247 research outputs found
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Development of items in Acid-Base Identification Experiments Using Natural Materials: Validity Test with Rasch Model Analysis
Full text linkThe development of the test in the form of multiple choice items as 18 questions, aims to measure students' abilities in the experiment of identifying acid-base compounds with natural indicators. The study used descriptive quantitative methods. 79 high school students who have studied acid-base experiment with natural indicators, as the subject of validity test. Validity analyzed by Rasch model in the Winsteps program, including the level of problem difficulty, item validity, construct validity, content validity, and instrument reliability. The results obtained are evenly distributed, so that it can measure students' abilities at various levels of knowledge. Construct validity is evidenced by the raw variance value of 31%, and content validity shows that the questions fit the Rasch model. The feasibility of the instrument can also be seen from its very good reliability value of 0.91. The developed test can be used as a measuring tool for the success of acid-base identification practicum with natural indicators, which have been developed in various researches on the development of environmentally friendly acid-base practicums from natural materials
Analysis of the Mathematical Visualization Process of Female Students in Solving Contextual Problems Based on Cognitive Style
Full text linkThis study aimed to describe the process of mathematical visualization of female students in solving contextual problems in terms of differences in cognitive style. This type of research is qualitative research with a descriptive approach. The research subjects consisted of two 8th grade students with SPFI and SPFD cognitive styles. The results showed that field-independent female subjects explored objects only from one point of view, from the side they produced 3D objects and were divided into 4 parts. SPFI uses an object-partition strategy. SPFI scans objects in both 3D and 2D. SPFI performs object manipulation in the form of rotation. While SPFD explores objects in 2D because it uses a point of view from the side of the object. SPFD identifies the presence of blocks and triangles. SPFD uses an object partitioning strategy. SPFD does not pay attention to the spatial aspect of the scanned object. SPFD performs object manipulation in the form of a triangular object rotation of 1800 clockwise. Therefore, teachers need to pay attention to the strategies carried out by students in terms of gender and cognitive style in solving cognitive problems so that students can perform optimally
Evaluation of Critical Thinking Ability Through The Development of Contextual Physics Teaching Materials Assisted by Socratic Question
Full text linkThis research is one of the stages of developing contextual teaching materials assisted by Socratic questions in physics learning with the primary material of Thermodynamics. The purpose of the evaluation stage is to determine the effectiveness of applying contextual teaching materials assisted by Socratic questions on students' critical thinking skills. The development research was carried out using the ADDIE method, which consisted of the following stages: Analysis, Design, Development, Implementation, Evaluation. The implementation of teaching materials using Socratic questions with Thermodynamics material was carried out for four meetings which 64 students attended. The parameters measured in this evaluation stage are the product quality of teaching materials and students' critical thinking skills. The results showed that (1) the process of developing contextual physics teaching materials assisted by Socratic Questions had met the product quality criteria, which included validity, practicality, and effectiveness (2) there was a significant difference between students' critical thinking skills in physics using Socratic-assisted contextual teaching materials—question without product application. In addition, it was found that the profile of students' critical thinking skills in physics learning using contextual physics teaching materials products Socratic questions was higher than in learning that did not use contextual physics teaching materials assisted by Socratic questions (with critical thinking indicators consisting of giving arguments, induction, evaluating, and make decisions)
Android Learning Media Development to Improve Spatial Ability
Full text linkThe research aims to produce an interactive learning media. This research is included in the type of development research, using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The software used in this interactive learning media is Adobe Flash CS 6 and Unity as the main software. The research was carried out at SMP Muhammadiyah 7 Yogyakarta with the subject of 31 students of class VIII C in the 2020/2021 academic year. The research data was obtained from the results of material validation questionnaires by material experts, media validation questionnaires by media experts, and student response questionnaires by students. The feasibility of this interactive learning media is obtained from the process of quantitative and qualitative data analysis. The product of this development research is in the form of mathematics learning software for class VIII that can be downloaded and operated on android-based mobile phones. Based on the results by material experts, media experts, and students , this product obtained an average feasibility score of 77; 118.5; and 78.87 with very good, very good, and good qualitative categories. Thus, the interactive learning media product that has been successfully developed is suitable for use in the mathematics learning proces
Development of I-SETS Thematic Teaching Materials to Improve Student Character
Full text linkThe teaching material focuses on the theme of rain which is discussed through the I-SETS approach (Islamic, scientific, environmental, technological, and social). This study aimed to determine the characteristics, feasibility, and enchancement of student character after using teaching materials. This study uses the Research and Development (R & D) method in the form of One Group Pretest-Post-test Design. Data collection techniques through interviews, observation, questionnaires, and test results. Data analysis techniques is quantitative descriptive. The characteristics of the teaching materials that had been developed were viewed from three aspects (content, presentation, and language). This characteristic is supported by validating the feasibility of teaching materials of 86.58% had very feasible criteria. Readability results reached a percentage of 53.20% in the appropriate category for students. The results of the application of teaching materials showed that there is no influence yet of teaching materials on the character development and integrated thinking skills which are based on the N-gain test acquisition of 0.169 from the results of the character questionnaire, 0.218 from the results of the character observastions, 0.085 from pretest-posttest mark. This is due to obstacles when learning online and limited number of encounters.
