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Pengaruh pembelajaran dengan pendekatan inquiry terhadap penguasaan konsep dan scientific skill materi sistem pencernaan
No full textPenelitian ini bertujuan untuk mengetahui perbedaan pengaruh pembelajaran dengan pendekatan guided dan Structured Inquiry terhadap kemampuan penguasaan konsep dan scientific skill siswa kelas XI SMA Negeri 3 Yogyakarta. Penelitian ini merupakan penelitian kuasi eksperimen menggunakan desain pretest posttest comparison group design. Sampel penelitian adalah dua kelas XI IPA yang diambil secara acak, satu kelas Guided Inquiry dan satu kelas Structured Inquiry. Data yang diambil berupa nilai penguasaan konsep dan keterampilan scientific skill. Data dianalisis dengan menggunakan Uji t. Hasil analisis menunjukkan bahwa pembelajaran menggunakan guided dan Structured Inquiry dapat meningkatakna penguasaan konsep siswa dengan perbedaan yang signifikan diantara keduanya. Nilai N-gain kemampuan penguasaan konsep pada kelas Guided Inquiry lebih tinggi dibandingkan kelas Structured Inquiry yang artinya bahwa pendekatan Guided Inquiry lebih efektif untuk meningkatkan penguasaan konsep siswa.
Kata Kunci: pendekatan guided inquiry, pendekatan structured inquiry, penguasaan konsep, keterampilan scientific skill
The Effect of Inquiry Learning Approach on the Mastery of Concepts
and Scientific Skill of Digestive System
Abstract
This research aims to reveal the effect of teaching by using the guided and Structured Inquiry approach on the ability of mastering concepts and scientific skill of Grade XI of SMAN 3 Yogyakarta. This research was quasi-experimental research conducted by using pretest-posttest comparison group design. The sample was two classes of grade XI majoring natural science established randomly, one Guided Inquiry class and one Structured Inquiry class. The data collected included the score of mastery of concepts and scientific skills t-test was used to analyze the data. The results of the study show that (1) teaching by using the Guided and Structured Inquiry approaches can improve students\u27 mastery of concepts and scientific skills with significant difference among both approaches. The score of N-gain mastery of concepts of the students in the Guided Inquiry class is higher than in Structured Inquiry class, which means that the Guided Inquiry approach is more effective in improving students\u27 mastery of concepts.
Keywords: guided inquiry approach, structured inquiry approach, mastery of concepts, scientific skill
Kemampuan guru fisika dalam menerapkan model-model pembelajaran pada Kurikulum 2013 serta kendala-kendala yang dihadapi
No full textPenelitian ini bertujuan untuk: (1) mendeskripsikan kemampuan guru Fisika SMA Negeri di Kabupaten Sleman dalam merencanakan dan melaksanakan pembelajaran dengan model-model yang ditentukan pada Kurikulum 2013, dan (2) mengidentifikasi kendala-kendala yang dihadapi guru Fisika dalam menerapkan model-model pembelajaran yang ditentukan pada Kurikulum2013. Penelitian ini merupakan penelitian survei dengan menggunakan pendekatan deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa: (1) kemampuan guru merencanakan dan melaksanakan pembelajaran masuk kategori baik, dan (2) kendala yang dihadapi guru yaitu pada perubahan format RPP, alokasi waktu untuk melaksanakan model pembelajaran pada Kurikulum 2013, dan pelaksanaan penilaian kompetensi sikap.
