Research has been implemented related to the analysis of the students’ science process skills through project-based learning in a pandemic era. The prohibition of face-to-face lectures causes obstructed trial activities conducted on campus. This condition encourages project-based learning to carry out extraction experiments independently (Self Project Based Learning-SjBL). The method used in this study was the Pre-Experimental Design One-Shot Case Study with 94 students involved in major of chemistry education in the 4th semester. The instruments used in this study were the science process skills assessment sheet, the activity observation sheet, and the students’ response to the questionnaire. The results showed that the ability of students' science process skills was the highest on the indicators of determining tools and materials and also the ability to determine research variables in excellent categories. To determine the work steps, and to make a data table including good categories. Making research objectives, hypotheses, analyzing and drawing conclusions on quite good categories and making problem formulations in bad categories. In general, students' science process skills were in the good category. The activity of implementing student projects received an excellent category and students gave a positive response to project implementation during a pandemic.

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This study aims to determine the effect of the application of Reciprocal Teaching model in improving students' mathematical communication abilities reviewed from student self-concept. Another purpose is to know the effect of interaction between learning model with student self-concept to student's mathematical communication ability. The research was conducted at SMAN 3 Tambun Selatan as an experimental school and at SMAN 4 Tambun Selatan as a control school. The research method used is quasi experiment. Research samples were obtained from each school and divided according to student self-concept. Data collection techniques that were carried out included self-concept questionnaire test to divide student groups as well as final test of students' mathematical communication skills. The results of this study indicate that students' mathematical communication skills given Reciprocal Teaching lessons are higher compared to students who have received conventional learning. In addition, there is an interaction between the learning given with the student self-concept to improve students' mathematical communication skills. Another result obtained is that students' mathematical communication skills given Reciprocal Teaching lessons are higher than those given conventional learning in groups of students who have positive self-concept. ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penerapan model Reciprocal Teaching dalam meningkatkan kemampuan komunikasi matematis siswa ditinjau dari self-concept siswa. Tujuan lainnya adalah untuk mengetahui pengaruh interaksi antara model pembelajaran dengan self-concept siswa terhadap kemampuan komunikasi matematis siswa. Penelitian ini dilaksanakan di SMAN 3 Tambun Selatan sebagai sekolah eksperimen dan di SMAN 4 Tambun Selatan sebagai sekolah kontrol. Metode penelitian yang digunakan adalah quasi eksperimen. Sampel penelitian diperoleh dari masing-masing sekolah dan dibagi berdasarkan self-concept siswa. Teknik pengumpulan data yang dilaksanakan meliputi tes angket selfconcept siswa untuk membagi kelompok siswa serta tes akhir kemampuan komunikasi matematis siswa. Hasil penelitian ini menunjukkan bahwa kemampuan komunikasi matematis siswa yang diberikan pembelajaran Reciprocal Teaching lebih tinggi dibandingkan dengan siswa yang memperoleh pembelajaran konvensional. Disamping itu, terdapat interaksi antara pembelajaran yang diberikan dengan self-concept siswa terhadap kemampuan komunikasi matematis siswa. Hasil lain yang diperoleh adalah bahwa kemampuan komunikasi matematis siswa yang diberikan pembelajaran Reciprocal Teaching lebih tinggi dibandingkan dengan siswa yang diberikan pembelajaran konvensional pada kelompok siswa yang memiliki self-concept positif.

