scholarly journals The contribution of local wisdom integrated science learning model to the students’ scientific communication skill on ecology learning

2020 ◽  
Vol 8 (3) ◽  
pp. 141
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari ◽  
Nur Qomaria ◽  
Binar Kurnia Prahani ◽  
Aushia Tanzih Al Haq
Keyword(s):  
Science Learning ◽  
Communication Skill ◽  
Scientific Communication ◽  
Learning Model ◽  
Integrated Science

scholarly journals TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 103-112
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Self Awareness ◽  
Learning Context ◽  
Integrated Science ◽  
Before And After ◽  
The Impact ◽  
Academic Year

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level. 

scholarly journals DEVELOPMENT OF INTEGRATED SCIENCE LEARNING DEVICES USING PROBLEM BASED LEARNING (PBL) LEARNING MODEL THROUGH LESSON STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 124-132
Author(s):  
Sarlota Singerin ◽  
Estevanus K Huliselan ◽  
Altje Latununuwe
Keyword(s):  
Global Warming ◽  
Learning Process ◽  
Lesson Study ◽  
Science Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Field Observations ◽  
Curriculum Analysis ◽  
Integrated Science ◽  
Teacher Needs

The study was conducted at SMP Negeri 2 Salahutu. The purpose of this study is to develop a science learning tool using the Problem Based Learning learning model, through lesson study. The research design uses the 4 D Research and Development research method (Define Phase, design, develop, Disseminate). The application of products in the form of PBL-based integrated science-oriented learning modules through LS results in the following findings: 1). The Global warming  theme module is based on curriculum analysis, student and teacher needs and field observations; 2). The Global warming  theme module is able to get students actively involved in the learning process. 3). PBL-based Global warming theme modules through Lesson Study train students' creativity; 4). The teacher's knowledge about the systematic writing of the modules is still lacking so that the writer at the time of dissemination gave a presentation on the systematic module. The results of this study found that 1). Development of Integrated Science Learning Using Models of Problem Based Learning through Lesson Study can improve the student learning outcomes; 2). Development of Integrated Science Learning based on Problem Base Learning through Lesson study using the Global warming theme module is based on curriculum analysis, student and teacher needs and field observations. This module is able to make students actively involved directly in the learning process and train students' creativity

scholarly journals Efektivitas Model Pembelajaran Fisika “PRODUKSI” terhadap Peningkatan Aspek-aspek Keterampilan Berkomunikasi Sains

2017 ◽  
Vol 2 (1) ◽  
pp. 83-94
Author(s):  
Wirawan Fadly
Keyword(s):  
Knowledge Representation ◽  
Communication Skills ◽  
Research Method ◽  
Communication Skill ◽  
Scientific Communication ◽  
Learning Model ◽  
Scientific Writing ◽  
Moderate Level ◽  
Inferential Statistics ◽  
Purposive Sampling

This research to determine the effectiveness of the application of PRODUKSI learning model to improve aspects of scientific communication skills. The research method used was experiment with one-group pretest-posttet design which replicated at three schools. The sample was chosen by purposive sampling. Data were collected by using tests that were then analyzed based on data characteristics. The analysis used is descriptive quantitative using N-Gain analysis and inferential statistics. The results showed that learning model of PRODUKSI efectively and significantly helped to improve the scientific communication skill, including aspects of scientific writing, scientific reading, observation, knowledge representation, and presentation in a moderate level.

scholarly journals Science Learning Model in the Bilingual Class System (BCS) in Tahfidz Science Program of Man 2 Kudus

2021 ◽  
Vol 1 (1) ◽  
pp. 109-118
Author(s):  
Choeroni ◽  
Fattah Syukur ◽  
Hamdan Hadi Kusuma
Keyword(s):  
Learning Process ◽  
Science Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Science Program ◽  
Religion And Science ◽  
Integrated Science ◽  
Science Integration ◽  
Class System ◽  
Islamic Science

