The Development of Subject Specific Pedagogy with SETS Vision to Improve Science Process Skills and Learning Motivation

The aims of this research are to develop Subject Specific Pedagogy with SETS vision that consist of syllabus, lesson plans, students worksheets, and evaluation sheets that can be applied in teaching learning to develop science process skills and learning science motivation for seventh grade students in Junior High School. The study was a Research and Development (R&D) with students in class VII MTs Darul Ishlah Sukorejo as a subject of study. The research start from September to November 2019. The study began with a literature study and field study to obtain information about the problem faced at school, and followed by planning, drafting and validating product by experts. The result shows that Subject Specific Pedagogy with SETS vision feasible to use in teaching and learning based on the validation result from lecturer, teacher, and student response. The Subject Specific Pedagogy with SETS vision potential for develop the science process skills and learning science motivation of students.

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The Development of Sets Worksheets for Junior High School Students Growing Process Skill and Scientific Attitude

Journal of Science Education Research ◽

10.21831/jser.v2i1.19332 ◽

2018 ◽

Vol 2 (1) ◽

pp. 31-34

Author(s):

Wita Setianingsih ◽

Putri Anjarsari ◽

Widodo Setiyo Wibowo ◽

Astri Novitasari

Keyword(s):

High School Students ◽

Junior High School ◽

Teaching And Learning ◽

Junior High ◽

Student Response ◽

Process Skills ◽

Scientific Attitude ◽

School Students ◽

Class Viii ◽

Teaching Learning

The aims of this research are to produce SETS worksheet that can be applied in teaching learning to grow and process skills and scientific attitude for students in Junior High Shcool. The study was a Research and Development (R D ) with students in class VIII SMP N 1 Sewon Bantul as a subject of study. The reseach start form July to November 2015. The study began with a literatature study and field study to obtain information about the problem faced at school, and followed by planning, drafting and validating product by experts. The result shows that SETS worksheet feasible to use in teaching and learning based on the validation result from lecturer, teacher and student response. The SETS Worksheet potential for growing the student's process skills and the scientific attitudeAbstract english version, written using Time New Roman-11, italic. Abstract contain research aim/purpose, method, and reseach results; written in 1 paragraph, single space among rows, using past tense sentences.

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STUDENTS’ QUESTIONS IN INQUIRY-BASED CHEMISTRY CLASSROOMS

IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW ◽

10.21009/ijer.04.01.02 ◽

2017 ◽

Vol 4 (1) ◽

pp. 14

Author(s):

Winnie Sim Siew Li1 ◽

Mohammad Y Yusof Arshad

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Higher Order Thinking ◽

Higher Order ◽

Learning Science ◽

Inquiry Teaching ◽

Process Skills ◽

Science Process Skills ◽

Chemistry Teachers ◽

Low Order

Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers’ questions compared to students’ questions. Research of students’ questions is vital as it shows how students think and their understanding of a content studied. Hence, this research focuses on students’ questions, types of questions asked and the sequence(s) after students’ question. Twenty three chemistry teachers and their students of national secondary schools were involved in this study. Ninety two chemistry lessons were observed, audio and video recorded. Transcript of the lessons showed that students’ questions were mainly related to content or science process skills as emphasised in inquiry teaching and learning. However, most questions asked by students were low order closed questions. The sequence after students’ questions with the highest percentage (83.33%) was IR (Initiation from student, followed by teachers’ response). This sequence showed that chemistry teachers in this study did not display inquiry-based questioning characteristics because in inquiry teaching, teachers should avoid responding to students’ questions. Instead, they should provide opportunities for students to respond to their friends’ questions. Hence, teachers should move towards student initiated inquiry, where students ask higher order thinking questions and increasing the interaction among the students.

