scholarly journals Pengembangan paket ipa terpadu berbasis learning cycle (LC) 5e untuk meningkatkan kemampuan berpikir kreatif siswa SMP/MTs kelas VII tema pemanasan global

2021 ◽  
Vol 1 (3) ◽  
pp. 231-238
Author(s):  
Hana Naqiyya Nada ◽  
Supriyono Koes H ◽  
Safwatun Nida
Keyword(s):  
Learning Cycle ◽  
Valid Model

Perancangan pembelajaran yang sesuai dengan prinsip pembelajaran IPA membutuhkan bahan ajar untuk menunjang proses pembelajaran. Learning cycle 5e merupakan model pembelajaran yang tepat digunakan dalam pembelajaran IPA karena melibatkan siswa secara aktif dalam proses pembelajaran, sehingga mereka lebih mudah mengungkapkan gagasannya. Gagasan yang muncul dapat merangsang kemampuan berpikir kreatif siswa. Tujuan dari penelitian ini adalah menghasilkan produk berupa Paket IPA Terpadu berbasis Learning Cycle (LC) 5e untuk meningkatkan kemampuan berpikir kreatif siswa SMP/MTs kelas VII Tema Pemanasan Global yang layak dan valid. Model penelitian yang digunakan di dalam penelitian dan pengembangan ini adalah model pengembangan ADDIE. Kelayakan produk yang dikembangkan diperoleh dari uji kelayakan dan uji keterbacaan terbatas. Berdasarkan hasil uji kelayakan Paket IPA Terpadu dan uji keterbacaan terbatas yang dilakukan, produk yang dikembangkan telah memenuhi kriteria sangat layak dan valid untuk diuji keefektivitasannya agar dapat digunakan dalam pembelajaran IPA SMP kelas VII pada tema pemanasan global.

scholarly journals Pengembangan bahan ajar ipa berbasis learning cycle 5e pada pokok bahasan klasifikasi materi dan perubahannya

2021 ◽  
Vol 1 (4) ◽  
pp. 271-277
Author(s):  
Siti Ai’syah ◽  
Safwatun Nida ◽  
Novida Pratiwi
Keyword(s):  
Learning Cycle ◽  
Model Learning ◽  
Valid Model

Pembelajaran IPA menghendaki siswa aktif dalam pembelajaran. Siswa tidak hanya aktif menggunakan pengetahuannya tetapi juga aktif menggunakan keterampilan proses sains. Berdasarkan hasil observasi di salah satu SMP di Malang keterampilan proses sains siswa dan hasil belajar siswa masih rendah. Salah satu model pembelajaran yang bisa memfasilitasi siswa untuk meningkatkan keterampilan proses sains adalah Learning Cycle 5E. Penggunaan model Learning Cycle 5E dalam pembelajaran dibantu dengan bahan ajar yang berbasis Learning Cycle 5E untuk mendapatkan hasil belajar yang maksimal dan membangun keterampilan proses sains. Penelitian ini bertujuan untuk menghasilkan bahan ajar IPA berbasis Learning Cycle 5E pada pokok bahasan klasifikasi materi dan perubahannya yang layak dan valid. Model penelitian yang digunakan dalam penelitian dan pengembangan ini adalah modifikasi model pengembangan 4-D oleh Thiagarajan tanpa tahap penyebaran (Disseminate). Produk hasil pengembangan divalidasi oleh ahli media dan ahli materi, yang selanjutnya diujicobakan pada tiga guru SMP lima belas siswa kelas VII SMP. Jenis data yang diperoleh bersifat kualitatif dan kuantitatif yaitu berupa angket yang disertai saran. Teknis analisis data yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa kelayakan buku guru sebesar 82,4 persen dan kelayakan buku siswa sebesar 87,2 persen. Persentase kebenaran konsep sebesar 100 persen dengan kesesuaian bahan ajar dengan tahapan Learning Cycle 5E sebesar 85,6 persen. Uji keterbacaan buku guru sebesar 76 persen sedangkan uji keterbacaan buku siswa sebesar 76,15 persen. Secara keseluruhan bahan ajar yang dikembangkan mendapat kriteria layak dan valid untuk digunakan

