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Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA
No full textPenelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak 100% siswa mencapai nilai minimal kemampuan pemecahan masalah.
The application of faded examples techniques to improve student\u27s problem solving ability on trigonometry at high school level
Abstract
This study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment\u27s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp\u27s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment\u27s teaching materials which consists of the teacher\u27s textbook and the student\u27s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment\u27s teaching materials is very good according to lecturer validation and practical according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills
Blended Learning: Does it help students in understanding mathematical concepts?
No full textThe rapid development of technology offers many advantages to the proses of learning in the classroom. This experimental research aimed to investigates the effectiveness of learning mathematics delivered through blended learning. In particular, this study compared the effectiveness of blended learning using Moodle and traditional one in relation to students\u27 conceptual understanding. The data was gathered through written test and interview. This study involved 127 students of grade eight secondary school. The data shows that students who learn in blended learning approach have better conceptual understanding rather than their counterparts. The students claim that they can access learning material and revisit some difficult material in their convenience time. Nevertheless, there are some obstacles faced by students related to maintaining their motivation to learn independently and keeping distraction off to access other website when they learn online.
Key words: blended learning, conceptual understandin
VIDEO MOVING SURVEILLANCE YANG TERINTEGRASI YOUTUBE MENGGUNAKAN RASPBERRY PI 3
No full textStatic CCTV facilities in class need to be optimized in classroom learning, especially in recording learning activities as implementation of learning in the 21st century and strategic steps to face the Industrial Revolution 4.0. Educators need to play a role in utilizing CCTV in learning. This article presents the development of YouTube Integrated Video Moving Surveillance devices using Raspberry Pi 3. The development stages consist of analysis, design, development and evaluation. The analysis shows that: (1) the limitations of CCTV motion are followed up with the addition of motorcycles; (2) limited access to video recording data is followed up by sending in real time using YouTube; and (3) controlling the system performance of the device using Raspberry Pi 3 model B. The evaluation results show that all electronic measurement parameters are in accordance with the success target and the functional test shows that the device can function to record classroom learning activities that can be monitored in real time via YouTube with good quality (average delay is 22,89s). The results of the development of this device are expected to be an alternative use of technology in learning, especially in the supervision and assessment of student learning activities
Otomasi Sistem Hidroponik DFT (Deep Flow Technique) Berbasis Arduino Android dengan Memanfaatkan Panel Surya sebagai Energi Alternatif
No full textThe application of hydroponic farming methods has been widely applied by the community, the system used is still manual so that it lacks quality, both in terms of humidity and growth. For that we need a system that is able to regulate the time of watering and the provision of nutritional solutions automatically without disturbing the activity. In the design of an automatic DFT hydroponic system using an Android Arduino based solar panel. Where the solar panel system functions as a renewable energy substitute for PLN which will fill the accumulator. The accumulator filling process is equipped with a solar charge controller module, which aims to avoid overcharging the accumulator. The process of watering and administering nutritional solutions is controlled by the Arduino UNO microcontroller which is integrated with the DS1307 RTC module, the HC-05 bluetooth serial communication module and the android smartphone application as the relay module to turn on and turn off the circulation pump according to a predetermined schedule. Test results and tool performance are in accordance with the plan, namely the efficiency of the use of solar panels. This is indicated by scheduling the circulation of the circulating pump for 1 hour from the estimated calculation of the maximum pump speed for 2.38 hours. In testing the transmission of data from bluetooth HC-05 connected to a bluetooth smartphone with unhindered conditions obtained a maximum distance of 15 meters and with a concrete wall obstruction a maximum distance of 5 meters, with plywood walls a maximum distance of 8 meters
Pengembangan instrumen asesmen diri guru terhadap aktivitas pengembangan keprofesian berkelanjutan
No full textPenelitian ini bertujuan untuk mengembangkan instrumen asesmen diri guru pada aktivitas pengembangan keprofesian berkelanjutan yang handal. Metode penelitian yang digunakan adalah penelitian pengembangan yang mengacu pada lima tahapan dalam model Plomp. Subyek penelitian adalah guru SMA di Provinsi Nusa Tenggara Barat yang dipilih dengan teknik cluster random sampling. Jumlah subyek penelitian pada uji coba awal sebanyak 350 orang dan uji coba lapangan utama sebanyak 950 orang. Pengumpulan data menggunakan kuesioner skala Likers (1-5). Pengujian validitas isi menggunakan expert judgment, sedangkan validitas dan reliabilitas empiris menggunakan analisis faktor konfirmatori (CFA) dengan bantuan program Lisrel 8.80. Hasil penelitian menunjukkan bahwa: (1) konstrak aktivitas pengembangan keprofesian berkelanjutan guru memiliki tujuh dimensi, yaitu: membaca, pengembangan pembelajaran dan penilaian, pendidikan dan pelatihan, publikasi ilmiah, publikasi karya inovatif, reflektif dan kolaboratif; (2) instrumen yang telah dikembangkan secara keseluruhan memiliki kecocokan sebagai model asesmen yang baik dengan RMSEA 0.005 dan CFI 1.00 (valid) dan composite reliability lebih dari 0.70 (reliable).
