Jurnal Ilmiah Kanderang Tingan
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Mengajarkan Ekoprint yang Kreatif dan Ramah Lingkungan Kepada Peserta Didik PAUD di Kecamatan Katingan Kuala Kabupaten Katingan
Full text linkThis research aims to teach ecoprinting techniques to Early Childhood Education (PAUD) children in Katingan Kuala District, Katingan Regency, and assess the impact of this activity on their creativity, environmental awareness and fine motor skills. Ecoprint is a fabric dyeing technique using natural materials such as leaves, flowers, stems and plant roots, which offers an environmentally friendly and educational approach to learning. This activity involved 20 children from five different PAUDs aged between 4 and 6 years. Research methods include preparing fabric with mordant, selecting and arranging natural materials by children, wrapping and steaming the fabric, as well as drying and opening the ecoprint results. The research results show that ecoprint activities have succeeded in increasing children's enthusiasm for learning, with each stage of the activity showing active participation and high focus. The research results showed a significant increase in creativity, environmental awareness, and fine motor skills in PAUD students. Educators also report that these activities help children develop critical thinking and collaboration skills. Apart from that, ecoprints also provide a deeper understanding of nature and natural processes, and instill important values such as patience and perseverance.Penelitian ini bertujuan untuk mengajarkan teknik ekoprint kepada anak-anak Pendidikan Anak Usia Dini (PAUD) di Kecamatan Katingan Kuala, Kabupaten Katingan, serta menilai dampak kegiatan ini terhadap kreativitas, kesadaran lingkungan, dan keterampilan motorik halus mereka. Ekoprint adalah teknik pewarnaan kain menggunakan bahan alami seperti daun, bunga, batang, dan akar tanaman, yang menawarkan pendekatan pembelajaran yang ramah lingkungan dan mendidik. Kegiatan ini melibatkan 20 anak dari lima PAUD berbeda yang berusia antara 4 hingga 6 tahun. Metode penelitian meliputi persiapan kain dengan mordant, pemilihan dan penyusunan bahan alami oleh anak-anak, pembungkusan dan pengukusan kain, serta pengeringan dan pembukaan hasil ekoprint. Hasil penelitian menunjukkan bahwa kegiatan ekoprint berhasil meningkatkan antusiasme anak-anak dalam pembelajaran, dengan setiap tahapan kegiatan menunjukkan partisipasi aktif dan fokus yang tinggi. Hasil penelitian menunjukkan peningkatan signifikan dalam kreativitas, kesadaran lingkungan, dan keterampilan motorik halus pada peserta didik PAUD. Para pendidik juga melaporkan bahwa kegiatan ini membantu anak-anak mengembangkan keterampilan berpikir kritis dan kerja sama. Selain itu, ekoprint juga memberikan pemahaman yang lebih mendalam tentang alam dan proses alami, serta menanamkan nilai-nilai penting seperti kesabaran dan ketekunan
Edukasi Bahaya Rabies Melalui Media Komunikasi Bagi Siswa Sekolah Dasar Desa Tumbang Jalemu Kecamatan Manuhing Kabupaten Gunung Mas
Full text linkThe aim of this research is to increase elementary school children's insight into the spread of rabies and diseases caused by bites from pets infected with rabies and to find out steps to prevent the transmission of rabies or what is known as animals that transmit rabies to humans. Education activities regarding the dangers of rabies were carried out in Tumbang Jalemu Village, Manuhin District, Gunung Mas Regency, Central Kalimantan. Methods include: counseling, discussions and questions and answers, distributing posters and distributing rabies danger stickers. The results of the first research, through information, educate elementary school students to be more aware of the dangers of the rabies virus which is transmitted through pets, especially dogs; secondly, students, teachers and parents are motivated to prevent transmission from the saliva of animals infected with the rabies virus, considering the importance of health for children; third, with this extension activity, elementary school students receive information about the dangers of the rabies virus, and learn about the characteristics of animals infected with rabies, and steps to handle if they are bitten so they don't contract rabies.Tujuan penelitian ini untuk memberikan edukasi bagi murid sekolah dasar terhadap penyebaran rabies dan penyakit yang disebabkan oleh gigitan hewan peliharaan