scholarly journals Pengembangan Perangkat Pembelajaran Berbasis Proyek untuk Keterampilan Komunikasi Ilmiah Mahasiswa

2019 ◽  
Vol 2 (1) ◽  
pp. 261
Author(s):  
Fitria Eka Wulandari ◽  
Jamilatur Rohmah ◽  
Yuli Astutik
Keyword(s):  
Communication Skills ◽  
Construct Validation ◽  
Scientific Communication ◽  
Project Based Learning ◽  
Learning Tools ◽  
Content Validation ◽  
Learning Models ◽  
Student Activity ◽  
Skills Learning ◽  
Implementation Plans

The purpose of this research is the development of project-based learning tools in teaching students scientific communication skills. The development of these learning devices includes syllabus, learning implementation plans (RPP), student activity sheets (MFIs), evaluation instruments for student communication skills, where these devices are developed using project-based learning models. Learning tools that have been created and that will be used in the learning process have valid and reliable judgments. The stages of developing this learning device are: (1) student scientific communication is carried out in the literature; (2) curriculum, teaching materials, indicators of scientific communication skills, learning characteristics used, characteristics and abilities of students; (3) conduct the preparation of learning evaluations; (4) carry out construct validation; (5) analyze the results of construct and content validation; (6) hold a trial certificate; (7) analysis of trial results. The analysis of the results of the validation of project-based learning tools in training valid and reliable student scientific communication skills.

PETAH as Malay Language Learning Tools to Improve Communication Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Noor Azam Abdul Rahman ◽  
Noraziah Mohd Amin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Quantitative Research ◽  
Language Skills ◽  
Learning Tools ◽  
Learning Tool ◽  
Mean Values ◽  
Learning Aids ◽  
Foreign Speakers ◽  
Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages ​​other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ​​ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

scholarly journals Development of Learning Tools by Application of Problem Based Learning Models to Improve Mathematical Communication Capabilities of Sequence and Series Materials

2020 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Nur Atika ◽  
Yenita Roza ◽  
Atma Murni
Keyword(s):  
Communication Skills ◽  
Problem Based Learning ◽  
Development Research ◽  
Learning Tools ◽  
Test Results ◽  
Design Development ◽  
Learning Models ◽  
Mathematical Communication ◽  
Analysis Design ◽  
Better Than

This research was motivated by the lack of learning tools that can improve students' Mathematical Communication Skills (KKM). Activities that can encourage students to improve KKM have not been designed by the teacher in the learning device properly. This study aims to produce learning tools by applying Problem Based Learning models to improve KKM. This development research used the ADDIE development model with the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of Syllabus, RPP, LKPD and KKM validation results showed highly valid criteria with percentages of 91.67%, 91.30%, 89.09%, and 87.15%, respectively. Practicality results indicate a very practical criterion with the percentage of small group trials at 95.57%, large group trials at 96.07%, and teacher responses at 96.25%. The effectiveness test results state that KKM of students who use learning tools with PBL models is better than KKM of students who use conventional learning.

scholarly journals Model Pembelajaran Konstruktivisme untuk Meningkatkan Kemampuan Pemahaman dan Komunikasi Matematika Siswa Sekolah Dasar

2019 ◽  
Vol 2 (1) ◽  
pp. 147
Author(s):  
Roni Rodiyana ◽  
Wina Dwi Puspitasari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Mathematical Understanding ◽  
Learning Activities ◽  
Control Group ◽  
Learning Models ◽  
Test Analysis ◽  
Skills Learning ◽  
Experimental Group

