Pembelajaran Kontekstual dengan Saintifik Inkuiri untuk Meningkatkan Literasi dan Sikap Sains Siswa

Sukmawati, Wati

doi:10.29405/bioeduscience/31-37111085

Cited by 17 publications

(16 citation statements)

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“…Rendahnya capaian literasi sains peserta didik Indonesia sangat berkaitan dengan proses pembelajaran yang terjadi saat ini. Pembelajaran IPA di sekolah umumnya masih terpaku pada konsep dan belum mengaitkannya dengan kehidupan sehari-hari (Sukmawati, 2014). Dalam Lampiran Permendikbud Nomor 81A tahun 2013, proses pembelajaran dengan pendekatan saintifik terdiri atas lima pengalaman belajar pokok, yaitu mengamati, bertanya, mengumpulkan informasi, mengasosiasikan, dan mengkomunikasikan.…”

Section: Pendahuluanunclassified

Studi Profil Literasi Sains Siswa dan Pembelajarannya di SMP Kota Banda Aceh

Kamil¹,

Permanasari

Riandi

2021

JIPI

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Descriptive research on the study of the scientific literacy profile of students and their learning at SMP Kota Banda Aceh, aims to examine the extent to which aspects of scientific literacy according to PISA 2018 are internalized in the junior high school science learning process. In addition, this study also examines its impact on students' scientific literacy. Research data to reveal the emergence of aspects of scientific literacy in planning learning, implementation of learning, and evaluation of learning for junior high school students in Banda Aceh on science subjects. collected through an instrument that refers to the 2015 Program for International Student Assessment (PISA) framework. The data collection technique was carried out through observation, surveys, and content analysis. The research participants involved 9 junior high schools from 9 sub-districts throughout the city of Banda Aceh, each sub-district selected 1 school. The total participants involved were 135 students. The results showed that for the Planning component, the Knowledge Aspect was presented at the largest 35.9% but the aspect that was dominated by the competence aspect for indicators explained the phenomenon scientifically. In the Implementation component, the largest 44.8% of the Knowledge Aspect is presented and it is also dominated by the knowledge aspect for the epistemic knowledge indicator. In the Evaluation component, the Context Aspect is presented at 41.2% which is dominated by the competence aspect for indicators of interpreting scientific data and evidence. The scientific literacy profile in answering the 2015 PISA questions only 1.48% of students were able to answer up to level 2. This shows that the scientific literacy profile of Banda Aceh Junior High School students is still relatively low. The practice of learning science does not contribute much to the achievement of scientific literacy for junior high school students in Banda Aceh

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Section: Pendahuluanunclassified

Studi Profil Literasi Sains Siswa dan Pembelajarannya di SMP Kota Banda Aceh

Kamil¹,

Permanasari

Riandi

2021

JIPI

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“…Sayangnya kegiatan belajar di sekolah saat ini masih belum sepenuhnya menggunakan pembelajaran berbasis teknologi. Berdasarkan hasil pengamatan, masih banyak para guru yang merasa bingung sekaligus cemas karena tidak mengerti bagaimana membuat inovasi tekonologi pembelajaran online (Maskar, 2021;Sukmawati, 2018). Selama pembelajaran online berlangsung, guru hanya mengandalkan Whatsapp Group dalam memberikan tugas, sehingga siswa tidak mendapatkan penjelasan materi dari pelajaran yang sedang mereka pelajari.…”

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Pengembangan Media Pembelajaran Learning Management System (LMS) Berbasis Moodle pada Materi Perubahan Energi

