Jurnal Pendidikan Sains最新文献

{"title":"NATURAL SCIENCES MODULE BASED ON SCIENTIFIC APPROACHES FOR INTERACTION OF LIVING THINGS TOPIC TO IMPROVE COGNITIVE ACCOMPLISHMENT OF 8th GRADERS JUNIOR HIGH SCHOOL","authors":"Imega Syahlita Dewi, W. Sunarno, S. Dwiastuti","doi":"10.17977/jps.v5i3.10339","DOIUrl":"https://doi.org/10.17977/jps.v5i3.10339","url":null,"abstract":"Abstract : This research is a development research (R&D) which aims at identifying the feasibility and effectiveness of Natural Sciences Module based on scientific approaches for Interaction of Living Things topic. It employed pre-experimental design with One-Shot Case Study. The module developed is a printed module employing Four-D model adapted from Thiagarajan (1974). The module consists of three learning activities and it is systematically presented using scientific approaches (observing, questioning, trying, associating, and communicating) to improve 7th Graders’ cognitive accomplishment. The results show that students’ cognitive accomplishment in Learning Activity I was 80%, Learning Activity II was 83.34%, and Learning Activity III was 96.64%. It means that students’ have achieved Minimum Mastery Criteria. It can be concluded that the developed module is feasible to be used in learning to improve students’ cognitive accomplishment. Key Words : module, scientific, cognitive accomplishment, learning outcome, pre-experimental design Abstrak : Penelitian ini merupakan penelitian pengembangan (R & D) yang bertujuan untuk mengidentifikasi kelayakan dan efektivitas Modul Ilmu Pengetahuan Alam berdasarkan pendekatan ilmiah untuk topik Interaksi Makhluk Hidup dengan lingkungannya. Penelitian ini menggunakan desain pra-eksperimental dengan One-Shot Case Study. Modul yang dikembangkan adalah modul cetak yang menggunakan model Four-D diadaptasi dari Thiagarajan (1974). Modul ini terdiri dari tiga kegiatan pembelajaran dan disajikan secara sistematis dengan menggunakan pendekatan ilmiah (mengamati, mempertanyakan, mencoba, mengasosiasi, dan mengkomunikasikan) untuk meningkatkan hasil belajar kognitif siswa ke-las VII SMP. Hasil penelitian ini menunjukkan bahwa hasil belajar kognitif siswa dalam Aktivitas Pembelajaran I adalah 80%, Aktivitas Pembelajaran II adalah 83,34%, dan Aktivitas Pembelajaran III adalah 96,64%. Artinya, siswa telah mencapai Kriteria Ketuntasan Minimum. Dapat disimpulkan bahwa modul yang dikembangkan layak untuk digunakan dalam pembelajaran untuk meningkatkan hasil belajar kognitif siswa. Kata kunci : modul, saintifik, capaian kognitif, hasil belajar, desain pre-experimental","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"5 1","pages":"102-107"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67521278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an LMS-Based Cross-Platform Web Application for Improving Vocational High School Students’ Competitiveness in ASEAN Economic Community","authors":"H. Suswanto, A. M. Nidhom, A. Putra, J. Hammad","doi":"10.17977/JPS.V5I3.9694","DOIUrl":"https://doi.org/10.17977/JPS.V5I3.9694","url":null,"abstract":"Abstract : This study aimed at developing a cross-platform (CPL) web application of Learning Management System (LMS) for English lessons in vocational high school. The development was also an attempt to overcome students’ problems such as lack of independence and low achievement in English lesson, contrast with ASEAN Economic Community (AEC) expectation. The developed LMS-based web application could be accessed using computers or mobile devices running different operating systems (BlackBerry OS, Android, IOS). The LMS portal used artificial intelligence to detect the type of device accessing the web app and automatically adapt screen parameters of the device used. This research adapted the 10-step R&D model proposed by Dick and Carey. The research participants were two educational media experts, one subject-matter expert, and students. The data was collected through observation and