Results in Journal Global Science Education Journal: 22
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Global Science Education Journal, Volume 1, pp 194-203; doi:10.35458/gse.v1i2.22
This research was conducted with the aim of: 1) Exploring information from alumni regarding the development of competencies needed by the job market for curriculum improvement materials; 2) Searching for workplaces, occupations, waiting times for getting a job, first salary, current job, and other information from STKIP alumni Andi Matappa. The Tracer Study design uses a sensal survey that is the target population of the study is the entire population of the 2017 graduate cohort with 100 graduates of which 58 are from the Guidance and Counseling study program and 42 from the Mathematics Education study program. The data collection method that will be used is the online method using QTAFI (Question Table and Figure) software, telephone interviews, social media and email tracking. The instrument used was a standardized completely adapted Indotrace questionnaire that included questions listed in the Kemristekdikti Tracer Study Online questionnaire. The results showed that alumni need an average of 1 (one) month to get their first job after graduation and the three highest ways to obtain it through relationships, the internet and CDC / career center. As many as 44.3% of STKIP alumni Andi Matappa work as educators in government agencies and 36.7% work in private companies. The majority of graduates have worked in accordance with the field of study undertaken during the study period, but need to be strengthened in several ways, especially in foreign language and computer skills so that graduates can work in accordance with the development of Science and Technology.
Global Science Education Journal, Volume 1, pp 184-193; doi:10.35458/gse.v1i2.21
Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge
Global Science Education Journal, Volume 1, pp 94-102; doi:10.35458/gse.v1i2.12
This research is a classroom action research, which aims to improve the Learning Achievement of Civics in Class XII Students of SMA Negeri 3 Ambon By Applying the Two Stay-Two Technique. The subjects in this study were students of Class XII of SMA Negeri 3 Ambon with a total of 32 students The procedure of implementing CAR is presented in the form of a cycle (cycle) assessment process which is expressed in a PTK spiral. The PTK spiral actually describes cycle after cycle. One cycle consists of four main components of CAR, namely: action planning, action implementation, action observation, and reflection and revision of actions. an increase in the percentage of student activity during learning and an increase in the percentage of students who have finished learning, ie in cycle I the percentage of student activity is 57.50%, increasing in cycle II to 77.50%, and in cycle III increasing to 87.50%, while the percentage of the total number of students who completed study in the first cycle was 53.13%, increased in the second cycle to 71.88%, and in the third cycle increased to 87.50%.
Global Science Education Journal, Volume 1, pp 114-126; doi:10.35458/gse.v1i2.14
This research is a classroom action research that aims to see whether there is an influence on the application of problem solving learning models in an effort to improve PAK learning achievement. The subjects in this study were selected from students of class VIII-2 SMPN 9 Sorong City in the 2018/2019 academic year with a total of 25 students. The research procedure is a series of stages of research from beginning to end. This CAR procedure consists of 2 cycles. Each cycle consists of four stages as follows: 1) planning; 2) implementing actions; 3) observation and evaluation of actions; and 4) reflection of actions. Research data were collected using interviews, observations, and tests. The data of this study were analyzed using data analysis techniques as follows; (1) Comparative analysis is done by comparing the results obtained in the first cycle with the second cycle and; (2) Qualitative Analysis in the form of field notes which are presented in detail and in full throughout the research process. This research is said to be successful if in learning students get a minimum of 75% of the number of students already active in the learning process and a minimum of 75% student achievement increases. The results of the study show that: (1) based on the results of research observations, it can be concluded that the application of the problem solving learning model can increase student activity during learning. This is indicated by a change in students' attitudes in learning, including the interaction and cooperation between students the better, the more students have the courage to express ideas and opinions in front of the class. The center of learning is no longer on the teacher. Students are required to actively search for information and must be able to exchange ideas; (2) based on data in the form of pre-observation values ??and after research, it can be concluded that the application of problem solving learning models can improve student learning achievement.