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DESAIN PERANGKAT PEMBELAJARAN KIMIA POKOK MATERI TITRASI ASAM BASA DENGAN MODEL PEMBELAJARAN INKUIRI YANG DIINTEGRASIKAN DENGAN STRATEGI PETA KONSEP UNTUK MENINGKATKAN HASIL BELAJAR SISWA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v6n1.p1184-1195 ◽

2017 ◽

Vol 6 (1) ◽

pp. 1184

Author(s):

Khasanah Khasanah ◽

Mohamad Nur ◽

Suyatno Suyatno

Keyword(s):

Teaching And Learning ◽

Concept Maps ◽

Design Research ◽

Lesson Plans ◽

Student Response ◽

Test Design ◽

Process Skills ◽

Acid Base ◽

Science Process Skills ◽

Post Test

This study aimes to describe the validity, practicality and effectiveness of the device learning inquiry models that are integrated with the concept maps strategy in an effort to improve aspects of knowledge and science process skills of students SMAN 1 North Sangatta on titration acid base topic. Learning materials developed include: lesson plans, student worksheet, student book, and achievement test. This design research is developmented research using Dick & Carey with the tryout of the teaching materials used one group pre test and post test design. The analysis technique used is descriptive quantitative and qualitative descriptive. the results showed that (1) validation leson plans quite well category, student worksheet , and student book good enough category, item test is generally valid, and legibility of student book 76% responded positively legibility, student worksheet 82% responded positively (2) lesson plans category quite well, student activities categorized well, and constraints experienced during the study include: the implementation of the Teaching and learning Activities require a long time, there are students who break the tool and less active at the meeting to two, (3) student response categorized excellent learning, mastery of the knowledge aspect of 89.47%, completeness aspect of science process skills 86.84%. Students experiencing learning outcome aspects of knowledge 84,21% higher category. Based on the result of the development of chemistry learning package main material acid base titration using the inquiry model integrated with concept maps strategy produced was feasible so it can be used in learning to improve student learning outcomes. Penelitian ini bertujuan untuk mendeskripsikan kevalidan, kepraktisan, dan keefektifan perangkat pembelajaran model pembelajaran inkuiri yang diintegrasikan dengan strategi peta konsep dalam upaya untuk meningkatkan hasil belajar aspek pengetahuan, dan aspek keterampilan proses sains siswa SMAN 1 Sangatta Utara pada materi pokok titrasi asam basa. Jenis penelitian ini merupakan penelitian desain perangkat pembelajaran. Perangkat pembelajaran yang didesainkan, meliputi: RPP, LKS, BAS, danTHB, dengan menggunakan model desain perangkat Dick & Carey serta rancangan uji coba perangkat yang digunakan adalah One Group Pre-test and Post-test Design. Teknik analisis yang dikembangkan adalah deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) validasi RPP berkategori sangat baik, validasi LKS dan BAS berkategori baik, serta validasi soal tes berkategori valid, keterbacaan BAS 82% merespon positif dan keterbacaan LKS 76% merespon positif (2) Keterlaksanaan RPP berkategori sangat baik, aktivitas siswa berkategori sangat baik, kendala-kendala yang dialami pada saat penelitian, meliputi: pelaksanaan KBM memerlukan waktu yang lama, ada siswa yang memecahkan alat, dan kurang aktif dalam praktek pada pertemuan ke dua (3) respon siswa terhadap pembelajaran berkategori sangat baik, ketuntasan aspek pengetahuan 89,47% dan ketuntasan aspek keterampilan proses sains 86,84%. Siswa mengalami peningkatan hasil belajar aspek pengetahuan 84,21% berkategori tinggi, dan 15,79% berkategori sedang, sedangkan untuk aspek keterampilan proses sains 42,11% berkategori tinggi dan 57,89% berkategori sedang. Berdasarkan temuan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran kimia materi pokok titrasi asam basa menggunakan model pembelajaran inkuiri yang diintegrasikan dengan strategi peta konsep layak dan dapat digunakan dalam pembelajaran untuk meningkatkan hasil belajar siswa.

