scholarly journals PELATIHAN PRAKTIKUM SEDERHANA BAGI GURU-GURU IPA SMP DI KECAMATAN MOLLO UTARA KABUPATEN TIMOR TENGAH SELATAN

2019 ◽  
Vol 24 (4) ◽  
pp. 905
Author(s):  
Getrudis Wilhelmina Nau ◽  
Hildegardis Missa
Keyword(s):  
High School ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Practical Training ◽  
South Central

AbstrakPembelajaran kini harus mampu mendorong siswa untuk dapat bertindak sebagai saintis terutama pembelajaran sains. Hal ini berarti pembelajaran harus berbasis pada praktikum. Namun, Guru-guru IPA di beberapa SMP se-Kecamatan Mollo Utara, Kabupaten Timor Tengah Selatan memiliki permasalahan yaitu guru belum memahami hakekat pembelajaran sains, pentingnya praktikum dalam pembelajaran IPA, kurangnya kreativitas guru dalam merancang praktikum IPA sederhana dan tidak adanya modul praktikum. Solusi yang dapat dilakukan untuk mengatasi permasalahan-permasalahan tersebut adalah dengan melakukan pelatihan praktikum sederhana bagi guru-guru IPA SMP se-Kecamatan Mollo Utara, Kabupaten Timor Tengah Selatan. Metode yang dilakukan adalah pemaparan materi tentang hakekat sains, pentingnya praktikum dalam pembelajaran, cara merancang praktikum sederhana serta cara membuat modul praktikum; penayangan video berbagai praktikum sains dengan alat dan bahan sederhana yang mudah ditemui di lingkungan sekitar; dan demostrasi beberapa praktikum sederhana.Kata kunci: pembelajaran sains; saintis; praktikum sederhanaAbstractThe current learning must be able to encourage student to become scientists especially science learning. This means that learning must be based on practicum. However, science teacher in several junior high school in Mollo Utara sub-district, South Central Timor have any problem; the teacher does not understand the nature of science learning, the importance of practicum in science learning, creativity of teacher to design simple practicum, and absence of module lab. The solution to overcome these problems is to conduct simple practical training for science teachers in junior high school in Mollo Utara sub-district, South Central Timor. The method done is presentation about the nature of science, the importance of practicum in science learning, how to design of simple practical, and how to make lab module; video publisher various simple labs; and demostration of several simple practicum.Keywords: science learnin; scientist; simple practicum

scholarly journals NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS

2017 ◽  
Vol 16 (3) ◽  
pp. 366-378
Author(s):  
Nadaraj Govender ◽  
Duduzile Zulu
Keyword(s):  
High School ◽  
Nature Of Science ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Lesson Planning ◽  
Natural Sciences ◽  
School Teachers ◽  
Junior High School Teachers

An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers’ academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers’ work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content. Keywords: junior high school teachers, lesson planning, nature of science, natural sciences.

scholarly journals The Relationship between Scientific Approach and Science Teacher Interpersonal Interaction with Student Learning Outcomes in Junior High School

2018 ◽  
Vol 5 (2) ◽  
pp. 199
Author(s):  
Arnita Cahya Saputri
Keyword(s):  
High School ◽  
Science Teacher ◽  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Student Learning Outcomes ◽  
Interpersonal Interaction ◽  
Scientific Approach

Student learning outcomes are influenced by many factors. Two of those factors are learning approach and teacher interpersonal interaction. This research aimed to analyze the correlation of scientific approach and teacher interpersonal interaction with science learning outcomes in cognitive, affective, and psychomotor abilities. This research was a correlational study. The subjects of this research were 96 students in eight grade and a science teacher at Nine Junior High School of Semarang. Data was collected using scientific approach questionnaire, Questionnaire on Teacher Interaction (QTI) in Australian Version, the observation sheet, and documentation sheets of learning tools and student learning outcomes. The results of correlation and regression test showed that there was a correlation between scientific approach and science teacher interpersonal interaction with science learning outcomes in cognitive as indicated by 0.713 correlation coefficient (r) and 0.509 determination coefficient (r2), psychomotor as indicated by r= 0.703 and r2= 0.495 and affective as indicated by r= 0.649 and r2= 0.412. From these results, it could be concluded that there was a strong and positive correlation between the scientific approach and science teacher interpersonal interaction with student learning outcomes in cognitive, affective, and psychomotor abilities.

scholarly journals STEM-BASED SCIENCE LEARNING IN JUNIOR HIGH SCHOOL: POTENCY FOR TRAINING STUDENTS’ THINKING SKILL

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Septian Murnawianto ◽  
Sarwanto Sarwanto ◽  
Sentot Budi Rahardjo
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
National Curriculum ◽  
Science Lesson ◽  
Literature Study ◽  
Thinking Skill ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Mathematics) education including science learning, is needed to face 21st-century development, especially for training thinking skill. STEM is believed to increase students’ thinking skill, interest, and STEM literacy. This study aims to know the extent of thinking skill trained through science learning in Junior High School and to know challenges and potencies of developing STEM- based science learning. The study was conducted in SMP N 1 Masaran through various data collection methods. Data were collected by in-depth interviews with 7 science teachers, observation, documentation, and literature study about plan and process of the science lesson, also STEM education as an approach. And then, data were analysed reflectively toward various documents and literature. Assessments which categorized "higher order thinking skill" were below 5% of all assessments provided to students. There are potencies that able to develop to train students’ thinking skill through STEM-based science learning which appropriates with national curriculum in Indonesia. Teachers can innovate in developing strategies and lesson plans to incorporate content Technology, Engineering, and Mathematics in science lesson for train students’ thinking skill.

