Journal SEJ (Science Education Journal)

10 articles
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Agus Puji Setya Ningsih
SEJ (Science Education Journal), Volume 1, pp 64-72; doi:10.21070/sej.v1i2.1178

Abstract:The problem in this research is the less learning to train students' science process skills. This study aims to determine the positive influence of contextual teaching and learning approach based on inquiry to the skills of science process students of grade XI SMA Unggul N 4 Palembang. The research method used is quasi experimental design with design matching only pre-test post-test control group design. Population in this research is all class XI MIPA SMA Unggul N 4 Palembang. Sampling using purposiveive sampling technique to obtain class XI MIPA.5 as experiment class and XI MIPA.4 as control class. Technique of collecting data using test technique. The technique of analyzing test data using t-test technique. Based on the results of the test data analysis, the average value of post-test experimental class is 84.26, while the control class is 70.85. Hypothesis test results using t-test at a significant level of 5% obtained thitung> ttabel ie 6.77> 1.671. So it can be concluded that the contextual teaching and learning approach based on inquiry have a positive effect on students' science process skill.
Sugiarti Sugiarti
SEJ (Science Education Journal), Volume 1, pp 92-101; doi:10.21070/sej.v1i2.1220

Abstract:This study aims to determine the results of student learning after applied physics learning using guided inquiry model and student activities during the process of physics-based learning guided inquiry in high school on the material Application of AC and DC Power. Implementation of this learning using one group pretest-posttest design, the first step to make measurements as the initial test, then subject to treatment within a certain time, then performed the final test. After doing teaching and learning activities on the material application of DC electricity and AC classical completeness reached 91.7%. The average student learning outcomes after guided inquiry based learning activities increased from 34.2 to 85. The most frequent student activity in the guided inquiry learning phase was experimentation and listening to teacher's explanation of 14%.
Muhammad Syahrul Kahar
SEJ (Science Education Journal), Volume 1, pp 73-83; doi:10.21070/sej.v1i2.1177

Abstract:The aims of this research are to identify student’s interest in the Cavendish Balance of Aids in physics learning. This research uses Design One Group Pretest-Posttest; Samples used are class D semester I Mathematics Education academic year 2015/2016 of 30 students, Instrument Questionnaire in this study using a questionnaire of student interest. The results showed the use of a aids in the learning of physics effect in to assist students in understanding the material being taught. In addition, the students' interest in learning also improved with the application of visual aids, it can be seen from 96.7% of students stated strongly agree and agree on the statement While 3.3% of students feel disagree with the statement, it is also supported on the value of tcalculate more bigger than ttable with ttable = 2,042 with tcalculate = 20,477. It can be concluded that there is a significant improvement in learning outcomes on the used Cavendish balance of aids so that students' interest in learning becomes better.
Ahmad Khoiri
SEJ (Science Education Journal), Volume 1, pp 52-63; doi:10.21070/sej.v1i2.1183

Abstract:The aims of the Research are to difference of learning result and ability of critical thinking before and after treatment (treatment). Methods used with pretest and posttest for learning outcomes; questionnaires for students' critical thinking skills. Data analysis technique used reliability test, normality test, homogeneity test and hypothesis test of t one party test. The result of data analysis shows: 1) Based on pre test result, initial condition of student before using cooperative learning model type Teams Assisted Individualization experimental class 74,9 and control class 75,3 medium category. 2) end ability test to train students critical thinking ability show result tcount> ttable or 3,934> 1,684 (significance level 5%) means there is influence of cooperative learning model type Teams Assisted Individualization. 3) There is difference of critical thinking ability of class VIIA student with VIIB Junior High School Ma'arif Mlandi for 77 for experiment class and 75 control class and critical thinking ability equal to 79,6 with high category. 4) There was an increase in learning outcomes before and after the treatment of cooperative learning model type Teams Assisted Individualization of 74.9 to 77
Naning Windi Rokayana
SEJ (Science Education Journal), Volume 1, pp 84-91; doi:10.21070/sej.v1i2.1215

Abstract:This study aims to analyze the critical thinking skills that have been owned by junior high school students in science subjects in terms of visual learning styles. The identification of critical thinking skills in this study is based on Facione critical thinking indicator ie, interpretation, analysis, inference, evaluation, explanation and self regulation. The subjects of the study in this study consisted of 1 student who has a visual learning style. The research methodology used is qualitative methodology with phenomenology approach. Data collection techniques used are critical thinking skills tests, observation and interviews. data analysis technique used is Miles and Huberman technique. The results of this study suggest that visual subjects are able to resolve science issues with sub skill categories, decode significant,clarity of meaning, examining ideas, query evidenceand colectune alternative.
Irsad Rosidi
SEJ (Science Education Journal), Volume 1; doi:10.21070/sej.v1i1.831

