Analisis kemampuan scientific explanation siswa pada materi sistem pencernaan manusia menggunakan model explanation oriented lesson design

The purpose of this research was to analyze students’ scientific explanation on the human digestive systems topic using explanation-oriented lesson-design model. This research was conducted with a descriptive research design, a total of 29 eighth grade students from a junior high school in Tasikmalaya were involved in this research. Samples were taken using a convenience sampling technique. The scientific explanation observed was written causal explanation. This research data was collected using test, observation and interview method. The result of this research indicates that the number of students who have scientific explanation ability in intermediate category was 66% (n = 19), basic category was 31% (n = 9), and the advanced category was 3% (n = 1). Therefore, it can be concluded that most of the abilitiy of eighth grade students’ scientific explanation were intermediate category. Overall, students could make the components of scientific explanataion referred to this research. However, the components explaining a phenomenon, most students can only explain a phenomenon using patterns that are commonly observed. In addition, the components explain the patterns in the data and processes that support the occurence of a phenomenon, most students explain the patterns and processes that support the occurence of the phenomenon with spesific, but not detailed. In addition, the components connect data patterns and processes using principles, theories, or disciplinary core ideas, most student connect data patterns and processes using principles by including relevant concepts that are logically, specific, but not detailed.

Profil keterampilan kolaborasi siswa SMA pada praktikum maya sistem ekskresi

This study aims to analyze high school students’ collaboration skills in an excretion system virtual lab work about detection of sugar in urine. This study also revealed students’ responses regarding virtual lab work learning. Research method used here is descriptive method. The study was conducted on 35 students in one class of 11th science grade from a public senior high school in Bandung city, that obtained by purposive sampling technique. Data were collected with non-test instruments in form of observation sheet as the main data source and worksheet, peer assessment sheet, and questionnaire as supporting data sources. Research data were analyzed in addition to getting overview of the overall collaboration skills, but also to get an overview of the collaboration skills within each indicator. The average of overall students’ collaboration skills indicator is 88.9% (very good category). Indicators of Work productively, Contribute actively, Committed to completing group goals, Able to responsible, Appreciate other’s contributions, Able to control emotions, Participate respectfully in discussions, debates, and differences, Trust each group member’s strengths are in very good category, respectively: 90%, 83.3%, 83.3%, 83.3%, 100%, 100%, 99.1% and 98.3%. Meanwhile, indicators of Balance in listening and speaking, and indicators of Able to make group decisions are in good category with percentages of 73.7% and 78.5%. The best collaboration skills indicator in this study is Appreciate other’s contributions and Able to control emotions. Highschool students’ collaboration skills profile in excretion system virtual lab work is generally in very good category, where students able to work productively; many of them contribute actively; able to balance in listening and speaking; they commited to completing group goals; able to responsible; appreciate other’s contributions; able to control emotions; participate respectfully; able to trust each group member’s strengths; and able to make decisions together. In addition, the virtual lab work learning method received a positive response from students, almost all students can feel the benefits in learning, especially to practice their collaboration skills.

Profil pengalaman belajar siswa dalam menjelaskan fenomena ilmiah pada IPA/biologi selama penerapan daring di masa pandemi

This study aims to describe student's learning experiences in explaining scientific phenomena in online science/biology learning. This study uses a descriptive method, the data sources are questionnaires and Student Worksheets (LKS) from six schools in the city of Bandung which were selected by stratified random sampling with good, sufficient and poor categories based on the 2019 BSNP. There are 207 state junior high school students in Bandung City who filled out a 40-item questionnaire to answer this research. Questionnaire items for students have been adjusted to the skills to explain scientific phenomena based on the PISA 2018 framework. The results show that the student's learning experience in explaining scientific phenomena of Science/Biology when online learning has not been implemented optimally. The results show that the skill to explain scientific phenomena gets score 1,01. There are results of the worksheet’s analysis which show that the orders or questions on the worksheet that have been made by the teacher are 50% according to those obtained from schools in the good category. Through this research, the problem is that when doing practicum, the material is not understood because of the discrepancy of the material during the learning process.

