scholarly journals PENGEMBANGAN BAHAN AJAR DENGAN MODEL CHILDREN LEARNING IN SCIENCE (CLIS) UNTUK MENINGKATKAN AKTIVITAS DAN KETERAMPILAN PROSES SAINS PESERTA DIDIK

2021 ◽  
Vol 1 (2) ◽  
pp. 61-68
Author(s):  
Lina Hartati ◽  
Mustika Wati ◽  
Suyidno Suyidno
Keyword(s):  
Learning Outcomes ◽  
Materials Science ◽  
Lesson Plan ◽  
Process Skills ◽  
Teaching Materials ◽  
Science Process Skills ◽  
Student Activity ◽  
Science Process Skill ◽  
Addie Model ◽  
Skills Learning

The lack of availability of teaching materials that can foster student activity causes science process skills to be untrained. Therefore, research is aimed at teaching materials with the Children Learning in Science (CLIS) model is feasible to improve the students’ activities and science process skill. This development design uses the ADDIE model. The trial subjects were 30 students of class XI MIPA 3 SMAN 8 Banjarmasin. Data were analyzed quantitatively. Data collectoin was through validation sheets, observation of lesson plans, activity observation and students' science process skills, learning achievement tests. The results showed; (1) the validation results of lesson plan, worksheet, teaching materials, and assessment test were valid, (2) the implementation of lesson plan was very good, (3) the activities and the students’ science process skills in the category are very good. Other than that N-gain of the learning outcomes of 0.62 are in the medium category. It was concluded that teaching material with the CLIS model is feasible to increase the students’ activities and science process skills.Keywords: activities, teaching materials, science process skillsAbstrakMinimnya ketersediaan bahan ajar yang mampu menumbuhkan aktivitas peserta didik menyebabkan keterampilan proses sains belum terlatih. Oleh karena itu, penelitian ini bertujuan menghasilkan bahan ajar dengan model Children Learning in Science (CLIS) yang layak untuk meningkatkan aktivitas dan keterampilan proses sains peserta didik. Desain bahan ajar ini menggunakan model ADDIE. Subjek uji coba ada 30 orang peserta didik kelas XI MIPA 3 SMAN 8 Banjarmasin. Data dianalisis secara kuantitatif. Pengumpulan data melalui lembar validasi pakar, pengamatan pembelajaran, pengamatan aktivitas dan keterampilan proses peserta didik, serta tes hasil belajar. Hasil penelitian menunjukkan; (1) hasil validasi RPP, materi ajar, LKPD, dan tes hasil belajar berkategori valid, (2) keterlaksanaan RPP berkategori sangat baik, (3) aktivitas dan keterampilan proses sains peserta didik berkategori sangat baik. Selain itu, N-gain hasil belajar kognitif sebesar 0,62 berkategori sedang. Diperoleh simpulan bahwa bahan ajar dengan model CLIS adalah layak untuk meningkatkan aktivitas dan keterampilan proses sains peserta didik.Kata kunci: aktivitas, kelayakan bahan ajar, keterampilan proses sains

scholarly journals Pengembangan Bahan Ajar Suhu dan Kalor Berbasis Multimodel untuk Melatihkan Keterampilan Proses Sains dan Hasil Belajar

2021 ◽  
Vol 4 (3) ◽  
pp. 126
Author(s):  
Agustin Novia Lailis ◽  
Muhammad Arifuddin ◽  
Abdul Salam M
Keyword(s):  
Learning Outcomes ◽  
Lesson Plans ◽  
Teaching Material ◽  
Process Skills ◽  
Scientific Process ◽  
Teaching Materials ◽  
Science Process Skills ◽  
Analysis Technique ◽  
Good Learning ◽  
Skills Learning

