identifikasi miskonsepsi untuk mengetahui jenis miskonsepsi yang terjadi. Penelitian ini menggunakan metode deskripsi kualitatif untuk mengidentifikasi miskonsepsi gerak pada siswa SMP. Miskonsepsi materi gerak yang ditemukan pada siswa berada pada konsep kecepatan, kelajuan, gaya aksi-reaksi, inersia, dan gerak.
The low level of science teacher graduation in the professional teacher program in the last two years has become a severe concern for researchers in higher education. Here we analyze these problems by measuring the Science Process (SP) Skills of science teachers in Indonesia through this program. Data collection procedures are interviews, worksheets, and questionnaires, while data analysis techniques use mixed methods, consist of quantitative and qualitative methods simultaneously. The SP skills data obtained were Observing 76.1%, Proposing Hypothesis 76.4%, Planning an Experiment 60.0%, Utilizing Tools 57.2%, Interpreting 39.4%, Applying Concept 48.1%, and Communicating 18.3%. The lowest percentage is in interpreting skills and communicating skills. Based on the analysis result, the causes are the short time teaching experience and the educational background of science teachers who are not linear with their competence.
Students of Physic Education of Universitas Negeri Semarang often find some difficulties to understand the material. During difficult times, students usually find references on the internet,ask a friend who already understand, or ask a senior friend. Mostly students have a device that can be used to access the internet. Online-course via discussion-forum can be used as a discussion facility when they find difficulties to understand. Online-course via discussion-forum developed with ADDIE development models that includes the stages of analysis, design, development, implementation, and evaluation. Online-course discussion forum contains the list of courses that can be accessed by students via internet through the website discussion.belajarfisika.web.id. Feasibility of online course discussion forum was measured through assessment sheets of feasibility test from validators and questionnaire responses from students. The results of the feasibility test from the validator and student responses indicate that criteria are eligible. Results of the questionnaire about students' perceptions of learning through online course discussion forum show that Physic Education Students of Universitas Negeri Semarang have good perceptions of learning through online-course via discussion-forums.
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