Analisis kemampuan scientific literacy siswa SMA dalam soal PISA pada materi virus dan bakteri

This study aims to analyze the scientific literacy skills of high school students on PISA released items reading and science questions based on the PISA framework on the "Process Aspects" in terms of scientific literacy and reading literacy on the biological content of the material "Viruses and Bacteria". This research is a descriptive study with a quantitative approach. The instruments used were PISA questions in 2000, 2006, and 2015 which have been released (main instrument) as well as school curriculum biology questions (comparative instruments), questionnaires, and interviews. The research began to be carried out in February 2020 and began with conducting research trials conducted in schools (A). The subjects in this study were students in SMA (B) and (C) grades 10, 11, and 12 with different school curriculum characteristics, school (B) with the 2013 curriculum and school (C) with the Cambridge curriculum. Sampling was carried out using convenience sampling method. The results showed that the scientific literacy skills of school B students resulted in: 80% (grade 10), 81% (grade 11) and 75% (grade 12) in the "High" category, school C resulted in: 47% (grade 10), 51% (grade 11) and 55% (grade 12) in the "Very Low" category. The students' results in the 2013 school curriculum biology questions (B) were included in the "Very High" category, while schools (C) that used the Cambridge curriculum were included in the "Low" category. Acquisition of scientific literacy skills which is included in the "High" category is in line with the experience of students in learning in schools which as a whole uses the PBL (Problem Based Learning) method, while the acquisition of scientific literacy skills which is included in the "Low" category turns out to be less in line with students' experiences in learning. in schools that as a whole use the PjBL (Project Based Learning) method.

DIYL (do it yourself laboratories): Inovasi kit perubahan iklim untuk membentuk perilaku BROWNIS (bring your own and eat wisely) pada siswa sekolah menengah pertama

The purposes of this article were to offer the idea of use a climate change kit to learning to form good habits that slowly encourage the formation of environmentally friendly behaviors to reduce the increasingly high rate of global warming. Formal education is a strategic sector that can be used to socialize global warming issues. Including suitable learning tools in global warming material is the right step to provide an understanding of global warming to students in science subjects. The most concrete experiences are direct learning experiences of students. To provide hands-on experience, students can be given science teaching aids. the unity of these props is put together and packed into one container so that the props can be called a kit. There have been many studies on learning tools, various kinds of research have stated that the use of teaching aids has a positive impact on learning. The method used is a literature study. The theme of the SDGs used in the research is climate change action which is goal number 13 (climate action). The output of this idea is the formation of behavior that cares for the environment through understanding the concept of global warming which is learned using a climate change kit.

Rekonstruksi LKPD untuk meningkatkan keterlibatan dan penguasaan konsep peserta didik pada materi sistem ekskresi

This research was aimed at investigating the information about the use of the Student Worksheet (LKPD) the results of reconstruction about the involvement and mastery of students' concepts in the material of human excretion system. Reconstruction of student worksheets was done because the previous research shows analysis results the component of diagram vee in the eksperiment students worksheet is low. Whereas, the diagram Vee's rubric is usually used for developing eksperiment students worksheet. This research is a descriptive research. The subject of the research are 28 students of grade XI IPA in senior high school Bandung. The instrument that used is the rubric of component of diagram Vee's existence, observation worksheet in students engagement and test of mastering concept that consist is multiple choice. The result of the research shows : (1) students engagement in the class is about 79,17%; (2) students' mastery of concepts based on categories is good, 96.43% of students achieve maximum completeness criteria (KKM), and an average N-gain of 0.72. This showed the influence of use reconstruction of student worksheets on the student engagement and mastery of student concepts.

