Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

Khery, Yusran; Khaeruman, Khaeruman

doi:10.33394/j-ps.v4i2.1151

Cited by 13 publications

(11 citation statements)

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“…Helping students to understanding knowledge, producing ideas, developing concept, transforming concept into skills, making formulations, testing hypotheses are requirements for effective learning environment [15]. The better science process on learning, the better learning achievement will be [16] [17] [18] [19].…”

Section: Introductionmentioning

confidence: 99%

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Khery

Masjudin²,

Muzaki‬³

et al. 2020

Int. J. Interact. Mob. Technol.

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Development of student understanding of nature of science, conceptual understanding, and scientific literacy on learning must be supported by proper learning process. An offline and online environment on mobile learning oriented with Nature of Science oriented learning can be considered to commit. Mobile-Nature of Science (Mobile-NOS) is suitable model of learning for this purpose. Evaluating the influence of Mobile-NOS model of learning application towards Students' understanding of nature of science, chemistry concept understanding, and scientific literacy on general chemistry learning are focus of this study. This study was carried out by posttest only control group design, in form of quasi experimental. There are 44 sample determined by saturated sampling technique of general chemistry students as population. Sample divided into two group equally, the experimental and control group. Data were collected by understanding nature of science questionnaire, scientific literacy test, and chemistry conceptual understanding test. Data was analyzed by independence sample t test. The result of the study showed that the application mobile-NOS model of learning make students better on understanding of nature of science, conceptual understanding, and scientific literacy

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Section: Introductionmentioning

confidence: 99%

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Khery

Masjudin²,

Muzaki‬³

et al. 2020

Int. J. Interact. Mob. Technol.

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“…Model pembelajaran problem posing dapat diterapkan dengan menyajikan Context-Rich Problem (soal-soal yang diperkaya dengan konteks-konteks) (Khery & Khaeruman, 2016). Context-Rich Problem (CRP) mencoba membawa siswa memasuki permasalahan yang bisa ditemui didunia nyata.…”

Section: Pendahuluanunclassified

“…Dengan demikian siswa terdorong mempertimbangkan konsep-konsep pada konteks objek nyata. Semakin akrab konteks dimana permasalahan itu dihadirkan dan semakin dekat permasalahan tersebut dengan pengalaman keseharian siswa, maka siswa akan semakin menyukai untuk membuat hubungan-hubungan yang diperlukan dan tiba pada penafsiran yang tepat terhadap permasalahan (Khery & Khaeruman, 2016) Penelitian ini dilaksanakan dengan jenis rancangan eksperimental semu, Desain ini memiliki kelompok kontrol akan tetapi tidak sepenuhnya dapat mengontrol variabel-variabel lain yang dapat mempengaruhi pelaksanaan dan hasil eksperimen (Arikunto, 2013) Beberapa instrumen yang digunakan dalam penelitian ini yaitu: (1) instrument perlakuan yang meliputi silabus, RPP dan LKS; (2) isntrumen evaluasi yang meliputi lembar keterlaksanaan RPP, tes kemampuan berpikir divergen dan konvergen yang berupa soal essay. Soal-soal tersebut divalidasi pada kelas XI Ipa.…”

Section: Pendahuluanunclassified

“…Model pembelajaran problem posing dengan Context-Rich Problem dapat berpengaruh terhadap kemampuan berpikir divergen siswa, karena model pembelajaran ini dapat memberikan kesempatan untuk peserta didik beperan aktif dalam mempelajari, mencari dan menemukan sendiri informasi, konsep dan membuat kesimpulan. Kemampuan pemecahan masalah harus ditunjang oleh kemampuan penalaran yakni kemampuan melihat sebab akibat (Khery & Khaeruman, 2016).…”

Section: Keterlaksanaan Rppunclassified

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Pengaruh Model Problem Posing dengan Context-Rich Problem terhadap Kemampuan Berpikir Divergen dan Konvergen Siswa