Kata kunci: asesmen diri guru, pengembangan keprofesian berkelanjutan
DEVELOPING TEACHERS\u27 SELF-ASSESSMENT INSTRUMENT FOR SUSTAINABLE PROFESSIONAL DEVELOPMENT ACTIVITIES Abstract
This research is aimed at developing a reliable teachers\u27 self-assessment instrument for sustainable professional development activity. This study was a development research using five-stage model of Research and Development by Plomp. The subjects are high school teachers in the West Nusa Tenggara province, that were selected by cluster random sampling technique. The research subjects in preliminary field test were 350 people and in the main field test were 950 people. The data were collected using Likers scale (1-5) questionnaire. The content validity was tested using expert judgment, whereas the empirical validity and reliability were tested using confirmatory factor analysis (CFA) with Lisrel 8.80 program. The results of the research show that: (1) the construct of teachers\u27 sustainable professional development activities has seven dimensions, namely: reading, learning and assessment development, education and training, scientific publications, the publication of innovative works, reflective and collaborative; (2) the instruments have an overall fit as a good assessment model with the value of RMSEA 0.005, CFI 1.00 (Valid), and composite reliability of more than 0.70 (reliable). Keywords: teachers\u27 self-assessment, sustainable professional developmen
Keefektifan perangkat pembelajaran berbasis inquiry lesson untuk meningkatkan keterampilan berpikir kritis siswa
No full textPenelitian ini bertujuan untuk mengetahui efektivitas Perangkat Pembelajaran Biologi untuk meningkatkan keterampilan berpikir kritis siswa. Tempat dan sampel penelitian dipilih secara purposive random sampling. Perangkat pembelajaran yang dikembangkan dan diteliti meliputi Rencana Pelaksanaan Pembelajaran (RPP), modul dan instrumen penilaian. Perangkat Pembelajaran tersebut dikembangkan berdasarkan indikator berpikir kritis menurut Facione yang terdiri dari enam aspek, yaitu: interpretasi, analisis, evaluasi, kesimpulan, penjelasan dan pengaturan diri. Instrumen yang dikembangkan, yaitu RPP, modul dan instrumen penilaian berupa tes telah diuji validitasnya dengan menggunakan formula Aiken V dengan indeks validitas secara berturut-turut sebesar 0,93, 0,92, dan 0,90. Adapun estimasi reliabilitas instrumen tersebut adalah 0,66, 0,69 dan 0,74. Hasil Uji efektivitas perangkat pembelajaran menggunakanT-test dan diperoleh p-value 0,00 (p\u3c0,05) dengan score gap antara pre test dan post test sebesar 31,93%, sehingga dapat disimpulkan bahwa perangkat pembelajaran guru kelas XI pada materi sistem ekskresi manusia efektif untuk meningkatkan keterampilan berpikir kritis siswa.
Kata kunci: efektivitas, perangkat pembelajaran, kemampuan berpikir kritis
THE EFFECTIVENESS OF INQUIRY BASED LEARNING TOOLS FOR IMPROVING STUDENTS CRITICAL THINKING SKILLS Abstract
The research aims to determine the effectiveness of Biology learning device to improve students\u27 critical thinking skills. The research sites and samples were chosen by purposive random sampling. The learning device developed and researched included the lesson plan (RPP), module and assessment instrument. The learning device was developed based on Facione\u27s critical thinking indicator consisting of six aspects, including: interpretation, analysis, evaluation, conclusion, explanation, and self-regulation. The developed instruments, namely the lesson plan, module, and assessment instrument in the form of test had been tested for validity by using Aiken V formula with the validity index of 0.93, 0.92, and 0.90 respectively. The instrument reliability estimation is 0.66, 0.69. and 0.74. The effectiveness of the learning device was tested using T-test andit obtains the p-value of 0.00 (p \u3c0.05) with score gap between pre test and post test at 31.93%, so it can be concluded that the class XI teacher\u27s learning tools on human excretion system material is effective to improve the students\u27 critical thinking skill. Keywords: effectiveness, lesson plan, critical thinking skill
Pengembangan modul pendidikan karakter kebangsaan Pancasila di sekolah menengah pertama berbasis pesantren
No full textPenelitian ini bertujuan untuk mengembangkan modul pendidikan karakter kebangsaan Pancasila yang sesuai untuk diterapkan di sekolah menengah (SMP) berbasis pesantren. Penelitian menggunakan metode penelitian dan pengembangan (Research and Development). Subjek dalam penelitian ini yaitu para guru Pendidikan Pancasila dan Kewarganegaraan (PPKn) SMP berbasis pesantren yang dipilih dengan teknik purposive sampling. Sekolah yang dipilih adalah SMP yang memang kondusif untuk pelaksanaan pendidikan karakter bangsa Pancasila dan memenuhi kriteria yang telah ditentukan. Pengumpulan data dengan angket, wawancara, observasi, dan analisis dokumen. Teknik analisis data menggunakan analisis kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa modul pendidikan karakter kebangsaan Pancasila yang dikembangkan menghasilkan modul pembelajaran yang berkualitas dengan kriteria sangat valid menurut ahli materi dengan skor empiris 112 dan ahli media pembelajaran dengan skor empiris 124. Hal itu memiliki makna bahwa modul pendidikan karakter kebangsaan Pancasila sudah layak digunakan pada uji coba setelah dilakukan revisi berdasarkan saran dan masukan para ahli.