Global Science Education Journal, Volume 1, pp 157-163; doi:10.35458/gse.v1i2.18
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Global Science Education Journal, Volume 1, pp 164-172; doi:10.35458/gse.v1i2.19
The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019
Global Science Education Journal, Volume 1, pp 127-135; doi:10.35458/gse.v1i2.15
This research is a class action research that aims to describe whether there is an increase in student achievement in citizenship education subjects through the implementation of discussion and assignment methods. The subjects in this study were students of class VII-2 SMP Gemah 9 Ambon with a total of 23 students. The research procedure is a series of stages of research from beginning to end. The PTK procedure includes 2 cycles with 2 meetings per cycle. Each cycle consists of four stages as follows: 1) planning; 2) implementing actions; 3) observation and evaluation of actions; and 4) reflection of actions. In this study the data were analyzed to determine the effectiveness of a learning method in teaching and learning activities with a qualitative descriptive approach consisting of 3 stages, namely: 1) Data reduction; 2) data presentation and presentation; and 3) drawing conclusions. This research is said to be successful if students in learning get a value of =70 (KKM = 70) and or more with an average completeness level of 75% or more. The results of the study show that: (1) The application of the discussion method and the task of learning citizenship education in VII grade students of SMP Gemah 7 Ambon can improve student achievement as seen from the increase in learning achievement tests, namely from the first cycle of 61.6 experiencing an increase in the second cycle to 77.6; (2) The application of the discussion and task method is very effective to be used in the learning of citizenship education in VII grade students of SMP Gemah 7 Ambon in 2018/2019 in odd semester; (3) The steps of applying the discussion method and the task, namely as many as two research cycles are adjusted to the steps in the learning plan so that it can improve the learning achievement of Grade VII students of SMP Gemah 7 Ambon.
Global Science Education Journal, Volume 1, pp 173-183; doi:10.35458/gse.v1i2.20
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Global Science Education Journal, Volume 1, pp 147-156; doi:10.35458/gse.v1i2.17
This research is a classroom action research using a qualitative description analysis that aims to determine whether there is an influence of the application of the CIRC type cooperative learning model in an effort to improve student learning outcomes. The subjects in this study were students of class VII-3, SMPN 9 Sorong whose average learning achievement was lower than other class VII, with a total of 26 students. The procedure of the study was to choose a learning model that was assessed according to the material presented. The PTK procedure consists of 2 cycles with 3 meetings per cycle, according to the level of the problem to be solved and the conditions to be improved. Each cycle consists of four stages as follows: 1) planning; 2) implementing actions; 3) observation and evaluation of actions; and 4) reflection of actions. Data in this study were collected through observation and tests to find out the extent of students' mastery learning towards the material delivered using the CIRC type of cooperative learning model. The results of the study show that: (1) In using the CIRC type of cooperative learning model the teacher must also pay attention to the importance of classroom management. This is for the sake of the smooth learning process; (2) The average score of students' understanding in paying attention to problems about determining the main ideas and problems in arlikel through intense reading activities, in the first cycle of 54.8, in the second cycle increased by 69.2, while in the third cycle increased by 83, 5 is quite good. Likewise, the completion of learning in cycle I by 57.6% increased in cycle III to 65.3% and also increased in cycle III to 100%; (3) CIRC type of cooperative learning model can improve student learning outcomes and can improve students' ability to solve problems regarding basic competencies in understanding explanatory text through oral and written on Indonesian subjects in VII grade students of SMPN 9 Sorong.
Global Science Education Journal, Volume 1, pp 136-146; doi:10.35458/gse.v1i2.16
This research is a classroom action research that aims to determine whether there is an influence on the application of the examples non examples learning model in an effort to improve the mastery of the concepts of VII-3 grade students of SMPN 9 Ambon in learning biology especially on microscope material. The subjects in this study were students of class VII-3, SMP Negeri 9 Ambon with a total of 28 students consisting of 15 male students and 13 female students. The research procedure is a series of stages of research from beginning to end. The CAR procedure consists of 2 cycles with 3 meetings per cycle, according to the level of the problem to be solved and the conditions to be improved. Each cycle consists of four stages as follows: 1) planning; 2) implementing actions; 3) observation and evaluation of actions; and 4) reflection of actions. The data in this study were collected through tests, observations, interviews applying the Examples Non Examples learning model, and discussions between teachers, peers and collaborators to reflect the results of the PTK cycle. The results of the study show that: (1) The model of learning examples non examples can improve the mastery of microscope material in students of class VII-3, SMP Negeri 9 Ambon; (2) Student learning outcomes for microscope material have increased from cycle I to cycle II; (3) Student learning outcomes have increased along with the increase in students' cooperative skills.