This research aims to determine the effect of invention-based learning models on mathematical critical thinking skill and self concept by controlling the initial ability of class VII Junior High School students on the subject of flat building in the academic year 2016/2017. The research method used in this research is quasi experimental method with Posttest Only Control Group Design. The sample in this study amounted to 96 students selected by using cluster random sampling technique with three classes of samples. Methods of data collection in this study were obtained through the provision of initial ability tests, tests of critical thinking skills mathematically, and self concept questionnaires that have been validated and tested its reliability. The data were processed using covariance analysis (ANCOVA) and continued with corrected ttest. The result of the research shows that 1) There is difference of influence of invention-based learning model on mathematical critical thinking skill and self concept by controlling the initial ability of class VII Junior High School students, 2) Mathematical critical thinking skill of learners using guided discovery learning model better than the ability of learners to learn using guided inquiry learning models and conventional learning models, (3) Self Concept mathematical learners who learn by using guided discovery learning model better than learners' ability to learn using guided inquiry model and conventional learning model. ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan self concept dengan mengontrol kemampuan awal peserta didik kelas VII SMP pada materi bangun datar pada tahun pelajaran 2016/2017. Metode penelitian yang digunakan dalam penelitian ini adalah metode quasi eksperimen dengan rancangan Posttest Only Control Group Design. Sampel dalam penelitian ini berjumlah 96 orang peserta didik yang dipilih dengan menggunakan teknik cluster random sampling dengan tiga kelas sampel. Metode pengumpulan data dalam penelitian ini diperoleh melalui pemberian tes kemampuan awal, tes kemampuan berpikir kritis matematis, dan angket self concept yang telah divalidasi dan diuji reliabilitasnya. Data diolah menggunakan analisis kovarians (ANKOVA) dan dilanjutkan dengan Uji-t terkoreksi. Hasil penelitian yang diperoleh menunjukkan bahwa 1) Ada perbedaan pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan self concept dengan mengontrol kemampuan awal peserta didik Sekolah Menengah Pertama kelas VII, 2) Kemampuan berpikir kritis matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model pembelajaran inquiry terbimbing dan model pembelajaran konvensional, (3) Self Concept matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model p...

The main research goals are: (1) to prevent students’misconception on chemical equilibri um using open inquiry models and (2) imple mentting conceptual change remedial strategy on students who’s have misconceptions. The other goals of this research are tested the influence of open inquiry learning models to increase the students creative thinking skills. The research followed the preexperiment with one-group pretest- posttest design which applied to both of prevention and reduction of misconception. Students preconception before learning, students conception after prevention of misconception learning and student conception after reduction of misconception, they are measured by the test of concept learning result that have been validated and the concept profile is determined by CRI (Certainty of Response Index) method. The skill of student creative thinking is measured after and before the steps of prevention of misconception by using creative thinking skills test sheet. Descriptive analysis are used to analyse of data that is used in prevention learning and reduction, student’s  preconception and conception, also the dominant factor that influence student misconception. Inferensial analysis is using: (1) to test the significancy of decreasing of students misconception before and after remedial teaching by conceptual change strategy and (2) to test the significancy of increasing of students creative thnking skills. The inferensial analysis is Wilcoxon signed rank test. The main result of this research are: (1) the prevency step which had been done is still left a big number of student that have misconception load (mean= 38,2%) and (2) reduction step (by conceptual change remedial strategy) that had been done is success to reduce the number of students who have  misconception load. The other result is the chemical concept learning by using opened inquiry learning model has a significant impact to the improvement of students creative thinking skills.Tujuan penelitian adalah: (1) mencegah miskonsepsi siswa pada kesetimbangan kimia menggunakan model pembelajaran inkuiri  terbuka  dan  (2)  melakukan  remediasi  siswa  yang  miskonsepsi  menggunakan strategi  belajar conceptual change. Di samping dua tujuan utama itu, penelitian juga bertujuan menguji dampak model pembelajaran inkuiri terbuka terhadap peningkatan keterampilan berpikir kreatif siswa. Penelitian dilaksanakan mengikuti rancangan praeksperimen one-group pretest-posttest design yang dijalankan secara berurutan. Data prakonsepsi sebelum pembelajaran, konsepsi setelah pembelajaran menggunakan model inkuiri terbuka, dan konsepsi siswa setelah remediasi diperoleh dengan metode tes menggunakan tes pemahaman konsep kesetimbangan kimia yang disertai indeks keyakinan siswa dalam memberikan jawaban. Data keterampilan berpikir kreatif siswa sebelum dan sesudah pembelajaran menggunakan model inkuiri terbuka diperoleh dengan metode tes juga menggunakan tes keterampilan berpikir kreatif. Analisis deskriptif untuk menetapkan status konsepsi siswa dan jumlah siswa miskonsepsi sebelum dan setelah pembelajaran prevensi, serta setelah pembelajaran remediasi. Analisis inferensial untuk: (1) menguji signifikansi penurunan jumlah siswa miskonsepsi sebelum dan sesudah pembelajaran remediasi menggunakan strategi belajar conceptual change dan (2) menguji signifikansi peningkatan skor keterampilan berpikir kreatif siswa. Analisis inferensial menggunakan uji jenjang-bertanda Wilcoxon. Hasil penelitian: (1) tindakan pencegahan yang dilakukan masih menyisakan dalam jumlah besar siswa yang memiliki beban miskonsepsi, rata-rata 38,2% dan (2) ) tindakan remediasi yang dilakukan telah berhasil mengurangi secara signifikan jumlah siswa yang memiliki beban miskonsepsi. Di samping itu diperoleh pula simpulan bahwa pembelajaran konsep kimia dengan model inkuiri berdampak signifikan terhadap perkembangan keterampilan berpikir kreatif siswa.

