Penerapan Pendekatan Inkuiri Terbimbing Untuk Melatih Keterampilan Proses Sains Siswa Materi Larutan Penyangga

Jaya, Trifonia Dervia; Tukan, Maria Benedikta; Komisia, Faderina

doi:10.56248/educativo.v1i2.44

Cited by 8 publications

(8 citation statements)

References 6 publications

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“…Information: P = Validity percentage ∑X = Number of validator scores ∑Xi = The total number of ideal scores (Sudijono, 2009) Before calculating the percentage results, calculating the ideal score using the following formula was presented as follows. (Jaya, 2013) Then, the gained percentage is interpreted using the criteria as shown in Table 3.…”

Section: %mentioning

confidence: 99%

Developing a TPACK-Based Question Bank For Biology Education Comprehensive Exam

Adlini,

Jayanti,

Hardiansyah

et al. 2024

JPBN

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Comprehensive exams are administered to assess the abilities and knowledge of students in their respective scientific disciplines. However, the material's scope is quite extensive, particularly in light of the absence of a question bank or grid-based guide. However, advancements in the twenty-first century necessitate that educators possess not only knowledge of subject matter and the learning process but also proficiency in technology. TPACK (Technological Pedagogical Content Knowledge) refers to the amalgamation of stated components. The objective of this research is to develop a valid and practical question bank for biology education comprehensive exam, utilizing the TPACK framework. Research and development (R&D) was employed in accordance with the ADDIE development model. The instruments were validation sheets to determine the validity of the developed question bank and response questionnaires to assess its practicality. The validation sheet was intended for experts in learning evaluation and TPACK, whereas the response questionnaire was intended for students and examining lecturers who delivered comprehensive exams. The research findings indicated that the TPACK-based comprehensive exam question bank that was created exhibited a very high level of validity, as confirmed by 87.92% of learning evaluation experts and 88.69% of TPACK experts. The practicality test yielded a 91.68% passing rate among the examining lecturers and a 96.04% passing rate among the students. This value falls under the category of being extremely practical. Hence, it can be inferred that the developed question bank possesses validity and utility. This question bank aims to assist in preparing comprehensive exams for both students and lecturers, while also serving as a guide for developing TPACK, specifically designed for graduating students in the biology education program

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Section: %mentioning

confidence: 99%

Developing a TPACK-Based Question Bank For Biology Education Comprehensive Exam

Adlini,

Jayanti,

Hardiansyah

et al. 2024

JPBN

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“…Scores are data collected from a test instrument. Converting exam results into numbers is called scoring, (Jaya & Ardat, 2013). Scores hold information about students' abilities.…”

Section: Understanding Of Scoringmentioning

confidence: 99%

Integration of Cognitive, Affective, and Psychomotor Domain Scoring in Islamic Religious Education

Pranajaya,

Idris,

Abidin

et al. 2023

Education

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An educator must consider the levels in each domain (cognitive, affective and psychomotor) when compiling scores and weighting questions. This is also the case in Islamic Religious Education lessons. The purpose of writing this article is to explain the integration of scoring for cognitive, affective, and psychomotor domains along with examples in Islamic religious education questions. Using literature studies, there are conclusions obtained from this article, namely the benefits for students, 1). Helps students to develop balanced competencies. 2). Helps students to understand the relationship between knowledge, attitudes, and skills. 3). Helps students to become a whole person with integrity. So it is highly recommended for educators to be able to carry out the right application, with the integration of cognitive, affective, and psychomotor domain scoring in order to become one of the important instruments to improve the quality of Islamic religious education in the world of education.

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“…membuat kesimpulan. Pendekatan pembelajaran inkuiri terbimbing memiliki beberapa kelebihan yaitu dapat membantu siswa dalam menggunakan ingatan yang sudah ada untuk dikaitkan dengan konsep yang akan di bahas, mendorong siswa untuk berpikir dan bekerja atas inisiatifnya sendiri, memberi kebebasan siswa dalam belajar, serta mendorong siswa untuk dapat berpikir dan memecahkan masalah atas masalah yang sedang dihadapinya (Anam, 2016;Boimau e al., 2022;Jaya, Tukan & Komisia, 2022) Instrumen pengumpulan data yang digunakan dalam penelitian ini berupa instrumen tes yang berisi soal untuk mengetahui hasil belajar siswa, instrumen lembar observasi yang berisi pernyataan untuk mengetahui keterlaksanaan pembelajaran dan aktivitas siswa, dan lembar angket berisi pernyataan untuk mengetahui respon siswa. Desain penelitian yang digunakan adalah desain eksperimen one-shot case study.…”

Section: Pendahuluanunclassified

Efektivitas Penerapan Pendekatan Inkuiri Terbimbing Materi Larutan Elektrolit Dan Non Elektrolit

Ndoen¹,

Tukan²,

Komisia³

2022

Educativo: Jurnal Pendidikan

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Tujuan dari penelitian ini adalah untuk mengetahui efektivitas pembelajaran yang menerapkan pendekatan inkuiri terbimbing pada materi larutan elektrolit dan non elektrolit siswa kelas X MIA 1 SMA Negeri 1 Semau Selatan, yang meliputi keterlaksanaan pembelajaran dan kemampuan guru, untuk mengetahui aktivitas siswa, untuk mengetahui hasil belajar siswa dan untuk mengetahui respon siswa. Populasi dalam penelitian ini adalah siswa kelas X MIA 1 SMA Negeri 1 Semau Selatan tahun ajaran 2021/2022. Sampel dalam penelitian ini adalah sampling jenuh. Teknik pengumpulan data yang digunakan adalah melalui observasi, tes dan angket. Penelitin ini dilakukan dengan menggunakan desain eksperimen one-shot case study. Hasil penelitian menunjukkan bahwa penerapan pendekatan inkuiri terbimbing efektif pada materi larutan elektrolit dan non elektrolit siswa kelas X MIA 1 SMA Negeri 1 Semau Selatan, dengan persentase keterlaksanaan pembelajaran sebesar 85% tergolong dalam kategori baik, dan nilai kemampuan guru dalam mengelolah pembelajaran sebesar 3,76 dalam kategori baik, persentase aktivitas siswa tergolong dalam kategori baik dengan persentase rata-rata sebesar 80%, hasil belajar siswa tergolong dalam kategori tuntas dengan nilai rata-rata sebesar 86, persetase respon siswa tergolong dalam kategori baik dengan persentase rata-rata sebesar 80%. Guru diharapkan dapat menerapkan pendekatan inkuiri terbimbing karena sangat baik dan efektif dalam pembelajaran kimia.

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Penerapan Pendekatan Inkuiri Terbimbing Untuk Melatih Keterampilan Proses Sains Siswa Materi Larutan Penyangga

Cited by 8 publications

References 6 publications

Developing a TPACK-Based Question Bank For Biology Education Comprehensive Exam

Developing a TPACK-Based Question Bank For Biology Education Comprehensive Exam

Integration of Cognitive, Affective, and Psychomotor Domain Scoring in Islamic Religious Education

Efektivitas Penerapan Pendekatan Inkuiri Terbimbing Materi Larutan Elektrolit Dan Non Elektrolit

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