Senior High School Physics Teacher\u27s Ability to Apply The Learning Models of 2013 Curriculum and the Obstacles Faced
Abstract
This study aimed to: (1) describe the senior high school Physics teacher\u27s ability in Sleman to plan and implement the learning models of the 2013 Curriculum, and (2) identify the obstacles faced by Physics teachers in applying learning models that have been specified in the 2013 curriculum. This research was a survey using quantitative descriptive approach. The results of this research indicate that: (1) the teacher\u27s ability to plan and to implement learning models is categorized as good, and (2) the constraints that teachers face are the change in the format of the lesson plan, the allocation of time to implement learning models in the 2013 curriculum, and implementation of the attitude assessmen
The development of public relations and protocol teaching material based on the 2013 Curriculum in vocational school
No full textThis research aimed to describe the development of public relations and protocol office administration teaching material based on the 2013 curriculum in Vocational School (thereafter called SMK). This study was a Research & Development (R & D) using Borg & Gall\u27s model. This research involved Public Vocational School with Office Administration Specialty in Ex-Surakarta Residency area. Technique of collecting data used was interview with informants related to Office Administration teaching material. Meanwhile for the trial, technique of collecting data used was questionnaire survey distributed to teachers and students. The effectiveness of data collection was tested using test. Technique of analyzing data used was mix method, the combination of qualitative and quantitative methods. The result of analysis using 2-way anava obtained Fstatistic value of 0.829 in Vocational School with probability (sig.) value of 0.438. F test results are seen in the anova table in the sig column. Experiment group had an improvement of learning outcome better than the control one with the mean increase of 4.5 while control group had mean score of 2.3. Thus, it could be concluded that public relations and protocol teaching material based on the 2013 curriculum was feasible to use in Vocational School (SMK)
Pengembangan perangkat pembelajaran matematika SMP berbasis konstruktivisme
No full textPenelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika SMP berbasis konstruktivisme yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan dengan mengacu pada langkah yang dikembangkan oleh Thiagarajan. Prosedur pengembangan terdiri atas 4 tahap yang meliputi: (a) pendefinisian (define), (b) perancangan (design), (c) pengembangan (develop), dan (d) penyebaran (dissemination). Hasil penelitian menunjukkan perangkat pembelajaran yang dikembangkan yakni Rencana Pelaksanaan Pembelajaran (RPP), Buku Guru (BG), Buku Sisa (BS), Lembar Kegiatan Siswa (LKS), dan Tes Hasil Belajar (THB) layak digunakan dengan kategori valid. Dari uji coba menunjukkan perangkat yang dikembangkan telah memenuhi kriteria kepraktisan dan keefektifan. Tingkat kepraktisan pada setiap pembelajaran sebagai berikut; (1) kepraktisan menurut guru berkategori sangat praktis, (2) kepraktisan menurut siswa berkategori praktis, (3) hasil observasi kemampuan guru menunjukkan kategori baik, (4) aktivitas siswa berkategori sangat baik. Keefektifan perangkat pembelajaran ditunjukkan oleh: (1) tes hasil belajar siswa dengan tingkat kelulusan kategori sangat efektif, (2) respon siswa terhadap pembelajaran menunjukkan kategori sangat baik, (3) respon guru berkategori sangat baik.
Kata Kunci: perangkat pembelajaran,konstruktivisme
Developing Mathematics Learning Device Based on Constructivisme for Elementary School
Abstract
This research aimed to producing mathematics learning device for elementary school based on constructivism teaching and learning approach that was valid, practical, and effective. This research & development refered to the step developed by Thiagarajan, that included (a) define, (b) design, (c) develop, and (d) disseminate phase. The results showed that the developed learning device consisting of lesson plans, teacher\u27s guidebook, student\u27s book, student\u27s worksheet, and learning achievement test were qualified with valid category. The results of tryout showed that the developed learning device gain the criteria for practicality and effectiveness, with degrees of practicality as follows (1) teacher\u27s evaluation sheets of practicality was very practical; (2) student\u27s evaluation sheet of practicality showed the learning device in a good category. (3) The result of observation sheet showed teachers\u27 competence in a good category. (4) The students\u27 activities were very good category. The effectiveness is indicated by: (1) the students passing the learning achievement test; (2) the students\u27 responses are in a very good category; and (3) the teachers\u27 responses are in a very good category.
Keywords: Learning device, constructivis
Pengembangan perangkat pembelajaran berbasis reciprocal teaching berorientasi pada antusiasme dan kemampuan berpikir kritis siswa
No full textPenelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika berupa RPP dan LKS untuk siswa SMP berbasis reciprocal teaching yang valid, praktis, dan efektif berorientasi pada antusiasme dan kemampuan berpikir kritis siswa. Penelitian ini merupakan penelitian pengembangan menggunakan model pengembangan 4-D oleh Thiagarajan, Semmel dan Semmel dengan tahapan yang dilakukan meliputi: (1) pendefinisian; (2) perancangan; (3) pengembangan; dan (4) penyebaran. Analisis data dilakukan dengan mengonversi total skor data kuantitatif yang diperoleh menjadi data kualitatif skala lima. Subjek uji coba dalam penelitian ini adalah guru dan siswa kelas VIII SMPN 24 Kota Bengkulu. Hasil penelitian ini menunjukkan bahwa perangkat pembelajaran matematika berbasis reciprocal teaching yang dikembangkan telah memenuhi aspek kevalidan, kepraktisan, dan keefektifan ditinjau dari antusiasme dan kemampuan berpikir kritis matematis. Kevalidan perangkat pembelajaran diperoleh dari hasil validasi ahli yang menunjukkan bahwa RPP dan LKS berada dalam kategori valid berdasarkan analisis Aiken dengan indeks pada RPP sebesar 0,63 dan LKS sebesar 0,62. Kepraktisan perangkat pembelajaran diperoleh dari penilaian guru dan siswa terhadap RPP dan LKS berada pada kategori mudah dilaksanakan dan keterlaksanaan pembelajaran guru dan siswa lebih dari 80%. Keefektifan perangkat pembelajaran ditunjukkan dari persentase siswa yang memiliki antusiasme minimal pada kategori tinggi mencapai 88,89% dan persentase ketuntasan berpikir kritis secara klasikal sebesar 80,00%.
