scholarly journals Validity of Ethnoscience Based Chemistry Learning Media Emphasizing Character Values and Conservation Behavior

2020 ◽  
Vol 7 (1) ◽  
pp. 45
Author(s):  
Rizki Utari ◽  
Yayuk Andayani ◽  
Lalu Rudyat Telly Savalas ◽  
Yunita Arian Sani Anwar
Keyword(s):  
Lesson Plans ◽  
Conservation Behavior ◽  
Implementation Plan ◽  
Chemistry Learning ◽  
Three Stages ◽  
Chemistry Module

This study aims to obtain a valid chemistry learning device based on ethnoscience emphasizing character values and conservation behaviors. This study refers to the 4D model from Tiahgrajan, S. Semmel & Semmel which was modified into three stages, namely define, design, and develop. The chemistry learning kit that has been validated by three experts consisted of ethnics-based chemistry modules, lesson plans, student worksheets, and questionnaire sheets. The validity of chemistry learning devices was analyzed using the Aiken's V formula which was consulted to the criteria in the validity table. The results showed that the developed devices were appropriate for use in learning with an individual score of each component as follows: the implementation plan of learning got a score of 0.91 (very valid), the Chemistry module got a score of 0.91 (very valid), the student worksheet got a score of 0.89 (very valid), and the poll got a score of 0.72 (valid)

scholarly journals Pengembangan Modul Kimia Berbasis Etnosains Dengan Mengangkat Kebiasaan Petani Garam

2020 ◽  
Vol 15 (5) ◽  
pp. 477
Author(s):  
Rizki Utari ◽  
Yayuk Andayani ◽  
Lalu Rudyat Telly Savalas
Keyword(s):  
Likert Scale ◽  
Student Response ◽  
Chemistry Learning ◽  
Three Stages ◽  
Chemistry Module

This study aims to produce a valid and practical ethnoscience-based chemical module by raising salt farmers' habits. This study refers to the 4D model from Tiahgrajan, S. Semmel & Semmel, which was modified into three stages: defining, designing, and developing. Chemistry modules are tested for validity and practicality before it is used in chemistry learning. Validation was carried out by three experts and adjusted to the scoring table, while the practicality test used a student response questionnaire using a Likert scale. The result showed that the ethnoscience-based chemistry module was in the feasible and practical category used in learning to acquire scores, respectively, at a rate of 0.91 and 3.00. Penelitian ini bertujuan untuk menghasilkan modul kimia berbasis etnosains yang valid dan praktis dengan mengangkat kebiasaan petani garam. Penelitian ini mengacu pada model 4D dari Tiahgrajan, S. Semmel & Semmel yang dimodifikasi menjadi tiga tahap yaitu define, design, dan develop. Modul kimia dilakukan ujicoba kevalidan dan kepraktisan sebelum digunkaan dalam pembelajaran kimia. Validasi dilakukan oleh tiga tim ahli dan disesuaikan dengan tabel penskoran, sedangkan uji kepraktisan menggunakan angket respon peserta didik dengan menggunakan skla likert. Hasil penelitian menunjukkan bahwa modul kimia berbasis etnosains dalam kategori layak dan praktis digunakan dalam pembelajaran dengan perolehan skor berturut-turut sebesar 0.91 dan 3.00.

scholarly journals ANALISIS KESESUAIAN RPP DENGAN PELAKSANAAN PEMBELAJARAN AKUNTANSI DASAR YANG MENGGUNAKAN KURIKULUM 2013 DI SMKN MANAJEMEN BISNIS KOTA PADANG

Jurnal Ecogen ◽  
2019 ◽  
Vol 2 (3) ◽  
pp. 259
Author(s):  
Rahmi Sartika ◽  
Dessi Susanti
Keyword(s):  
High School ◽  
Data Collection ◽  
Business Management ◽  
Implementation Process ◽  
Lesson Plans ◽  
Vocational High School ◽  
Implementation Plan ◽  
Qualitative Descriptive ◽  
School Business ◽  
School Business Management

This study aims to describe the suitability of the RPP with the Learning Implementation Process, the suitability of the RPP made by teachers with the 2013 Curriculum, and the obstacles faced by teachers in implementing the RPP. Data collection using, documentation, observation, interviews and then data were analyzed using qualitative descriptive methods. Based on the results of the analysis it is known that the percentage of completeness of the RPP components of Vocational High School Business Management in Padang with the Curriculum Component of the 2013 RPP is 97.01%, the percentage of the suitability of the RPP with the implementation of learning is 27.7%, 27.8%, 30.4%,36 , 2% and 41.7%. this means that the teacher is not competent in carrying out the lesson plans when implementing learning in the classroom. The obstacles faced by teachers are lack of time, IT like Infocus is also inadequate in schools and lack of source books.Keywords: learning implementation plan, learning implementation process, curriculum 2013

scholarly journals Penerapan Metode Diskusi Terbimbing untuk Meningkatkan Kemampuan Guru dalam Pembuatan RPP di SMKN 3 Gowa