closed-ended questionnaire. After the data was obtained, it was analysed, and the product was revised to comply with the criteria of acceptability for an effective learning platform. Key Words : cross, platform, AEC Abstrak : Penelitian ini bertujuan untuk mengembangkan aplikasi web Learning Management System (LMS) lintas platform untuk pembelajaran Bahasa Inggris di Sekolah Menengah Kejuruan. Pengembangan media juga bertujuan mengatasi masalah siswa yang berkaitan dengan rendahnya kemandirian belajar serta pencapaiannya yang rendah dalam pembelajaran Bahasa Inggris, yang berseberangan dengan harapan Masyarakan Ekonomi ASEAN (MEA). Aplikasi LMS berbasis web yang dikembangkan dapat diakses melalui perangkat komputer atau telepon genggam dengan sistem operasi yang berbeda (Blackberry OS, Android, IOS). Portal LMS menggunakan kecerdasan buatan untuk mendeteksi tipe perangkat yang mengakses aplikasi web tersebut yang dapat secara otomatis beradaptasi dengan parameter layar perangkat yang digunakan. Penelitian pengembangan ini menggunakan 10 langkah model R&D yang disarankan oleh Dick dan Carey. Dua ahli media pendidikan, ahli pembelajaran, dan siswa mengambil bagian dalam penelitian ini. Data penelitian didapatkan melalui observasi dan kuesioner pertanyaan tertutup. Setelah data didapatkan, data dianalisis dan produk direvisi berdasarkan kriteria platform pembelajaran yang efektif. Kata kunci : lintas, platform, AEC","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"5 1","pages":"72-79"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67521377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptual Understanding and Representation Quality through Multi-representation Learning on Newton Law Content","authors":"Suci Furwati, S. Sutopo, S. Zubaidah","doi":"10.17977/JPS.V5I3.9035","DOIUrl":"https://doi.org/10.17977/JPS.V5I3.9035","url":null,"abstract":"Abstrac t :  Students who have good conceptual acquisition will be able to represent the concept by using multi representation. This study aims to determine the improvement of students' understanding of the concept of Newton's Law material, and the quality of representation used in solving problems on Newton's Law material. The results showed that the concept acquisition of students increased from the average of 35.32 to 78.97 with an effect size of 2.66 (strong) and N-gain of 0.68 (medium). The quality of each type of student representation also increased from level 1 and level 2 up to level 3. Key Words :  concept aquisition, represetation quality, multi representation learning, Newton’s Law Abstrak : Siswa yang memiliki penguasaan konsep yang baik akan mampu merepresentasikan konsep dengan menggunakan multi representasi. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa SMP pada materi Hukum Newton, dan kualitas representasi yang digunakan dalam menyelesaikan masalah pada materi Hukum Newton. Hasil penelitian menunjukkan bahwa penguasaan konsep siswa meningkat dari rata-rata 35,32 menjadi 78,97 dengan effect size sebesar 2,66 (kuat) dan N-gain sebesar 0,68 (sedang). Kualitas tiap jenis representasi siswa juga mengalami peningkatan dari level 1 dan level 2 naik menjadi level 3. Kata kunci : hukum Newton, kualitas representasi, pemahaman konsep, pembelajaran multi representasi","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"5 1","pages":"80-88"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67521361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science Processing Skill Improvement Through POGIL (Process Oriented Guided Inquiry Learning) Learning Model","authors":"Mohamad Tofan Hanib, Suhadi Suhadi, S. E. Indriwati","doi":"10.17977/JPS.V5I3.10340","DOIUrl":"https://doi.org/10.17977/JPS.V5I3.10340","url":null,"abstract":"Abstract : This research is aimed to investigate the students’ improvement through POGIL (Process Oriented Guided Inquiry Learning) learning model. It is a classroom action reesarch. The research was taken under two cycles