scholarly journals KOMPETENSI IPA TERINTEGRASI MELALUI PENDEKATAN KETERAMPILAN PROSES MAHASISWA S-1 PENDIDIKAN IPA

2010 ◽  
Vol 3 (3) ◽  
Author(s):  
Insih Wilujeng, Agus Setiawan & Liliasari
Keyword(s):  
Science Education ◽  
Undergraduate Students ◽  
Subject Matter ◽  
Science Learning ◽  
Lesson Plan ◽  
Assessment Instrument ◽  
Integrated Science ◽  
Science Process Skill ◽  
Test Instrument ◽  
The Subject

Abstract: Science Education Undergraduate Students’ Competence in IntegratedScience through the Process Skills Approach. This study aimed to describe thecompetence of science education undergraduate students, in terms of subject mattercompetence and pedagogic competence in integrated science using the processskills approach. This study was a descriptive study involving 31 semester VI undergraduatestudents of science education. The data were collected using the integratedscience I test instrument and the integrated science II test instrument; thecompetence map development assesment instrument and integrated science learningsyllabus; and the lesson plan assessment instrument and peer teaching instrument.The results showed increases in the subject matter competence, science interdisciplinaryunderstanding competence for objective questions, and science interdisciplinaryunderstanding competence for essay questions. Students’ pedagogiccompetence in planning integrated science learning ranged from the good categoryto the very good category, their competence in lesson plan development was good,and their competence in doing and managing learning was fairly good.Keywords : subject matter competence, pedagogic comptetence, integrated science, process skill approach

“Collective Undergraduate Research: A Teaching / Learning Tool For MSE Students”

2000 ◽  
Vol 632 ◽  
Author(s):  
Wafeek Samuel Wahby
Keyword(s):  
Undergraduate Students ◽  
Subject Matter ◽  
Engineering Students ◽  
Technical Writing ◽  
Undergraduate Research ◽  
Oral Communication ◽  
Learning Tool ◽  
The Subject ◽  
Eastern Illinois University ◽  
Teaching Learning

ABSTRACTA new experiment to implement and collectively publish undergraduate students' research was started at the School of Technology, Eastern Illinois University in the Fall of 1998. A summary of the procedures followed in this experiment, its assessment and its progress are presented. Collective research publications, authored by undergraduate engineering students and edited by their faculty can be used as an effective teaching / learning tool that benefits students/authors, their peers, faculty/editors, local and other institutions, and industry at large, particularly when this research is interactively posted on the Internet. Through a research study format, undergraduates learn the subject matter much better, become familiar with research methods and techniques early in their careers, and polish their technical writing abilities. As the experiment also fosters teamwork and peer collaboration and evaluation, undergraduates sharpen their oral communication skills through group discussions and in-class presentations. The experiment provided an opportunity for students to independently select and research a particular topic and helped them discover the research resources and reference materials available on the subject matter. As one of the few creative opportunities offered in a class, this experiment presented a variety of learning environments to undergraduates and helped promote their creativity and self-directed learning. It was confirmed that most undergraduate students hold unlimited potential for success as researchers, and that enthusiasm, hard work, self-motivation, and dedication of students are likely to constitute better indicators of success than the conventional grades they earned in the past.

scholarly journals Efek Penggunaan Strategi Konflik Kognitif terhadap Hasil Belajar Kognitif Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 113
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Gusti Afifah
Keyword(s):  
Experimental Study ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Cognitive Strategies ◽  
Cognitive Learning ◽  
Motion Measurement ◽  
High Category ◽  
A Value ◽  
Test Instrument ◽  
The Subject