Analysis of Mathematics Problem Solving Ability of Junior High School Students in Solving Problems in Online Learning
Full text linkThis study aims to determine the mathematical problem solving ability of students in solving story problems with online learning. The method in this study used a qualitative descriptive research method. The results showed that there were differences in the ability to identify the elements that were known and asked, there were differences in the ability to choose and apply strategies or problem solving procedures and there were differences in the ability to examine and explain the results or answers according to problems between students with high, medium mathematical problem solving abilities. and low. There are 43% of students who have been able to follow and adapt online learning while 57% of other students have difficulty understanding the material being taught. There are 60.86% of students who have a high enough enthusiasm in online learning (online) but 39.13% of students are not happy if learning mathematics is done online due to factors that influence it such as technical constraints. There are 73.91% of students with a positive response to the problem of mathematical problem solving ability even though the learning is carried out online and 26.08% of students with a negative response
The Effectiveness of Model Team Assisted Individualization Learning Based on Hands-on Activity on Chemical Concept Understanding and Learning Motivation on Hydrocarbon Combustion Materials
Full text linkThe purpose of this study was to determine the application of the TAIbased Hands-on Activity learning model effectively to improve theunderstanding of chemical concepts and the learning motivation of learners ofhydrocarbon combustion material. This study uses a Quasi-ExperimentalDesign with the research subjects being Class XI students of SMA N 1 Kramat.The sample in this study was taken using the Random Sampling Clustertechnique. The instrument in this study was a test instrument in the form of apretest and posttest, while the non-test instrument was a questionnaire. Theresults of the t-test analysis showed that the application of the TAI basedHands-on Activity learning model was effective in increasing the ability tounderstand chemical concepts and learner motivation. The average ability tounderstand the concepts of chemistry in the experimental class and the controlclass was 78.06 and 67.86, respectively. The average learning motivation ofstudents in the experimental class and the successive control class is 75.83 and65.83. The N-gain test for understanding the concept of the experimental classand the control class were 0.467 (medium category) and 0.296 (low category),respectively. N-gain learning motivation of students in the experimental classand control class was 0.42 (medium category) and 0.25 (low category),respectively
Korelasi Persepsi Kemampuan Metakognitif dan Kemampuan Berpikir Kritis Siswa SMA Di Masa Pandemi Covid-19
Full text linkOne of the student abilities needed in the 2013 curriculum is metacognitive abilities. Some research results show that metacognitive abilities affect critical thinking skills. Researchers are interested in explaining the relationship between metacognitive abilities and critical thinking skills in learning chemistry on acid-base titration material. The formulation of the problem and the purpose of this study is how to correlate perceptions of metacognitive abilities to critical thinking skills of XI grade high school students at SMA Unggulan Nurul Islami Mijen during the Covid-19 pandemic. The research sample was taken by using purposive sampling technique. The sample used was 30 students from class XI MIPA SMA Unggulan Nurul Islami Mijen. The research data were obtained using a metacognitive perception questionnaire and a critical thinking ability test. The data obtained were analyzed using descriptive analysis techniques and analysis techniques PLS (Partial Least Square) assisted by SmartPLS 3.0 software. The results of the analysis using the PLS technique show that there are three models that have been successfully obtained, namely model 1 which is called the initial model, model 2 estimation from model 1 and model 3 as the final model. Based on the justification of the analysis, model 3 is considered the best research model. In model 3, the correlation value of perceived metacognitive ability to students' critical thinking abilities is 0.360, so it can be concluded that students have a correlation between perceptual metacognitive abilities and critical thinking abilities
Hubungan Kepercayaan Diri dan Adversity Quotient dengan Keterampilan Berpikir Kreatif Siswa Kelas VIII pada Materi Gerak dan Gaya
Full text linkKeterampilan berpikir kreatif merupakan salah satu keterampilan abad 21 yang penting dimiliki oleh siswa. Beberapa faktor yang dapat mempengaruhi keterampilan berpikir kreatif antara lain kepercayaan diri dan adversity quotient. Tujuan penelitian ini adalah untuk :(1) Mengetahui adanya hubungan antara kepercayaan diri dan keterampilan berpikir kreatif, (2) Mengetahui adanya hubungan antara adversity quotient dan keterampilan berpikir kreatif, (3) Mengetahui adanya hubungan antara kepercayaan diri dan adversity quotient secara bersama-sama dengan keterampilan berpikir kreatif. Penelitian ini merupakan penelitian kuantitatif dengan pendekatan korelasional. Populasi penelitian adalah siswa kelas VIII dari salah satu SMP swasta berakreditasi A di Surakarta tahun ajaran 2020/2021. Materi yang digunakan dalam penelitian yaitu materi gerak dan gaya. Teknik pengambilan sampel menggunakan cluster random sampling. Data diperoleh dengan tes dan angket yang kemudian dianalisis menggunakan uji korelasi pearson dan uji korelasi berganda (Sugiyono, 2007). Hasil penelitian menunjukan : (1) Kepercayaan diri berhubungan positif dengan keterampilan berpikir kreatif dengan nilai korelasi sebesar 0,410, (2) Adversity quotient berhubungan positif dengan keterampilan berpikir kreatif dengan nilai korelasi sebesar 0,678, (3) Kepercayaan diri dan adversity quotient berhubungan positif secara bersama-sama dengan keterampilan berpikir kreatif dengan nilai korelasi sebesar 0,700
Profil Kemampuan Representasi Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Gaya Belajar
Full text linkThis study aims to determaine the profile of the representation ability of juniorhigh school students in terms of learning styles. This type of research wasdescriptive qualitative research. The subjects taken were three junior highschool students of eight grade, each of whom had a visual learning style, andauditory learning style, and kinesthetic learning style. The data was collectedusing a learning style scale, written tests, interviews and documentation. Thedata analysis technique was carried out in 3 stages, reduction, datapresentation, and drawing conclucions or verification. The validity of the dataused time triangulation, comparaing the results of the representation abilitytest with the results of interviews in the first and second stages. The analysiswas developed based on indicators of representational ability by taking inroaccount student learning styles. Based on the results of the analysis, it isknown that subjects with visual, auditory and kinesthetic learning styles havelow verbal representation abilities.