One effort that can be done in addressing the low ability of mathematical understanding and communication, namely with constructivism learning models that emphasize students to construct their own knowledge. This research is an experimental study in Class IV of Cijati Elementary School and First District of Majalengka with a pretest and posttest research design given to the experimental group and the control group. The instruments used were tests of mathematical comprehension and communication skills, student attitude scales, teacher response questionnaires, and the observation format of student learning activities. The main objective of this study is to examine the mathematical comprehension and communication skills of elementary students who learn with constructivism learning and those who learn as usual. Data analysis was carried out quantitatively and qualitatively. Based on the results of the final test analysis, it was found that students' mathematical understanding and communication skills learning with the constructivism learning model were better than students who studied with ordinary learning. Student learning outcomes in the experimental group were at a level close enough to good and the learning outcomes control group was still at a lesser level. While qualitative analysis found that student learning activities in constructivism learning models are good. Students and teachers show a positive attitude towards this learning. 

scholarly journals THE DEVELOPMENT OF PROJECT-BASED LEARNING TOOLS IN GEOMETRIC MATERIAL

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 264-280
Author(s):  
Baharuddin Abbas ◽  
◽  
Ayu Rahyuni Ali ◽  
Sri Sulasteri ◽  
Ahmad Farham Majid ◽  
...  
Keyword(s):  
Learning Outcome ◽  
Project Based Learning ◽  
Learning Tools ◽  
Design Development ◽  
Teacher Response ◽  
Student Activity ◽  
Management Learning ◽  
The Subject ◽  
Analysis Design ◽  
Process Observation

The research discusses about project-based on learning tools development in geometric material at class IX MtsN Gowa. This research aims to know the process of the project-based learning tools development which fulfills valid, practical, and effective criteria. The research is Research and Development (R&D) which uses the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The development procedure contains 5 steps are: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The subject of the research is the students at class IX MTsN Gowa which is in one class, the instruments of the research are the validation sheet, the learning outcome test, student and teacher response questionnaire, observation sheet of the learning process, observation sheet of student activity, and observation sheet of learning management. Based on the result of trials obtained that: (1) RPP 3.24 result of validation learning instrument, 3.41 textbooks, and LKPD 3.26 in each value which obtained in the valid category. (2) Practical based on observation result of learning tools practice with an average of 1.97 is in a fully implemented category, teacher response to textbooks and LKPD gave 100% positive response, the student gave 88.2% positive responses to the textbooks and while LKPD got 82.3% positive responses. (3) Effective based on the result of observation management learning got an average of 3.80 with a very good category, student activity in the very good category with an average of 80.56%, the learning outcome test got an average of 83.82 from 100 maximum scores. In conclusion that learning tools that have been tested fill-up the criteria of valid, practical, and effective.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERORIENTASI KEMAMPUAN BERKOMUNIKASI ILMIAH PADA SISWA SMK FARMASI ISFI BANJARMASIN

2021 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Friesta Ade Monita ◽  
Muhammad Rezki Rahman ◽  
Diah Elmawati ◽  
Sunardi Sunardi
Keyword(s):  
Learning Outcomes ◽  
Communication Skills ◽  
Cognitive Learning ◽  
Scientific Communication ◽  
Lesson Plans ◽  
Discovery Learning ◽  
Development Model ◽  
Learning Tools ◽  
Model Learning ◽  
Guided Discovery