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Impact of Contextual Teaching Learning Model to Science Process Skills and Scientific Attitudes of Students

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v7i3.714 ◽

2021 ◽

Vol 7 (3) ◽

pp. 375

Author(s):

Kadmayana Kadmayana ◽

A Halim ◽

Mustafa Mustafa ◽

Suhrawardi Ilyas

Keyword(s):

Teaching And Learning ◽

Learning Model ◽

Average Score ◽

Process Skills ◽

Science Process Skills ◽

Teacher Student ◽

A Value ◽

Contextual Teaching ◽

Teaching Learning ◽

Scientific Attitudes

Science process skills are skills that need to be developed in students in learning science such as science. The low level of KPS on the science concept is influenced by the learning model which emphasizes the aspects of receiving full information from the teacher. Student KPS is also dominated by an increase in scientific attitudes that require students to show their sensitivity to the surrounding environment. This study aims to determine science process skills and increase students' scientific attitudes through the implementation of the contextual teaching and learning model at MTsS Muta'allimin Aceh Besar. The method used in this study was an experiment with a one-group pretest-posttest design. The instruments used were observation sheets and questionnaires. The results showed that the implementation of the CTL learning model could improve students' KPS in both categories with an average score of 71-85 and very good categories with an average score of 86. In addition to improving the KPS learning model implementation, CTL can also improve students' scientific attitudes with a value N-gain average of 0.63 including the moderate category. The results of the improvement obtained by the average student are in good categories with an average score of 71-85 then the category is very good with an average score. 86-100. The conclusion in this study proves that the CTL model can improve student learning skills and scientific attitudes, especially the material of vibration, waves, and sound

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PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA SMP DENGAN MODEL INKUIRI UNTUK MELATIHKAN KETERAMPILAN PROSES PADA MATERI SISTEM PENCERNAAN MANUSIA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v4n2.p681-692 ◽

2017 ◽

Vol 4 (2) ◽

pp. 681

Author(s):

Antika Yekti Handayani ◽

Mohamad Nur ◽

Yuni Sri Rahayu

Keyword(s):

Junior High School ◽

Digestive System ◽

Learning Experience ◽

Descriptive Analysis ◽

Inquiry Learning ◽

Process Skills ◽

Science Process Skills ◽

Implementation Phase ◽

Human Digestive System ◽

Teaching Learning

Science process learning emphasis on giving learning experience directly to develop competence in exploring and understanding environment scientifically. Science education is purposed for inquiry and do something in order to help the student to get more understanding about environment. The purpose of this development research is to describe the validity, practicality, and effectiveness of science-biology teaching learning package for Junior High School using inquiry model to facilitate science process skills in human digestive system matter. The package was developed using a 4-D model, and it was implemented in 30 students of SMPN 2 Lamongan. The design of this implementation phase was One Group Pretest Posttest Design with a descriptive analysis of data. The validation revealed that the package was in good quality, so it fits to be used as a teaching learning package. Enforceability of lesson plans was also well-categorized. The student’s activities showed the appropriate inquiry learning. The student achievement in pretest was all students not complete, in posttest all students was complete. Average cognitive product were 49,11 and 91,11 in pretest and posttest respectively with N-Gain 0,82. Average cognitive process were 17,46 and 93,73 respectively with N-Gain 0,92. N-Gain analysis results illustrate that the model of inquiry learning process was able to improve students’ science process skills because the result obtained are in the high category. Inquiry learning model also influenced students’ cognitif leaning outcome, which could complete all aspect of learning objectives. Sensitivity items were between 0,3 up to 1,0. This indicates that all items were sensitive to learning effect. The student respond of this learning was good, and the students were really exciting and this model could facilitate them to learn. The conclusions of this research was the learning package using inquiry model was valid, practise, and effective to improve students’ science process skills in human digestive system. Proses pembelajaran IPA menekankan pada pemberian pengalaman belajar secara langsung untuk mengembangkan kompetensi dalam menjelajahi dan memahami alam sekitar secara ilmiah. Pendidikan IPA diarahkan untuk inkuiri dan berbuat sehingga membantu peserta didik untuk memperoleh pemahaman yang lebih mendalam tentang alam sekitar. Penelitian pengembangan yang telah dilakukan bertujuan untuk mendeskripsikan validitas, kepraktisan, dan efektifitas perangkat pembelajaran IPA yang dikembangkan dengan model inkuiri untuk melatihkan keterampilan proses pada materi sistem pencernaan manusia. Jenis penelitian yang digunakan adalah penelitian pengembangan dengan menggunakan model pengembangan perangkat 4-D, uji coba II pada 30 siswa SMPN 2 Lamongan. Rancangan penelitian saat uji coba adalah One Group Pretest-Posttest. Design dengan analisis data secara deskriptif. Hasil validasi menunjukkan bahwa perangkat berkualitas baik, sehingga layak digunakan dalam pembelajaran, keterlaksanaan RPP dikategorikan baik, dan aktivitas siswa sesuai dengan model pembelajaran inkuiri. Hasil belajar siswa pada uji awal (pretest) menunjukkan semua siswa tidak ada yang tuntas, sedangkan pada uji akhir (posttest) semua siswa tuntas. THB produk rata-rata uji awal (pretest) 49,11 dan rata-rata uji akhir (posttest) 91,11 dengan Indeks N-Gain 0,82. THB proses rata-rata uji awal (pretest) 17,46 dan rata-rata uji akhir (posttest) 93,73 dengan Indeks N-Gain 0,92. Hasil analisis N-Gain menunjukkan bahwa model pembelajaran inkuiri dapat melatihkan keterampilan proses siswa, karena hasil yang diperoleh berada pada kategori tinggi. Sensitivitas butir soal seluruhnya menunjukkan peka terhadap efek pembelajaran karena berada antara 0,3 sampai dengan 1,0. Respon siswa terhadap pembelajaran dinilai baru, menarik, dan memudahkan siswa dalam belajar. Simpulan penelitian ini adalah perangkat pembelajaran yang dikembangkan dengan model inkuiri adalah valid, praktis dan efektif untuk melatihkan keterampilan proses pada materi sistem pencernaan manusia.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MODEL PENEMUAN TERBIMBING UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS PADA MATERI POKOK SUHU DAN KALOR

