Analysis of Students' Process Skills and Chemistry Learning Outcomes

Sholahuddin, Arif; Shadriyah, Yasfi

doi:10.2991/seadric-17.2017.79

Cited by 7 publications

(5 citation statements)

References 12 publications

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“…Hasil tersebut menjadi penguatan keberhasilan pelaksanaan model FPOEIL berbantuan chemistry poster. Pembelajaran berbasis inkuiri dapat meningkatkan KPS peserta didik secara signifikan (Sholahuddin & Shadriyah, 2017). Tahapan pembelajaran inkuiri yang meliputi mengidentifikasi dan mengajukan pertanyaan, merancang dan melakukan percobaan, menganalisis data dan bukti, menjelaskan dan menyampaikan temuan (Savitri, Wusqo, Ardhi, & Putra, 2017) dapat meningkatkan ketertarikan peserta dididk untuk belajar sehingga meningkatkan KPS (Salamah & Mursal, 2017).…”

Section: Gambar 1 Perbandingan Nilai Rata-rata Tes Kpsunclassified

Memperkuat Keterampilan Proses Sains Dan Hasil Belajar Ranah Pengetahuan Menggunakan Model Pembelajaran Fpoeil Berbantuan Chemistry Poster

Pratiwiningsih

Kusasi

Sholahuddin

2022

jcae

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Penelitian terkait penerapan model pembelajaran FPOEIL berbantuan chemistry poster pada materi larutan penyangga ini bertujuan untuk mengetahui: (1) perbedaan keterampilan proses sains (2) perbedaan hasil belajar ranah pengetahuan dan (3) respon peserta didik terhadap penerapan model FPOEIL berbantuan chemistry poster pada materi larutan penyangga. Penelitian quasy experimental dengan non-equivalent control group design ini diterapkan pada 3 sampel kelas, yang terdiri atas kelas kontrol dengan model pembelajaran ekspositori, kelas eksperimen 1 dengan model pembelajaran FPOEIL, dan kelas eksperimen 2 dengan model pembelajaran FPOEIL berbantuan chemistry poster. Data dianalisis secara deskriptif dan inferensial melalui uji kruskal wallis dengan program SPSS. Hasil penelitian menunjukkan: (1) terdapat perbedaan nilai tes keterampilan proses sains antara peserta didik pada ketiga kelas tersebut (2) terdapat perbedaan hasil belajar ranah pengetahuan antara peserta didik pada ketiga kelas tersebut (3) peserta didik menunjukkan respon yang sangat positif terhadap pembelajaran model FPOEIL berbantuan chemistry poster.

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Section: Gambar 1 Perbandingan Nilai Rata-rata Tes Kpsunclassified

Memperkuat Keterampilan Proses Sains Dan Hasil Belajar Ranah Pengetahuan Menggunakan Model Pembelajaran Fpoeil Berbantuan Chemistry Poster

Pratiwiningsih

Kusasi

Sholahuddin

2022

jcae

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“…(Slavin, 2009). Peserta didik hingga tingkat sekolah menengah atas model guided inquiry masih lebih baik dibandingkan structured-inquiry maupun free-inquiry (Sholahuddin & Shadriyah, 2017). Panduan praktikum yang berbentuk "cook book" terbukti tidak mampu melatih kemampuan memecahkan masalah (Diawati, 2015).…”