This study aims to develop learning tools oriented to scientific communication skills for students of SMK Pharmacy ISFI Banjarmasin using a guided discovery learning model on temperature and heat material. This research was carried out in detail; (1) the validity of the learning tools, (2) the practicality of the learning tools in terms of the implementation of the lesson plans, (3) the effectiveness of the learning tools in terms of students' cognitive learning outcomes, and (4) the achievement of students' scientific communication skills. This research is a development model that refers to the Dick and Carey development model, learning tools developed in the form of teaching materials, lesson plans, worksheets, and THB. The results showed; (1) the validity of the learning tools is categorized as valid, (2) the practicality of the learning tools is considered very good. (3) the effectiveness of learning tools is considered effective, and (4) the achievement of scientific communication skills is considered good. This study shows that the learning tools de-veloped are feasible to be used in the learning process.Keywords: learning tools, guided discovery, scientific communication.AbstrakPenelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berorientasi kemampuan berkomunikasi ilmiah pada siswa SMK Farmasi ISFI Banjarmasin menggunakan model pem-belajaran penemuan terbimbing pada materi suhu dan kalor. Penelitian ini dilaksanakan dengan rincian; (1) validitas perangkat pembelajaran, (2) kepraktisan perangkat pembelajaran yang ditinjau dari keterlaksaan RPP, (3) efektifitas perangkat pembelajaran yang ditinjau dari hasil belajar kognitif siswa, dan (4) pencapaian kemampuan berkomunikasi ilmiah siswa. Penelitian ini merupakan model pengembangan yang mengacu pada model pengembangan Dick and Carey, perangkat pembelajaran yang dikembangkan berupa materi ajar, RPP, LKS, dan THB. Hasil penelitian menunjukan; (1) validitas perangkat pembelajaran berkategori valid, (2) kepraktisan perangkat pembelajaran dinilai terlaksana sangat baik, (3) efektifitas perangkat pembelajaran dinilai efektif, dan (4) pencapaian kemampuan berkomunikasi ilmiah dinilai baik. Penelitian ini menunjukkan bahwa perangkat pembelajaran yang dikembangkan layak untuk digunakan dalam proses pembelajaran.Kata kunci: perangkat pembelajaran, penemuan terbimbing, komunikasi ilmiah.

scholarly journals Development of Cooperative Research Project Based Learning Models to Improve Research and Communication Skills for Prospective Physics Teachers in Indonesia

2019 ◽  
Vol 8 (5C) ◽  
pp. 740-746
Keyword(s):  
Communication Skills ◽  
Social Systems ◽  
Learning Model ◽  
Project Planning ◽  
Project Based Learning ◽  
Learning Models ◽  
Cooperative Research ◽  
Research Project ◽  
Physics Teachers ◽  
Physics Teacher

Achievement of learning objectives is supported by the use of appropriate learning models. The research skills and communication of prospective physics teachers is an important ability that is mastered by prospective physics teachers. A learning model is needed that can improve the research and communication skills of prospective physics teachers. This study aims to (1) produce a prototype of the CORPjBL model to improve the research and communication skills of prospective physics teachers, (2) Produce appropriate CORPjBL models to improve the research and communication skills of prospective physics teacher and (3) produce CORPjBL models that can effectively improve skills research and communication of prospective physics teacher. This research is a research and development using the ADDIE step. The ADDIE step consists of analysis, design, develop, implementation and evaluation. The trial subjects included the candidates for the fifth semester physics education teacher who took the physics learning strategy course 2018/2019 school year. The sample used was 3 classes. Data need assessment was collected by questionnaire, interview, and observation. The feasibility data of the learning model was collected by questionnaire sheet, interview sheet, and validation sheet. Data were analyzed descriptively, and infrerential statistics using MANOVA. The research findings are (1) The prototype CORPjBL model produced has a preliminary section, a theoretical basis and the contents of the model consisting of syntax, social systems, reaction principles, support systems, and learning and accompaniment impacts. The CORPjBL model syntax is group formation and problem finding, research project planning, research project implementation, analysis of research project data, assessment and dissemination of research results. (2) The CORPjBL model is appropriate to use according to expert and practitioner ratings. The quality of the feasibility of the model is in very good criteria. (3) The CORPjBL model is effectively used to improve research and communication skills of prospective physics teacher

scholarly journals Pengembangan Training Kit Selektor Warna Barang menggunakan model ADDIE sebagai Sarana Pembelajaran PLC

2019 ◽  
Vol 4 (1) ◽  
pp. 17-23
Author(s):  
Teguh Arik Yuanto ◽  
Putu Sudira
Keyword(s):  
Data Analysis ◽  
Construct Validation ◽  
Learning Activities ◽  
Learning Tools ◽  
Design Development ◽  
Content Validation ◽  
Analysis Technique ◽  
Analysis Design ◽  
Quantitative Descriptive ◽  
And Training