yang terinveksi rabies serta mengetahui langkah-langkah pencegahan penularan penyakit rabies atau yang dikenal dengan sebutan hewan penular rabies kepada manusia. Kegiatan penyuluhan bahaya rabies dilaksanakan di Desa Tumbang Jalemu Kecamatan Manuhin, Kabupaten Gunung Mas, Kalimantan Tengah. Metode meliputi: penyuluhan, diskusi, dan tanya jawab, penyebaran poster maupun pembagian stiker bahaya rabies. Hasil penelitian pertama, melalui informasi mengedukasi murid sekolah dasar agar lebih waspada tentang bahaya virus rabies yang ditularkan melalui hewan peliharaan terutama Anjing; kedua, Murid, guru, dan orang tua termotivasi untuk melakukan pencegahan terhadap penularan dari air liur hewan yang terinfeksi virus rabies, mengingat pentingnya kesehatan bagi anak-anak; ketiga, adanya kegiatan penyuluh ini, murid sekolah dasar mendapatkan informasi mengenai bahaya virus rabies, dan mengenal ciri-ciri hewan yang terjangkit rabies, dan langkah-langkah penanganan apabila tergigit agar tidak tertular rabies
Evaluasi Dampak Penggunaan Lahan Di Kawasan Sekitar Mangrove Terhadap Perubahan Luasan Mangrove (Studi Kasus pada Tahura Ngurah Rai Bali)
Full text linkIn Indonesia, particularly in Denpasar City, Bali, mangrove forests play a crucial role in maintaining environmental and local economic sustainability. However, in recent years, mangrove forests in Bali, as well as throughout Indonesia, have faced significant pressure due to human activities such as urban development, sand mining, and climate change. The objective of this research is to identify the dominant land use patterns around the Ngurah Rai Bali Forest Park (Tahura Ngurah Rai Bali) mangrove area and evaluate the impact of land use on mangrove area changes for the sustainability of the mangrove ecosystem in Tahura Ngurah Rai Bali. The research methodology employed in this study is descriptive. Located strategically along the Sanur, Benoa, Tuban, and Nusa Dua tourist route along the Ngurah Rai Bali bypass, Tahura Ngurah Rai Bali is geographically positioned between 8°04'2'' - 8°04'9'' south latitude (LS) and 110°50'9'' - 110°50'14'' east longitude (BT). The Long-Term Management Plan, documented and approved by the Directorate General of Conservation and Natural Resources of the Ministry of Environment and Forestry of the Republic of Indonesia through Decree SK.53/KSDAE/PKK/KSA.0/3/2023, is effective for 10 years from 2023 to 2032. This plan is an extension of the 2012-2022 Long-Term Development Plan (RPJP). The mangrove conservation area covers 159.44 hectares, while the production forest that can be converted covers 169.5 hectares. The impact of land use for purposes beyond forestry does not significantly affect the mangrove ecosystem. However, there is a highly significant impact on changes in mangrove area due to land conversion for physical structures such as the Bali Mandara Toll Road, the PT. Perusahaan Listrik Negara (PLN) Tower, and the Wastewater Treatment Plant (IPAL).Di Indonesia, khususnya di Kota Denpasar Bali, hutan mangrove memiliki peran penting dalam menjaga keberlanjutan lingkungan dan ekonomi lokal. Namun dalam beberapa tahun terakhir, hutan mangrove di Bali, dan di seluruh Indonesia, mengalami tekanan signifikan akibat aktivitas manusia, seperti perkembangan perkotaan, pertambangan pasir, dan perubahan iklim. Tujuan penelitian ini adalah mengidentifikasi pola penggunaan lahan yang dominan di sekitar kawasan mangrove Tahura Ngurah Rai Bali dan mengevaluasi dampak penggunaan lahan terhadap perubahan luasan mangrove untuk keberlanjutan ekosistem mangrove di Tahura Ngurah Rai Bali. Metode yang digunakan dalam penelitian ini adalah metode deskriptif, Dilihat dari letaknya kawasan Tahura Ngurah Rai Bali tersebut berada di lokasi yang sangat strategis, di jalur wisata Sanur, Benoa, Tuban hingga Nusa Dua sepanjang jalan by pass Ngurah Rai Bali. Posisi kawasan Tahura Ngurai Rai Bali secara geografis terletak pada 8°04'2'' - 8°04'9'' lintang selatan (LS) dan 110°50'9'' - 110°50'14'' bujur timur (BT). Rencana Pengelolaan Jangka Panjang dalam bentuk dokumen yang disahkan Oleh Dirjen Konservasi dan Sumber Daya Alam Kementrian Lingkungan Hidup dan Kehutanan Republik Indonesia melalui SK.53/KSDAE/PKK/KSA.0/3/2023 berlaku selama 10 Tahun dari Tahun 2023 -2032. Rencana Pembangunan Jangka Panjang (RPJP) ini adalah perpanjangan dari RPJP Tahun 2012 -2022. Lahan Konservasi Mangrove 159, 44 Ha dan Hutan Produksi yang bisa di Konversi 169,5 Ha. Dampak penggunaan lahan untuk kepentingan diluar kehutanan tidak berpengaruh signifikan terhadap ekosistem mangrove, sedangkan terhadap perubahan luasan sangat signifikan karena adanya perubahan lahan mangrove menjadi bangunan fisik seperti Jalan Tol Bali Mandara, Tower PT. Perusahaan Listrik Negara (PLN) dan Instalasi Pengolahan Air Limbah (IPAL)
