Tinjauan Kepraktisan Model Pembelajaran Fisika “PRODUKSI” Terhadap Keterlaksanaan Pembelajaran dan Aktivitas Belajar Siswa

Fadly, Wirawan

doi:10.24235/sc.educatia.v6i2.1510

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…The purpose of this feature is that students are trained to express arguments such as the conceptual analysis feature and comment space. This feature's advantage is that it presents contextual phenomena in problems because presenting problems can challenge students to think (Fadly, 2017c;Khishfe, 2014;Nurhadi, et al, 2004).…”

Section: Figure 2 Causality Featurementioning

confidence: 99%

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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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Section: Figure 2 Causality Featurementioning

confidence: 99%

“…The activity of expressing comments, ideas, and thoughts results from argumentative discussion activities (Fadly, 2017c;Tarigan & Rochintaniawati, 2015;Von Aufschnaiter, et al, 2008). Argumentative discussion activities are proven to develop good argumentative skills (Nuryandi & Rusdiana, 2015).…”

Section: Figure 5 Let's Argue Featurementioning

confidence: 99%

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Fadly

Miaturrohmah

2021

JPSI

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“…Pembelajaran ini mengarahkan peserta didik untuk mencari tahu sesuatu agar mereka memperoleh pemahaman lebih mendalam tentang alam sekitar (P. Kurnianto , P. Dwijananti, 2010), serta melibatkan peserta didik untuk aktif dalam pembelajaran yang berhubungan dengan obyek nyata. Kurikulum 2013 juga mendorong peserta didik agar aktif dalam keterlibatannya selama pembelajaran, serta melatih peserta didik agar mampu membuat sebuah karya (Fadly, 2017). Keterlibatan peserta didik dalam mengeksplorasi materi, mengumpulkan ide yang didapatkan dari hasil pengamatan dan diskusi diharapkan membantu peserta didik agar mereka mampu menguasai materi dengan baik serta meningkatkan ketrampilan berpikir peserta didik (Farida Ardiyanti, 2013).…”

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Analisis Kemampuan Membuat Kesimpulan Menggunakan Model Contextual Teaching and Learning Berbasis Education for Sustainable Development

Ariyanti

Fadly

Anwar

et al. 2021

Jurnal Tadris IPA Indonesia

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Perkembangan di dunia pendidikan saat ini menuntut untuk melatih pengembangan ketrampilan proses pada peserta didik. Ketrampilan proses terdiri atas beberapa bagian salah satunya yaitu kemampuan membuat kesimpulan. Tujuan dilakukannya penelitian ini untuk mengetahui model pembelajaran CTL berbasis ESD apakah berpengaruh terhadap kemampuan membuat kesimpulan. Metode penelitian ini menggunakan jenis penelitian kuantitatif true eksperimental dengan desain pretest-posttest control group design, dalam menganalisis data menggunakan deskriptif kuantitatif dan sampel yang diambil secara random sampling. Teknik pengumpulan data berupa lembar observasi, tes tulis dan angket, sedangkan analisis data berupa uji validitas, uji reliabilitas, uji keterbacaan, uji normalitas, uji homogenitas dan uji t. Berdasarkan hasil penelitian menunjukkan bahwa model CTL berbasis ESD terdapat pengaruh peserta didik dalam membuat kesimpulan, hal ini dapat dilihat perbedaan yang antara penggunaan model pembelajaran CTL berbasis ESD dengan model konvensional dalam kemampuan membuat kesimpulan, serta penggunaan model pembelajaran CTL berbasis ESD lebih baik daripada penggunaan model konvensional dalam pembelajaran. Kemampuan membuat kesimpulan yang memiliki nilai tertinggi yaitu mempertimbangkan sesuatu secara induksi, peserta didik lebih mampu membuat kesimpulan dari khusus ke umum sehingga indikator ini memiliki jumlah peningkatan yang lebih tinggi daripada indikator lainnya. Oleh karena itu guru memiliki peran yang sangat penting dalam membimbing peserta didik untuk membuat kesimpulan.

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Practicality of the RODE Learning Model in Order to Improve Student Communication Skills

Kusuma¹,

Wasis²,

Susantini³

et al. 2022

IJORER Int. J. Recent Educ. Res.

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The RODE Learning Model is designed to improve student's communication skills. The RODE learning model has four stages: Read, Outline, Discussion and Evaluation. This study aims to analyze the practicality of the RODE learning model in improving student communication skills in elementary school 2 science lectures involving 50 students as a research sample. The research data were collected using an instrument of observation sheets on the implementation of learning and observation sheets of student activities which were assessed by two observers and equipped with a record of obstacles encountered during the application of the RODE learning model. Data analysis techniques use quantitative and qualitative descriptive analysis. The results showed that the four stages of the model, namely Read, Outline, Discussion, and Evaluation, can be carried out correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the RODE learning model have increased in each meeting. So it can be concluded that the RODE learning model is practical because it can be carried out according to the lecture implementation plan, and student activities are relatively active. The obstacles that arise can be overcome properly.

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Tinjauan Kepraktisan Model Pembelajaran Fisika “PRODUKSI” Terhadap Keterlaksanaan Pembelajaran dan Aktivitas Belajar Siswa

Cited by 3 publications

References 1 publication

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Analisis Kemampuan Membuat Kesimpulan Menggunakan Model Contextual Teaching and Learning Berbasis Education for Sustainable Development

Practicality of the RODE Learning Model in Order to Improve Student Communication Skills

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