PENDIPA Journal of Science Education

Journal Information
ISSN / EISSN : 26229307 / 20869363
Current Publisher: UNIB Press (10.33369)
Total articles ≅ 129
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Anggri Dwi Nata, Achmad Sofyan Hanif, Abdul Sukur
Published: 27 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 54-58; doi:10.33369/pendipa.4.1.54-58

Abstract:
The goal of this study was to produce a grabstart swimming training model using video media in deaf children and to determine the effectiveness, efficiency and attractiveness of the training model. This study uses adopted model from Research & Development by Borg and Gall. Subjects of the study were 40 deaf children consisting of 20 experimental groups and 20 control groups. The instrument used was a swimming-start skill test. The research steps were needs-analysis, expert evaluation, small and large group-test. The effectiveness test determines the level of deaf swimming-start skills of children after being given a grabstart swimming training model. Based on the average pretest-posttest value of the experimental group that were 49.92 to 56.18, there was an increase of 6.26 while the average value of the pretest-posttest control group was 50.02 to 52.20 with an increase of 2.18. Thus, it could be seen that training using the grabstart swimming training model using video media is more effective than the control group. We concluded that (1) the grabstart training model of swimming sports using video media can be developed and applied to deaf children, (2) the grabstart training model of swimming sport using video media is effective in improving the deaf children's swimming-start skills.
Nur Wakidatul Khasanah, Bhakti Karyadi, Agus Sundaryono
Published: 26 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 47-53; doi:10.33369/pendipa.4.1.47-53

Abstract:
The goal of this research was to determine the content of secondary metabolites and the most active fraction of Simbagh Utak (Hydnophytum sp.) Tuber extracts. The content of secondary metabolites is determined by using phytochemical tests, and toxicity tests are carried out by the Brine Shrimp Lethality Test (BSLT) method. Hydnophytum bulbs from Jukung Village, Lubuklinggau City, South Sumatra were macerated using 96% ethanol and then evaporated until thick extracts were obtained. This thick extract was then tested for secondary metabolite content, fractionated using n-hexane, and ethyl acetate. The results of the fractionation were then carried out a toxicity test using the BSLT method. Secondary metabolite test results showed ethanol extract containing flavonoids, alkaloids, tannins, saponins, terpenoids, and phenolics. The result of fractionation was obtained by the tuber extract of Hydnophytum n-hexane fraction, ethyl acetate fraction, and ethanol fraction. Toxicity test results obtained LC50 values of n-hexane fraction of 52.3 ppm, LC50 of ethyl acetate fraction of 45.9 ppm, and LC50 of ethanol fraction of 99 ppm. All Hydnophytum tuber extract fractions were categorized as toxic and have potential as anti-bacterial or anti-oxidant. The fraction that has the lowest LC50 price is the most toxic fraction. The most toxic fraction is the most active fraction. The ethyl acetate fraction was the most active fraction because it has the lowest LC50.
Hendry Wijaya Kusuma, Moch. Asmawi, Hernawan Hernawan, Firmansyah Dlis, I Nyoman Kanca
Published: 25 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 40-46; doi:10.33369/pendipa.4.1.40-46

Abstract:
This study aims to develop learning of physical activity using traditional Ballinese in junior high schools, Buleleng Regency. Students can learn physical materials without feeling bored and tired. This study refer to research and development model by Borg and Gall. From the research and development, as well as the proposed procedures, the resulting product is a physical fitness learning model based on traditional Balinese games in junior high schools that consist of 30 traditional Balinese games. Product development begun with expert studies, field tests in small and large test groups and. Effectiveness tests. From the large-group test results, the model developed can be applied by students properly. In the effectiveness test, the mean of the control group was 364.08, while the mean of the experimental group was 350.00 that show the difference between the results of the experimental group and the control group. It can be concluded that there is a significant difference between the experimental group given the treatment and the control group. Product development can be ,improved significantly on the physical activity and attitude or affective student. Based on the results of the research, the product model of learning physical fitness activities based on traditional Balinese games can be recommended and can be effective as a learning model of physical fitness activities in junior high schools.
Defliyanto Defliyanto, Moch Asmawi, Ramdan Pelana, Yarmani Yarmani
Published: 24 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 31-39; doi:10.33369/pendipa.4.1.31-39

Abstract:
The aims of this development research were to produce a learning model for basic technique of squat-style long-jump based on biomechanics with the game for junior high school students and to know the effectiveness, efficiency and attractiveness against learning model. This research used Deff model adopted from Research & Development by Borg and Gall. The subject used was junior high school students which consists of 45 students. The instruments used were need analysis, expert’s evaluation, small and large group test. Effectiveness test was to know junior high school students’ jump skill level before being given biomechanic treatment. The Pre-test obtained from the students’ jump result was about 540, and Post-test was about 812. The conducted t-test between the experiment group and the control group obtained was t = 10.152 and in the n-gain score test between the experiment group (biomechanic treatment) obtained by 76% (effective) and the control group obtained by 43.40% (less effective). Therefore, this game model is effective in increasing students’ jump learning. According to the result, it could be inferred that: (1) this model can be developed and applied in physical education, (2) the model proved that there are significant difference in pre-test and post-test between the experiment group (biomechanic treatment) and the control group after the treatment model, based on N-gain test.
Herlina Herlina
Published: 24 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 24-30; doi:10.33369/pendipa.4.1.24-30