2021 ◽  
Vol 8 (4) ◽  
pp. 534
Author(s):  
H. Karnedy Bolong
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Outcomes ◽  
Data Reduction ◽  
Lesson Plans ◽  
Research Instrument ◽  
Average Value ◽  
Analysis Technique ◽  
Three Stages ◽  
Target Set

The purpose of this study was to improve the ability of teachers in making lesson plans through guided discussions at SMKN 3 Gowa. The research used is school action research which is carried out in 2. This research instrument uses tests and non-tests. The data analysis technique used was descriptive which was carried out through three stages, namely: data reduction, data exposure, and inference. The results of this study indicate that the data in the first cycle with an average value of 59.7 with completeness of 43.3% and the ability of teachers to use lesson plans by 50% where these results have not reached the target set, then the action is taken in Cycle II by doing improvement of learning and lesson plans, so that learning outcomes increase to 72.0%. So it can be concluded that the guided discussion method can improve the ability of teachers in making lesson plans at SMKN 3 Gowa.

scholarly journals Meningkatkan Standar Proses melalui Pelaksanaan Supervsisi Akademik pada Jenjang Sekolah Dasar di Kecamatan Gantarang Kabupaten Bulukumba

MANAZHIM ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 293-307
Author(s):  
Muhabbabe Muhabbabe ◽  
Effendi M
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teacher Development ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Implementation Plan ◽  
Coaching Model ◽  
Learning Conditions ◽  
The Will ◽  
Implementation Plans

Objective conditions that occur in schools, where teachers in carrying out teaching tasks without good planning certainly cannot create conducive learning conditions for improving the quality of student learning processes and outcomes. To improve such conditions, it can be done by carrying out teacher development through the implementation of academic supervision in the hope that teachers have the will to continuously improve their competency feasibility. The problems studied are (1) how is the model for fostering junior teachers in order to make a learning implementation plan oriented to active student learning, (2) how is the coaching model for junior teachers in order to implement a learning implementation plan oriented to active student learning, (3) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to make lesson plans oriented to active learning models, and (4) whether the development of junior teachers through the implementation of academic supervision can improve the ability of teachers to implement lesson plans that well made. The results of the data analysis show that: (1) the development of junior teachers carried out through the implementation of academic supervision can improve the ability of teachers to make learning implementation plans oriented to the active learning model, and (2) the development of junior teachers through the implementation of academic supervision. improve the ability of teachers to carry out learning based on a well-made lesson plan.

scholarly journals RESPON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN BUKU GURU DALAM IMPLEMENTASI KURIKULUM 2013

2016 ◽  
Vol 12 (2) ◽  
pp. 100
Author(s):  
Rudi Susilana ◽  
Muthia Alinawati
Keyword(s):  
Primary School ◽  
Elementary School Teachers ◽  
Regional Differences ◽  
Learning Experience ◽  
Lesson Plans ◽  
Main Task ◽  
Training Curriculum ◽  
School Teachers ◽  
Implementation Plan ◽  
Primary School Teachers

To see the effectiveness of the use of the book, this study examines how the response of teachers, especially primary school teachers to use in the implementation of the Curriculum Master Books, 2013, particularly with respect to one of the main teacher's main task, which is preparing Learning Implementation Plan (RPP). The subjects were elementary school teachers who participated in the Training Curriculum 2013 2014 originating from various districts / cities in West Java Province. Teachers were randomly selected and acquired research subject as many as 150 people. The conclusions of this study are (1) The response of primary school teachers to use in preparing the Master Books Learning Implementation Plan (RPP) on the implementation of Curriculum 2013 in the category generally positive and very positive; (2) There is no difference in the response of teachers to use Teachers guide indeveloping and preparing lesson plans Thematic visits of regional differences assignment (districts); and  (3) There are differences in the response of teachers to use of Books Teachers develop and prepare lesson plans Thematic views of component materials / learning experience, component methods / lesson, and components of the assessment, but there are differences in the response of teachers to use of Books Teachers develop and prepare lesKeywords: Implementation of Curriculum 2013, Master Books, Response Teacher.

scholarly journals Penyuluhan Pengintegrasian Nilai Karakter dalam Pembelajaran Berbasis Kurikulum 2013 di Sekolah