This study aimed to analyze science learning in the Bilingual Class System (BCS) in the Tahfidz Science Program of MAN 2 Kudus. The methodology in this study uses qualitative methods. Observation, interviews, and documentation collected data. The results showed that the science learning process was carried out in accordance with the learning steps, namely planning, carrying out learning activities, and evaluating. The BCS Program uses the Islamization model of science, scientific science, and integral Islamic Science in integrating learning between religion and science. The science learning model at BCS Science Tahfidz of MAN 2 Kudus is based on integrated science learning in Madrasah Education units and Tahfidz al-Qur'an Islamic boarding schools with the vision of creating students whose Islamic character, excel in achievement and are skilled in technology by using the Guidance, Research, Intensive, Science, Integration, Religion, Islamization, Scientification, Laboratory, Acculturation, Mentoring, Excellence, Intellectual, Complete and Evaluative model which is abbreviated as BRISIA ISLAM KITE.

scholarly journals Need Analysis to Develop Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy for Grade VIII Students

2018 ◽  
Author(s):  
Asrizal Asrizal ◽  
Ali Amran ◽  
Azwar Ananda ◽  
Festiyed Festiyed
Keyword(s):  
Learning Style ◽  
Science Teachers ◽  
Science Learning ◽  
Digital Age ◽  
Learning Model ◽  
Contextual Learning ◽  
Research Subjects ◽  
Integrated Science ◽  
Average Value ◽  
Teachers And Students

Good competence of students is very important in the 21 st century. Integrated curriculum is a good way to develop student’s competence in this century. For this reason, integrated science learning and integration of literacy in learning are important for students. However, integrated science and literacy can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model of integrated science by integrating digital age literacy. Objective of the initial research is to describethe potency which supports the implementation of integrated science learning, the implementation of science learning in school, the characteristics of students, and thedigital age literacy. Type of research is descriptive research. As research subjects were science teachers and students who study science in three junior high schools in Padang.Instruments to collects the data were observation sheet, questionnaire sheet, and literacy test sheet. Data were analyzed by using descriptive statistics analysis. The results of the preliminary research are: 1). average value of supporting factors of the implementation of integrated science is 76.83 which classified into good category, 2). average value of contextual learning and integrated learning materials of science in learning respectively48.3 and 37.5 and these values can be entered into low category, 3). characteristics of students in background, interest, attitudes, learning motivation, and learning style are entered into good category with average value of 65.9, and 4). average value of digital age literacy of students is 42,92 which grouped into low category.

scholarly journals Pembelajaran IPA Terpadu dengan Tipe Connected dengan Model Experiential Learning untuk Meningkatkan Keterampilan Proses Sains Siswa SMP

EDUSAINS ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 122-127
Author(s):  
Surya Warni Ridyah ◽  
Siti Sriyati
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science

AbstractThis study aims to identify the increasing mastery of skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning. The method used was pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument was like pretest and posttest to measure the increase of science process skills, finished learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve skills of science process skills of junior high school students. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0,65), interpretating (0,58), applying the concept (0,36) and communicating (0,35).These results indicated the model of Experiential Learning is one of learning model that can improve students' mastery KPS.Keywords: connected; experiential  learning; science process skillsAbstrakPenelitian ini bertujuan untuk mengidentifikasi peningkatan keterampilan proses sains siswa SMP setelah penerapan model experiential learning pada pembelajaran IPA Terpadu. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain one-group pretest-posttest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa semester 2 Tahun Ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan keterampilan proses sains, lembar observasi untuk keterlaksanaan pembelajaran, dan lembar angket untuk mengetahui tanggapan siswa terhadap pelaksanaan. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model experiential learning dapat meningkatkan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain KPS adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator KPS memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35). Hasil-hasil ini menunjukkan model experiential learning merupakan salah satu model pembelajaran yang dapat meningkatkan keterampilan proses sains siswa.Kata Kunci: connected; experiential learning; keterampilan proses sains Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1802 

