Pembelajaran Sains Bermuatan Karakter Ilmiah Dengan Alat Peraga Barang Bekas Dan  Asesmen Kinerja

Kurniawati, Wahyu; Atmojo, Setyo Eko

doi:10.23887/jpi-undiksha.v6i1.8866

Cited by 17 publications

(19 citation statements)

References 2 publications

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“…These criteria are based on whether or not the teaching aids are used in learning physics in class. Based on the eligibility category, teaching aids must meet several factors: according to the concepts and curriculum of Physics learning, the shape and appearance of the teaching aids must be interesting and in accordance with the needs of students, have a relatively easy level of readability, and can be used or operated easily (Kurniawati & Atmojo, 2017). Basically, a good instructional aid is an instructional aid that is able to help students strengthen their understanding of learning, be able to attract students' attention, be able to create student imagination with regard to learning material.…”

Section: Methodsmentioning

confidence: 99%

“…In learning, lecturers, for example, can give examples of how the use of instructional media (instructional aids) is made from rubbish or waste. Thus, students will be more aware of wastes that are detrimental to their current environment (Kurniawati & Atmojo, 2017). However, at present, garbage and waste are still a problem for living things and the environment if they cannot be properly controlled, managed, and reprocessed.…”

Section: Figure 5 Simple Rocket Instructional Aidmentioning

confidence: 99%

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Improving Students Creativity in Producing Instructional Aids for Physics Lesson from Waste and Garbage

Berlianti¹,

Manasikana²,

Hayati³

2019

Momentum: Physics Education Journal

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The rising of an environmental issue and the lack of the handling of garbage organizing give support to us to do the research by involving garbages as the main material in making simple visual aids of physics. Based on that condition, we try to make new innovations in stimulating the creativity developing of natural science education department students of UNHASY having done the lecturing of basic physics collaborated with environmental science. The purpose of the research is to be able to give insight through education program of 5R (Reduce, Reuse, Recycle, Replace, Respect) to students of natural science department of University of Hasyim Asy’ari and apply that knowledge in changing garbage to be simple visual aids of physics. The method used in this research is qualitative descriptive, whose data can be divided into 3 kinds: observation results (detail description of what has happened in the field), interview results ( direct citation from people’s statements in interview session) dan written material. The results of the data are, then analyzed by using observation sheets of creative thinking ability. The main research subjects are 29 students. Meanwhile, the research result is in the form of the average score of students’ creativity ability reaching 72.5% with high category.The rising of an environmental issue and the lack of the handling of garbage organizing give support to us to do the research by involving garbages as the main material in making simple visual aids of physics. Based on that condition, we try to make new innovations in stimulating the creativity developing of natural science education department students of UNHASY having done the lecturing of basic physics collaborated with environmental science. The purpose of the research is to be able to give insight through education program of 5R (Reduce, Reuse, Recycle, Replace, Respect) to students of natural science department of University of Hasyim Asy’ari and apply that knowledge in changing garbage to be simple visual aids of physics. The method used in this research is qualitative descriptive, whose data can be divided into 3 kinds: observation results (detail description of what has happened in the field), interview results ( direct citation from people’s statements in interview session) dan written material. The results of the data are, then analyzed by using observation sheets of creative thinking ability. The main research subjects are 29 students. Meanwhile, the research result is in the form of the average score of students’ creativity ability reaching 72.5% with high category.

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Section: Methodsmentioning

confidence: 99%

Section: Figure 5 Simple Rocket Instructional Aidmentioning

confidence: 99%

Improving Students Creativity in Producing Instructional Aids for Physics Lesson from Waste and Garbage

Berlianti¹,

Manasikana²,

Hayati³

2019

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…Siswa masih bingung dalam menganalisis atau memahami maksud dari soal cerita tersebut berbeda dengan soal yang langsung dalam bentuk matematika. Hal itulah yang membuat siswa kurang berminat dalam belajar matematika sehingga berdampak pada rendahnya hasil belajar siswa, karena pada dasarnya minat terhadap sesuatu merupakan hasil belajar dan menyokong belajar selanjutnya (Slameto, 2010: 180;Kurniawati, W., & Atmojo, S. E. 2017;Kurniawati, W., & Atmojo, S. E. 2015;Atmojo, S. E., & Kurniawati, W. 2018;Mustadi, A., & Atmojo, S. E. 2020).…”