Keterampilan manajemen masalah merupakan salah satu keterampilan penting yang harus dimiliki oleh siswa di abad ke-21. Keterampilan masalah masalah siswa dapat meningkatkan proses pembelajaran, termasuk proses pembelajaran pada topik laju reaksi. Penelitian ini bertujuan untuk mengetahui keterampilan masalah siswa pada topik reaksi. Metode penelitian menggunakan penelitian deskriptif dengan pendekatan kuantitatif. Subyek penelitian ini adalah 25 siswa kelas XI MAN 2 Gresik yang dipilih dengan probability sampling dengan teknik proportionale stratified random sampling. Teknik tes data menggunakan bentuk tes dan non tes berupa soal pilihan ganda dan wawancara baru. Hasil penelitian menunjukkan bahwa: (1) tingkat keterampilan masalah siswa MAN 2 Gresik berada pada kategori sedang, yang dapat dilihat dari hasil pengerjaan siswa dalam tes keterampilan masalah pada topik laju reaksi (2) Faktor-faktor yang berpengaruh pada proses masalah masalah siswa dalam topik laju reaksi global adalah: (a) ketelitian siswa dalam mengerjakan soal,

The purpose of this study is produced Students’ Worksheet (LKS) which valid, practice, and effective to support the learning biology materials using a guided inquiry model. The development of worksheets is using ADDIE (analyze, design, develop, implement, and evaluate) models and being implemented in XI Grade senior high of Trensains Tebuireng Jombang on odd semester of 2016/2017 academic year with the One-group pretest-posttest design. The validity of the worksheet is measured from consistency (construct validity) and relevant (content validity aspects) based on expert assessment with a minimum score of 2.60 (Valid). Practicality worksheet is measured from students’ activities and Students’ activities can be avowed good by minimum 65% of percentage. The effectiveness of the learning device is measured by its impact of the increasing of students’ learning result in a pilot implementation or final implementation class as well as student’s response. Meanwhile, the learning device can be avowed effective if there are significant improvement scores of students’ learning process in knowledge aspect. The responses of students are measured by the percentage of students’ responses "Yes" in every aspect of the questionnaire with a minimum score of 61% of percentage. The validity and practicality of the data are analyzed descriptively while the increasing of learning cognitive aspects results are analyzed inferentially by using the paired t-test. Based on the data analysis results can be concluded that the development of learning device are valid, practical, and effective.

This study aims to determine the use of discourse markers (DM) in the descriptive essay text of students in high school. This study uses a qualitative approach that is classified as a case study. Data in the form of students' descriptive essays were analyzed using descriptive analysis. The essay writing instrument has a validity value of 95% and a reliability value () of 0.8. Participants were 96 grade IX students in Balikpapan, Indonesia, aged between 14-15 years. The purposive sampling method is used to select participants. The participants in this school were chosen because they were accustomed to receiving assignments in writing essay descriptions by their teachers. The results of this study indicate that (1) distance order is the dominant type of DM that is elaborately utilized, followed by elaboration, temporal, contrast, comparison, reason, causal, conclusions, and examples in participants' description essays, (2) class categories of types such as elaboration, comparison, and contrast have not shown varied use of participants, (3) students' DM usage skills are inadequate because of their inability to distribute DM primarily from coordinating conjunctions to linguistic units appropriately, and the existence of multifunctional DM avoidance strategies. The findings of this study become an evaluation material in teaching writing to identify the weaknesses and strengths of the use of discourse markers of high school students. The researcher recommends for the next study to look more closely at the development of thoughts and skills in the use of DM in essay writing.