Analisis Kesulitan Siswa SMA dalam Memahami Konsep Ikatan Kimia (Systematic Review)
Full text linkChemical bonding material has abstract concepts. This research was conducted because there are still many student difficulties in chemical bonding material, so a method of organizing data is needed to describe and summarize student difficulties. This research used systematic review method. The sample in this study used three theses about the difficulties of high school students in understanding the concept of chemical bonds. The data of this research is in the form of student difficulties from the answer patterns and instruments used in each thesis. Instrument analysis in the form of Basic Competencies (KD) and Operational Verbs (KKO) from each thesis while student difficulties are analyzed by comparing student answer patterns. The results of the research on student difficulties in understanding the concept of chemical bonding, namely (1) difficulties in the electron configuration sub-concept are that students cannot determine the stability of elements correctly. Students write the electron configuration out of order and write the atomic number according to the element, (2) the difficulty in the valence electron sub-concept is that students assume the determination of valence electrons based on the number of electrons in the last sub-shell, (3) the difficulty in the ionic bond sub-concept is the lack of student understanding of the properties of metallic and non-metallic elements, (4) the difficulty in the Lewis structure sub-concept is that students assume that by describing just one point it has become one Lewis bond electron pair. Students assume that all atoms that make up the molecule are considered elements, (5) the difficulty in the covalent bond sub-concept is that students assume that the coordination covalent bond is a bond that occurs due to the use of electrons together, and (6) the difficulty in the metal bond sub-concept is that students assume that it is formed between metal and non-metal elements.ABSTRAK
Materi ikatan kimia memiliki konsep yang bersifat abstrak. Penelitian ini dilakukan karena masih banyak kesulitan siswa dalam materi ikatan kimia, sehingga diperlukan suatu metode pengorganisasian data untuk mendeskripsikan dan merangkum kesulitan siswa. Penelitian ini menggunakan metode systematic review. Sampel dalam penelitian ini menggunakan tiga skripsi tetang kesulitan siswa SMA dalam memahami konsep ikatan kimia. Data penelitian ini berupa kesulitan siswa dari pola jawaban dan instrumen yang digunakan pada masing-masing skripsi. Analisis instrumen berupa Kompetensi Dasar (KD) dan Kata Kerja Operasional (KKO) dari masing-masing skripsi sedangkan kesulitan siswa dianalisis dengan membandingkan pola jawaban siswa. Hasil penelitian kesulitan siswa dalam memahami konsep ikatan kimia, yaitu (1) kesulitan pada sub konsep konfigurasi elektron adalah siswa tidak dapat menentukan kestabilan unsur dengan tepat. Siswa menuliskan konfigurasi elektron tidak berurutan dan menuliskan nomor atom sesuai dengan unsurnya, (2) kesulitan pada sub konsep elektron valensi adalah siswa menganggap penentuan elektron valensi berdasarkan jumlah elektron pada subkulit terakhir, (3) kesulitan pada sub konsep ikatan ion adalah kurangnya pemahaman siswa tentang sifat unsur logam dan nonlogam, (4) kesulitan pada sub konsep struktur Lewis adalah siswa menganggap dengan menggambarkan satu titik saja sudah menjadi satu pasangan elektron ikatan Lewis. Siswa beranggapan bahwa semua atom penyusun molekul dianggap sebagai unsur, (5) kesulitan pada sub konsep ikatan kovalen adalah siswa beranggapan bahwa ikatan kovalen koordinasi adalah ikatan yang terjadi karena pemakaian elektron bersama-sama, dan (6) kesulitan pada sub konsep ikatan logam adalah siswa beranggapan bahwa terbentuk antara unsur logam dan nonlogam
Analisis Pedagogi Pembelajaran Abad 21 dan Kesesuaian Konsep Ikatan Kimia Pada Video Channel Youtube
