Kemampuan guru fisika dalam menerapkan model-model pembelajaran pada Kurikulum 2013 serta kendala-kendala yang dihadapi

Putri, Rizky Febriyani; Jumadi, Jumadi

doi:10.21831/jipi.v3i2.8636

Cited by 14 publications

(12 citation statements)

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“…The purpose of education in Indonesia is to encourage students to develop their scientific potential (Elvanisi et al, 2018) with the concept of student-centred learning (Retnawati et al, 2017). To realize this, teachers are needed to master theory and practice (Putri & Jumadi, 2017). Science education in Indonesia has undergone an extraordinary transformation to create a foundation for prosperity and sustainable development.…”

Section: Discussionmentioning

confidence: 99%

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Arlinwibowo

Kistoro

Retnawati

et al. 2020

jipi

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As a neighbouring country whose location is very close, there is a unique fact where the results of the PISA study show very different results between Indonesia and Singapore. Students' perceptions of learning have an important role to detect the quality of learning. Thus, this study aims to determine the factors of student perception of natural science learning and the differences between the two countries based on these factors. The sample in this study were 5870 Indonesian students and 5272 Singaporean students who took the 2015 PISA survey. The research data were the results of the PISA survey (codes ST098, ST100, ST103, and ST104) regarding student perception of natural science learning. The data analysis technique used is Principal Component Analysis to detect factors and Discriminant Analysis to show differences between the two countries. Students' perceptions of science learning in Singapore and Indonesia can be classified into five factors: Practicum, Assistant, Explorative, Counseling, and Collaborative. Based on these factors, there are differences in the perception of the implementation of science learning between Indonesian and Singaporean students. Indonesian students tend to be stronger in defining that science learning is full of exploration, collaboration, and teachers play the role of counselor very well, while Singapore students feel more than practical learning based on science and teachers provide student assistance in dealing with difficulties in the learning process.

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Section: Discussionmentioning

confidence: 99%

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Arlinwibowo

Kistoro

Retnawati

et al. 2020

jipi

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“…Guru harus menguasai multimodel dan multimetoda pembelajaran, menjembatani dan mengeksplorasi kemampuan yang beragam tersebut. Hal ini sesuai yang diungkapkan oleh (Asrial, Syahrial, Kurniawan, Subandiyo, & Amalina, 2019); (Putri & Jumadi, 2017), bahwa cara mengajar guru cukup berpengaruh terhadap minat dan hasil belajar siswa untuk mempelajari suatu mata pelajaran tertentu. Oleh karena itu, guru dalam mengajar hendaknya memperhatikan gaya belajar atau learning style siswa, yaitu bagaimana cara siswa bereaksi dan menggunakan stimulus-stimulus yang diterima dalam proses pembelajaran (Rijal & Bachtiar, 2015).…”

Section: Analisa Korelasi Sikap Dengan Keaktifan Belajarunclassified

Pendidikan sains di sekolah menengah pertama perkotaan: Bagaimana sikap dan keaktifan belajar siswa terhadap sains?

Maison

Kurniawan

Pratiwi

2020

jipi

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Abad ke-21 merupakan abad pengetahuan yang menghendaki segala aktivitas berbasis pada pengetahuan. Pada abad ke-21 ini sangat dibutuhkan keterampilan berpikir kritits, kreatif, kemampuan kolaboratif, metakognitif, kemampuan komunikasi, dan menguasai teknologi komunikasi. Selain itu, sikap dan keaktifan belajar merupakan hal penting yang harus dimiliki peserta didik dalam pembelajaran pada abad ke-21. Oleh karena itu penelitian ini dirancang untuk melihat bagaimana hubungan sikap dengan keaktifan belajar siswa terhadap mata pelajaran IPA. Penelitian ini adalah penelitian mix methods metode asosiatif jenis korelasional. Prosedur penelitian ini dimulai dengan menyebarkan angket, dokumetasi, dan wawancara. Pengambilan data angket data kuesioner diberikan kepada 147 siswa di SMPN 18 Kota Jambi. Dari data tersebut kemudian dilakukan analisis data yaitu pengkodean data, penyariangan data-data yang layak dan analisis dari data tersebut. Teknik analisis data menggunakan uji korelasional untuk mengetahui apakah terdapat hubungan antara sikap dan keaktifan belajar. Hasil dari penelitian ini terdapat hubungan yang positif antara sikap dan keaktifan siswa pada mata pelajaran IPA yang ditunjukkan dari hasil analisis pearson correlation sebesar 0.046. Science education in urban secondary school: How attitude towards science and learning activity? AbstractThe 21st century is the age of knowledge which requires all knowledge-based activities. In the 21st century, critical thinking skills, creative skills, collaborative abilities, metacognitive skills, communication skills, and communication technology are needed. Besides, learning attitudes and activeness are important things that students must have in learning in the 21st century. Therefore this study was designed to see how the relationship between attitudes and student learning activeness in science subjects. This research is mixed-method research with an associative type of correlational method. This research procedure begins with distributing questionnaires, documentation, and interviews. Retrieving questionnaire data was given to 147 students at SMPN 18 Jambi City. From the data, data analysis was then carried out, namely data coding, filtering the appropriate data, and analyzing the data. The data analysis technique uses a correlational test to determine whether there is a relationship between attitudes and learning activeness. The results of this study showed a positive relationship between student attitudes and activeness in science subjects as indicated by the results of the Pearson correlation analysis of 0.046.