of four steps (planning, implementing, observing, and reflecting). The data was collected through observation, interviews, and questionnaires. The result of the research shows that there is a significant improvement upon the students’ science processing skill through POGIL learning model. Key Words : students’ science processing skill, Process Oriented Guided Inquiry Learning, POGIL Abstrak : Penelitian ini bertujuan untuk mengetahui perkembangan siswa melalui pembelajaran POGIL ( Process Oriented Guided Inquiry Learning ). Penelitian ini adalah penelitian tindakan kelas. Penelitian dilakukan sebanyak 2 siklus dari 4 langkah (perencanaan, pelaksanaan, pengamatan, dan refleksi). Data dikumpulkan melalui observasi, wawancara, dan kuesioner. Hasil penelitian menunjukkan bahwa ada peningkatan yang signifikan terhadap keterampilan proses sains siswa melalui model pembelajaran POGIL. Kata kunci : kemampuan proses sains siswa, Proses Oriented Guided Inquiry Learning, POGIL","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"5 1","pages":"118-122"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67521289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kebutuhan Pengembangan Media Audio Visual Pokok Bahasan Sintesis Protein Untuk SMA","authors":"Ima Nurani, Muhammad Amir Masruhim, Evie Palenewen","doi":"10.17977/JPS.V4I2.8181","DOIUrl":"https://doi.org/10.17977/JPS.V4I2.8181","url":null,"abstract":"Abstract : The aim of this study is to obtain 1) description of the use of learning media as teaching resource on biology learning process that has been happening in the field, 2) the views and constraints faced by teachers in the field for delivering protein synthesis subject, 3) formulation of learning media that needs to be developed on biology learning of protein synthesis subject. The observation result from teacher’s needs assessment that analyzed using descriptive qualitative indicated that 1) the use of learning media as teaching resource on biology learning process has not done optimally. There are constraints in delivery of material, especially abstract material, 2) the protein synthesis subject is a difficult subject, in its delivery, teachers need media that can visualize the process of protein synthesis for twelfth grade and explain it in detail and correctly so there is no misconception of students towards protein synthesis subject, and 3) the learning media that needs to be developed in biology learning of protein synthesis subject is in the form of audio-visual media. Key Words : needs assessment, media, audiovisual, protein synthesis Abstrak : Tujuan penelitian ini adalah untuk memperoleh 1) gambaran penggunaan media pembelajaran sebagai sumber ajar pada proses pembelajaran biologi yang selama ini terjadi di lapangan, 2) pandangan dan kendala yang dihadapi para guru di lapangan terhadap penyampaian pokok bahasan sintesis protein, 3) rumusan media pembelajaran yang perlu dikembangkan dalam pembelajaran biologi pokok bahasan sintesis protein. Hasil observasi kebutuhan guru yang dianalisis secara deskriptif kualitatif menunjukkan bahwa 1) penggunaan media pembelajaran sebagai sumber ajar pada proses pembelajaran biologi selama ini belum dilakukan secara maksimal. Terdapat kendala penyampaian materi terutama materi yang bersifat abstrak, 2) pokok bahasan sintesis protein merupakan materi yang sulit. Dalam penyampaiannya, guru membutuhkan media yang dapat memvisualisasikan proses dan menjelaskannya secara detail dan benar sehingga tidak terjadi miskonsepsi siswa terhadap pokok bahasan sintesis protein, dan 3) media pembelajaran yang perlu dikembangkan dalam pembelajaran biologi pokok bahasan sintesis protein adalah berupa media audio visual. Kata kunci : analisis kebutuhan, media, audiovisual, sintesis protein","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"4 1","pages":"45-48"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67520612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENGEMBANGAN BERTANYA KRITIS BERBASIS INKUIRI (BKBI) UNTUK PEMBELAJARAN KIMIA","authors":"T. Santoso, Leny Yuanita","doi":"10.17977/JPS.V4I1.8174","DOIUrl":"https://doi.org/10.17977/JPS.V4I1.8174","url":null,"abstract":"Abstract:  Curriculum 2013 recommended that the learning is done with a scientific approach.  