Full text linkThis study aims to: (1) describe the alignment of Chemical Bonding concepts in YouTube channel videos with the 2013 curriculum, (2) describe the alignment of chemical bonding concepts in YouTube channel educational videos with 21st-century learning aspects (4C), (3) describe the suitability of pedagogy in chemical bonding educational videos on YouTube channels, and (4) explain how the reviewed YouTube channel videos can still support learning. The research method used is a descriptive approach. The object of this study is the concept of chemical bonding in educational videos from YouTube channels. Three educational videos were analyzed and coded as Video A, Video B, and Video C, and were conducted offline in a classroom setting. The instruments used include a concept label identification table, a 2013 curriculum concept label identification table, a 4C skills indicator identification table, and a pedagogy identification table. The identification results were validated by lecturers from the Chemistry Education Study Program at the University of Palangka Raya. The results showed that the concept labels from the three analyzed educational videos amounted to 32 concept labels. The concept labels that align with the 2013 curriculum syllabus are 11 concept labels across Videos A, B, and C. Overall, the 21st-century skills most commonly developed are Communication skills in Video A, Collaboration skills in Video B, and Critical thinking and problem-solving skills in Video C. The pedagogy demonstrated by teachers in YouTube channel educational videos most frequently included indicators of effective, empathetic, and courteous communication with students in Video A, curriculum development related to the subject taught in Video B, and facilitating the development of students' potential to actualize their various abilities in Video C.Penelitian ini bertujuan untuk: (1) mendeskripsikan kesesuaian konsep Ikatan Kimia dalamvideo Channel Youtube terhadap kurikulum 2013, (2) mendeskripsikan kesesuaian konsep ikatan kimia dalam video pembelajaran Channel Youtube terhadap aspek pembelajaran Abad 21 (4C), (3) Mendeskripsikan kesesuaian pedagogi dalam video pembelajaran ikatan kimia pada Channel Youtube, dan (4) Menjelaskan video channel youtube yang dikaji masih dapat menunjang pembelajaran. Metode penelitian yang digunakan adalah pendekatan deskriptif. Objek pada penelitian ini adalah konsep ikatan kimia pada video pembelajaran dari Channel Youtube. Video pembelajaran yang dianalisis sebanyak 3 (tiga) diberi kode pada masing – masing video. Video A, video B dan video C dilaksanakan secara offline yang dilaksanakan di ruang kelas. Instrumen yang digunakan yaitu tabel identifikasi label konsep, tabel identifikasi label konsep kurikulum 2013, tabel identifikasi indikator –indikator keterampilan 4C dan tabel identifikasi pedagogi. Hasil identifikasi divalidasi oleh dosen yang merupakan dosen Program Studi Pendidikan Kimia Universitas Palangka Raya. Hasil penelitian menunjukan bahwa label konsep dari ketiga video pembelajaran yang dianalisis berjumlah 32 label konsep. Label konsep yang sesuai dengan silabus kurikulum 2013 jumlah label konsep pada video A,B, dan C berjumlah 11 label konsep. Secara keseluruhan keterampilan abad 21 paling banyak paling banyak membangun Keterampilan berkomunikasi (Communication) adalah Video A, Keterampilan Berkolaborasi (Collaboration) adalah Video B, keterampilan berpikir kritis dan pemecahan masalah (critical thinking and problem solving) adalah Video C. Pedagogi yang dibangun oleh guru dalam video pembelajaran Channel Youtube paling banyak pada indikator Berkomunikasi secara efektif, empatik, dan santun dengan peserta didik pada video A, indikator pengembangan kurikulum yang terkait dengan mata pelajaran yang diampu pada video B, dan Memfasiltasi pengembangan potensi peserta didik untuk mengaktualisasikan berbagai potensi yang di miliki, pada video C
Hubungan Kemampuan Penalaran Formal Dengan Prestasi Kimia Siswa Kelas XII Dan Kontribusinya Terhadap Tingkat Pemahamannya Di Pendidikan Tinggi
