Pengaruh Model Pembelajaran Predict, Observe And Explain  terhadap Keterampilan Proses Sains Siswa Kelas X Sma Negeri 1 Balaesang

Zulaeha, Zulaeha; Darmadi, I Wayan; Werdhiana, Komang

doi:10.22487/j25805924.2014.v2.i2.2771

Cited by 6 publications

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“…Previous authors [16] expressed that in the explaining stage, it was not easy for students because they had to compare the results of predictions and observations, then explain it well.…”

Section: Explaining Abilitymentioning

confidence: 99%

Developing Small Scale Chemistry Practicum Module to Identify Students’ Ability in Predict-Observe- Explain (POE) Implementation

Harta

Listyarini

Pamenang

et al. 2020

JKPK

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<p class="Default">Chemistry practicum does not have to be complicated and requires expensive apparatus and chemicals, and is considered not environmentally friendly. The concept of small scale chemistry practicum is one of appropriate technology that is packaged elegantly to introduce and embed the principles of green chemistry in every chemistry experiments, and also to enhance the concepts of chemistry through verification and scientific discovery. This study aims to create the newest product, the small scale chemistry practicum module to identify the ability of the students of chemistry education study program, Sanata Dharma University, Yogyakarta in formulating predictions on phenomenon based on the insights they have, making direct observations through small scale chemistry practicum, and explaining the results of observations and emphasis on concepts in detail and depth. This research is the development research with the model of Analysis, Design, Develop, Implement, and Evaluate (ADDIE). Data were analyzed by descriptive analysis and Rasch Model. The results of the study show that the product developed has a perfect and feasible level of readability to be tested. From the content aspect, it presented in perfect criteria, as well as the construction aspect and aspect of language, also shows good value. The students already have quite an excellent ability to predict (average score= 76), observe (average score= 88.5), and explain (average score 87.5). Also, it was noted that students enthusiastically applied POE, and the results of POE students show good person reliability value (0.88) in small scale chemistry experiments. The product developed has been valid, effective, and practical for use in experiments according to experts and teachers, and good student responses (Cronbach's alpha value= 0.92) to the product.</p>

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“…Previous authors [16] expressed that in the explaining stage, it was not easy for students because they had to compare the results of predictions and observations, then explain it well.…”

Section: Explaining Abilitymentioning

confidence: 99%

Developing Small Scale Chemistry Practicum Module to Identify Students’ Ability in Predict-Observe- Explain (POE) Implementation

Harta

Listyarini

Pamenang

et al. 2020

JKPK

View full text Add to dashboard Cite

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“…POE learning model engages students in predicting a phenomenon, observations through demonstrations or experiments, and finally explain the results of the demonstration as well as their hypothesis. By doing this way, acquired knowledge will be preserved in students' memory and increase students' science processing skills (Zulaeha, Darmadi & Werdhiana, 2014). To make an active teaching-learning process, students need to be able to clearly express themselves in written form and verbal form; teachers need to introduce a new teaching strategy like the Predict-Observe-Explain (POE) that can be used in association with demonstrations and hands-on activities that can help to enhance classroom practice by identifying the learner's conception (Hilario, J.S., 2015).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

2018

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Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.

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“…Dengan tidak adanya kegiatan praktikum atau kegiatan yang menunjang keterampilan siswa pada metode ceramah yang diterapkan, hal ini dapat menyebabkan keterampilan proses sains siswa tidak berkembang dengan maksimal. Zulaeha, dkk (2014) menyatakan bahwa pengembangan KPS siswa tidak dapat diajarkan dengan menggunakan metode ceramah. Hal ini dikarenakan siswa yang belajar dengan metode ceramah tidak diberikan kesempatan untuk mengobservasi secara langsung melalui kegiatan eksperimen terhadap materi yang sedang dipelajarinya, sehingga siswa hanya menjadi pembelajar pasif.…”

Section: Pendahuluanunclassified

Penerapan Pendekatan Somatic, Auditory, Visualization, And Intellectualy (SAVI) Untuk Meningkatkan Keterampilan Proses Sains Siswa di Kelas VII SMP Negeri 17 Kota Jambi

Harahap

2018

JEF

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Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains siswa di kelas VII SMP Negeri 17 Kota Jambi pada materi zat dan wujudnya melalui pendekatan SAVI (Somatic, Auditory, Visualization, And Intellectualy). Penelitian ini merupakan penelitian tindakan kelas (classsroom action research) yang dilaksanakan sebanyak tiga siklus. Setiap siklus terdiri dari dua pertemuan dan melalui tahap perencanaan tindakan, pelaksanaan, pengamatan dan refleksi. Subyek penelitian adalah siswa kelas VII B sebanyak 39 orang terdiri dari 20 orang siswa laki-laki dan 19 orang siswi perempuan. Instrumen penelitian berupa tes keterampilan proses sains, lembar observasi keterampilan proses sains, lembar observasi kegiatan guru dan lembar aktivitas siswa. Teknik analisis data tes ketrampilan proses sains dianalisis secara statistik deskriptif (mean, median, modus, standar deviasi maksimum dan minimum) dan secara dekskriptif kualitatif data aktivitas siswa dan data hasil observasi kegiatan guru. Pada siklus I persentase keterampilan proses masih rendah yaitu 57,7 dan keempat aspek belum mencapai indikator keberhasilan. Kendala guru dalam siklus I adalah kurang maksimal dalam penyampaian prosedur kegiatan yang akan dilakukan. Solusinya guru harus mengkondisikan kelas terlebih dahulu agar lebih maksimal dalam penyampaian prosedur kegiatan yang akan dilakukan. Pada siklus II diperoleh hasil keterampilan proses sains siswa telah mencapai kriteria sedang yaitu sebesar 72,6 dimana aspek mengamati dan komunikasi telah mencapai indicator. Kendala guru pada siklus II adalah guru kurang tegas dalam menegur siswa yang kurang terlibat aktif dalam kegiatan kelompoknya. Solusinya guru harus lebih memantau kegiatan siswa setiap kelompok dan menegur dengan tegas bila terdapat siswa kurang aktif dalam kelompoknya. Pada siklus III terlihat adanya peningkatan dengan keempat aspek telah mencapai indikator keberhasilan dan keterampilan proses sains yaitu 86,8 berada dalam kriteria tinggi.

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Pengaruh Model Pembelajaran Predict, Observe And Explain terhadap Keterampilan Proses Sains Siswa Kelas X Sma Negeri 1 Balaesang

Cited by 6 publications

References 0 publications

Developing Small Scale Chemistry Practicum Module to Identify Students’ Ability in Predict-Observe- Explain (POE) Implementation

Developing Small Scale Chemistry Practicum Module to Identify Students’ Ability in Predict-Observe- Explain (POE) Implementation

The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

Penerapan Pendekatan Somatic, Auditory, Visualization, And Intellectualy (SAVI) Untuk Meningkatkan Keterampilan Proses Sains Siswa di Kelas VII SMP Negeri 17 Kota Jambi

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