Keterampilan proses sains serta hasil belajar peserta didik dalam kenyatannya kurang dilatih di sekolah. Sehingga mendorong dilakkan pengembangan bahan ajar berbasis multimodel. Tujuan penelitian pengembangan ini adalah mengperoleh bahan ajar suhu dan kalor yang layak digunakan untuk melatihkan keterampilan proses sains peserta didik. Perangkat pembelajaran dikembangkan dengan model pengembangan ADDIE. Subjek uji coba penelitin pada 31 peserta didik kelas XI MIPA 1 SMA PGRI 6 Banjarmasin. Pengumpulan data penelitian dilakukan melalui validasi bahan ajar, observasi keterlaksanaan RPP dan keterampilan proses sains, serta tes hasil belajar. Teknik analisis data dilakukan secara deskriptif dan kualitatif. Hasil penelitian membuktikan bahwa: (1) validitas RPP, materi ajar, LKPD dan THB berkategori baik; (2) kepraktisan berdasarkan keterlaksaan RPP berkategori praktis; (3) efektivitas berdasarkan hasil belajar berkategori sedang; dan (4) keterampilan proses sains yang berkategori baik. Diperoleh simpulan bahwa bahan ajar suhu dan kalor yang dikembangkan adalah layak digunakan untuk melatihkan keterampiln proses sains peserta didik.Science process skills and learning outcomes of the students are not adequately trained in school, encouraging the development of multimodel-based teaching materials. This development research aims to obtain a suitable temperature and heat teaching material used to train students' science process skills. Learning developed using the development model tools were ADDIE. Research trial subjects were 31 students of Class XI MIPA 1 SMA PGRI 6 Banjarmasin. Research data collection is done through validating teaching materials, observing the implementation of lesson plans and science process skills, and learning achievement tests. The data analysis technique was done descriptively and qualitatively. The results of the study prove that: (1) the validity of lesson plans, teaching materials, student worksheets and good learning outcomes tests; (2) practicality based on the implementation of RPP categorized as practical; (3) effectiveness based on moderate learning outcomes; and (4) good scientific process skills. It was concluded that the temperature and heat teaching material developed was appropriate for training students' scientific process skills.  

scholarly journals Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

2017 ◽  
Vol 2 (1) ◽  
pp. 72
Author(s):  
Bayu Antrakusuma ◽  
Mohammad Masykuri ◽  
Maria Ulfa
Keyword(s):  
Solubility Product ◽  
Process Skills ◽  
Science Process Skills ◽  
Process Skill ◽  
Product Concept ◽  
Student Activity ◽  
Science Process Skill ◽  
Chemistry Textbooks ◽  
Descriptive Method

<p class="Abstract">The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.</p>

scholarly journals Feasibility of Physics Teaching Materials With Qur'an Using Generative Learning Model on Sound Waves

2021 ◽  
Vol 9 (3) ◽  
pp. 305
Author(s):  
Muhammad Lutfi ◽  
Zainuddin Zainuddin ◽  
Eko Susilowati
Keyword(s):  
Learning Outcomes ◽  
Sound Wave ◽  
Lesson Plan ◽  
Generative Learning ◽  
Sound Waves ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Plan Implementation ◽  
A Value ◽  
Addie Model

Preliminary observations show the limitations of teaching materials that have a relationship with spiritual aspects, especially the Qur'an, which is due to the limitations of teaching materials that contain these aspects. Required learning that stimulates students to generalize religious aspects and learn physics. Therefore, the purpose of this study is to describe the feasibility of physics teaching materials containing the Qur'an by using a generative model on sound wave material. This study aims to describe the validity, practicality, and effectiveness of the teaching materials developed. The research was conducted on 33 students at class XI MIPA 1 MAN 2 Model Banjarmasin using the ADDIE model. Data was taken from the validation results of teaching materials using validation sheet, lesson plan implementation using lesson plan implementation sheet, and students' learning outcomes at the pretest and post-test using learning outcomes tests. The results of this study were 1) the validity of the teaching materials was in the "valid" category with a value of 3.33, 2) the practicality of the teaching materials was in the "very practical" category with a value of 3.63, and 3) the effectiveness of the teaching material was in the "effective/moderate" category with a value of 0,44. This study concluded that physics teaching materials containing Al-Qur'an verses on sound wave materials using generative learning models are declared feasible to be used based on the validity, practicality, and effectiveness of the teaching materials. The implication of this research is the creation of teaching materials containing the Qur'an that are used in schools and creating student habits to link physics and the Qur'an.

scholarly journals Implementation of Integrated Science Model With Audiovisual Teaching Materials To Improve Students’ Learning Outcomes and Science Process Skills

2020 ◽  
Vol 1 (2) ◽  
pp. 134-155
Author(s):  
Emilia Candrawati ◽  
Sumpono ◽  
Agus Sundaryono ◽  
Mellyta Uliyadari
Keyword(s):  
Learning Outcomes ◽  
Chemistry Education ◽  
Student Learning Outcomes ◽  
Process Skills ◽  
Teaching Materials ◽  
Science Process Skills ◽  
Integrated Science ◽  
Basic Competencies ◽  
Materials Used ◽  
Improve Student Learning