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v1n2.p74-79 ◽

2017 ◽

Vol 1 (2) ◽

pp. 74

Author(s):

Sri Martini ◽

ZA Imam Supardi ◽

Rudiana Agustini

Keyword(s):

Teaching And Learning ◽

Lesson Plan ◽

Learning Activity ◽

Process Skills ◽

Physics Teaching ◽

Guided Discovery ◽

Science Process Skills ◽

Use Of Time ◽

Guided Learning ◽

Teaching Learning

The research consist of two steps. The first step discusses about the development of physics teaching and learning materials of guided discovery model, in order to practice science process skills by adapting 4-D model. The second focuses on the implementation of the physics learning set developed by using one group pretest-posttest research design.It is done to 32 students on X C of SMAN 1 Pamekasan 2012/2013 which concern on the main topic Temperature and Heat, by four observers and without replication. The developed materials set is lesson plan (RPP), worksheets (LKS), student’s book, and form of assesment validated by three experts (validator). Those are categorized “good” and ”visiable” to be used in the teaching-learning process. The result of this research is analized descriptively, namely: (1)the lesson plan (RPP)implementation is categorized “good” with implemented persentage 92,25%, (2)the most dominant of students learning activity is doing discovery activity to practice the students science process skills that is 32,91%, (3)the improvement of students science process skills through the result of 8 aspects observationclassically, (4)the result of students learning on THB product, science process skills, and psycomotoric individually have improvement and it’s classically categorized “complete”, (5) students response positively and anthusiastically toward guided learning discovery in order to practice science process skills, and (6) the obstacles found on this field, students are not familiar with guided learning discovery model and doing scientific research to practice science process skill, so that the use of time often is not suitable with the lesson plan (RPP) due to the new discoveries that must be explanned to the students. Penelitian ini dilaksanakan dalam dua tahap. Tahap pertama mengembangkan perangkat pembelajaran fisika model penemuan terbimbing untuk melatihkan keterampilan proses sains dengan mengadaptasi model 4-D. Tahap kedua adalah implementasi perangkat pembelajaran fisika yang dikembangkan dengan menggunakan desain penelitian one group pretest-posttest design. Peneltian ini dilakukan di SMAN 1 Pamekasan dengam sampel 32 orang siswa kelas X C tahun pelajaran 2012/2013 pada materi pokok suhu dan kalor, dengan empat orang pengamat tanpa replikasi. Perangkat yang dikembangkan berupa RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian telah divalidasi oleh tiga pakar (validator) dengan kategori baik dan layak digunakan dalam pembelajaran. Hasil yang diperoleh dalam penelitian ini dianalisis secara deskriptif diantaranya, (1) keterlaksanaan RPP dikategorikan baik, dengan persentase keterlaksanaan 92,25%, (2) aktivitas siswa dalam pembelajaran yang paling dominan adalah melakukan kegiatan penemuan untuk melatihkan keterampilan proses sains siswa sebesar 32,91%, (3) hasil pengamatan 8 aspek keterampilan proses sains siswa secara klasikal meningkat, (4) hasil belajar siswa pada THB produk, keterampilan proses sains maupun psikomotor secara individu meningkat dan secara klasikal dikategorikan tuntas, (5) respon siswa positif dan antusias terhadap pembelajaran penemuan terbimbing untuk melatihkan keterampilan proses sains siswa, dan (6) kendala/hambatan yang ditemukan di lapangan, siswa masih belum terbiasa dengan pembelajaran penemuan terbimbing, dan melakukan penyelidikan ilmiah untuk melatihkan keterampilan proses sains, sehingga penggunaan waktu kadang kurang sesuai dengan RPP karena banyak hal baru yang perlu dijelaskan pada siswa.

