Integrasi Model Inkuiri Terbimbing Dan Pendekatan Flipped Classroom Pada Pembelajaran Materi Sifat Koligatif Larutan Untuk Siswa Kelas XII SMA/MA

Waer, Wilda Putri; Mawardi, Mawardi

doi:10.31004/edukatif.v3i3.498

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…Based on the results of the lecturer's activities in the three stages, namely introduction, core and closing, it is illustrated that the lecturer has carried out each stage very well so that the results of the observer's assessment show a very practical category. This finding is relevant to the results of research which explains that the level of practicality of using learning models is classified as very practical (Holisin et al, 2019;Waer & Mawardi, 2021).There are six main activities observed following the assessment instrument. These activities are common and ideal to be carried out when the lecturer starts learning.…”

Section: Figure 1 Implementation Of Learning By Lecturers On the One ...mentioning

confidence: 58%

The Practicality of Model Introduction, Connection, Application, Reflection, and Extension-Paradigm of Reflective Pedagogy with BioPhy Magazine for Optimizing Learning

Ita

Fitriah

2022

JPSI

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Learning outcomes in basic physics courses still show a low average score for students. This shows that the learning process has not achieved the expected target. It was necessary to innovate to overcome these problems by developing models and teaching materials. The purpose of this study was to describe the practicality of the introduction, connection, application, reflection, and extension-paradigm of reflective pedagogy learning model and the practicality of using biophy magazine teaching materials. This research is part of educational design research to the stage of formative evaluation test on a one-to-one, small group and field test. Data on the practicality of the learning model were obtained through observations of the implementation of learning carried out by two observers. Data on the practicality of teaching materials were obtained from questionnaires given to students. Based on these results, practicality of models and teaching materials were then categorized into five categories, very practical, practical, quite practical, less practical, and very less practical. The results showed that the lecturers had carried out each stage very well so that the results of the observer's assessment showed a very practical category in individual, small group and field tests. Student activities were classified as very practical in individual tests and field tests, while in small group trials, they were quite practical. Therefore, ICARE-PPR learning was classified as very practical. Biophy Magazine's teaching materials based on the floating market as a result of development are also classified as very practical with easy, efficient, useful and attractive for students

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Section: Figure 1 Implementation Of Learning By Lecturers On the One ...mentioning

confidence: 58%

The Practicality of Model Introduction, Connection, Application, Reflection, and Extension-Paradigm of Reflective Pedagogy with BioPhy Magazine for Optimizing Learning

Ita

Fitriah

2022

JPSI

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“…According to previous research, the reason for the success of the Flipped Classroom learning model is that students can re-watch or pause the given learning video or even watch it repeatedly so that they can better understand the material. This is impossible if learning is carried out as usual (Waer & Mawardi, 2021). Since some students use the Flipped Classroom learning model to repeat and pause instructional videos so they can better understand them, students can also learn alone.…”

Section: Resultsmentioning

confidence: 99%

The Applicaton of Flipped Classroom Learning Model of High School Students on Electrolyte and Non-Electrolyte Solutions

Rahmi

Walanda

2022

J. Sci. Edu. Practice

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The purpose of this study was to determine the differences in the application of the Flipped Classroom learning model and the conventional learning model to student learning outcomes to class X SMA Negeri 1 Paleleh on electrolyte and non-electrolyte solutions. This research was a quasi-experimental research design whiten non-randomized pretest posttest control group design. The population of this study were all students of class X SMA Negeri 1 Paleleh. The sampling technique is random sampling. The sample of this research is class X IPS 3 as the experimental class as many as 27 students and class X MIPA 1 as the control class as many as 26 students. The learning outcomes obtained by the average value of the experimental class are 70.19 and the control class is 64.81. Testing the data from the first research, namely the test using the effect size by Cohen's d, it was found that in the experimental class the Flipped Classroom learning model applied to affect student learning outcomes greater than 97.7% or the effect was very large, while in the control class the conventional learning model applied to affect the results. Student learning as much as 94.5% or a big effect. The second uses a two-party t-test statistical analysis with prerequisite tests, normality tests, and homogeneity. The results of hypothesis testing are obtained – ttable tcalculation + ttable, was -2007 2.9069 +2.007 with a significant level (α = 0.05) and degrees of freedom = 51.

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“…Sistem pembelajaran secara online ini merupakan sistem pembelajaran dengan jarak jauh melalui digitalisasi pembelajaran yang mengakitbatkan tidak terjadinya tatap muka saat proses pembelajaran berlangsung (Mawardi et al, 2021). Sistem pembelajaran secara online tidak dengan mudah dilakukan oleh guru maupun peserta didik karna selama proses pembelajaran berlangsung butuh penyesuaian dalam penerapannya (Waer & Mawardi, 2021). Kemudian penerapan sistem pembelajaran pasca Covid-19 mengalami penyesuaian kembali yaitu diberlakukannya pembelajaran secara online dan offline.…”

Section: Pendahuluanunclassified

Pengembangan Bahan Ajar untuk Menunjang Pembelajaran Kurikulum Merdeka pada Materi Konsep dan Dampak Pemanasan Global Fase E SMA/MA

Sonnya Camelia,

Mawardi Mawardi,

Okta Suryani

2023

jpm

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Penelitian ini bertujuan untuk mengembangkan bahan ajar untuk menunjang pembelajaran kurikulum merdeka pada materi konsep dan dampak pemanasan global fase E SMA/MA. Penelitian pengembangan ini menggunakan model Plomp dengan jenis penelitian Educational Design Research (EDR). Tahapan penelitian ini dilakukan hingga tahap prototyping phase pada uji small group. Pelaksanaan uji validitas dilakukan oleh tiga orang dosen kimia FMIPA UNPA dan dua orang guru kimi SMAN 8 Padang. Uji praktikalitas dilakukan oleh dua orang guru kimia SMAN 8 Padang dan Sembilan orang peserta didik fase E SMAN 8 Padang. Instrument yang digunakan yaitu angket validitas dan praktikalitas. Hasil uji validitas dianalisis menggunakan rumus Aiken’s V. Hasil dari analisis data diperoleh tingkat validitas bahan ajar yang dikembangkan sebesar 0,88 dengan kategori valid dan hasil analisis data praktikalitas guru dan siswa sebesar 90% dan 88%. Hal ini menandakan bahwa bahan ajar untuk menunjang pembelajaran kurikulum merdeka pada materi konsep dan dampak pemanasan global telah valid dan praktis.

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Integrasi Model Inkuiri Terbimbing Dan Pendekatan Flipped Classroom Pada Pembelajaran Materi Sifat Koligatif Larutan Untuk Siswa Kelas XII SMA/MA

Cited by 6 publications

References 8 publications

The Practicality of Model Introduction, Connection, Application, Reflection, and Extension-Paradigm of Reflective Pedagogy with BioPhy Magazine for Optimizing Learning

The Practicality of Model Introduction, Connection, Application, Reflection, and Extension-Paradigm of Reflective Pedagogy with BioPhy Magazine for Optimizing Learning

The Applicaton of Flipped Classroom Learning Model of High School Students on Electrolyte and Non-Electrolyte Solutions

Pengembangan Bahan Ajar untuk Menunjang Pembelajaran Kurikulum Merdeka pada Materi Konsep dan Dampak Pemanasan Global Fase E SMA/MA

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