This study aims to (1) realize the design of the item color selector training kit and (2) determine the feasibility of the item color selector training kit. The research uses the ADDIE Models reference, namely: analysis, design, development, implementation, and evaluation. Data collection techniques used were observation and questionnaires. The testing consists of product validation by experts, testing by teachers, and testing by students. The data analysis technique used is quantitative descriptive. The results consist of: (1) item color selector training kit design consisting of training and jobsheets. The training sections include boxes, conveyors, selectors and microcontroller circuits, the jobsheet consists of three learning activities, namely (1) introduction of PLC and training, sorting and calibration, timers and counters. (2) the feasibility level of content validation is 89.39% (very feasible), from construct validation is 91.20% (very feasible) and from the trials students get results of 79.96% (feasible). Based on this percentage, the learning tools for the color selector training kit of goods are suitable for use in the learning process.

scholarly journals Software HIDROKSI Development to Detect and Reduce Misconceptions Using Conceptual Change Text Strategy on Salt Hydrolysis

2021 ◽  
Vol 3 (5) ◽  
pp. 36-47
Author(s):  
Alvira Dwi Yanti ◽  
Sukarmin Sukarmin
Keyword(s):  
Conceptual Change ◽  
Construct Validation ◽  
Student Response ◽  
Content Validation ◽  
Average Percentage ◽  
Student Activity ◽  
Adobe Flash ◽  
Conceptual Change Text ◽  
Quantitative Descriptive ◽  
Descriptive Method

This research aims to determine the feasibility of software HIDROKSI to detect and reduce students' misconceptions using a conceptual change text strategy on salt hydrolysis. This research used the Research & Development (R&D) method with 3rd grade SMAN 1 Krian’s student as a subject. The instruments used are student response questionnaires and student activity observations. Software HIDROKSI was developed using the Adobe Flash CS6 Action Script 3.0. The results analyzed using the quantitative descriptive method are as follows: (1) Software HIDROKSI isvalid with an average percentage of content validation is 86.67% and construct validation is 86.22% (2) The practicability of software HIDROKSI is very practical with an average percentage of student response questionnaire results is 96.61% (3) The effectiveness of software HIDROKSI in detecting and reducing student’s misconceptions is very effective with an average percentage of students' shift in conceptions from misconceptions to knowing concepts is 86.34%.

scholarly journals PENERAPAN MODEL PROJECT BASED LEARNING UNTUK MENINGKATKAN LITERASI SAINS MAHASISWA PENDIDIKAN IPA

2021 ◽  
Vol 4 (1) ◽  
pp. 35-42
Author(s):  
Indra Sakti ◽  
Nirwana Nirwana ◽  
Eko Swistoro
Keyword(s):  
Action Research ◽  
Content Validity ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Project Based Learning ◽  
Learning Tools ◽  
Student Activity ◽  
Model Project ◽  
Classroom Action Research ◽  
Literacy Test