This study aims to determine the effect of using the conflict cognitive strategies on students' cognitive learning achievements. This research is an experimental study using one group pretest-posttest design. The research sample was 35 students of class X MIPA 7 at SMAN 2 Mataram. The conflict cognitive strategies are conditioned in research on the subject matter of Regular Straight Motion and Regular Changed Straight Motion. Measurement of cognitive learning outcomes using test instruments and given to students as pretest and posttest. The test instrument was previously validated by 2 (two) validators on the content and construct aspects. The validation results show that the test instrument has been declared valid on the content and construct aspects with a validity (Va) level of 4.12 and 4.00. The results showed that students' cognitive learning achievements improved after learning using the conflict cognitive strategies (mean of 3.49) significant (p <0.05). These results are also supported by the results of n-gain analysis of cognitive learning achievements of students after learning with a value of 0.74 with a high category so that it is declared effective to improve students' cognitive learning achievements.

scholarly journals From the perception of science to the design of teaching materials

2007 ◽  
Vol 06 (03) ◽  
pp. C07
Author(s):  
Laura Dumbrăveanu
Keyword(s):  
Science Education ◽  
Subject Matter ◽  
Teaching Science ◽  
Important Ingredient ◽  
Teaching Materials ◽  
Science Field ◽  
European Citizenship ◽  
New Process ◽  
The Subject

To design teaching materials starting from the subject matter in Science field, from the contents of textbooks or by studying the syllabuses are regular practices within schools. The SEDEC project proposes concrete and innovative modalities of conceiving teaching materials starting from teachers perception of science and by talking with them about their ideas and needs regarding teaching Science. A deep discussion of the relationships between science education and European citizenship has been another important ingredient of this new process of didactic design.

scholarly journals CAN SCIENCE BE REALLY FOR EVERYBODY?

2006 ◽  
Vol 3 (3) ◽  
pp. 4-4
Author(s):  
Martin Bílek
Keyword(s):  
Science Education ◽  
Primary School ◽  
Natural Science ◽  
Ministry Of Education ◽  
Integrated Instruction ◽  
Integrated Science ◽  
The Core ◽  
The Subject ◽  
School Curricula ◽  
Discussion Topic

Integrated instruction, integration in education, education from the point of integrated view – these and other topics are being discussed together with creating curricula and have influenced school education in numerous countries. They are connected either to the pursuit of finding undifferentiated view on the nature, or to the reduction of lessons in curricula in the framework of Ministry of Education economical measures. The topic of the Science education integration is being influenced by populist ideas without any professional ground in those countries where the subject Science still does not belong to the primary school curricula (Grades 1 – 5). Excited discussions of both supporters and opponents of integrated science education often result in misunderstandings when speaking about preferring of integration or forestalling of early differentiation of natural science knowledge. The core of misunderstanding often lies in the exact setting of the discussion topic.

scholarly journals PENINGKATAN PRESTASI BELAJAR IPA FISIKA DENGAN MENGGUNAKAN PENDEKATAN PROBLEM POSSING ENGAN LATAR PEMBELAJARAN KOOPERATIF KELAS XI-ADM.A SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2017-2018

2021 ◽  
Vol 7 (2) ◽  
pp. 446
Author(s):  
H. M. Yusuf AS ◽  
Munawir Munawir ◽  
Lalu Syaifulbakhry
Keyword(s):  
Cooperative Learning ◽  
Information Content ◽  
Subject Matter ◽  
Science Learning ◽  
Learning Science ◽  
Creative Activity ◽  
Learning Achievement ◽  
The Subject ◽  
Constructing Knowledge ◽  
Academic Year