The Implementation of Numbered Head Together Learning Model on Student Integrated Science Learning Outcomes in SMP Negeri 1 Panei

2021 ◽  
Vol 2 (3) ◽  
pp. 524-529
Author(s):  
Salome Rajagukguk
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Science Learning ◽  
Learning Model ◽  
Conventional Model ◽  
Significance Level ◽  
Integrated Science ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
Model Affect

The prevailing inquiry was performed aiming to know how Numbered Head Together Method was implemented and affect the students learning outcomes of 7th grade in SMP Negeri 1 Panei during Integrated Science Learning process. Cluster random sampling was employed to choose the samples, obtaining 64 students (two classes), in which one class (32 students) acted as experimental class receiving Numbered Head Together learning model, while another class (32 students) acted as control class received by conventional model. Data retrieved were then analyzed using SPSS 21. The analysis resulted that students who received Numbered Head Together learning model had better learning outcomes (80.62) than students’ who received conventional model (72.19). Hypothesis was further tested using t-test at significance level of α = 0.05 obtaining tcount (3.30) > ttable (2.00), thus Ha is accepted, indicating that Numbered Head Together learning model affect the Learning Outcomes of 7th grade students of SMP Negeri 1 Panei during Integrated Science learning process. It is concluded that Numbered Head Together has an impact on students learning outcomes of 7th grade of SMP Negeri 1 Panei during Integrated Science learning process at academic year of 2019/2020. The learning by using Numbered Head Together model can improve students’ learning outcomes during the Integrated Science subject, therefore such method can be selected as one of the alternatives to plan a better Integrated Science learning.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR IPA DITINJAU DARI KEMAMPUAN BERKOMUNIKASI SISWA

2018 ◽  
Vol 13 (1) ◽  
pp. 51
Author(s):  
Nestri Indah Wulandari ◽  
Astuti Wijayanti ◽  
Widodo Budhi
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Communication Skill ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Average Score ◽  
Direct Learning ◽  
The Difference ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA antara pembelajaran menggunakan model Problem Based Learning dengan pembelajaran langsung ditinjau dari kemampuan berkomunikasi siswa. Jenis penelitian ini adalah kuasi ekperimen. Penelitian ini dilakukan di SMP Negeri 11 Yogyakarta tahun ajaran 2016/2017. Hasil penelitian menunjukkan bahwa hasil belajar IPA yang menggunakan model Problem Based Learning memperoleh skor rerata 21,22 dan pembelajaran langsung  memperoleh skor rerata 18,09. Kemampuan berkomunikasi yang pembelajarannya menggunakan Problem Based Learning memperoleh skor rerata 96,00 dan pembelajaran langsung termasuk memperoleh skor rerata 90,00. Sehingga dapat dinyatakan ada perbedaan yang signifikan. Kesimpulannya, ada signifikan, sehingga ada perbedaan hasil belajar Ipa siswa kelas VII SMP Negeri 11 Yogyakarta tahun ajaran 2016/2017 antara pembelajaran menggunakan Problem Based Learning dengan pembelajaran langsung ditinjau dari kemampuan berkomunikasi siswa.The objective of this study is to know the difference of science learning outcomes between learning using Problem Based Learning model and direct learning observed from students’ communication skill. This research is quasi-experiment. This study was conducted at the Junior High School 11 Yogyakarta in the academic year of 2016/2017. The study showed that the average score of science learning outcomes which uses Problem Based Learning model was 21.22, whereas direct learning got the average score of 18.09. Communication skill that the learning process uses Problem Based Learning got the average score of 96.00 whereas direct learning got the average score of 90.00. In conclusion, there is significance, so there is the difference of science learning outcomes of students of class VII of SMP Negeri 11 Yogyakarta academic year 2016/2017 between learning using Problem Based Learning with direct learning in terms of students' communication ability. 

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