This study aims to determine the effectiveness of the integrated science learning type connected to achieving basic competencies and improving science process skills. This study uses a 4-D development model that is defined, design, develop, and disseminate with one-group posttest design implemented in 5th-semester students of Chemistry Education, University of Bengkulu. The research instrument is a posttest question to measure learning outcomes and observation sheets to measure science process skills. The teaching materials used are sourced from part of the process and the results of the activity test of palm oil endophytic bacteria ethyl acetate extract against Fusarium oxysporum f.sp. by TLC-bioautography is packaged in the form of learning videos. The results showed that the Integrated Science type of Connected model was used effectively to improve student learning outcomes and science process skills.

scholarly journals Pengembangan Bahan Ajar Fisika Menggunakan Model POGIL dengan Strategi ARCS untuk Melatih Keterampilan Proses Sains Peserta Didik

2021 ◽  
Vol 5 (2) ◽  
pp. 138
Author(s):  
Ghaida N ◽  
Zainuddin Zainuddin ◽  
Abdul Salam M
Keyword(s):  
Scientific Inquiry ◽  
Lesson Plan ◽  
Learning Outcome ◽  
Process Skills ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Plan Implementation ◽  
Science Process Skills ◽  
Before And After ◽  
Static Fluid

Permasalahan rendahnya keterampilan proses sains (KPS) peserta didik dikarenakan belum diterapkannya pembelajaran aktif berbasis metode ilmiah sehingga peserta didik jarang dilatihkan penyelidikan ilmiah. Tujuan dari penelitian ini adalah mendeskripsikan kelayakan bahan ajar fisika menggunakan model POGIL dipadukan dengan strategi ARCS untuk melatihkan KPS peserta didik. Kelayakan di lihat dari validitas, kepratisan, dan efektivitasnya. Metode pengembangan dilakukan dengan mengacu pada desain pengembangan ADDIE. Uji coba dilakukan menggunakan variabel subjek penelitian yaitu peserta didik kelas XI MIPA 1 di SMAN 5 Banjarmasin sebanyak 31 peserta didik. Instrumen penelitian yang digunakan adalah lembar validitas bahan ajar, lembar keterlaksanaan RPP, tes hasil belajar dan penilaian keterampilan proses sains. Teknik analisis data adalah: (1) Uji validitas secara deskriptif; (2) uji kepraktisan secara deskriptif; (3) uji efektifitas menggunakan  uji N gain,  Hasil temuan menyatakan bahwa bahan ajar termasuk kategori valid, praktis dan efektif karena: (1) validitas Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), materi ajar, dan Tes Hasil Belajar (THB) berkategori sangat valid (2) kepraktisan RPP berkategori sangat praktis, (3) keefektifan dinilai berdasarkan THB dan KPS dinyatakan efektif dan terampil. Diperoleh simpulan bahwa bahan ajar fisika pada materi fluida statis menggunakan model POGIL dengan strategi ARCS termasuk layak untuk melatihkan keterampilan proses sains peserta didik. Dengan demikian, bahan ajar ini dapat digunakan sebagai salah satu alternatif untuk membantu  guru dalam melatih keterampilan proses sains siswa. The problem of students' low science process skills due to the lack of active learning based on inquiry has not been implemented, so students are rarely trained in scientific inquiry. This study aims to produce physics teaching materials using the POGIL model combined with an appropriate ARCS strategy to train students' science process skills. The development method is carried out regarding the ADDIE development design. The trial was conducted using a variable research subject: students of class XI MIPA 1 at SMAN 5 Banjarmasin as many as 31 students. The research instrument used was the validity sheet of the teaching materials, the lesson plan implementation sheet, the learning outcome test, and the science process skills assessment. The findings state that teaching materials are categorized as valid, practical, and effective because: (1) the validity of the lesson plan, student's worksheet, teaching materials, and learning outcome test is very valid (2) the practicality of the lesson plan is very practical, (3) the effectiveness is assessed based on learning outcome test and science process skills stated effective and skilled, as well as differences in learning motivation of students significantly before and after teaching. It was concluded that physics teaching materials on static fluid materials using the POGIL model with the ARCS strategy were considered appropriate for training students' science process skills. Thus, this teaching material can be used as an alternative to assist teachers in training students' science process skills.