ABSTRAKBelajar merupakan suatu kegiatan kreatif. Belajar bukan berarti hanya menyerap tetapi juga mengkonstruk pengetahuan. Belajar IPA Fisika akan optimal jika siswa terlibat secara aktif dalam membuat, bukan hanya strategi penyelesaian, tetapi juga masalah yang membutuhkan strategi tersebut.Menurut Upu ( 2003:10 ) Problem Possing dapat dilakukan secara individu atau kalsikal ( classical ), berpasangan ( in pairs ), atau secara berkelompok( groups ). Masalah atau soal yang diajukan oleh siswa secara individu tidak memuat intervensi dari siswa ini. hal ini dapat mengakibatkan soal kurang berkembang atau kandungan informasinya kurang lengkap. Soal yang diajukan secara berpasangan dapat lebih berbobot dibanding soal yang diajukan secara individu, dengan syarat terjadi kolaborasi di antara kedua siswa yang berpasangan tersebut. Jika soal dirumuskan oleh suatu kelompok kecil ( tim ), maka kualitasnya akan lebih baik dari aspek tingkat keterselesaian maupun kandungan informasinya. Kerjasama diantara siswa dapat memacu kreativitas serta saling melengkapi kekurangan mereka.Pada pembelajaran kooperatif, siswa dibagi kedalam kelompok-kelompok kecil yang heterogen. Mereka akan bekerja sebagai sebuah tim untuk memahami materi pelajaran dan meyelesaikan tugas yang diberikan. Oleh karena itu penulis perlu melakukan penelitian tindakan kelas dengan judul Peningkatkan Prestasi Belajar IPA Fisika dengan Menggunakan Pendekatan Problem  Possing  dengan Latar Pembelajaran Kooperatif Kelas XI-ADM.A SMK Negeri 1 NarmadaTahun Pelajaran 2017-2018. Kata Kunci: problem possing; cooperative learning; prestasi belajar. ABSTRACTLearning is a creative activity. Learning does not mean only absorbing but also constructing knowledge. Learning Science Physics will be optimal if students are actively involved in making, not only solving strategies, but also problems that require these strategies. According to Upu (2003:10) Problem Possing can be done individually or classically (classical), in pairs (in pairs), or in groups (groups). Problems or questions posed by students individually do not contain intervention from these students. this can result in less developed questions or incomplete information content. Questions posed in pairs can be more weighty than questions posed individually, provided that there is collaboration between the two students in pairs. If the questions are formulated by a small group (team), then the quality will be better in terms of the level of completion and information content. Cooperation among students can stimulate creativity and complement each other's shortcomings. In cooperative learning, students are divided into small, heterogeneous groups. They will work as a team to understand the subject matter and complete the assigned tasks. Therefore, the authors need to conduct classroom action research with the title Improving Physics Science Learning Achievement by Using a Problem Possing Approach with a Cooperative Learning Background for Class XI-ADM.A SMK Negeri 1 Narmada for the 2017-2018 academic year. Keywords: problem possing; cooperative learning; learning achievement.

A Research Map to Leverage Augmented Reality in K12 Science Education

2021 ◽  
pp. 204-219
Author(s):  
Longkai Wu ◽  
Yun Wen
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Learning Environment ◽  
Computer Technology ◽  
Science Learning ◽  
Classroom Learning ◽  
Integrated Science ◽  
Inquiry Based Learning ◽  
Trail Design

This chapter presents a research map of designing an AR-integrated science trail for an inquiry-based curriculum for K12 science learning. Despite the potential advantages of using AR in education and its suitability for supporting science learning through simulation activities, AR's concrete uses are relatively not as well understood as that of other technologies. Prior studies have shown the value of inquiry-based learning complemented by computer technology in a scenario-based learning environment. To appropriate the potential of AR in education, this chapter aims at summarizing pedagogical affordances of AR in science education and exemplifying an AR-integrated science trail design. A comprehensive research map of designing an AR-enhanced science trail by integrating inquiry-based learning is elucidated in this chapter to provide insights for the design of AR-integrated subject learning and out-of-classroom learning.

scholarly journals THE SELF-ASSESSMENT INSTRUMENT IN PROJECT-BASED ASSIGNMENTS (A PIECE OF INSTRUMENTS ON ASSIGNMENT INSTRUMENT DEVELOPMENT RESEARCH)

2019 ◽  
Author(s):  
Tristan Rokhmawan ◽  
Lailatul Fitriyah
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Work Group ◽  
The Self ◽  
Assessment Instrument ◽  
Project Implementation ◽  
Oral Literature ◽  
Self Assessment ◽  
Performance Skills ◽  
The Subject