Full text linkThis study aims to determine the level of formal reasoning ability of high school students and its relationship to their chemistry learning outcomes on the topic of colligative properties. This non-experimental survey research involved 67 12th-grade science students who plan to continue their education to higher education as respondents. The data collection instruments consisted of the Test of Logical Thinking (TOLT), which describes the students' formal reasoning abilities, and the colligative properties achievement test, which indicates the students' learning achievements. The results showed a significant positive correlation between formal reasoning skills and students' learning achievements, with a high correlation level (r = 0.544). Based on the coefficient of determination, it was found that nearly 30% of students' colligative properties achievements are influenced by their formal reasoning abilities. Further analysis revealed that proportional and probabilistic reasoning had a higher percentage (both 61.94%) compared to control variables and correlational reasoning (both 52.985%). The regression analysis results indicated that reasoning ability significantly influences students' understanding of colligative properties with the equation y = 4.386 + 0.744x. This indicates that reasoning ability positively contributes to predicting their understanding of concepts in higher education. Additionally, other cognitive factors that are presumed to influence students' preparation before entering college or university need to be understood.Penelitian ini bertujuan untuk mengetahui tingkat kemampuan penalaran formal siswa SMA dan hubungannya terhadap hasil belajar kimia pada materi sifat koligatif. Penelitian jenis survei non-eksperimental ini melibatkan 67 siswa kelas XII MIPA yang akan melanjutkan pendidikan ke jenjang perguruan tinggi sebagai responden. Instrumen pengumpulan data terdiri dari Test of Logical Thinking (TOLT) yang menggambarkan kemampuan penalaran formal siswa dan tes prestasi belajar koligatif yang menunjukkan prestasi belajar siswa. Hasil penelitian menunjukkan terdapat korelasi positif yang signifikan antara keterampilan penalaran formal dengan prestasi belajar siswa dengan tingkat korelasi yang tinggi (r = 0,544). Sedangkan berdasarkan nilai koefisien determinan diketahui bahwa hampir 30% prestasi belajar koligatif siswa dipengaruhi oleh kemampuan penalaran formalnya. Jika dianalisis lebih lanjut, penalaran proporsional dan probabilistik memiliki persentase lebih tinggi (keduanya sama 61,94%) dibandingkan variabel kontrol dan penalaran korelasional (keduanya sama 52,985%). Hasil analisis regresi menunjukkan kemampuan penalaran memiliki pengaruh yang signifikan terhadap pemahaman materi siswa pada materi sifat koligatif larutan sesuai dengan persamaan y = 4,386 + 0,744x. Hal ini menunjukkan bahwa kemampuan bernalar memiliki kontribusi positif dalam memprediksi pemahaman mereka dalam mempelajari konsep-konsep di jenjang perkuliahan nantinya. Selain itu, faktor kognitif lain yang diperkirakan mempengaruhi persiapan siswa sebelum memasuki perguruan tinggi atau universitas perlu dipahami
Analisis Resepsi Identitas Keindonesiaan Dalam Tayangan Indonesia Punya Cerita Di Trans TV
Full text linkThis study explores audience interpretations of the television program "Indonesia Punya Cerita" on Trans TV in relation to issues of Indonesian identity in television broadcasts. "Indonesia Punya Cerita" was selected because it is one of the few television shows that not only caters to market demands but also promotes themes of nationalism and Indonesian identity. Additionally, the show’s unique packaging style distinguishes it from other similar programs. This research employs a qualitative approach, utilizing in-depth interviews to collect data from informants with diverse socio-cultural backgrounds. The information gathered is analyzed using Stuart Hall’s Encoding-Decoding Reception Analysis Method, which categorizes audience interpretations into three positions: dominant hegemonic, negotiated, and oppositional. In reception analysis, the audience is seen as part of Interpretative Communities that are actively engaged in perceiving messages and producing meanings, thereby being active Producers of Meaning. The results reveal diverse interpretations among informants; however, most informants adopt an oppositional stance in interpreting the program. Interestingly, the oppositional interpretations are not limited to informants with postgraduate educational backgrounds but also include those with secondary education. For the informants, "Indonesia Punya Cerita" is merely a television show without significant impact.Penelitian ini membahas pemaknaan khalayak terhadap program acara Indonesia Punya Cerita di Trans TV terkait dengan permasalahan identitas keindonesiaan dalam tayangan televisi. Indonesia Punya