The rat fundus, a valid model to characterize agents acting at human 5-HT29 receptors

2001 ◽  
Vol 120 (5) ◽  
pp. A208-A208
Author(s):  
E WEBER ◽  
M BERNHARD ◽  
H PFANNKUCHE
Keyword(s):  
Valid Model

Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

Building Adaptable Teams for Co-configuration

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Rael Glen FUTERMAN
Keyword(s):  
Core Values ◽  
Learning Cycle ◽  
Work Practices ◽  
World Views ◽  
Hands On ◽  
Team Alignment ◽  
Foundational Work ◽  
Functional Teams

In innovative organisations we are seeing an increase in cross-functional teams being built around projects. The diverse perspectives of collaborators draw from personal world-views and organisational roles, which contributes to radical collaboration across traditional boundaries of work. This hands-on workshop aims at testing a rapid team alignment activity in which teams propose core values and align these to the innovation learning cycle, synthesising them into foundational work practices for each phase. These are then reframed as the teams' innovation narrative.

PENINGKATAN HASIL BELAJAR IPS KELAS VI DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLES NON EXAMPLES DI SDN 007 TERATAK AIR HITAM KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 368
Author(s):  
Yanson Yanson
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Learning Cycle ◽  
Daily Test

Social science subjects are arranged in a systematic, comrehensive, and integrated in the learning processtowards succes in the life in the community. With the approach it is expected that learners will acquire a broaderunderstanding and dept in the field of science related. This reseach method in classroom action reseach usingtwo cycle the end of each cycle is given daily test given to students in as musc as 19 persons in the class VI SDN007 Teratak Air Hitam sub-district Sentajo Raya. The reseach result obtained the result of the study preliminarydata 65,3 increase by an average of learning outcomes of IPS to 75 in cycle I. I the second cycle obtained anaverage of 90 with the learning cycle I is 14,58% and from cycle I to cycle II amounted of 37,89%. Activities theteacher looks at the cycle I the first meeting of 66,67% with enough categories, while at the second meetingincreased so that the average obtained by 75%, with good categories. In cycle II it turns out that teacherlearning has increased sothat the obtained average 83,3% with good categories, while at the second meetingcycle II obtained average to 91,67 % with very good categories. Data activity studens looks at the cycle I the firsmeeting obatined an average of 61,11 with lee categories, at the second meeting obtained an average 72,22%with enough categories. In the second cycle obtained an average of the first meeting of 80,56% with goodcategory, while in the second meeting with average to 91,67% with the cagory very well. So it can be concludedthat the applicatin of cooperative medel type example non examplescan improve learning outcomes IPS.

PERBAIKAN KUALITAS PEMBELAJARAN DAN HASIL BELAJAR SISWA DENGAN MODEL LEARNING CYCLE COOPERATIVE 5 FASE DALAM PENGAJARAN KIMIA

2015 ◽  
Vol 7 (1) ◽  
pp. 29-38
Author(s):  
Esti Munafiah ◽  
Agus Basir Ali Akbar S
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Mastery Learning ◽  
Learning Cycle ◽  
Model Learning ◽  
Classroom Action Research ◽  
Academic Year

The objective of this study is to see learning process using LCC model for chemistry course.  The study used classroom action research with three cycles each of which implements planning, acting, observing and reflection.  Subject of the study was 40 students of grade 8E of MTsN Blitar in the academic year 2009/2010. The findings of the study are as follows:  (1) Cycle I:  students participation 62.5%, mean score of worksheet 60, mean score of quiz 41,7, and mastery learning 3 students; (2) Cycle II: students participation 86.6%, mean score of worksheet 81, mean score of quiz 72.38, and mastery learning 26 students; (3) Cycle III:  students participation 100%, mean score of worksheet 89, mean score of quiz 72.44, and mastery learning 39 students.

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