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“…The 2013 curriculum provides several models to assist teachers in implementing active learning. The learning models suggested in the 2013 curriculum are inquiry-based learning models, discovery learning models, and project-based learning models (Putri & Jumadi, 2017). One suitable learning model used in science lessons is the inquiry learning model, which leads to active learning (Loyen & Rikers, 2011;Vat, 2010).…”

Section: Learning Model Inquirymentioning

confidence: 99%

Mapping Students' Problem-Solving Skills in Physics Subject After Inquiry Learning at Class X SMAN 1 Prambanan

Putri

Jumadi

Ariswan

et al. 2019

JPFI

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Problem-solving skills is necessary to be mastered by students to help them in solving the problems of their daily life in the future. The purpose of this study was to map the student problem-solving skills after inquiry learning in Physics subject, impulse, and momentum in class X SMAN 1 Prambanan, Yogyakarta. Experimental research model with one-shot case study design was used in this study. Data collection was performed through essays at the end of the learning process. The results of the mapping show that students have different problem-solving skills levels at each stage. At the stage of problem identification, students were in a very good category. At the stage of planning the problem solution and problem-solving implementation, the students were in a good category, while in results evaluation, the students were in a fairly good category. The result of this study can contribute to giving the point of view to the teacher about students' problem-solving skills level based on the indicators as well as giving the additional information as a literature in the topic of students' problem-solving skills after inquiry learning. ABSTRAKKeterampilan menyelesaikan masalah sangat diperlukan peserta didik, agar dapat menyelesaikan masalah dikehidupan nyata dan keperluan masa depan. Tujuan penelitian ini adalah untuk memetakan keterampilan menyelesaikan masalah peserta didik setelah pembelajaran inquiry pada pelajaran fisika materi impuls dan momentum di kelas X SMAN 1 Prambanan. Model penelitian eksperimen dengan desain one-shot case study digunakan dalam penelitian ini. Data dikumpulkan melalui tes essay diakhir pembelajaran. Hasil penelitian menunjukkan bahwa peserta didik memiliki tingkat keterampilan menyelesaikan masalah yang berbeda-beda pada setiap tahapan. Pada aspek mengidentifikasi masalah, peserta didik rata-rata berada pada kategori sangat baik. Aspek merencanakan penyelesaian dan melaksanakan perencanaan penyelesaian peserta didik rata-rata berada pada kategori baik, sedangkan pada mengecek kembali hasil, peserta didik rata-rata berada pada kategori cukup baik. Manfaat penelitian adalah untuk memberikan gambaran umum kepada guru tentang tingkat keterampilan penyelesaian masalah peserta didik sesuai dengan indikatornya, dan menambah referensi dalam penelitian keterampilan menyelesaikan masalah peserta didik setelah pembelajaran inquiry.

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Kemampuan guru fisika dalam menerapkan model-model pembelajaran pada Kurikulum 2013 serta kendala-kendala yang dihadapi

Cited by 14 publications

References 0 publications

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Pendidikan sains di sekolah menengah pertama perkotaan: Bagaimana sikap dan keaktifan belajar siswa terhadap sains?

Mapping Students' Problem-Solving Skills in Physics Subject After Inquiry Learning at Class X SMAN 1 Prambanan

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