Cerita dipilih karena program acara ini menjadi bagian dari sedikit tayangan televisi yang tidak sekedar berorientasi pasar tetapi mampu mengusung tema nasionalisme dan keindonesiaan dalam penayangannya. Disamping itu juga karena tayangan Indonesia Punya Cerita memiliki gaya pengemasan berbeda dibandingkan dengan program acara sejenis lainnya. Penelitian ini menggunakan pendekatan kualitatif dengan wawancara mendalam sebagai metode pengumpulan data terhadap para informan dengan beragam latar belakang Sosio Kultural. Informasi yang diperoleh selanjutnya dianalisa menggunakan Metode Analisis Resepsi Encoding Decoding dari Stuart Hall yang membaginya dalam tiga posisi pemaknaan, yaitu dominan hegemonik, negosiasi, dan oposisi. Kajian ini menggunakan metode analisis resepsi, khalayak dipandang sebagai bagian dari Interpretative Communities yang selalu aktif dalam mempersepsi pesan dan memproduksi makna sehingga khalayak merupakan Producer of Meaning yang aktif menciptakan makna. Hasil penelitian menunjukkan beragam pemaknaan dari para informan namun pada umumnya para informan berada pada Posisi Oposisi dalam memaknai program acara ini. Menariknya disini informan yang memaknai secara oposisi bukan hanya informan berlatar belakang pendidikan pascasarjana, namun juga informan berlatar belakang pendidikan sekolah menengah. Bagi para informan, program acara Indonesia Punya Cerita hanya sebuah tayangan belaka
 
Penerapan Model Pembelajaran Flipped Classroom Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa Pada Materi Kesetimbangan
Full text linkThis research is classroom action research (CAR) with the aim of improving students’ activities and learning outcomes in chemical equilibrium material by implementing the flipped classroom learning model. This research was conducted at SMAN 7 Bengkulu City with the research subjects being 38 students of class XI MIPA 4. The stages carried out were using the stages developed by Kemmis and McTaggart which included planning, action, observation and reflection in one cycle. This PTK is implemented in 2 cycles with each cycle consisting of 2 meetings. The instruments used were student learning activity observation sheets and test instruments. The results obtained were that student learning activity increased from 69.1% in cycle I to 87.02% in cycle II. Meanwhile, learning outcomes also increased from 61% in cycle I to 94% in cycle II.Penelitian ini adalah penelitian Tindakan kelas (PTK) dengan tujuan untuk meningkatkan aktivitas dan hasil belajar siswa pada materi kesetimbangan kimia dengan menerapkan model pembelajaran flipped classroom. Penelitian ini dilakukan di SMAN 7 Kota Bengkulu dengan subjek penelitian adalah 38 siswa kelas XI MIPA 4. Tahapan yang dilakukan adalah menggunakan tahapan yang dikembangkan oleh Kemmis dan McTaggart yang meliputi perencanaan, Tindakan, observasi, dan refleksi dalam satu siklus. Pelaksanaan PTK ini sebanyak 2 siklus dengan setiap siklusnya terdiri dari 2 pertemuan. Instrumen yang digunakan adalah lembar observasi aktivitas belajar siswa dan instrumen test. Hasil yang didapatkan adalah aktivitas belajar siswa meningkat dari 69,1% pada siklus I menjadi 87,02% pada siklus II. Sedangkan hasil belajar juga meningkat dari 61% pada siklus I menjadi 94% pada siklus II
Pendidikan Lingkungan Hidup Untuk Meningkatkan Ecoliteracy Siswa
Full text linkAs time goes by, the population is increasing. With the increasing population, it causes environmental problems. Environmental problems occur due to the greed of humans to exploit nature. Humans are no longer thinking about the impacts of their exploitation. Along with the occurrence of these problems, environmental education was held in schools. The aim is that with this environmental education it is hoped that students will understand more about how their environment is, about what impacts will occur if they overexploit nature. The purpose of this study was to find out how environmental education increases ecoliteracy. The method in this research is library research (library research). The result is that environmental education in schools can increase students' ecoliteracy competence.Seiring berjalannya waktu pertambahan jumlah penduduk semakin meningkat. Dengan semakin meningkatnya jumlah penduduk tersebut sehingga menyebabkan masalah lingkungan. Masalah lingkungan terjadi akibat semakin serakahnya manusia mengeksploitasi alam. Manusia sudah tidak memikirkan lagi