scholarly journals The Design of Local Wisdom-Based Science Learning on Pressure Materials in Junior High School

2021 ◽  
Vol 5 (2) ◽  
pp. 28-33
Author(s):  
Aulia Eka Putra ◽  
Jufrida Jufrida ◽  
Haerul Pathoni ◽  
Fibrika Rahmat Basuki
Keyword(s):  
High School ◽  
High Schools ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Teacher Assessment ◽  
Junior High Schools ◽  
Learning Set

The lesson plan is an important aspect that determines the success of learning in the classroom. Teachers must design learning that can relate the material being studied to the daily lives of students, for example, is through integrated local wisdom into science learning. The study aimed to develop a science learning set of local wisdom based on pressure materials in Junior High Schools. The research was research and development and used a 4D development model (Define, Design, Development, and Disseminate). The subjects were material experts, media experts, and science teachers of junior high school. The instrument was a validation sheet of the learning set. Qualitative data were analyzed descriptively, and quantitative data were analyzed using descriptive statistics. This research produces a science learning set of local wisdom-based on pressure materials in junior high schools, consisting of syllabus, lesson plans, assessments, student worksheets, teaching materials, remedial and enrichment programs. The results of expert validation obtained a score of 89.60 with an excellent category. The results of the science teacher assessment were 92.38 with excellent category. In sum, the science learning set of local wisdom based on pressure material in junior high schools was valid and feasible to improve the understanding of science concepts.

scholarly journals ANALISIS KEBUTUHAN PENGEMBANGAN BAHAN AJAR IPA TERPADU BERMUATAN LITERASI ERA DIGITAL UNTUK PEMBELAJARAN SISWA SMP KELAS VIII

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Asrizal Asrizal ◽  
Festiyed Festiyed ◽  
Ramadhan Sumarmin
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Digital Age ◽  
Learning Materials ◽  
Integrated Science ◽  
Preliminary Research

Science learning should be able to develop the ability to think, to work, to use tools, and to live in the world for students. Integrated Science learning and integration of digital age literacy give good opportunities for students to develop fourth of these skills. But the reality shows that the implementa-tion of integrated science learning and integration of literacy in learning can’t be implemented well. An alternative solution of this problem is to develop integrated science learning by integrating digital age literacy. Before developing this integrated science materials it is necessary to conduct preliminary research as a basis for designing this learning materials. The purpose of this preliminary research is to describe the integration of knowledge basic competencies of science subjects, the implementation of integrated science learning, the learning materials available for science learning, and the integrating literacy of students. The type of research was descriptive research method. As object of the research consist of science teachers, syllabus and science learning materials, and students of grade VIII in ju-nior high school. Instruments to collect data consist of interview guide sheet, science syllabus and learning materials document, and digital age literacy test sheet. Research data was analyzed with de-scriptive statistic. Base on data analysis can be stated that results of this research are: 1). integrated science learning on grade VIII junior high school students can’t be implemented well, 2). the value of integration of science learning materials and its application in knowledge basic competence can be classified into enough category, 3). generally science learning materials in integrated science text-books and science worksheet on grade VIII junior high school are still separated form, and 4). the average value of digital age literacy of students is classified into low category.

scholarly journals Gamification for Science Learning Media Challenges of Teacher and Expectations of Students

2021 ◽  
Vol 15 (01) ◽  
pp. 142
Author(s):  
Achmad Lutfi ◽  
Rusly Hidayah
Keyword(s):  
High School ◽  
Science Teacher ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Ninth Grade ◽  
Learning Sciences ◽  
Teachers And Students ◽  
Computer Based

<p>The purpose of this research is to determine the response of teachers and students towards the use of computer-based games as a medium for learning Sciences. Data were obtained from students of two ninth-grade classes of Junior high school in Surabaya, East Java, Indonesia, through observation, questionnaire, and interviews. Science learning on atomic subjects was carried out by each science teacher, while students used computerized games and worksheets. The results showed that 87.50% to 100% of students supported the use of computer-based games as a science learning media to achieve the specified target. Meanwhile, teachers believe that the use of this technique is very good because it enables students to play and learn. Therefore it has the ability to prevent them from participating in uneducational games.</p><p> </p>

scholarly journals Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok

2020 ◽  
Vol 7 (1) ◽  
pp. 60
Author(s):  
Hikmawati Hikmawati ◽  
I Wayan Suastra ◽  
Ni Made Pujani
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Science Teachers ◽  
Junior High School ◽  
Cultural Awareness ◽  
Science Learning ◽  
Junior High ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Local Culture

