Penelitian ini dilatarbelakangi dengan penguasaan konsep siswa masih rendah, terlihat dari hasil evaluasi penguasaan konsep yang menunjukkan siswa belum mencapai nilai KKM sebesar 70 dan pada proses pembelajaran aktivitas siswa hanya berpusat pada guru. Rumusan masalah yang diangkat pada penelitian ini yakni apakah terdapat perbedaan yang signifikan perihal aktivitas dan penguasaan konsep kelas IV pada pembelajaran IPA materi gaya sebelum dan sesudah menerapkan model pembelajaran Mind Mapping. Penelitian secara umum bertujuan untuk mengetahui aktivitas dan penguasaan konsep dalam pembelajaran IPA materi gaya dengan menerapkan model pembelajaran Mind Mapping. jenis penelitian yang digunakan adalah Penelitian Tindak Kelas (PTK) dengan sistam spiral refleksi design. Penelitian dilaksanakan III siklus, pada setiap siklus terdiri dari 4 tahapan yaitu perencanaan, tindakan, observasi dan refleksi. Subjek dari penelitian ini adalah siswa kelas IV SDN Ganda Manah Kab. Subang sebanyak 20 siswa. Instrument yang digunakan berupa tes kemampuan penguasaan konsep (pretes dan postes) serta lembar observasi (siswa dan guru). Analisis statistik pada penelitian ini meliputi analisis data hasil tes kemampuan penguasaan konsep, dengan rata-rata aktivitas pada siklus I sebesar 3,15 (A), nilai rata-rata mencapai 74,45 (80%), rata-rata aktivitas pada siklus ke II sebesar 3,81 (A) nilai rata-rata 87,5 (85%), pada siklus III rata-rata aktivitas 3,96 (A) nilai rata-rata mencapai 92,5 (92,5%). Penelitian ini berkesimpulan bahwa dengan menerapkan model Mind Mapping dapat meningkatkan penguasaan konsep siswa pada pembelajaran IPA materi gaya. Penelitian ini diharapkan dapat bermanfaat bagi perkembangan dunia pendidikan, khususnya pada pembelajaran IPA di Sekolah Dasar.
The student should be a master for science comprehension concepts, especially in material styles found in everyday life. The research aims to know influence approaching Contextual Teaching and Learning on the improve ability to comprehend the science concept. The experiment was carried out for 3 weeks involving 50 grade V elementary school students based on equal ability levels. pre-test and post-test refers to the falling motion material of an object due to gravitational force, how to enlarge and minimize friction force, as well as factors that influence the magnetic breakthrough force. As for each meeting an observation was carried out on 50 elementary school students conducted by the observer. The results of this test are processed and analyzed further using a t-test. The result showed that there is a significant difference between the ability of understanding concept students of experimental class using Contextual Teaching and Learning with control class students using direct learning method with pre-test post-test ≤ 0,05. Other than that the T test and N-gain of both classes showed the result of 0.000. That is approach Contextual Teaching and Learning influencing to improve understanding ability students’ concept science learning method in elementary school.
<p>The Objective of the research is to study the effect of the extension strategy, the educational level and the interaction effect of those two variables to concern on the environmental health. The research was conducted in Purwakarta Regency with a sample of 36 housewives by using an experiment with analysis technique was used ANAVA with 2 lines; 2x2 factorial design, significantly ?: 0,05. Based on the results of these research are: 1) Basically we could find the influence towards the housewives concern on the environmental health of using the cooperative extension strategy and the presentation strategy. 2) The housewives who have high educational level more highly concern towards the environmental health than of those who received presentation. 3) The housewives who have low educational level and received presentation strategy more highly concern towards the environmental health than of those who received cooperative strategy. 4) There is an interaction between extension strategy and the educational level towards the housewives concern on the environmental health. </p>
This research investigates the results of studies related to the implementation of Science Technology Engineering and Mathematics (STEM)-based learning at elementary schools in Indonesia. Using the Systematic Literature Review (SLR) with meta-synthesis model, this research selects research articles related to STEM-based learning at elementary school in Indonesia from google scholar and google site as sources for primary data and secondary data, respectively. After reviewed through inclusion and exclusion criteria evaluated by quality assessments, 15 scientific articles published within 2015 to 2020 are analysed. Findings show that many studies have great interest in developing STEM-based teaching and learning materials, while others focus on identifying the impact of STEM-based learning on various learning achievements such as creative thinking skills, critical thinking skills, basic questioning skills, and scientific literacy, and learning achievement in general.
Although project-based learning (PBL) has been well documented in the past few decades in diversified higher education: medical education, engineering, and law, there were a few studies touching upon PBL and its effectiveness towards student teachers’ problem-solving skills. The purpose of the present study was to examine the influence of PBL in teacher education on student teachers’ problem-solving skills related to environmental concern. Informed by experimental design, pretest posttest design, the participants of this study were second-year student teachers (treatment = 30, control=30) in one of universities in Indonesia, faculty of teacher education at a primary level, based in West Java. Data were collected through the objective tests, 50 multiple choice items, which aimed to examine student teachers’ comprehension towards the impact of pollution on people’s health. The statistical procedure, ANOVA, was used for repeated measures which played as data analysis. The result of this study was that PBL within the high divergent thinking has effectively influenced their problem-solving skills, compared to the conventional teaching method, lecturing. The Implication of this study was furthered discussed in this article.
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