Hatimah¹,

Asmawati²,

Maeni³

et al. 2021

Empiric. Journal

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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Posing dengan Context-Rich Problem terhadap kemampuan berpikir divergen dan kemampuan berpikir konvergen siswa. Penelitian ini merupakan penelitian eksperimen semu (quasy eksperimental) dengan rancangan penelitian posttest-only control group design. Sampel penelitian ini adalah 85 siswa kelas X SMAN 7 Mataram yang dipilih menggunakan teknik purposive sampling yang terbagi dalam 3 kelompok. Kelompok eksperimen I terdiri dari 26 siswa dibelajarkan dengan model pembelajaran Problem Posing dengan Context-Rich Problem, kelompok eksperimen II terdiri dari 29 siswa dibelajarkan dengan model Problem Posing, sedangkan kelompok kontrol terdiri dari 30 siswa dibelajarkan dengan model konvensional dengan Context-Rich Problem. Data dikumpulkan menggunakan lembar observasi keterlaksanaan pembelajaran dan tes kemampuan berpikir divergen dan konvergen. Teknik analisis data menggunakan uji varian dua jalur (two way ANOVA). Hasil penelitian menunjukan bahwa (1) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh (Fhitung= 4,128 > Ftabel= 3,26) terhadap kemampuan berpikir divergen siswa; (2) skor rata-rata kelompok eksperimen I (mean= 55,38) lebih tinggi dari pada kelompok eksperimen II (mean= 40,91) dan kelompok kontrol (mean= 42,23); (3) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem tidak berpengaruh (Fhitung= 0,449 < Ftabel= 3,26) terhadap kemampuan berpikir konvergen siswa; (4) skor rata-rata kelompok eksperimen I (mean= 34,5) lebih tinggi dari pada kelompok eksperimen II (mean= 33,25) dan kelompok kontrol (mean= 24,99). Penelitian ini menyimpulkan bahwa model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh terhadap kemampuan berpikir divergen, namun tidak berpengaruh signifikan terhadap kemampuan berpikir konvergen siswa. The Effect of Problem Posing Model with Context-Rich Problem toward Students’ Divergent and Convergent Thinking Ability Abstract This study aims to determine the effect of the Problem Posing learning model with Context-Rich Problems on students' divergent thinking and convergent thinking abilities. This research is a quasi-experimental research with a posttest-only control group design. The sample of this study was 85 students of class X SMAN 7 Mataram who were selected using a purposive sampling technique which was divided into 3 groups. The experimental group I consisted of 26 students taught with the Problem Posing learning model with Context-Rich Problems, the experimental group II consisted of 29 students taught with the Problem Posing model, while the control group consisted of 30 students taught using the conventional model with the Context-Rich Problem. Data were collected using observation sheets on the implementation of learning and divergent and convergent thinking skills tests. The data analysis technique used a two-way ANOVA test. The results showed that (1) the use of the Problem Posing learning model with Context-Rich Problem had an effect (Fcount = 4.128 > Ftable = 3.26) on students' divergent thinking abilities; (2) the average score of the experimental group I (mean= 55.38) was higher than that of the experimental group II (mean= 40.91) and the control group (mean= 42.23); (3) the use of Problem Posing learning model with Context-Rich Problem has no effect (Fcount = 0.449 < Ftable = 3.26) on students' convergent thinking ability; (4) the average score of the experimental group I (mean= 34.5) was higher than the experimental group II (mean= 33.25) and the control group (mean= 24.99). This study concludes that the Problem Posing learning model with Context-Rich Problems has an effect on divergent thinking skills, but has no significant effect on students' convergent thinking abilities.

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“…Lingkungan belajar yang efektif terbentuk dengan membantu mahasiswa berkonsentrasi pada sesuatu yang dipahami, menghasilkan ide; membantu mahasiswa mengembangkan pemahaman konseptual tentang pengetahuan tertentu; dan mengubah pemahaman konseptual menjadi keterampilan mengembangkan kategori, membuat formulasi algoritmik, menghasilkan dan menguji hipotesis (Joyce et al, 2008). Pembelajaran harus mendorong peningkatan keterampilan proses sains yang mencakup keterampilan mengamati, mengukur, mengklasifikasi, memperkirakan, menyimpulkan, komunikasi, mengartikan data, membuat definisi, membuat pertanyaan, menyusun hipotesis, bereksperimen dan merumuskan model Banyak studi menunjukkan adanya korelasi antara keterampilan proses sains dan prestasi belajar (Khery & Khaeruman, 2016;Najmah et al, 2014).…”

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Pemahaman Mahasiswa tentang Hakikat Sains dalam Pembelajaran menggunakan Model Pembelajaran Mobile-NOS

et al. 2019

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[Title: Students' Understanding of the Nature of Science in Learning using the Mobile-NOS Learning Model]. The aim of this research was to evaluate the influence of the Mobile-NOS learning model implementation towards students' understanding of the nature of science. In the form of pre-experimental research, this study has been carried out by pretest-posttest non-control group design. The research subjects consisted of 27 students participating in the Basic Chemistry II course in the chemical education program of IKIP Mataram Academic Year 2018-2019 collected by saturated sampling. The Nature of Science Data was obtained using the Understanding of Nature of Science questionnaire that consists of 39 valid items with very high reliability (r = 0,802) proved by test result to 84 subjects. Data were analyzed by a paired sample t-test. The results showed significant enhancement on students' understanding of the nature of science after the Mobile-NOS model of the learning implementation. The value of t count (5.353) is greater than the t table (1.706) in the one-way hypothesis. Based on the results of the study, it can be concluded that the Mobile-NOS learning model influences students' understanding of the nature of science.

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Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

Cited by 13 publications

References 0 publications

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Pengaruh Model Problem Posing dengan Context-Rich Problem terhadap Kemampuan Berpikir Divergen dan Konvergen Siswa

Pemahaman Mahasiswa tentang Hakikat Sains dalam Pembelajaran menggunakan Model Pembelajaran Mobile-NOS

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