Abstract:Learning resources about waste management have been developed using Thinking Actively in a Social Context (TASC) approach. This research aimed to ascertain the feasibility of syllabus, lesson plans and students’ worksheet. The data was analyzed descriptively using feasibility test of expert judgement. The result showed that feasibility of silaby is 4,11 (“feasible” category); feasibility of lesson plans is 4,18 (“feasible” category); feasibility of students’ worksheet is 4,17 (“feasible” category). In conclusion, learning resources using TASC approach addressed for waste management topic is feasible to be implemented in the learning process.
Herry Suryanto
SEJ (Science Education Journal), Volume 1; doi:10.21070/sej.v1i1.833

Abstract:This study is class action research conducted at class A of 9th grade in SMPN 1 Prambon, Kabupaten Sidoarjo. Based on preliminary study, students still found some difficulties to solve the problem about Electrical Series. This was proven from their average score of test on this topic that is 73,19, which is still lower than KKM score that is 76. This research aimed to analyze the effect of using PENCILS media on increasing students’ understanding about Electrial Series topic. PENCILS media is software application in computer. The analysis result in the first cycle, from 36 students, 21 of them had score lower than KKM. In the second cycle, learning process used PENCILS as learning media to facilitate students’ difficulty. The result of analysis data in the second cylce showed that only 6 students had score lower than KKM and the average score of test was 77,37. The third cycle was conducted to ensure that the score obtained is stable. Based on the result of data analysis in the last cycle indicated that only 3 students had score lower than KKM and the average score of test was 78,75. In conclusion, the PENCILS media can be effectively used to improve students’ understanding on the topic of Electrical Series.
Ria Wulandari
SEJ (Science Education Journal), Volume 1; doi:10.21070/sej.v1i1.839

Abstract:This research aimed to review students’ scientific thingking in science learning and in terms of increasing science literacy. The research method used was descriptive qualitatively and the data was collected using literature study. Research finding showed that students’ scientific thinking in science learning is conducted by the way of their thinking and acting in dealing with problems that exist in the environment. While, science literacy can be improved by raising students’ scientific thingking skill. By increasing students’ scientific reasoning, the students are be able to have well-ordered and accurate scientific reviewing skill.
Sudi Aji, Muhammad Nur Hudha, Astri Rismawati
SEJ (Science Education Journal), Volume 1; doi:10.21070/sej.v1i1.830

Abstract:Tujuan dari penelitian ini adalah mendapatkan modul fisika berbasis problem based learning pada topik keseimbangan dan dinamika rotasi untuk meningkatkan kemampuan pemecahan masalah fisika siswa SMA dan mengetahui bagaimana kelayakannya serta respon siswa terhadap modul tersebut. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Prosedur penelitian yang digunakan memanfaatkan modifikasi dari langkah-langkah penelitian yang dikemukakan oleh Borg & Gall. Hasil penelitian ini, yaitu sebuah modul fisika berbasis PBL pada topik keseimbangan dan dinamika rotasi untuk meningkatkan kemampuan pemecahan masalah fisika siswa SMA. Kelayakan modul pembelajaran fisika berbasis PBL menurut ahli materi, ahli media dan guru fisika SMA untuk komponen isi, penyajian dan bahasa memiliki kriteria sangat valid dengan presentase masing-masing sebesar 94,8%, 95%, dan 88,5%. Respon siswa terhadap modul fisika berbasis PBL pada uji coba terbatas diperoleh presentase sebesar 91% dan 91,25% pada komponen isi dan tampilan modul.
Noly Shofiyah
SEJ (Science Education Journal), Volume 1; doi:10.21070/sej.v1i1.836

Abstract:This research aimed to reduce student’s misconceptions on fluid subject at Science Education program study, Universitas Muhammadiyah Sidoarjo (Umsida) by applying a modified free inquiry learning model. The results showed that the students’ understanding of concepts increased from the average score 21.3 to 68.3. Based on the data analysis using N-gain score, it could be concluded that the implementation of the modified free inquiry model averagely affected on reducing the studen’s misconceptions
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