Abstract:
The aims of this research were to determine the effectiveness learning methods with a contextual teaching learning (CTL) approach to increase the activity and student learning outcomes in redox reaction material in class X.1 of Rejang Lebong 7 Public High School. The research activity was carried out in two cycles, namely cycle I and cycle II. In the first cycle, the teacher had implemented a CTL approach which obtained student learning outcomes with average value of 68.39% and student learning completeness 67.74%. Out of 31 students who took the test, there were 21 students who completed learning. The activity of students in the first cycle has increased from pre-cycle, which is 56.69 or quite active category. Although activities and student learning outcomes from pre-cycle to cycle I began to increase, but have not reached the expected indicators. Therefore, the action continued to cycle II, where the student learning outcomes averaged 75.10 and classical learning completeness 87.10%. Likewise, the activity of students in the second cycle also increased, namely 71.53% or active category. From the results, it can be concluded that the use of learning methods with CTL approach can improve the activities and student learning outcomes in redox reaction material.
Hanifah Hanifah
Published: 21 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 17-23; doi:10.33369/pendipa.4.1.17-23

Abstract:
The aims of this study were to determine the results of the posttest, the ability to solve problems, the advantages of making props Liner Program (Prolin) by students. The subjects of the study were the 64 students from 3rd semester of Mathematics Education - Bengkulu University, 2019/2020 Academic Year who took the Mathematics Economics course. The instruments used were posttest sheets, and questionnaires. The method used were implementing post-test; checking the answers based on Polya's stages which consist of: 1) Understanding Problems; 2) Make a Plan; 3) Carry out a Plan; and 4) Evaluation. We concluded that the average post-test score was 83.52 Students' problem solving abilities were: 1) 93.75% were able to understand the problem: 2) 85.94% were able to make a plan: 3) Stage of doing the plan: 78.125% were able to determine the cut point; 70.31% were able to paint graphics; 76.56% were able to determine the final grade; 65.63% were able to calculate the value of the objective function; 67.19% were able to conclude; 4) only 53.125% were able to evaluate. Questionnaire results: 33.96% had difficulty where 11.11% could not make a table, 50.00% could not make a model, 11.11% could not determine the intersection of the graph, 16.67% could not paint the graph, 16.67% cannot calculate the objective function correctly. Students recall Prolin's material when: 66.04% prepare papers, 15.09% of friends present, 18.87% make props, 1.89% of friends present props, 5.66% were unable to remember until posttest. The advantages of making teaching aids for students were: the material is easy to understand, learning becomes fun, develops creativity and innovation so that the props become interesting, as a provision for teaching Prolin that is easy to understand and fun.
Tuharlan Efendi
Published: 20 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 12-16; doi:10.33369/pendipa.4.1.12-16

Abstract:
The aims of this study were to determine the improvement of critical thinking skills and biology learning outcomes of XI grade students of SMA Negeri 5 Rejang Lebong through the implementation of the Jigsaw learning model. Jigsaw learning model is a learning model that not only provides opportunities for students to develop cognitive abilities, but also develops social activities. This type of research conducted in this study is Classroom Action Research (CAR) or Classroom Action Research (CAR) with 2 Cycles. The subjects of this class action research were 19th grade students of Natural Sciences 2 with a total of 19 students. This subject selection is because based on the average grade of class, class XI IPA 2 has the lowest average value. The test instrument used consisted of tests of critical thinking skills and learning achievement tests. The results showed the average value of students' critical thinking skills in the first cycle was 67.78. In cycle II the average value of students' critical thinking skills was 84,706. The average value of student learning outcomes in the first cycle is 66.4 with classical learning completeness is 30%. In the second cycle was 82.7 with a classical learning completeness of 79.31%. Based on student value data it is concluded that the implementation of the Jigsaw learning model can improve critical thinking skills and biology learning outcomes of students of class XI IPA 2 at SMA Negeri 5 Rejang Lebong.
Lisa Adhani, Reni Masrida, Nicky Putri Angela, Ridwan Rendi Nugroho
Published: 20 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 7-11; doi:10.33369/pendipa.4.1.7-11