Section: Praktikum Ipa Berbasis Guided Inquiryunclassified

Penguatan Kompetensi Guru dalam Optimalisasi Fungsi Laboratorium

Sholahuddin¹,

Yulinda²,

Syaban³

et al. 2019

btjpm

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Laboratorium sebagai sarana pembelajaran IPA memiliki fungsi sangat penting dalam menfasilitasi peserta didik membangun kompetensi ilmiah. Oleh karena itu diperlukan manajemen yang tepat oleh pengelola yang memiliki kompetensi. Kegiatan workshop ini dilakukan untuk memperkuat kompetensi guru dalam optimalisasi fungsi laboratorium IPA. Kegiatan dilakukan dalam bentuk ceramah-tanya jawab, diskusi, praktik laboratorium berbasis inquiry dan latihan implementasi manajemen laboratorium di laboratorium sekolah. Peserta kegiatan sebanyak 19 orang guru IPA SMP di Kota Banjarmasin dan Kabupaten Banjar. Kegiatan workshop ini mampu memperkuat pengetahuan dan keterampilan guru SMP dalam pengelolaan laboratorium dan keterampilan merancang dan melaksanakan praktikum berbasis guided inquiry serta kemampuan menerapkan hasil workshop di laboratorium IPA sekolah. Peserta workshop sangat antusias selama mengikuti kegiatan dan merasa sangat terbantu dalam mengatasi kendala dan permasalahan yang dialami guru-guru IPA di sekolah masing-masing. Perlu perluasan peserta workshop di berbagai daerah agar mampu meningkatkan peran laboratorium dalam mendukung tujuan pembelajaran IPA yang meliputi pengetahuan, sikap dan keterampilan ilmiah peserta didik.The laboratory has a very important function as a means of science learning to facilitate students to build their scientific competences. Therefore, we need proper management which is performed by the competent laboratory managers. This workshop was conducted to strengthen the teachers’ competence in optimizing the functions of a science laboratory. The workshop methods including lectures, discussions, inquiry-based laboratory practices and implementation of school’s laboratory management. The participants were 19 junior high school science teachers in Banjarmasin City and Banjar Regency. This workshop was able to strengthen teachers’ knowledge and skills in mining school’s laboratory, teachers’ skills to design and implement guided inquiry-based practicum, and teachers’ ability to apply skills in managing science laboratory. The participants appear very enthusiastic during the workshop and they felt greatly helped in overcoming many laboratory obstacles and problems. It is necessary to expand the workshop’s participants in various regions in order to increase the role of laboratories in supporting science learning objectives which include scientific knowledge, attitudes, and skills of students.

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“…The implementation of inquiry learning strategies has to consider students readiness in relation to their knowledge, experience, and skills [30]. Students with a lack of knowledge, experience, and skills, need more guidance or scaffolding to success in inquiry activities.…”

Section: Sharingmentioning

confidence: 99%

The Cognitive Style-Based Learning Strategy in Webbed Curriculum of Elementary School

Sholahuddin¹,

Yuanita²

2018

Proceedings of the 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Soci

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Abstract-The. This paper aims to analyze the feasibility of that learning strategy to be applied in elementary school classroom using K-13. The analysis was conducted qualitatively by comparing the characteristics of webbed or integrated thematic curriculum, the forms of K-13 at the elementary school, with the characteristic of CSBLS. The characteristics of integrated thematic curriculum incorporate various disciplines to achieve cognitive, affective, and psychomotor competence. The suggested learning approach is the scientific approach, which involves four main skills namely observing, questioning, experimenting, associating, and networking/communicating. Various activities neither have to be trained sequentially nor performed all skills in a classroom meeting. CSBLS has the steps that are in line with a scientific approach. The steps are concise of giving attention, understanding, exploring, sharing, game, assessment, and individual tasks. Understanding the steps, training the skill of questioning, observing, associating, communicating data, sharing step trained a verbal communicating and individual tasks involve all skills which are undertaken independently by students. According to its characteristics, the CSBLS can be applied in K-13 by a little adaptation. It only requires the change of learning materials from subject areas to themes as a learning content. The implementation of the CSBLS can facilitate individual differences especially related to elementary students' cognitive style and their tendency to prefer group activities.

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Analysis of Students' Process Skills and Chemistry Learning Outcomes

Cited by 7 publications

References 12 publications

Memperkuat Keterampilan Proses Sains Dan Hasil Belajar Ranah Pengetahuan Menggunakan Model Pembelajaran Fpoeil Berbantuan Chemistry Poster

Memperkuat Keterampilan Proses Sains Dan Hasil Belajar Ranah Pengetahuan Menggunakan Model Pembelajaran Fpoeil Berbantuan Chemistry Poster

Penguatan Kompetensi Guru dalam Optimalisasi Fungsi Laboratorium

The Cognitive Style-Based Learning Strategy in Webbed Curriculum of Elementary School

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