The key to the success of this learning approach is the student ability to ask critical questioning. Some studies of chemistry learning show students have difficulty to ask critical questions (Katchevich & Hofstein, 2013; Eshach et al., 2014; Santoso, 2014). These problem can certainly reduce the level of activity of students in constructing their own knowledge based on what is becoming a problem for him. To overcome these problems, it is necessary the development of inquiry learning that involves students asking question during the learning takes place. This article describes the development of learning “critical question - inquiry based for learning Chemistry\", which is derived from theoretical studies that have been validated by several experts of learning science. Key words: ask question, inquiry Abstrak: Kurikulum 2013 merekomendasikan agar pembelajaran dilakukan dengan pendekatan ilmiah ( scientific approach ). Kunci keberhasilan pendekatan pembelajaran ini adalah kemampuan siswa mengajukan pertanyaan kritis. Beberapa hasil studi pembelajaran kimia terungkap bahwa pertanyaan siswa yang muncul sangat sederhana  dengan frekuensi aktivitas mengajukan pertanyaan rendah (Katchevich & Hofstein,2013; Eshach et al ., 2014; Santoso, 2014). Keadaan  seperti  ini  tentu  dapat mengurangi tingkat aktivitas mahasiswa dalam membangun pengetahuan mereka sendiri berdasarkan apa yang menjadi masalah bagi dirinya. Untuk mengatasi permasalahan tersebut, perlu pengembangan pembelajaran inkuiri yang melibatkan siswa bertanya selama pembelajaran berlangsung. Artikel ini memaparkan pengembangan pembelajaran “bertanya kritis berbasis inkuiri (BKBI) untuk pembelajaran Kimia”, yang diperoleh dari hasil kajian teoritik yang telah divalidasi oleh beberapa ahli pembelajaran sains. Kata kunci : bertanya, inkuiri","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"4 1","pages":"9-16"},"PeriodicalIF":0.0,"publicationDate":"2016-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67520492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengaruh Learning Cycle–5E Berkonteks SSI Terhadap Pemahaman Hakikat Sains Pada Materi Larutan Penyangga Dan Hidrolisis Garam Siswa SMA","authors":"Eris Ratnawati, Sri Rahayu, Fauziatul Fajaroh","doi":"10.17977/JPS.V4I1.8177","DOIUrl":"https://doi.org/10.17977/JPS.V4I1.8177","url":null,"abstract":"Abstrac t : The aims of this study were to investigate the difference of students' nature of science understanding who were taught using 5E learning cycle model with SSI learning context and conventional model on buffer solution and salt hydrolysis. This study used quasi-experimental with pretest and post-test design. The sample considered two classes and selected by convenience sampling technique in SMAN Tulungagung. The data were obtained using the questionnaires nature of science Likert scale (R = 0.883) and analyzed by one way ANCOVA and effect size. The research results showed significant different on students’ nature of science understanding between students who were taught using 5E learning cycle model with SSI learning context and students who taught using conventional model. Based on effect size, nature of science aspects that large contribute was the scientific method, empirical, inference, social dimension of science, and Social and cultural embeddedness of science. Aspects of the nature of science that medium contributes was tentative, creative, and theory driven. While the theory and law were small contribute. Key words : Learning Cycle-5E , Socioscientific Issues, Nature Of Science, Buffer Solution, Salt Hydrolysis Abstrak : Penelitian ini bertujuan menguji perbedaan pemahaman hakikat