Penelitian ini bertujuan untuk menjelaskan kelayakan software yang dikembangkan untuk mendeteksidan mereduksi miskonsepsi pada materi larutan penyangga dengan strategi conceptual change textditinjau dari validitas, kepraktisan dan keefektifan. Validitas software ditinjau dari validitas isi danvaliditas konstruk, kepraktisan software ditinjau dari respon peserta didik yang didukung denganobservasi peserta didik, keefektifan software ditinjau dari pergeseran pemahaman dari miskonsepsimenjadi paham konsep. Metode penelitian ini menggunakan Research and Development (R&D)dengan subjek 15 peserta didik MAN Sidoarjo yang mempunyai persentase miskonsepsi tertinggi.Hasil penelitian menunjukkan bahwa software yang dikembangkan dinyatakan layak denganpersentase rata-rata validitas isi 85,19% dan validitas kontruk 84,45%, kepraktisan mendapat rata-ratapersentase sebesar 84,42% serta keefektifan mendapat rata-rata persentase sebesar 85,78%.Kata kunci: software¸miskonsepsi, larutan penyangga . AbstractThe aims of this research are to explain the feasibility of misconception and reduction software onbuffer with conceptual change text strategy based on validity, practicality and effectiveness. Itsvalidity based on content validity and construct validity, its practicality based on result of student’sresponses that supported by the result of observation student’s activities, its effectiveness based onshift in student conception from misconception to understand the concept. This study use Researchand Development (R&D) methode. The subject of this tsudy is 15 students of MAN Sidoarjo who havehighest percentage of misconception. The result of this study is shown that software is feasible whilepercentage of content validity is 85,19% and construct validity is 84,45%, practicality get percentageabout 84,42% and effectivenes get percentage about 85,78%.Keywords: Software, misconception, buffer.
Abstract. Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D). Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1) the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2) Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3) effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4) Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.
Analytical thinking skills are critical thinking skills and higher-order thinking skills that meet students’ demands in the 21st century. This study aims to analyze the student’s analytical thinking skills in the natural sciences, particularly in new and renewable energy. This study was a sequential explanatory design with quantitative and qualitative methods. Data was obtained from the interview, observation, and essay test to students of the Madrasah Ibtidaiyah Teacher Education Program Study at IAIN Surakarta (Indonesia) to determine a characteristic of the students’ analytical thinking skills. The results showed that the mean scores of the pre-test, post-test, and effect size were 54.34, 74.91, and 2.91, respectively. These results revealed that analytical thinking skills in the concept of new and renewable energy in the experimental group were higher than the control group. Innovative learning like PBL had a potential as the alternative method to increase the analytical thinking skills of student. These findings were expected to provide a general characteristic to lecturers and researchers on the students’ analytical thinking skills in higher education in the natural sciences, particularly in the concept of new and renewable energy by implementing the Problem Based Learning (PBL) model.
The aim of this research is to implementation constructivism approach through CLIS (Children Learning In Science) learning model and its immpact toward students' learning activities and cognitive ability. This action resesarch was analyzed by descriptive quantitative. Research subjects is students in 11th grade in the academic year 2013/2014 in the static fluid material. The data of this research from observation technique when learning process and cognitive test in the end of learning. Students' learning activities in this research consist of visual activities, oral activities dan writing activities that described into many indicators, whereas cognitive test uses multiple choice instrument that has been properness analyzed. Based on research result and data analysis get result as follows: 1) The value of normalization in visual activities is 0,78 (high), oral activities is 0,31 (adequate), writing activities is 0,49 (adequate); 2) The increase of average achievement of students' cognitive ability based on gain normalization is 0,32 (adequate) after learning with constructivism approach through CLIS (Children Learning In Science) model. Keywords: learning activities, Children Learning In Science, cognitive ability. AbstrakPenelitian ini bertujuan untuk mengimplemantasikan pendekatan konstruktivisme melalui model pembelajaran CLIS (Children Learning In Science) dan pengaruhnya terhadap aktivitas belajar dan kemampuan kognitif siswa. Penelitian tindakan ini dianalisis menggunakan deskriptif kuantitatif dengan subjek penelitian adalah siswa kelas XI pada tahun ajaran 2013/2014 pada materi fluida statis. Data penelitian diperoleh dari hasil observasi selama proses pembelajaran dan hasil tes kognitif pada akhir pembelajaran. Aktivitas belajar siswa pada penelitian ini terdiri dari visual activities, oral activities dan writing activities yang dijabarkan menjadi beberapa indikator, sedangkan tes kognitif siswa menggunakan instrumen pilihan ganda yang telah dianalisis kelayakannya. Berdasarkan hasil penelitian dan analisis data diperoleh hasil sebagai berikut: 1) Nilai gain ternormalisasi pada visual activities sebesar 0,78 (tinggi); oral activities sebesar 0,31 (sedang); writing activities sebesar 0,49 (sedang); 2) Peningkatan rata-rata nilai ketuntasan kemampuan kognitif siswa berdasarkan nilai gain ternormalisasi sebesar 0,32 (sedang) setelah pembelajaran dengan mengimplementasi pendekatan konstruktivisme melalui model CLIS (Children Learning In Science).
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