Pengembangan Perangkat Pembelajaran Penemuan Terbimbing Berbantuan Mikroskop Sederhana Untuk Melatihkan Keterampilan Proses Sains Dan Pemahaman Konsep Materi Sistem Organisasi Kehidupan Pada Siswa SMP

Abstract

This study aims to produce science instructional sets Guided Discovery Model Assisted Microscope Simple to facilitate science process skills and students’ understanding concepts. The instructional sets developed are Syllabus, Lesson Plans, Worksheets, Simple Microscope Media, Science Process Skills Test, and Concepts Understanding Test. This type of research is the instructional sets development research. The instructional sets development model used is the instructional sets development of 4D Model. The experiment of instructional sets was conducted at SMP Negeri 2 Losari Brebes by using One Group Pretest-Posttest Design. The instruments used in this study were the validation sheets of instructional sets, the observation sheets of the implementation of Lesson Plans, the students’ activities, the assessment sheets of science process skills and concepts understanding, the observation sheets of attitude and the questionnaires. Data analyzing technique used were descriptive analysis of quantitative and qualitative. The result of this research shows that the instructional sets developed are valid and can be used. The implementation of instruction are 100% done with very good category done. The most dominant of students’ activity is doing observation/investigation using simple microscope. Science process skills and students’ concepts understanding increases by value of N-Gain at middle category. The positive response of students towards the instruction is 86% with very strong category. Based on the results of data analysis, it can be concluded that the instructional sets with Guided Discovery Assisted Simple Microscope are feasible (valid, practical, and effective) to use to facilitate science process skills and students’ concepts understanding

Inquiry Learning Tools to Train Science Process Skills at The Junior High School Level

“…Therefore, science should not only be taught separately between knowledge, process, and product but is a unity (Ningsih et al, 2017). As the nature of science learning itself is as an attitude, process, and product (Patonah et al, 2017;Hartanti et al, 2017). Through inquiry learning, every student acquires real knowledge, they gain knowledge as scientists acquire it (NRC, 2015).…”

Development of a Four-Tier Multiple-Choice Test on The Concept of Transport Across Membranes

“…Hal ini karena konsep berperan sebagai sebuah blok bangunan struktur kognitif seseorang yang kemudian memainkan peran penting dalam membuat proses belajar menjadi efektif, bermakna, dan bertahan lama (Malatyali and Yilmaz (2010)). Bahkan, dalam pembelajaran sains siswa diharapkan dapat menerapkan konsep yang telah dipelajari (Hartanti et al (2017)). Oleh sebab itu, identifikasi dan analisis terhadap konsepsi siswa penting untuk dilakukan sebagai langkah awal dalam mengatasi masalah kesalahpahaman konsep.…”