The self-assessment instrument in carrying out project-based lecturing assignments was developed to evaluate the performance and competence of students in working on project-based assignments. In this instrument the subject of the subject whose evaluation device was developed is the Folklore subject. This course is given to undergraduate students majoring in Indonesian or Indonesian Literature Education. Folklore subjects are courses that provide knowledge about folklore science, folklore types and their forms in society, folklore development and folklore science, and folklore research skills as a type of culture and literature that are spread by word of mouth (oral / traditional) in society; especially ancient culture and literature. In this lecture students get the final assignment in the form of a mini research project in the form of tracking various types of culture and oral literature in the community. As a form of evaluation of student performance in implementing the project, a set of instruments is needed that can measure the performance / skills and competencies of students in implementing projects both individually and in work groups. This form contains a series of statements that are useful as instruments of self-assessment of student performance while working on projects undertaken in the course. In order for this form to be used generally in other lectures, the author uses the code "X" as the type of subject intended in the assessment. The form consists of 152 items which are divided into 5 sections including: (1) Self-performance assessment, (2) Performance evaluation in preparation for project implementation, (3) Evaluation of project implementation performance, (4) Evaluation of project implementation evaluation, and (5 ) Assessment of the integrity of individuals in the work group. This instrument subsequently became a fragment of research product for developing project-based lecture task evaluation tools, as well as developing strategies and lecture models being carried out by both authors.

scholarly journals Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills

2021 ◽  
Vol 8 (3) ◽  
pp. 295-306
Author(s):  
Gulbin Ozkan ◽  
Unsal Umdu Topsakal
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Grade Level ◽  
Science Learning ◽  
Fourth Grade ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
National Education ◽  
Grade Levels

This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.

scholarly journals Improving Studets’ Interest Through Games Method In Learning Social Science Education

2017 ◽  
Vol 2 (1) ◽  
pp. 64
Author(s):  
Wahyu Indah Nurhayati
Keyword(s):  
Science Education ◽  
Social Science ◽  
Lesson Plan ◽  
Plan Implementation ◽  
Qualitative And Quantitative ◽  
Quantitative Data Analysis ◽  
Social Science Education ◽  
Good Score ◽  
The Subject ◽  
Better Than

This research is motivated by the low interest of students to social science education in class VII-J SMPN 3 Lembang. The purpose of this study is to describe the plan, implementation,result, difficulties, and solutions in the implementation of games method to improve students’ interest in learning. This esearch uses qualitative and quantitative data analysis. This research also uses classroom action research with Kemmis and Taggart model by using games as a learning method. The subject for this research is the students of class VII-J in  SMPN 3 Lembang Bandung. The planning of this research includes preparing lesson plan, preparing games that will be used in each cycle, as well as preparing the research instruments according to the needs of the researcher. This research was conducted in four cycles and the result showed that there was an improvement of students’ interest in learning social science education from the first cycle until the fourth cycle. In the first cycle, to improve students’ interest in earning social science education, the researcher used Bottle Throwing Game and the result showed that the students got low score. In the second cycle, the reesearcher used Ular Naga Game and the result was a little bit better than the first cycle. In the third cycle, Hungry Bunny Game was used and the students got a good score in this cycle. For the last cycle, the researcher used Pokemon Go Game and the result showed that the students got a very good score in the last cycle. The evidence for students’ improvement in learning is marked by the number of students who feel happy when learning social science education, show their enthusiastic, and active in social science education class. The researcher found some difficulties in implementing this research, there are difficult to determine the appropriate game for the students, difficult in selecting material, and difficult in directing the students when playing the games. Those difficulties can be overcome by making a good lesso plan, reading a lot of teaching materials, and facilitate students to discuss with the group, and  also make some rules when the students will do the games.