scholarly journals Developing Learners’ Autonomy-Oriented Physics Teaching Materials to Enhance Students' Science Process Skills

2021 ◽  
Vol 6 (3) ◽  
pp. 185
Author(s):  
Nadia Nadia ◽  
Mastuang Mastuang ◽  
Misbah Misbah ◽  
Mohd Ali Ibrahim
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Learner Autonomy ◽  
Average Score ◽  
Public High Schools ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Science Process Skills ◽  
The Public

The unavailability of learner autonomy-oriented physics teaching materials which are capable of enhancing students’ science process skills (SPS) of students is becoming a hindrance in one of the public high schools in Banjarmasin, as well as the lack of SPS in students. Thus, this study was carried out with the aim to produce learning materials oriented on learner autonomy orientation to enhance students’ SPS properly. This was based on the validity, practicality, and effectiveness of the developed teaching materials in terms of learning outcomes in the students’ cognitive and psychomotor domains. This research utilized research and development method with the use of the ADDIE development model (Analyze, Design, Develop, Implement, Evaluate). The trial subjects in this study consisted of 34 students of Grade X in one of the public high schools in Banjarmasin. The data were obtained through validation sheets, lesson plan implementation sheets, SPS observation sheets, and learning outcomes tests (LOT). The results indicated that the teaching materials developed were: 1) valid, based on the results of the validator's assessments with the average score of 3.35, categorized in the “valid” category; 2) practical, based on the implementation of lesson plan with the average score of 3.66 in the very good category; 3) effective, seen from the gain score obtained of 0.67 in the “medium” category; 4) SPS achievement of 72.17 in the “good” category. It is then concluded that the learner autonomy-oriented learning materials are feasible to be implemented in classroom activities.

scholarly journals DEVELOPMENT OF INQUIRI-BASED LEARNING DEVICES FOR TRAINING STUDENTS’ SCIENCE PROCESS ON MATERIAL ELASTICITY

2018 ◽  
Vol 7 (2) ◽  
pp. 1455
Author(s):  
Venty Sopacua ◽  
Prabowo Prabowo ◽  
Elok Sudibyo
Keyword(s):  
High School Students ◽  
Lesson Plan ◽  
Homogeneity Test ◽  
Process Skills ◽  
School Students ◽  
Design Data ◽  
Science Process Skills ◽  
Physics Learning ◽  
Process Skill ◽  
Science Process Skill

This study aims to produce an inquiry-based physics learning device to train high school students science process skills on the subject of material elasticity. The research design uses Kemp model tested in three classes of class XI MIA- 1 , class XI MIA- 2 , and class XI MIA- 6 with total number of students of 90 in SMA Negeri 5 Ambon, second semester of  academic year 2017/201 8.  Group pretest-posttest design was used for test design.  Data analysis techniques used include, 1) Qualitative descriptive analysis including validation result, readability level, Lesson plan implementation, students’ activity, learning constraints, science process skill result , and response. 2) Parametric statistical analysis includes: normality test, homogeneity test, and t-test. Finding showed that, 1) validity of learning tools developed is categorized as valid ;  2) the effectiveness of instructional tools in terms of: (a) the attainment of science process skills in the three classes obtained a significant increase in science process skill on each indicator studied by the researcher; (b) The student's response to the device and the learning implementation is very positive with the highest percentage is with teacher guidance when working on worksheet. Based on the finding, physics learning device by using inquiry model to train the students' science process skill which has been developed has met the criteria of validity, practicality, and effectiveness that it is feasible to be used to train students' science process skills on materials elasticity

scholarly journals PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR BIOLOGI SISWA KELAS VIII-6 SMP NEGERI 1 TEBING TINGGI

2020 ◽  
Vol 10 (4) ◽  
pp. 379-388
Author(s):  
Saria Sinaga ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Average Value ◽  
Skills Learning