Fikriyah

Sukmawati²

2022

ideas

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This research is a research about Learning Management System (LMS) development. In this case, the media being developed is Moodle-based media that contains materials about energy transformation. This research is conducted to develop Moodle-based learning media, namely the one which contains material about energy transformation. This media is developed in research and development process, and implemented with ADDIE model. It can be done through 5 steps, such as Analysis, Design, Development, Implementation and Evaluation. The result will be Moodle-based energy transformation material for grade IV students. The result can be obtained through verification by both the media expert and material expert, also by testing the media to the students. Then, we can analyze all data obtained by implementing Likert scale with quantitative approach. After testing and verification process are all done, we can know that: (1) media expert: validity score 78,67%, (2) material expert: validity score 87,5% and (3) student testing score 86,61%. From the research's result we can infer that Moodle-based Learning Management System (LMS) containing energy transformation material is very suitable for elementary school students. It also can be used as supplementary media during natural science class. Penelitian ini merupakan penelitian mengenai pengembangan media pembelajaran Learning Management System (LMS) yang berbasis moodle. Tujuan dari penelitian ini adalah untuk mengembangkan media belajar berbasis moodle pada materi perubahan energi. Media pembelajaran ini dikembangkan dalam penelitian dan pengembangan atau Research and Development dan diterapkan menggunakan model ADDIE dengan 5 langkah yaitu: Analysis, Design, Development, Implementation dan Evaluation. Hasil produk akhir dari pengembangan ini yaitu media pembelajaran berbasis moodle materi perubahan energi untuk kelas IV. Hasil data penelitian diperoleh melalui proses validasi ahli media, ahli materi serta uji coba peserta didik. Data hasil penelitian di analisis dengan skala likert menggunakan pendekatan kuantitatif. Data penilaian hasil validasi dan uji coba siswa dengan perolehan sebagai berikut: (1) ahli media 78,67%, (2) ahli materi 87,5% dan (3) uji coba siswa 86,61%. Berdasarkan hasil perolehan data menunjukkan bahwa pengembangan media pembelajaran Learning Management System (LMS) berbasis moodle pada materi perubahan energi memenuhi kriteria sangat layak digunakan siswa sekolah dasar serta dapat digunakan sebagai penunjang pembelajaran IPA.

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“…This is shown by students' ability to work on features in the book whose presentation is always associated with natural science phenomena, such as features of scientific investigations, let's argue, causality, and diagnostic arguments. Scientific argumentation equips students to answer and explain science phenomena that occur based on everyday life based on concepts (Octasari, et al, 2019;Sukmawati, 2017;Zimmerman, 2007). So it can be said that students' ability to fill in exercises on these features can form scientific argumentation skills.…”

Section: Figure 8 Student Responses About Textbook Practicalitymentioning

confidence: 99%

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Fadly

Miaturrohmah

2021

JPSI

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Argumentation skills have an important role in 21st-century learning because it can facilitate constructing the relationship between theory and understanding the concept of science. The development of textbooks based on argumentation skills can bridge science theories and ideas, especially with the Covid-19 pandemic, limiting social contact between communities and students so that they have to work and study from home. Textbooks can be a solution to assist students to learn independently. This study aims to determine the characteristics, practicality, and effectiveness of the developed argument-driven inquiry textbook (ADI). The research was conducted at MTsN 6 Ponorogo using the Research and Development (RD) method. Testing the practicality and effectiveness of textbooks was carried out using a randomized control group pretest-posttest design. The number of research samples consisted of 124 students taken through random sampling techniques divided into experimental and control classes. Data were obtained from questionnaires, and argumentation skills tests were analyzed using quantitative descriptive and qualitative descriptive to determine practicality, and inferential statistics (t-test) to evaluate the effectiveness of the textbooks being developed. The results showed that ADI-based textbooks: 1) have the characteristics of being able to encourage students to argue critically and be able to construct students' logic and creativity in relating environmental problems, scientific concepts, and scientific paradigms through multi-disciplinary integration; 2) has a practicality level of 84%, which means that the contents of the book are very good at motivating students to learn, relevant to the material, and easy to understand from the material and language aspects; 3) effective in improving students' argumentative skills is better than classes that are not based on ADI (α = 0.05) with an increase in the moderate category (N-Gain = 47.17%).

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Pembelajaran Kontekstual dengan Saintifik Inkuiri untuk Meningkatkan Literasi dan Sikap Sains Siswa

Cited by 17 publications

References 0 publications

Studi Profil Literasi Sains Siswa dan Pembelajarannya di SMP Kota Banda Aceh

Studi Profil Literasi Sains Siswa dan Pembelajarannya di SMP Kota Banda Aceh

Pengembangan Media Pembelajaran Learning Management System (LMS) Berbasis Moodle pada Materi Perubahan Energi

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

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