dampak- dampak dari pengeksploitasian yang mereka lakukan. Seiring dengan terjadinya masalah tersebut maka diadakan pendidikan lingkungan hidup di sekolah. Tujuannya adalah dengan adanya pendidikan lingkungan hidup ini diharapkan siswa lebih memahami tentang bagaimana lingkungan mereka, tentang apa dampak yang akan terjadi jika mereka mengeksploitasi alam secara berlebihan. Tujuan penelitian ini adalah untuk mengetahui bagaimana pendidikan lingkungan hidup di dalam meningkatkan ecoliteracy. Metode dalam penelitian ini adalah library research (penelitian kepustakaan). Hasilnya adalah dengan adanya pendidikan lingkungan hidup di sekolah dapat meningkatkan kompetensi ecoliteracy siswa
Application Of The Problem Based Learning Model On Salt Hydrolysis Materials To Improve Science Process Skills And Metacognition Awareness Of Class XI MIPA Students At SMA
Full text linkThis study aims to determine the effect of the problem-based learning model on science process skills and metacognitive awareness of class XI MIPA students at SMA Negeri 1 Dampal Selatan. This type of research is quasi-experimental by using the Pretest-Posttest control group design. The study population was (N = 129) students of class XI MIPA SMA Negeri 1 Dampal Selatan. The sampling technique is simple random sampling. Class XI MIPA 1 (n = 32) students as the experimental class and class XI MIPA 4 (n = 32) students as the control class. The research data was collected by using an essay test to measure science process skills and questionnaires to measure the metacognitive awareness of students on the salt hydrolysis materials. Data were analyzed descriptively with the statistic application. The science process skills of students with the problem-based learning implementation model had (M = 71.84, SD = 7.956) with an effect size value of 8.92 while the discovery learning model had (M = 72.34, SD = 7.872) with an effect size value of 8.33. Metacognition awareness of students with problem-based learning implementation model has (M = 77.03, SD = 3,961) with an effect size value of 5.56 while the discovery learning model has (M = 77.62, SD = 2.738) with an effect size value of 6.46. Research result show that: (1) the problem-based learning model affects the science process skills of students on the salt hydrolysis materials; (2) the problem-based learning model affects the metacognitive awareness of students on the salt hydrolysis materials; (3) there is a positive relationship between science process skills and metacognitive awareness of students on the salt hydrolysis materials.
Key words: Problem-based learning, science process skills, metacognition awarenessThis study aims to determine the effect of the problem-based learning model on science process skills and metacognitive awareness of class XI MIPA students at SMA Negeri 1 Dampal Selatan. This type of research is quasi-experimental by using the Pretest-Posttest control group design. The study population was (N = 129) students of class XI MIPA SMA Negeri 1 Dampal Selatan. The sampling technique is simple random sampling. Class XI MIPA 1 (n = 32) students as the experimental class and class XI MIPA 4 (n = 32) students as the control class. The research data was collected by using an essay test to measure science process skills and questionnaires to measure the metacognitive awareness of students on the salt hydrolysis materials. Data were analyzed descriptively with the statistic application. The science process skills of students with the problem-based learning implementation model had (M = 71.84, SD = 7.956) with an effect size value of 8.92 while the discovery learning model had (M = 72.34, SD = 7.872) with an effect size value of 8.33. Metacognition awareness of students with problem-based learning implementation model has (M = 77.03, SD = 3,961) with an effect size value of 5.56 while the discovery learning model has (M = 77.62, SD = 2.738) with an effect size value of 6.46. Research result show that: (1) the problem-based learning model affects the science process skills of students on the salt hydrolysis materials; (2) the problem-based learning model affects the metacognitive awareness of students on the salt hydrolysis materials; (3) there is a positive relationship between science process skills and metacognitive awareness of students on the salt hydrolysis materials.
Key words: Problem-based learning, science process skills, metacognition awarenes