2018 ◽  
Vol 2 (2) ◽  
pp. 21
Author(s):  
Yoga Budi Bhakti ◽  
Irnin Agustina Dwi Astuti ◽  
Harun Rasjid ◽  
Sumiah Nasution
Keyword(s):  
Community Service ◽  
Learning Process ◽  
Implementation Plan ◽  
Planning Stage ◽  
Value Integration ◽  
Evaluation Stage ◽  
Training Activities ◽  
Three Stages ◽  
Student's Attitudes ◽  
Implementation Stage

The purpose of community service activities is to provide counseling about the value of character in the learning curriculum 2013 as well as provide training to measure the student’s attitudes in learning process. The value of character is considered necessary and make it a requirement in the increase or graduation in learning in the curriculum 2013. This service is done in three stages, there are planning, implementation, and evaluation. The planning stage is to prepare the presentation materials of character value integration in learning and values and attitudes measurement, training and extension module, and facilities and infrastructure in supporting the training. Implementation stage is training activities conducted on December 20-21, 2016. Evaluation stage is to provide evaluation of the training participants' products results in the implementation plan of learning and assessment of the performance of the participants. The methods used in this activity are training and mentoring and discussion. Training is done by providing information in knowing the value of the characters contained in the learning and providing training on how to measure values and attitudes. The results of this activity teachers can understand and apply the value of characters in learning in school.Keywords : 2013 curriculum; character value; integrated. ABSTRAKTujuan kegiatan pengabdian masyarakat ini adalah untuk memberikan penyuluhan tentang nilai karakter dalam pembelajaran di kurikulum 2013 serta memberi pelatihan untuk mengukur sikap peserta didik dalam pembelajaran.  Nilai karakter dipandang perlu dan menjadikannya sebagai syarat dalam kenaikan ataupun kelulusan dalam pembelajaran di kurikulum 2013. Kegiatan ini dilakukan dalam tiga tahap yaitu tahap perencanaan, pelaksanaan, dan evaluasi. Tahap perencanaan yaitu menyiapkan bahan presentasi integrasi nilai karakter dalam pembelajaran dan pengukuran nilai dan sikap, modul pelatihan dan penyuluhan, serta sarana dan prasarana dalam menunjang pelatihan. Tahap pelaksanaan yaitu kegiatan pelatihan yang dilaksanakan pada tanggal 20-21 Desember 2016. Tahap evaluasi yaitu memberikan evaluasi terhadap hasil produk peserta pelatihan dalam rencana pelaksanaan pembelajaran dan penilaian performa peserta. Metode yang digunakan dalam kegiatan pelatihan ini adalah dengan pelatihan dan pendampingan serta diskusi. Pelatihan dilakukan dengan cara memberikan informasi dalam mengetahui nilai karakter yang terkandung dalam pembelajaran dan memberikan pelatihan tentang cara mengukur nilai dan sikap. Hasil produk pelatihan ini dalam bentuk rencana pelaksanaan pembelajaran yang dapat dikembangkan lagi.Kata Kunci : kurikulum 2013, nilai karakter, integrasi.

scholarly journals Peningkatan Keterampilan Guru Dalam Menyusun Rencana Pelaksanaan Pembelajaran Melalui Latihan dan Bimbingan

2020 ◽  
Vol 4 (2) ◽  
pp. 79
Author(s):  
Siti Juwariah
Keyword(s):  
Data Analysis ◽  
Descriptive Analysis ◽  
Lesson Plans ◽  
Teacher Qualifications ◽  
Implementation Plan ◽  
Teacher Skills ◽  
Qualitative Descriptive ◽  
Planning Implementation ◽  
Indicators Of Success

Teacher qualifications, even though they are bachelor, do not guarantee that each teacher is able to draw up a Learning Implementation Plan (RPP), as evidenced by the 8 teachers in SD Negeri Mojodanu II Ngombang District, Jombang, which are still 25% capable of preparing lesson plans independently, so supervision activities related to academic supervision in the preparation of the RPP . These conditions are influenced by: (1) teacher busyness, (2) lack of training and guidance as well as mentoring and (3) lack of socialization. Related to the above problems, there needs to be adequate handling assistance. In this case the effort made is to carry out training and guidance, which aims at improving teacher skills in the preparation of RPP according to SNP independently. Data analysis was carried out using qualitative descriptive analysis. The study was conducted in stages of the cycle, each cycle consisting of 4 (four) steps including: planning, implementation, observation and reflection. The results of this study, 8 teachers from schools that were the subjects of the study, all showed increased competency in accordance with established indicators of success. Suggestions proposed are: (1) it is necessary to intensify the improvement of teacher skills in preparing lesson plans through mentoring activities or the like (2) the need for means such as IHT, so that they can exchange experiences through academic dialogue