Developing Teaching Kits Based on Reciprocal Teaching Oriented to Enthusiasm and Student\u27s Critical Thinking Ability
Abstract
This research is aimed at developing a mathematics teaching kits consist of lesson plans and student\u27s worksheets for student\u27s of junior high school based on reciprocal teaching which is valid, practical, and effective oriented to enthusiasm and student\u27s critical thinking ability. This research was a research and development study which used the 4-D model developed by Thiagarajan, Semmel and Semmel included: (1) defining; (2) designing; (3) developing; and (4) disseminating. The data analysis of instruments was done by converting the total score of the quantitative data into qualitative data in rating scale of five obtained from the instruments. The try out subjects were teachers and class VIII student\u27s of SMPN 24 Kota Bengkulu. The result of the research shows that the developed mathematics teaching kits based on reciprocal teaching have met the aspects of validity, practicality, and effectiveness oriented to enthusiasm and critical thinking ability. The result of the validation shows that the lessons plan and the student\u27s worksheet are categorized as valid based on the Aiken analysis showing the index for the lesson plan 0.63 and the students\u27 worksheet 0.62. The developed mathematics teaching kits are practical based on assessment of teachers and student\u27s that are in the category of easily implemented and teacher and student\u27s learning achievement more than 80%. The effectiveness of learning instrument was proved by the percentage of student\u27s learning enthusiasm who have reached the high minimum category score is 88.89% and the percentage of critical thinking ability test is 80.00%
Keefektifan setting TPS dalam pendekatan discovery learning dan problem-based learning pada pembelajaran materi lingkaran SMP
No full textPenelitian ini bertujuan untuk mendeskripsikan keefektifan setting TPS dalam pendekatan discovery learning dan problem based learning terhadap prestasi belajar, kemampuan komunikasi matematis, dan kemampuan interpersonal siswa. Jenis penelitian ini adalah quasi eksperiment dengan pretest-posttest nonequivalent group design. Sampel penelitian dipilih secara acak dari delapan kelas yang ada, terpilih dua kelas. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan komunikasi matematis, dan angket kemampuan interpersonal. Untuk menguji keefektifan setting TPS dalam pendekatan discovery learning dan problem-based learning data dianalisis menggunakan uji one sample t-test. Untuk menguji perbedaan keefektifan, data dianalisis menggunakan MANOVA. Hasil penelitian menunjukkan bahwa setting TPS dalam pendekatan discovery learning dan problem-based learning efektif terhadap prestasi belajar, kemampuan komunikasi matematis, dan kemampuan interpersonal siswa. Tidak terdapat perbedaan keefektifan setting TPS dalam pendekatan discovery learning dengan problem based learning ditinjau dari aspek prestasi belajar, kemampuan komunikasi matematis, dan kemampuan interpersonal siswa.
Kata Kunci: setting TPS, pendekatan discovery learning, pendekatan problem-based learning, prestasi belajar, kemampuan komunikasi matematis, kemampuan interpersonal
The Effectiveness of Setting Think Pair Share in Discovery Learning Approach and Problem-Based Learning in Circle of Junior High School Students
Abstract
The purpose of this study was to describe the effectiveness of setting Think Pair Share (TPS) in the approach to discovery learning and problem-based learning in terms of student achievement, mathematical communication skills, and interpersonal skills of the student. This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population comprised all Year VIII students of SMP Negeri 1 Yogyakarta. The research sample was randomly selected from eight classes, two classes were elected. The instrument used in this study is the learning achievement test, a test of mathematical communication skills, and interpersonal skills student questionnaires. To test the effectiveness of setting Think Pair Share (TPS) in the approach to discovery learning and problem-based learning, the one sample t-test was carried out. Then, to investigate the difference in effectiveness between the setting Think Pair Share (TPS) in the approach to discovery learning and problem-based learning, the Multivariate Analysis of Variance (MANOVA) was carried out. The research findings indicate that the setting TPS discovery approach to learning and problem-based approach to learning (PBL) is effective in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. No difference in effectiveness between setting TPS discovery approach to learning and problem-based learning (PBL) in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students.
Keywords: TPS setting in discovery learning approach, in problem-based learning, academic achievement, mathematical communication skills, and interpersonal skills of the studen
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