scholarly journals PEMBINAAN KEPALA SEKOLAH MELALUI PENELITIAN TINDAKAN SEKOLAH BERDAMPAK PADA PENINGKATAN KEMAMPUAN GURU, MINAT DAN KREATIFITAS, SERTA PRESTASI BELAJAR SISWA

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Kastri Wahyuni Dinas Pendidikan Kota Semarang, SMA Negeri 8 Semarang
Keyword(s):  
Subject Matter ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Test Results ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Average Value ◽  
Teaching Preparation ◽  
The Subject ◽  
Coaching Principals

Abstract. Academic supervision results in 2010 of the teachers shows that teachers have teaching preparation of 58.68%, and profile of teachers with good performance is 47.50%. This occurs since teacher's attention only to the subject matter, and less to students. The results show that the first cycle of academic supervision for class XI a biology teachers for class XI IA 1 = 87, for class XI IA2 = 85, for class IX IA3 = 80, test results of students' learning, for class XI IA1 average value class = 83, exhaustiveness learn = 95%; for class XI IA2 average value class = 73, exhaustiveness learn= 73%; for class XI IA 3 average value class = 80, exhaustiveness learn = 76%. The results in an increase in cycle 2 shows the results for the academic supervision of a biology teacher in class XI IA 1 = 100, teachers in class XI IA 2 = 95 teachers in class XI IA 3 = 90, test results of students' class XI IA I average value class = 85, exhaustiveness learn = 100%, the test results of students 'class XI IA2 average value class = 75, exhaustiveness learn = 85, test results of students' class XI IA 3 average value = 83, exhaustiveness learn = 87 . Concluded that through coaching principals to teachers' lesson plans,increasing teachers' ability to prepare lesson plans, able to organize a class to be consistent, with an active discussion of creative students who have an impact on teachers' ability to increase the interest, creativity, and student achievement.Abstrak. Hasil Supervisi Akademik pada tahun 2010 terhadap para gurumenunjukan bahwa guru memiliki perangkat mengajar dengan 58,68%, dan pada proses pembelajaran di kelas prosentase profil kinerja guru yang baik 47,50%.Hal ini terjadi oleh perhatian guru hanya pada materi pelajaran, dan kurang memberdayakan siswa. Hasil penelitian siklus 1 menunjukkan bahwa nilai supervisi akademik untuk guru biologi kelas XI IA 1 = 87, guru biologi kelas IX IA2 = 85 dan guru biologi kelas IX IA 3 = 80, tes hasil belajar siswa, untuk kelas XI IA1 nilai rata-rata kelas = 83, ketuntasan belajar = 95%; untuk Kelas XI IA 2 nilai rata-ratakelas = 73, ketuntasan belajar = 73%; untuk kelas XI IA 3 nilai rata-rata kelas =80, ketuntasan belajar = 76%. Hasil penelitian pada siklus 2 menunjukkan terjadi kenaikan hasil supervisi akademik untuk guru biologi pada kelas XI IA 1 = 100, untuk guru pada kelas XI IA 2 = 95 guru pada kelas XI IA 3 = 90, tes hasil belajar siswa kelas XI IA I nilai rata-rata = 85, ketuntasan belajar siswa = 100%, tes hasil belajar siswa kelas XI IA 2 nilai rata-rata = 75, ketuntasan belajar = 85, tes hasil belajar siswa kelas XI IA 3 rata-rata = 83, ketuntasanbelajar siswa = 87. Disimpulkan bahwa melalui pembinaan kepala sekolah terhadap RPP, kemampuan guru menyusun RPP meningkat, mampu mengorganisasikan kelas dengan konsisten, dengan diskusi aktif kreatif siswa yang berdampak pada kemampuan guru meningkatkan minat, kreatifitas, dan prestasi belajar siswa. Key words: Teacher Lesson Plan; Teacher Upgrades; Interests, Creativity and Student Achievement

Sign in / Sign up

Export Citation Format

Share Document