Articles

Found 5 Documents
Search

PENGEMBANGAN PERANGKAT PENILAIAN KINERJA (PERFORMANCE ASSESSMENT) BERBASIS KURIKULUM 2013 PADA PEMBELAJARAN KIMIA KELAS XI -, Diartha; -, Wildan; -, Muntari
Jurnal Penelitian Pendidikan IPA Vol 3, No 2 (2017): July
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v3i2.91

Abstract

This development research aimed to produce performance assessment instrument on chemistry learning for XI grade, descibe for characteristics, and validity tests. This research development used Dick and Carey’s model. The products consists of acid-base proved into worksheet, evaluation of indicators, direction of usage, sheet of observation, rubric of assessment, assessment of conversion, and value of recapitulation. Validation’s data of Aiken were 0,60 for unit one, unit two for 0,60, and 0,66 for unite three means valid. The data of experiment were 84% for suitability, 87% for simplicity, and 84% for usefullness. Application’ data for suitability, simplicity, and usefullness were 84%, 86%, and 84% respectively. Upper validity correlation table within 5% of significant level and reability inter-raters were 0,76 for unit one and 0,75 for unit two. Application of assessment’s instrument were positively responded by students. Therefore, instrument of assessment in 2013 curriculum-based stated applicable to be implemented in learning process.Keywords: Performance assessment-instrument, Applicable, Chemistry  learning
PENGARUH MODEL PEMBELAJARAN LEARNING CYCLE 7E TERHADAP HASIL BELAJAR KIMIA DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS SISWA -, Patmah; Purwoko, Agus Abhi; -, Muntari
Jurnal Penelitian Pendidikan IPA Vol 3, No 2 (2017): July
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v3i2.94

Abstract

This study aimed to: (1) determine the effect of Learning Cycle 7E model and conventional model towards student’s learning outcomes of Chemistry, (2) determine the effect of the critical thinking skills towards student’s learning outcomes of Chemistry, and (3 ) determine the interaction between the learning model (learning Cycle 7E-Conventional) with the critical thinking skills (High - Low) towards student’s learning outcomes of Chemistry. This research is a Quasi Experiment with the 2 x 2 factorial design and variables in this research consists of independent variables, moderator variables and the dependent variable. Learning Cycle Model 7E and conventional learning models used as independent variables, critical thinking skills students used as the moderator variable, and the learning outcomes used as the dependent variable. Analysis of the research’s results using by Two Way ANACOVA at the level 5% of significance. According to the results of analysis, it was concluded that the critical thinking skills significantly influence on chemistry student learning outcomes, where the average of high group of critical thinking skills, significantly higher than lower group.Keywords: Learning cycle 7E model, critical thinking skills, chemistry learning outcomes
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DALAM SETTING PEMBELAJARAN KOOPERATIF TIPE TGT DAN GI TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA PESERTA DIDIK SMAN 1 AIKMEL Ismayawati, Baiq; Purwoko, Agus Abhi; -, Muntari
Jurnal Penelitian Pendidikan IPA Vol 2, No 1 (2016): January
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v2i1.33

Abstract

This study aims to describe the differences in critical thinking skills and chemistry learning achievement between learners who follow the model of problem-based learning (PBL) in cooperative learning settings TGT and GI at the rate of material reaction. The research is a quasi-experimental research design with pretest-posttest non equivalent control group designe with sample XI IPA 1 and XI IPA 2 are determined by random selection technique based on similarity mean value of daily tests I. Experiential learning and learner response is estimated to affect more significant learning achievement in the classroom PBM setting GI as evidenced by the average N-Gain learning outcomes in the classroom PBM setting GI of 0.43 and the average N-Gain learning achievement in the classroom PBM setting TGT of 0.32. The differences are also evidenced by the results of the hypothesis test showed a significance value of 0.002 (p <0.05). While based on the calculation of the average critical thinking skills in mind that PBM setting TGT has a more significant effect than the PBM GI settings as evidenced by the difference in the value of critical thinking skills after learning process (posttest) and prior to the learning process (pretest) on PBM classroom setting TGT and PBM GI settings are respectively 19.93 and 14.42. While the test is based on differences in critical thinking skills, it is known that there are differences between classes of critical thinking skills PBM settings TGT and PBM settings GI as evidenced by the significant value of 0.018 (p <0.05).Keywords: PBM setting TGT, PBM setting GI, critical thinking skills, learning achievement of chemistry.
PENINGKATAN KETERAMPILAN BERPIKIR KRITIS MELALUI MODEL PEMBELAJARAN DISCOVERY LEARNING Qurniati, Devi; Andayani, Yayuk; -, Muntari
Jurnal Penelitian Pendidikan IPA Vol 1, No 2 (2015): July
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v1i2.20

Abstract

The importance of critical thinking skills for students in the study of chemistry, it is necessary to appropriate learning models that can involve students directly in making students active learning and improve students' critical thinking skills. One model that can be applied is discovery learning model learning. The purpose of this study was to determine the increase in critical thinking skills of students learning through discovery learning. This study was an experimental study design with nonequivalent pretest-Posttes Control Group Design. The subjects of the study involves two classes of experimental class and control class. Data collection instruments in the form of test critical thinking skills in the form of matter description. Statistical testing using independent sample t-test were previously tested for normality, homogeneity test at the 0.05 significance level. The results showed no difference in the increase in critical thinking skills in each of the indicators of critical thinking skills.Keywords: Discovery learning, critical thinking skills
PENGEMBANGAN MULTIMEDIA INTERAKTIF BERBASIS KONTEKSTUAL UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS XI PADA MATERI POKOK SISTEM KOLOID Surachman, Mardhika; -, Muntari; Savalas, Lalu Rudyat Telly
Jurnal Penelitian Pendidikan IPA Vol 1, No 1 (2015): January
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v1i1.3

Abstract

The aims of this study were to: 1) generate interactive multimedia of colloidal system which is suitable to be implemented in schools, and to test the effectiveness of the interactive multimedia by: 2) knowing whether critical thinking skill of students who use context-based interactive multimedia is better than critical thinking skill of students who do not use context-based interactive multimedia on subject matter of the colloidal system. The method used in this study was research and development (R&D) according to the model of Borg & Gall’s development. The results of the expert validation by 4 validators and limited testing by 10 students showed that the interactive multimedia was very suitable to be used, with scores of 4.21 and 4.36 for expert validation and limited testing, respectively. Field trial  using a non-equivalent control group design with 2 class samples, resulted in the critical thinking skill of probability value of 0.00 (p < 0.05). From this research we can conclude that: 1) context-based interactive multimedia can be developed by means of analyzing the materials in each sub materials as the basis for developing primary form of product, then tested for it’s feasibility, effectiveness, and revised through an expert validation, limited field testing, and main field testing, consecutively, so that the resulting product is considered to be suitable for learning process, and 3) critical thinking skill of students who use context-based interactive multimedia is better than critical thinking skill of students who do not use context-based interactive multimedia on the subject matter of the colloidal system. Keywords: interactive multimedia, context learning, concept mastery, critical thinking skill