Section: Pendahuluanunclassified

Analisis Kesalahan Siswa Berdasarkan Prosedur Newman Dalam Menyelesaikan Soal Cerita Materi Pecahan Pada Kelas Iv Sd Negeri Manyaran 02 Semarang

Pramesti¹,

Sukamto²,

Wardana³

2020

ESJurnal.Pendidik.dan.Pembelajaran.Ke-SD-an

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The aims of the research are to determine the types of errors made by students in solving fraction material story questions and to determine the causes of student errors in solving fraction material story questions based on the Newman procedure. Research subjects were 6 subjects with 2 upper groups, 2 moderate groups, and 2 low groups. The techniques of data collection used interviews, written tests, and documentation. The results showed that the research subjects experienced errors on each item with various types of errors, namely reading errors that did not occur at all with a percentage of 0%, errors in understanding the problem were 9 times with a percentage of 30%, error transformation problems were 7 times with a percentage of 23.34%, errors in processing skills were 10 times with a percentage of 36.66%, and errors in writing the final answer were 4 times with a percentage of 2.64%. Furthermore, there are several causes in errors namely confusion about how to solve the questions, misunderstanding the meaning of the questions, misunderstanding the concept of fractions and not being careful in solving problems.

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“…Dengan belajar proses perkembangan individu dan perkembangan masyarakat dapat dilihat dan sebagai upaya untuk mencetak sumber daya manusia yang berkualitas dan berdedikasi tinggi dalam masyarakat (Kurniawati, W., & Atmojo, S. E. 2017;Kurniawati, W., & Atmojo, S. E. 2015;Atmojo, S. E., & Kurniawati, W. 2018;Mustadi, A., & Atmojo, S. E. 2020). Terlebih guru SD yang dituntut menjadi guru kelas yang harus menguasai semua mata pelajaran untuk diajarkan di kelas bagi peserta didik.…”

Section: Pendahuluanunclassified

Penerapan Model Realistic Mathematics Education (Rme) Pada Materi Penjumlahan Bilangan Cacah Siswa Kelas 1b Sd Negeri Palebon 01 Semarang

Saputra¹,

Sukamto²

2020

ESJurnal.Pendidik.dan.Pembelajaran.Ke-SD-an

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The purpose of this study was to determine whether the application of realistic mathematics education models in mathematics learning in addition material in class I B students at SDN Palebon 01 Semarang 2020 increased. The subjects of this study were students of class I B SDN Palebon 01 Semarang, totaling 28 students from 11 female students and 17 male students. This type of classroom action research (CAR) uses data from observation, documentation and tests in a cycle consisting of 4 stages, namely planning, implementation, observation and reflection.The results of the study can be mathematics learning material addition in the application of realistic mathematics education models can improve student learning outcomes class I B SDN Palebon 01 Semarang. The statement was proven by learning activities that increased the average value of 54 in the first cycle and an average of 82 cycles. The increase in learning activities from the pre-test questions by 71% has not been completed (20 students) and 29% (8 students) in the second cycle increased to 89% by 25 and 11% (3 students) it shows that it has reached the minimum completeness criteria (KKM). Based on the results of this studysuggestions that can be submitted for teachers to innovate learning with the media and combine realistic mathematics education models to make it more fun and meaningful for students.

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Pembelajaran Sains Bermuatan Karakter Ilmiah Dengan Alat Peraga Barang Bekas Dan Asesmen Kinerja

Cited by 17 publications

References 2 publications

Improving Students Creativity in Producing Instructional Aids for Physics Lesson from Waste and Garbage

Improving Students Creativity in Producing Instructional Aids for Physics Lesson from Waste and Garbage

Analisis Kesalahan Siswa Berdasarkan Prosedur Newman Dalam Menyelesaikan Soal Cerita Materi Pecahan Pada Kelas Iv Sd Negeri Manyaran 02 Semarang

Penerapan Model Realistic Mathematics Education (Rme) Pada Materi Penjumlahan Bilangan Cacah Siswa Kelas 1b Sd Negeri Palebon 01 Semarang

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