The purpose of this study was to improve science process skills and biology learning outcomes of students in grades VIII - 6 SMP Negeri 1 Kota Tebing Tinggi. The type of research used is Classroom Action Research (PTK). This research was conducted in two cycles. To obtain research data, data collection was carried out using qualitative descriptive analysis techniques to determine science process skills and student learning outcomes. The results showed that with the application of the Discovery Learning learning model to improve science process skills and student learning outcomes with the total score obtained in the first cycle of students' science process skills with a percentage of 66%, cycle II increased to 86.66% while learning outcomes which is obtained by students as seen from the average value and value of classical completeness of student learning as follows: by percentage, the average value in the first cycle is 54.40%, the second cycle is 72.40%. While the percentage of classical completeness in the first cycle was 52%, the second cycle was 80%. Thus, the use of the Discovery Learning Learning Model can be recommended to be applied as an alternative learning model in schools. Keywords: Discovery Learning, Skills, Learning Outcomes

scholarly journals DEVELOPING STUDENTS’ SCIENCE PROCESS SKILLS IN USING COLOR GRAB APPLICATION TO DETERMINE THE MASS OF COLORED SOLUTION

EDUSAINS ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 235-242
Author(s):  
Ferli Septi Irwansyah ◽  
Ida Farida ◽  
Ihda Fitriyati ◽  
Ila Susilawati
Keyword(s):  
Student Performance ◽  
Chemical Separation ◽  
Classroom Research ◽  
Average Score ◽  
Process Skills ◽  
Science Process Skills ◽  
Process Skill ◽  
Student Activity ◽  
Science Process Skill ◽  
Development Of Students

PENGEMBANGAN KETERAMPILAN PROSES SAINS MAHASISWA PADA PENGGUNAAN APLIKASI COLOR GRAB DALAM PENENTUAN MASSA ZAT LARUTAN BERWARNAAbstractThe purpose of this study is to analyze the development of students science process skills on the determination mass of colored solution using color grab application. The method used in this research was classroom research with subjects of 33 students taking chemical separation course. The instrument used was student activity observation sheet, practicum worksheet, and checklist of student performance. The results showed the use of smartphones in the practice of determination mass of colored solution can develop students science process skills . The overall student science process skill is interpreted very well with an average score of 81, with acquisition of experimental plan value with value of  82, observed 92, interpreting data 84, concludes 66, and communicating 79. Student activity on experiments using smartphones as a whole is excellent with percentage of 96%.AbstrakTujuan penelitian ini untuk menganalisis pengembangan keterampilan proses sains mahasiswa pada penentuan massa zat larutan berwarna menggunakan aplikasi color grab. Metode penelitian yang digunakan adalah adalah penelitian kelas pada mahasiswa mata kuliah kimia pemisahan sebanyak 33 orang. Instrumen penelitian menggunakan lembar observasi aktivitas mahasiswa, lembar kerja praktikum, dan daftar ceklis kinerja mahasiswa. Hasil penelitian menunjukkan penggunaan smartphone dalam praktikum penentuan massa zat larutan berwarna dapat mengembangkan KPS mahasiswa. Keterampilan proses sains mahasiswa secara keseluruhan diinterpretasikan sangat baik dengan nilai rata-rata 81, dengan perolehan nilai pada indikator merencanakan percobaan 82, mengamati 92, menafsirkan data 84, menyimpulkan 66, dan mengomunikasikan 79. Aktivitas mahasiswa pada percobaan menggunakan smartphone secara keseluruhan sangat baik dengan persentase 96%. 

scholarly journals Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill

2018 ◽  
Vol 2 ◽  
pp. 45
Author(s):  
Jane Arantika ◽  
Sulistyo Saputro ◽  
Sri Mulyani
Keyword(s):  
Inquiry Learning ◽  
Qualitative Approach ◽  
Instructional Materials ◽  
Requirement Analysis ◽  
Process Skills ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Need Analysis

<p class="Abstract">Science process skills (SPS) are an important aspect of learning science. SPS help students to develop creativity in learning. Process skills such as observing, formulating questions, interpreting, experimenting, hypothesizing, applying concepts, and communicating. This study aims to analyze the need for development resources needs of science filled with science process skills. Requirement analysis of the development of teaching materials with the skill of the process of science needs to be done because the textbook is the reference a teacher in the class. The subjects matter of chemistry the study was three senior high schools in Sambas, West Borneo. Needs analysis conducted using a qualitative approach, in terms of needs in classroom learning and content of process skills on teaching materials. Data were collected by interviews and questionnaires were analyzed descriptively. The results showed that as many as 27 percents of students perceive the book used in learning has not yet trained the science process skills. As many as 73 percents of students perceive that they need instructional materials in the form of inquiry-based chemistry modules to improve science process skills. Modules are developed based guided inquiry for having guided inquiry learning stages that can practice students' science process skills.</p>

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