sains siswa yang dibelajarkan dengan model pembelajaran Learning Cycle-5E berkonteks SSI dan model pembelajaran konvensional pada materi larutan penyangga dan hidrolisis garam. Penelitian ini menggunakan rancangan penelitian eksperimen semu dengan pretes dan pascates . Sampel terdiri dari dua kelas dan dipilih menggunakan teknik convenience sampling di SMAN Tulungagung. Data diperoleh menggunakan instrumen angket hakikat sains berskala likert (R = 0,883) dan dianalisis dengan ANCOVA satu jalur dan effect size . Hasil penelitian menunjukkan ada perbedaan signifikan pemahaman hakikat sains siswa yang dibelajarkan dengan model pembelajaran Learning Cycle-5E berkonteks SSI dan model pembelajaran konvensional. Berdasarkan effect size , aspek hakikat sains yang berkontribusi tinggi adalah metode ilmiah, empiris, inferensi, dimensi sosial sains, dan penerapan sains dalam bidang sosbud. Aspek hakikat sains yang berkontribusi sedang adalah tentatif, kreatif, dan theory driven . Sedangkan hukum dan teori berkontribusi kecil. Kata kunci : Learning Cycle-5E , Socioscientific Issues , Hakikat Sains ,  Larutan Penyangga, Hidrolisis Garam","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"4 1","pages":"25-35"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67520540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hubungan Keterampilan Metakognitif Dan Kemampuan Berpikir Kritis Dengan Hasil Belajar Biologi Siswa SMA Dalam Pembelajaran Problem Based Learning (PBL)","authors":"E. Malahayati, A. Corebima, Siti Zubaidah","doi":"10.17977/JPS.V3I4.8168","DOIUrl":"https://doi.org/10.17977/JPS.V3I4.8168","url":null,"abstract":"Abstract : The objectives of this study are to analyze: (1) the correlation of metacognitive skill and critical thinking ability with biology student learning outcomes experiencing study of Problem Based Learning, and (2) the contribution of metacognitive skill and critical thinking ability towards students’ Biology learning outcomes. Data analysis by double linear regression technique showed that: (1) there is a correlation between metacognitive skill and critical thinking ability with biology student learning outcomes, and (2) the critical thinking ability give more contribution than metacognitive skill toward students’ Biology learning outcomes. Key Words : metacognitive skill, critical thinking ability, biology student learning outcomes, PBL Abstrak : Tujuan dari penelitian ini adalah untuk menganalisis: (1) hubungan keterampilan metakognitif dan kemampuan berpikir kritis dengan hasil belajar biologi siswa yang menjalani pembelajaran PBL, dan (2) besar sumbangan keterampilan metakognitif dan kemampuan berpikir kritis terhadap hasil belajar biologi siswa. Analisis data menggunakan regresi linier ganda menunjukkan bahwa: (1) ada hubungan signifikan antara keterampilan metakognitif dan kemampuan berpikir kritis dengan hasil belajar biologi siswa, dan (2) kemampuan berpikir kritis memberikan sumbangan lebih besar bila dibandingkan dengan ketrampilan metakognitif terhadap hasil belajar Biologi siswa. Kata kunci : keterampilan metakognitif, kemampuan berpikir kritis, hasil belajar biologi siswa, PBL","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"3 1","pages":"178-185"},"PeriodicalIF":0.0,"publicationDate":"2015-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67520438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengembangan Perangkat Pembelajaran Materi Dunia Tumbuhan Menggunakan Model Pembelajaran Inkuiri Terbimbing untuk Siswa SMA","authors":"Ifa Muhimmatin, Ibrohim Ibrohim, Muhammad Amin","doi":"10.17977/JPS.V3I4.8167","DOIUrl":"https://doi.org/10.17977/JPS.V3I4.8167","url":null,"abstract":"Abstract : The research aim is to produce a competent teaching material in the subject of Plantae regnum with guided inquiry model for ten graders of SMAN 1 Ngunut. 