ABSTRAK Dilakukan penelitian tindakan kelas (Classroom Action Research) dengan penerapan model Project Based Learning (PjBL) di Program Studi Pendidikan IPA  FKIP  Universitas Bengkulu Tahun 2020 pada mata kuliah IPA-3. Penelitian ini secara umum bertujuan meningkatkan literasi sains mahasiswa calon guru IPA. Sedangkan tujuan khusus adalah untuk (1) menghasilkan  perangkat pembelajaran dengan Project Based Learning (PjBL) berupa rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan peserta didik (LKPD) yang dilengkapi instrumen tes literasi sains (2) mendeskripsikan peningkatan literasi sains  mahasiswa dengan Pembelajaran Berbasis Proyek (3) mendeskripsikan peningkatan aktivitas belajar mahasiswa dengan Pembelajaran Berbasis Proyek. Penelitian ini merupakan penelitian Classroom Action Research (penelitian tindakan kelas/PTK) dengan  4 siklus yaitu perencanaan (planning), Tindakan (Acting), observasi (observation), dan refleksi (reflection). Pada tahap perencanaan (planning), dilakukan beberapa kegiatan sebagai perancangan produk awal, yaitu: (1)  pengembangan perangkat pembelajaran yaitu (a) RPP (b) bahan ajar (c) LKPD (d) Instrumen tes Literasi Sains.   (2) Validasi ahli (content validity) perangkat pembelajaran. Hasil penelitian menunjukkan bahwa perangkat pembelajaran valid. (a) aktivitas mahasiswa menunjukkan peningkatan yakni dari 3,62 pada siklus I menjadi 3,74 pada siklus II. (b) Literasi sains mahasiswa menunjukkan bahwa rata-rata persentase kemampuan literasi sains mahasiswa baik pada 3 aspek literasi sains yaitu aspek konten (53,80%), aspek proses (44,038%) dan aspek konteks (35,088%). Kata Kunci : Model Project Based Learning, Literasi Sains ABSTRACT Classroom Action Research was carried out by applying the Project Based Learning (PjBL) model in the Science Education Study Program FKIP Bengkulu University in 2020 in the IPA-3 course. This research generally aimed to improve the science literacy of science teacher student candidates. While the specific objectives were (1) to produce learning tools with Project Based Learning (PjBL) in the form of a learning implementation plan (RPP) and student activity sheets (LKPD) equipped with scientific literacy test instruments (2) to describe the increase in student scientific literacy with Project Based Learning (PjBL). (3) describes an increase in student learning activities with Project Based Learning (PjBL). This research was a Classroom Action Research (classroom action research / CAR) with 4 cycles, namely planning (planning), action (acting), observation (observation), and reflection (reflection). At the planning stage, several activities were carried out as the initial product design, namely: (1) developing learning tools, namely (a) RPP (b) teaching materials (c) LKPD (d) Scientific Literacy test instruments. (2) Expert validation (content validity) of learning tools. The results showed that the learning device was valid. Student activity showed an increase, from 3.62 in the first cycle to 3.74 in the second cycle. Student science literacy showed that the average percentage of students' scientific literacy skills was good in 3 aspects of scientific literacy, namely the content aspect (53.80%), the process aspect (44.038%) and the context aspect (35.088%). Keywords : Project Based Learning, Science Literacy

scholarly journals Penerapan Model Pembelajaran Mastery Learning Untuk Meningkatkan Kemampuan Merumuskan Hipotesis Fisika Siswa Kelas XI SMA Negeri 3 Sibolga

PeTeKa ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Ferawati Artauli Hasibuan ◽  
Henry Dinus Hutabarat
Keyword(s):  
Action Research ◽  
Mastery Learning ◽  
Learning Model ◽  
Research Subject ◽  
Learning Tools ◽  
Test Results ◽  
Student Activity ◽  
High Level ◽  
Implementation Plans ◽  
Good Percentage

This study discusses the improvement of the ability to form physics hypotheses of class XI students of SMA 3 Sibolga through the Mastery Learning model in statistical fluid material. This type of research is a Classroom Action Research (CAR) consisting of 2 cycles. The research subject was class XI IPA 2 which tested 30 people. Learning Tools used in this study are Learning Implementation Plans (RPP), Teacher's Guidebook (BPKS), Student Worksheets (LKS), Test Instruments, Observation Sheets, and activities. While the test used is an essay form test that has been tested with the reliability of the first cycle test of 0.74 with a high level of reliability and the second cycle test of 0.89 with a high level of reliability. And both tests each have 5 valid questions. The results showed that the test results formulated the students' hypotheses by applying the Mastery Learning model in the first cycle obtained a fairly good percentage of 66.67% and in the second cycle increased to 83.32% with the indicators succeeding in getting 80%. Then for the results of observations of activities in the first cycle obtained levels of student activity of 69.63% "Enough" and in the second cycle there was an increase in student activity to 88.63% "Good", Indicators of achieving activities in cycle II also produced 80%.

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