Penerapan representasi visual menggunakan komik sebagai upaya meningkatkan kemampuan berpikir kritis dan penguasaan konsep siswa pada materi sistem saraf

The purposes of this research were to analyze the application of visual representations using comics as an effort to improve student’s critical thinking skills and mastery of concepts in nervous system material. The subject of this study is second grade-students in Senior High School. The method used in this research is Quasi experimental. The results of student’s critical thinking skills have increased higher in the experimental class, although the results of the critical thinking skills of the two classes are in the moderate category, the results of critical thinking in the experimental class showed that the increase in N-Gain was higher with N-Gain = 0.64 (medium category) while N-Gain in the control class = 0.53 (medium category). The results mastery of concepts in experimental class have n-gain is higher the n-gain control class with n-gain is 0.71 (high category), and the control class n-gain is 0.53 (medium category). The results of student responses showed that the majority of students were interested in using comic visual representations of 83.33%. Therefore it can be concluded that the use of comics can improve thinking skills and mastery of concepts better.

Literasi sains dan penguasaan konsep siswa setelah pembelajaran sistem ekskresi menggunakan pedoman praktikum berbasis literasi sains

Scientific literacy is very important for students. The purpose of this study is to analyze the student's scientific literacy and conceptual mastery after learning the excretion system using scientific literacy-based practical guidelines. In this study, there was one class consisting of 34 students. Before learning, students do pre-test questions regarding scientific literacy, after completing learning, students work on a post-test questions with the same question and add concept mastery questions. This research used a pre-experiment method with one group pre-test post-test design. The instrument used was a matter of scientific literacy and conceptual mastery questions. The results of this study indicate that the student's scientific literacy after learning the excretion system using science literacy–based practicum guidelines is in the high category with an average value of 70,06. Scientific literacy abilities are based on aspects of competence and aspects of scientific literacy knowledge. Then overall the students have mastered the conceptual mastery of the material that has been studied well.

Penerapan peta konsep sebagai strategi asesmen formatif dalam upaya meningkatkan hasil belajar siswa pada pembelajaran sistem koordinasi

This study aimed to examine the application of concept maps as a formative assessment strategy in an effort to improve student learning outcomes in learning coordination systems. The method in this research is pre-experimental involved only one experimental class without a control class. The research design used is one group pretest-posttest design. A total of one class of students from class XI Science in one of the high schools in Bandung has been involved as a research subject. The research instruments used include the concept map assessment rubric used by students and teachers when learning activities take place, the concept map assessment sheet to confirm the results of the concept map, and student questionnaire responses, and the pretest and posttest instruments to analyze the effect of the application of concept maps to learning outcomes in the form of mastery of student concepts. Concept map making activities are carried out individually with online learning, each student's concept map results are assessed by the teacher and then given feedback on the concept map. The results showed that there was an increase in the average value of the concept map of students after being given feedback that is equal to 64.05 to 67.91. An increase also occurred in the results of the average pretest and posttest scores after the learning activities were carried out in the amount of 40.61 to 64.39. Student responses to the application of concept maps generally showed 75.80% positive responses. The results also showed that there was an effect of the application of the concept map to student learning in the form of increasing scores in the medium category (N-gain= 0.40).

Analisis kemampuan klasifikasi mahasiswa pendidikan biologi pada pembelajaran biosistematik hewan

This study aims to analyze the classification ability in animal biosystematics learning as the basis for making numerical taxonomies in biology education students. The method in this research consists of qualitative and quantitative analysis. Descriptive method is used for qualitative analysis and correlation method for quantitative analysis. The mixed methods strategy uses simultaneous triangulation because both qualitative and quantitative data are collected at the same time, then compared to identify convergence of differences or combinations of data. The number of students was 57 people who were divided into 11 groups. Ability classification is determined based on indicators that refer to science process skills. The classification ability indicator is made into six indicators, where each indicator is broken down into four sub indicators. The results of the analysis show that the classification abilities of the six indicators are: (1) recording each observation separately 89.04%, (2) looking for similarities and differences of 66.23%, (3) contrasting the features of 57.89%, (4) comparing of group characteristics 67.32%, (5) determining the basis for grouping 73.46%, and (6) connecting the results of observations 76.32%. The ability of individuals to make classifications in animal biosystematic learning reached 71.72%, while in groups it was 71.98%. Based on the results above, it can be concluded that the classification ability of participants in animal biosystematic learning is good with the medium category, this can support in making numerical taxonomy.