This study aims to analyze the needs of students in learning science in junior high schools which will be used as a basis in designing ethnoscience-based learning models for the development of critical thinking skills and concern for students' local culture. Teachers who were used as samples of this study were 30 junior high school science teachers in Lombok. Data were collected through field observations, literature review, questionnaires, and interviews. Data were analyzed descriptively. Based on the results of data analysis, it can be concluded that: 1) There are 5 basic competencies that can be developed in ethnoscience-based learning. 2) Methods suitable for ethnoscience-based learning are investigation / experimentation, field observation, and discussion. 3) Suitable learning resources to support science learning are the natural and socio-cultural environment, textbooks, audio visuals, and the internet. 4) The assessment system suitable for ethnoscience-based science learning to develop students' critical thinking skills and local cultural awareness is non-test assessment (performance, attitudes, portfolios, products) and assessment by tests. 5) Critical thinking skills that can be developed are: Providing simple explanations, building basic skills, concluding, making further explanations, strategies and tactics. 6) Local cultural concerns that can be developed are liking local culture, introducing local culture to others, preserving local culture. 7) Conceptual model of ethnoscience-based science learning which is suitable for developing critical thinking skills and local cultural awareness includes the following steps: Engage, Explore, Explain, Elaborate, Exhibit, and Evaluate.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA MODEL PROYEK UNTUK MELATIHKAN BERPIKIR KREATIF SISWA SMP MATERI GERAK BENDA

2017 ◽  
Vol 5 (2) ◽  
pp. 949
Author(s):  
Karlin Karlin ◽  
Wahono Widodo ◽  
Madlazim Madlazim
Keyword(s):  
High School ◽  
Junior High School ◽  
Creative Thinking ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Learning Material ◽  
Learning Materials ◽  
Project Learning ◽  
High Category

This research aims to develop valid, practical, and effective science learning material using project learning model to facilitate creative thinking skills on object motion in junior high school. Design of the development are used follow 4D model desin. The learning kit being validated by experts are syllabus, lesson plan, student work sheet, handout, and creative thinking question. The objective of this research was to trial learning materials in 39 grade VIII students in SMPN 31 Surabaya with One Group Pretest Postes Design. The results were analyzed by descriptive quantitative and qualitative. The result were obtained shows that the developed learning materials are: (1) Validity of learning material valid category (3,58); (2) Practicality based on: a) Feasibility of instruction good category (3,9); b) Readability of worksheets and student’s book students stating that the content and appearance of worksheets and student’s book good category; (3) Effectiveness based on: a) Student’s activities high category (93%); b) Result of creative thinking students increased with medium category (N-Gain: 0,62), result of creative thinking students increased with medium category (N-Gain:0,674) in fluency thinking aspect, result of creative thinking students increased with high category (N-Gain:0,726) in flexible thinking aspect, result of creative thinking students increased with medium category (N-Gain:0,531) in original thinking aspect, and result of creative thinking students increased with medium category (N-Gain:0,530) in elaboration thinking aspect; c)The response of students very positively (92%). The conclusion of this research that science learning material developed base on project learning model valid, practical, and effective to facilitate student’s creative thinking in junior high school. Penelitian ini bertujuan mengembangkan perangkat pembelajaranIPA model proyek yang valid, praktis, dan efektif untuk melatihkan berpikir kreatif siswa SMP materi gerak benda. Rancangan pengembangan yang digunakan mengikuti rancanagn model 4D. Perangkat  pembelajaran yang dikembangkan meliputi Silabus, RPP, Handout siswa, LKP, dan Soal berpikir kreatif. Sasaran penelitian adalah perangkat pembelajaran yang diujicobakan pada 39 siswa kelas VIII SMPN 31 Surabaya dengan rancangan menggunakan One Group Pretest-Postest Design. Hasil penelitian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil yang diperoleh menunjukkan bahwa perangkat pembelajaran yang dikembangkan dinyatakan: (1) Validitas perangkat kategori valid (3,58); (2) Kepraktisan perangkat yang meliputi: a) Keterlaksanaan baik (3,9); b)Keterbacaan Handout dan LKP baik; (3) Keefektifan perangkat pembelajaran yang meliputi: a) Aktivitas siswa dengan kategori tinggi (93%); b) Hasil berpikir kreatif siswa mengalami peningkatan dengan kategori sedang (N-Gain: 0,62), pada aspek berpikir lancar (fluent) mengalami peningkatan berkategori sedang (N-Gain: 0,674), berpikir luwes (flexible) mengalami peningkatan berkategori tinggi (N-Gain: 0.726), berpikir orisinal (original) mengalami peningkatan berkategori sedang (N-Gain: 0,531), dan berpikir terperinci (elaboration) mengalami peningkatan berkategori sedang (N-Gain: 0,530); c) Respon siswa terhadap perangkat dan model pembelajaran sangat positif (92%). Simpulan penelitian ini bahwa perangkat pembelajaran IPA model proyek valid, praktis, dan efektif untuk melatihkan berpikir kreatif siswa SMP.

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