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Development of the Pancasila national character education module in boarding school-based junior secondary schools
This study aims to develop a Pancasila national character education module that is suitable to be applied in boarding-based secondary schools (SMP). The research uses Research and Development model. The subjects in this study were the teachers of the Islamic Boarding School-based Pancasila and Citizenship (PPKn) chosen purposively. The selected school is a junior high school that is indeed conducive to the implementation of Pancasila nation character education and fulfills predetermined criteria. Data collection with questionnaires, interviews, observation, and document analysis. The data analysis technique uses qualitative and quantitative analysis. The results showed that the Pancasila national character education module developed produced a quality learning module with very valid criteria according to content expert judgment with 112 empirical scores and learning media expert judgment with a 124 empirical score. It means that the Pancasila national character education module is appropriate for use in trial after revision based on expert advice and input
Importance of development of STEM education for petrology and mineralogy
No full textRocks and minerals are very important materials for studying Earth Sciences. They are used to investigate the planetary history and evolution and are utilized as resources to support our lives. At present, it is critical for all countries to secure a stable supply of mineral resources, and it is necessary to understand the deposits and the growing mechanisms of minerals. In Japan, elementary and junior high school students study igneous and sedimentary rocks and some other kinds of minerals. In this research, we conducted a questionnaire for 154 Japanese junior high school students to investigate their 1) knowledge of minerals, and 2) petrology and mineralogy with respect to usefulness of rocks and minerals to our living. First, about 95% of the students could answer the names of the stone, including those who mainly answered jewel names. However, ~56% students could not answer the benefits of minerals.In high school, 36% students learned Basic Earth Sciences and 1.2% learned Earth Sciences (MEXT 2017). There is concern that most of the Japanese people have few opportunities to learn Earth Sciences. As NGSS showed in 2013, Earth and Space Science are major fields of STEM learning. Conclusively, it is necessary to stop memorizing subjects and instead modify the Earth Sciences with respect to STEM education. In this paper, we discuss the student\u27s attitudes towards petrology and mineralogy so as to propose the Earth STEM education
Keefektifan PBL seting kolaboratif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa
No full textPenelitian ini bertujuan untuk mendeskripsikan mana yang lebih efektif antara PBL setting kolaboratif kelompok dan berpasangan ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa. Penelitian ini adalah penelitian quasi eksperimen dengan desain pretest-postest nonequivalent comparison-group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 3 Kalasan yang terdiri dari empat kelas. Kelas VII C dan VII D ditentukan sebagai sampel secara acak. Dari kedua kelas tersebut diberi instrumen pretest dan postest tentang prestasi belajar aljabar, kemampuan berpikir kritis dan angket kecemasan siswa. Untuk menguji keefektifan pembelajaran digunakan uji one sample t-test. Untuk menguji perbedaan keefektifan digunakan uji MANOVA dan untuk mengetahui pembelajaran mana yang lebih efektif digunakan uji independent sample t-test. Hasil penelitian menunjukkan: (1) PBL seting kolaboratif kelompok maupun berpasangan masing-masing efektif ditinjau dari prestasi belajar aljabar, kemampuan berpikir kritis, dan kecemasan siswa, (2) PBL seting kolaboratif kelompok lebih efektif dibandingkan PBL seting kolaboratif berpasangan ditinjau dari prestasi belajar aljabar, namun tidak terdapat perbedaan keefektifan ditinjau dari kemampuan berpikir kritis dan kecemasan siswa.
The effectiveness of PBL with collaborative setting in terms of algebraic achievement, critical thinking ability, and math anxiety
Abstract
This study aimed to describe which was more effective between PBL with grouped collaborative setting or paired collaborative setting in terms of the algebraic achievement, critical thinking ability, and mathematics anxiety. This research was quasi-experimental with the pretest-posttest nonequivalent comparison-group design. The research population included all 7th grade students of SMP Negeri 3 Kalasan which consisted of four classes. Two classes were randomly established as the sample. Before and after the treatment, these two classes were given a pretest and posttest of algebraic achievements, critical thinking ability, and and questionnaire of math anxiety. To test the effectiveness of this study, the researcher used one sample t-test; to examine differences in the effectiveness, the researcher used MANOVA; to determine which learning model was more effective, the researcher used the independent sample t-test. The results of this study show that: (1) the PBL with grouped and paired collaborative setting were effective in terms of the algebraic achievements, critical thinking ability, and mathematics anxiety, (2) the PBL with grouped collaborative setting was more effective than that using the PBL with paired collaborative setting in terms of algebraic achievement, but no difference in the effectiveness in terms of critical thinking ability and math anxiet