4D development models from Thiagarajan was used. Teaching materials were validated and applied to students in ten graders of SMAN 1 Ngunut. The assessing result of experts expressed that teaching’s material is valid. The result of development test in ten graders expressed that LKS and assessment are valid. Important note from development test was used to complete the quality of teaching’s material. Key Words : teaching material’s development, plantae regnum, guided inquiry, 4D development model Abstrak : Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran yang layak pada materi dunia tumbuhan dengan menggunakan model pembelajaran inkuiri terbimbing untuk siswa kelas X semester 2 SMAN 1 Ngunut. Model pengembangan yang digunakan ialah model pengembangan 4D dari Thiagarajan, et.al., (1974). Perangkat pembelajaran yang dikembangkan divalidasi oleh validator ahli, dan para siswa di kelas X SMAN 1 Ngunut. Hasil validasi ahli menyatakan bahwa perangkat pembelajaran telah valid. Hasil uji pengembangan di kelas X menyatakan bahwa LKS dan alat penilaian telah valid. Catatan penting hasil validasi dan uji pengembangan digunakan untuk menyempurnakan kualitas perangkat pembelajaran. Kata kunci : Pengembangan perangkat pembelajaran, dunia tumbuhan, inkuiri terbimbing, model pengembangan 4D","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"3 1","pages":"169-177"},"PeriodicalIF":0.0,"publicationDate":"2015-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67520427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengaruh Strategi Pembelajaran Problem Based Learning dan Inkuiri Terbimbing Terhadap Keterampilan Metakognitif, Berpikir Kritis, dan Hasil Belajar Kognitif Siswa SMA","authors":"R. Fitriyani, A. Corebima, Ibrohim Ibrohim","doi":"10.17977/JPS.V3I4.8170","DOIUrl":"https://doi.org/10.17977/JPS.V3I4.8170","url":null,"abstract":"Abstract : The purpose of this study is to determine the effect of Problem Based Learning (PBL) strategy and guided inquiry towards metacognitive skills, critical thinking, and cognitive learning outcomes students. This research uses an experimental class that uses Problem Based Learning (PBL) strategy and guided inquiry, and class control using conventional learning strategy. Analysis of data using Anacova after normality and homogeneity test carried out. The results showed that: (1) Problem Based Learning (PBL) strategy influenced the metacognitive skills of students at SMAN Ambulu-Jember, (2) Problem Based Learning (PBL) strategy to influence critical thinking of students at SMAN Ambulu-Jember, (3) Problem Based Learning (PBL) strategy influenced the cognitive achievement of students at SMAN Ambulu-Jember. Key Words : Problem Based Learning (PBL), guided inquiry, metacognitive skill, and cognitive learning outcome Abstrak : Tujuan penelitian ini adalah menguji pengaruh strategi pembelajaran Problem Based Learning (PBL) dan inkuiri terbimbing terhadap keterampilan metakognitif, berpikir kritis, dan hasil belajar kogntif siswa. Penelitian ini menggunakan kelas eksperimen yang menggunakan strategi pembelajaran Problem Based Learning (PBL) dan inkuiri terbimbing, dan kelas kontrol menggunakan strategi pembelajaran konvensional. Analisis data menggunakan Anakova yang sebelumnya dilakukan uji normalitas dan uji homogenitas. Hasil penelitian ini menunjukkan bahwa: (1) ada pengaruh strategi pembelajaran Problem Based Learning (PBL) terhadap keterampilan metakognitif siswa SMAN Ambulu-Jember, (2) ada pengaruh strategi pembelajaran Problem Based Learning (PBL) terhadap berpikir kritis siswa SMAN Ambulu-Jember, (3) ada pengaruh strategi pembelajaran Problem Based Learning (PBL) terhadap hasil belajar kognitif siswa SMAN Ambulu-Jember. Kata kunci : Problem Based Learning (PBL), inkuiri terbimbing, keterampilan metakognitif, berpikir kritis, hasil belajar kognitif","PeriodicalId":30690,"journal":{"name":"Jurnal Pendidikan Sains","volume":"3 1","pages":"186-200"},"PeriodicalIF":0.0,"publicationDate":"2015-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67520478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}