scholarly journals PENGEMBANGAN MODUL LAJU REAKSI BERBASIS PEDAGOGICAL CONTENT KNOWLEDGE (PCK) UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2020 ◽  
Vol 2 (1) ◽  
pp. 46
Author(s):  
Frisca Zahrona Utami Harahap ◽  
Destria Roza
Keyword(s):  
Learning Outcomes ◽  
Reaction Rate ◽  
Student Learning Outcomes ◽  
Significance Level ◽  
Pedagogical Content ◽  
Module Analysis ◽  
Chemistry Learning ◽  
The Subject ◽  
The Right ◽  
Chemistry Module

This study aims to analyze the feasibility of the PCK Chemistry module and learning outcomes on the subject matter of the reaction rate taught by the PCK Chemistry module class XI MAN 1 Medan Medan. The selected sample is class XI MIA 3 as an experimental class. The method used in this research is R&D. The module analysis results state that the average overall validation result is 3.65 which means that the module is feasible to use. While the results of the module analysis based on the respondents obtained an average of 3.70 which means that the developed PCK module is appropriate to use. This is also evidenced from student learning outcomes that are taught using the PCK chemistry module. Hypothesis testing is done by using the t-one party test that is the right side, with the results of this study at a significance level of 5% (α = 0.05) indicating that tcount> t table (12.63> 1.68) then Ho is rejected. Thus, showing chemistry learning outcomes using the PCK chemistry module is greater or equal to KKM, where an average pretest of  28.25 is obtained and an average of posttest is obtained an average of 86.04.

scholarly journals UPAYA PENINGKATAN KOMPETENSI GURU MENYUSUN SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN MELALUI BIMBINGAN BERKELANJUTAN DI SDN 002 KUNTU KECAMATAN KAMPAR KIRI KABUPATEN KAMPAR

2020 ◽  
pp. 151-159
Author(s):  
Enni Betti
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Implementation Plan ◽  
Individual Supervision

The purpose of the School Action Research (PTS) is to determine the competencies of teachers at SDN 002 Kuntu in developing syllabi and lesson plans and making efforts to improve them. This was done based on the results of observations made by researchers and found some fundamental problems experienced by the teachers. The problems found, namely (1) teachers are less able to tighten the Learning Implementation Plan (RPP) properly; (2) the teacher does not refer to the Syllabus and Implementation Plan in the learning process in the classroom; (3) teachers tend to assume that the old methods and strategies they have implemented have completed many students; (4) the teacher is still fixated to use the Learning Implementation Plan (RPP) that has been designed by the previous teachers. The method implemented is continuous bombardment. Based on the School action research that has been carried out it can be concluded several things, First, Continuous academic supervision is scientifically proven to increase teacher competence in preparing syllabi and lesson plans, namely from 31% to 83% after academic supervision. In addition, the number of good quality lesson plans also increased from 31% to 89%. Second, the steps that lead to an increase in teacher competence in preparing the syllabus and lesson plans include the following steps: (1) announcement of the supervision plan for teachers; (2) conducting individual supervision (3) the principal supervises the class.

scholarly journals ANALISIS KEMAMPUAN GURU DALAM MENYUSUN PERENCANAAN PEMBELAJARAN KURIKULUM 2013 DI SEKOLAH DASAR

2021 ◽  
Vol 4 (2) ◽  
pp. 169
Author(s):  
Dea Mustika ◽  
Nurhayati Nurhayati ◽  
Nurhizrah Gistituati ◽  
Alwen Bentri
Keyword(s):  
School Principals ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Reduction Stage ◽  
Data Presentation ◽  
Analysis Technique ◽  
Three Stages ◽  
Learning Plans ◽  
Document Review

This study aims to describe the ability of teachers in preparing the 2013 curriculum learning plans in elementary schools. This type of research is descriptive qualitative research with the research subject of class teachers and school principals. Data collection techniques in the form of observation, interviews and document review. The data analysis technique uses the Milles and Huberman model which consists of three stages, namely the data reduction stage, the data presentation stage and the conclusion drawing stage. The results showed that the teacher had prepared a 2013 curriculum lesson plan by developing a syllabus and lesson plans. In addition, the teacher periodically also makes revisions to the lesson plans that have been made, only the fact that in the preparation of learning plans sometimes teachers do not go through the stages as directed in the 2013 curriculum. Needs to be done an evaluation so that the quality of the lesson plans that teachers produce can be even better.

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