Abstract:
Petroleum fuels are increasingly limited in resources making the theme of sustainable energy one of the top issues in the world. Supported by increasing awareness of clean and sustainable environments. Biofuel derived from vegetable oil is a renewable energy that has the potential to be developed in Indonesia, given that Indonesia is rich in biodiversity. Used cooking oil is used cooking oil produced from vegetable oil which has the potential to produce biofuels. Used cooking oil is non-edible and can even be said to be waste, so its use as a fuel does not compete with food oil and has a calorific value that is almost the same as conventional fuel. The process of catalytic cracking of used cooking oil has been carried out in this research. The cracking process is carried out using a Zeolite catalyst that has been impregnated with Fe. Catalytic Cracking is carried out on a distillation flask with catalyst variations, catalyst size and temperature as independent variables. Fe / Zeolite catalyst variations are 1%, 3%, 5%, and 7%, with sizes 60, 80 and 100 mesh, while the temperature variations are 250oC and 350oC. Whereas the dependent variable is time, which is 2 hours. The optimum results obtained with the greatest yield on the use of catalysts with a catalyst concentration of 3%, catalyst size of 60 mesh and a temperature of 350oC. The physical test carried out was a specific gravity test that was equal to 0.8241 at the optimum yield with a catalyst concentration of 3%, and 1.0392 on the use of a catalyst with a concentration of 5%. From the results of the GCMS test shows that the component that dominates the biofuel produced is gasoline seen from the C6 compound content of 17.2% and C8 of 13.7%. It can be said that the largest amount is biogasoline shown by the presence of C5-C11 compounds of 72.4% than biodiesel indicated by the percentage of C12-C15 of 24.1%
Hadi Apriyoanda, Agus Sundaryono, M. Lutfi Firdaus
Published: 19 February 2020
PENDIPA Journal of Science Education, Volume 4, pp 1-6; doi:10.33369/pendipa.4.1.1-6

Abstract:
Development of teaching material based on laboratory research is one way that can be done to improve students' creative thinking abilities in meeting the challenges of 21st century learning. The aims of this study are to determine the feasibility of the developed environmental chemistry modules, to improve of students' thinking abilities and determine the students’ responses to the use of modules in environmental chemistry lectures. Module development by R and D methods 4D model, namely Define, Design, Develop and Disseminate. Module quality is determined by expert validation test. Based on the results of expert validation, the module developed obtained 90.91% percentage of eligibility with a very good category. Based on the N-Gain value obtained, an increase in students' creative thinking abilities on the aspect of flexibility was 0.47, and the aspect of elaboration was 0.64 with medium category. The student responses to the use of modules in learning enviromental chemistry obtained a percentage of 83.82% with very good category.
Nia Maharani, Ketut Sepdyana Kartini
Published: 9 November 2019
PENDIPA Journal of Science Education, Volume 3, pp 167-173; doi:10.33369/pendipa.3.3.167-173

Abstract:
[The use of google classroom as a virtual classroom development in problem solving skills on kinematics topics for students majoring in computer systems] From observations in the field, it appears that students basically experience obstacles in developing problem solving skills. To assist students in developing problem solving skills, we can use technology developments that are developing rapidly in the last decade. One way of it is use Google Classroom. Therefore this study aims to develop student problem solving skills in the topic of parabolic motion and test the effectiveness of Google Classroom in the learning process on parabolic motion material. The research method used is a qualitative description based development research. The study was conducted with pre-research stages, experiments, evaluation of written tests and questionnaires. The research subject is in one class majoring in computer systems using all subjects in the study group (intact group) to be given treatment. The research shows that the Use of Google Classroom was running optimally. This can be seen from the results of student work and the results of questionnaires filled out by students. Besides learning with Google Classroom has the effectiveness to support the problem solving skills of these students which can be seen from the results of the questionnaire.Keywords: Information Technology; Google Classroom; Parabolic Motion; Problem Solving Skill. (Received August 26, 2019; Accepted September 24, 2019; Published November 9, 2019) AbstrakDari hasil pengamatan di lapangan, terlihat bahwa mahasiswa pada dasarnya mengalami kendala dalam mengembangkan keterampilan pemecahan masalah. Untuk membantu mahasiswa dalam mengembangkan keterampilan pemecahan masalah, maka dapat digunakan perkembangan teknologi yang maju pesat saat ini. Salah satu caranya adalah menggunakan Google Classroom. Oleh sebab itu penelitian ini bertujuan untuk mengembangkan keterampilan pemecahan masalah mahasiswa dalam topik gerak parabola serta menguji efektivitas Google Classroom dalam proses pembelajaran pada materi gerak parabola. Metoda penelitian yang digunakan adalah penelitian pengembangan yang berbasis deskripsi kualitatif. Penelitian dilakukan dengan tahapan pra penelitian, eksperimen, evaluasi tes tertulis dan kuesioner. Subjek penelitian adalah pada satu kelas jurusan sistem komputer dengan menggunakan seluruh subjek dalam kelompok belajar (intact grup) untuk diberikan perlakuan (treatment). Hasil penelitian menunjukkan bahwa penggunaan Google Classroom berjalan secara optimal. Hal tersebut dapat dilihat dari hasil pekerjaan mahasiswa dan hasil kuesioner yang diisi oleh mahasiswa. Selain itu pembelajaran dengan Google Classroom memiliki efektivitas untuk menunjang keterampilan pemecahan masalah dari mahasiswa tersebut yang dapat dilihat dari hasil kuesioner. Kata kunci: Teknologi; Google Classroom; Gerak Parabola; Keterampilan Pemecahan Masalah.