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‘Learning ENT’ by YouTube videos: perceptions of third professional MBBS students

International Journal of Otorhinolaryngology and Head and Neck Surgery ◽

10.18203/issn.2454-5929.ijohns20202211 ◽

2020 ◽

Vol 6 (6) ◽

pp. 1120

Author(s):

Ajeet Kumar Khilnani ◽

Rekha Thaddanee ◽

Gurudas Khilnani

Keyword(s):

Teaching And Learning ◽

Smart Phones ◽

Online Questionnaire ◽

Perceptions Of Students ◽

Subject Specific ◽

The Subject ◽

Youtube Videos ◽

Teaching Learning ◽

A Prospective Study ◽

Academic Year

Background: Advancement in technology has revolutionized the concept of teaching and learning medicine. YouTube is a popular and easily accessible tool to teach medical subjects. This study was done to evaluate the students’ perception of YouTube learning in ENT.Methods: This was a prospective study where a subject specific YouTube channel, ‘Learning ENT’, created by 1st author, was used to upload videos on selected topics in ENT for third professional MBBS part-1 students (n=145). Students were instructed to access the said videos from time to time throughout the year. At the end of the academic year the perceptions of students were taken and analyzed. Results: 124 students responded to the online questionnaire. 123 (99.2%) watched YouTube videos on their smart phones. 70 students (56.5%) accessed the YouTube videos for ENT topics very often. 122 (98.4%) students felt that these videos made them understand the topics better. Similarly, 115 (92.7%) students felt that these videos enhanced their interest in the subject. 114 (91.9%) students felt that these videos were more beneficial for practical topics in ENT. 61 students (49.2%) perceived that the duration of videos should be 5-10 minutes. Almost equal number (47.6%) students felt that 10-15 minutes duration is appropriate. 79 students (63.7%) perceived that watching videos made the topic easy to understand and also interesting. 71 students (57.2 %) felt that there were no limitations of the said channel.Conclusions: When integrated with other teaching learning methods, YouTube can be an effective tool to facilitate ENT learning.

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The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

English Teaching Journal : A Journal of English Literature, Language and Education ◽

10.25273/etj.v7i1.4545 ◽

2019 ◽

Vol 7 (1) ◽

pp. 15

Author(s):

Tanti Yuliani

Keyword(s):

Junior High School ◽

Learning Process ◽

Group Work ◽

Teaching And Learning ◽

Sampling Technique ◽

Research Participant ◽

Teaching Writing ◽

Seventh Grade ◽

Problems And Solutions ◽

Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel. Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

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The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

Journal of Technology and Science Education ◽

10.3926/jotse.404 ◽

2019 ◽

Vol 9 (2) ◽

pp. 122 ◽

Cited By ~ 3

Author(s):

Atiek Winarti ◽

Leny Yuanita ◽

Moh. Nur

Keyword(s):

High School ◽

High School Students ◽

Multiple Intelligences ◽

Junior High School ◽

Teaching Strategy ◽

Junior High School Students ◽

Control Group ◽

Process Skills ◽

School Students ◽

Science Process Skills

The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

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