Pengembangan Lembar Kegiatan Mahasiswa (LKM) dengan Model Project-Based Learning (PjBL) untuk Meningkatkan Literasi Sains pada Perkuliahan IPA Pendidikan Dasar

Tujuan penelitian ini yakni mendeskripsikan: pengembangan, kelayakan, dan dampak  LKM model PjBL untuk meningkatkan literasi sains  aspek pengetahuan, sikap, konteks, dan kompetensi mahasiswa. Jenis penelitian ini pengembangan dengan model ADDIE- Analysis, Design, Development, Implementation, dan Evaluation. Subyek penelitian yakni mahasiswa S2 Pendidikan Dasar FKIP Universitas Bengkulu semester I tahun2019/2020. Obyek penelitian yakni LKM dengan model PjBL. Instrumen dalam penelitian yakni: (1) lembar validasi produk, (2) lembar keterbacaan produk, dan (3) lembar penilaian literasi sains aspek sikap, konteks, pengetahuan, dan kompetensi. Teknik analisis data secara deskriptif-kuantitatif. Hasil penelitian menunjukkan: (1) Hasil analisis silabus dan RPS Mata Kuliah IPA Pendidikan Dasar pada  lingkup Biologi dan Kimia. (2) Kelayakan LKM PjBL dari validasi ahli dan uji keterbacaan oleh mahasiswa secara rata-rata mencapai kategori sangat tinggi. (3) Dampak penggunaan LKM PjBL terhadap literasi aspek pengetahuan secara rata-rata mengalami peningkatan sebesar sebesar 86,14%, aspek sikap mengalami peningkatan sebesar 48,49%, aspek kompetensi mengalami peningkatan sebesar 25%, dan aspek konteks mengalami peningkatan sebesar 24,27%. Simpulan: (1) LKM dengan model PjBLhasil pengembangan yakni Pertumbuhan dan Perkembangan pada Tumbuhan dan Hewan,  Interaksi dalam Ekosistem, dan Metabolisme pada Tubuh Manusia. (2) LKM PjBL hasil pengembangan layak digunakan. (3) LKM PjBL dapat meningkatkan literasi sains secara berurutan dari yang paling tinggi sampai yang paling rendah yakni aspek pengetahuan, sikap, kompetensi, dan konteks

Pelatihan Penggunaan Geo Gebra Untuk Peningkatan Kompetensi Guru Dalam Pembelajaran Matematika Sekolah Dasar

Primary school teachers had difficulty teaching some math topics and had difficulty using the media as taught. The purpose of this community service activity was to improve the skills of teachers in using geo-gebra in constructing geometric shapes, mathematical objects to facilitate learning primary school mathematics. The target of community service is elementary school teachers in Kaur district. The method used in this activity was through the workshop socialization, workshop implementation, and workshop assistance. The workshop was followed 20 primary teachers who introduced to the geogebra software and how to use it according to primary school mathematics. At the beginning and at the end of the activity, a questionnaire was given to see the readiness and effectiveness of the workshop activities. The results showed that there was an increase in the skills of teachers in using geogebra in visualizing geometric shapes for elementary school mathematics objects. Keywords: Geogebra, Mathematics, Primary school teachers

Pengaruh Model Make a Macht Terhadap Hasil belajar Kognitif Pemahaman Penerapan dan Penalaran Siswa Kelas V Materi IPA

This study aims to determine the effect of the model make a match on cognitive learning outcomes at the level of understanding, the application of fifth grade students of Natural Sciences in MI Al-Islam Bengkulu. This research is a quantitative descriptive study and a quasi experimental design experimental method. The population of this research is 83 students of MI Al-Islam Bengkulu City. The sample of this study was VA and VB classes, amounting to 59 students. Techniques in collecting data in this study are tests (pretest and posttest). Cognitive Ability Understanding the results of the U value is 0.017 <0.05 and Sig. (2-tailed) is 0.003 <0.05, so H01 is rejected Ha1 is accepted. Cognitive Ability Application of the U value is 0.025 <0.05 and Sig. (2-tailed) is 0.005 <0.05, so ?H? _02 is rejected Ha2 is accepted. Cognitive Ability Reasoning results U value is 0.027 <0.05 and Sig. (2-tailed) is 0,000 <0.05 then ?H? _03 is rejected Ha3 is accepted. In the results of hypothesis testing on the pretest and posttest values, it was concluded that there was a significant influence on the use of the Make a match model on the cognitive ability of reasoning in the learning of science class V SD in MI Al-Islam Bengkulu City.

Analisis Kualitas Butir Soal Ujian Sekolah Mata Pelajaran IPA Berdasarkan Dimensi Pengetahuan Faktual dan Konseptual Ditinjau Dari Konten dan Konteks

This study aims to describe: (1) the proportion of cognitive levels; (2) the proportion of items on the dimensions of factual and conceptual knowledge in the basic competencies of grades IV, V, and VI; 3) the quality of the items based on the dimensions of factual knowledge in terms of content and context; and 4) the quality of the items based on the dimensions of conceptual knowledge in terms of content and context on the school exam questions for the subject of Natural Sciences for the 2018/2019 academic year. This type of research is a descriptive study with the method of documentation. The results obtained are: (1) The proportion of cognitive levels, including the level of knowing (C1) as many as 7 items (17.50%), understanding level (C2) as many as 20 items (50%), the level of implementing (C3) as many as 6 items (15%), and the level of analysis (C4) as many as 7 items (17.50%); (2) The proportion of items based on the dimensions of knowledge, including the dimensions of factual knowledge for class IV as many as 7 items (17.50%), class V with 4 items (10.00%), and class VI as many as 5 items (12, 50%). The dimensions of conceptual knowledge in class IV were 4 items (10.00%), class V had 10 items (25.00%), and class VI had 10 items (25.00%); (3) The results of expert validation based on the dimensions of factual knowledge in terms of content contained 7 items (17.50%) and context there were 9 items (22.50%); and (4) The results of expert validation based on the conceptual knowledge dimension in terms of content contained 9 items (22.50%) and context there were 15 items (37.50%)

Penerapan Model Guided Inquiry Pada Pembelajaran Tematik untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa Kelas IVA SD Negeri 1 Bengkulu Tengah

Pembelajaran tematik dengan model guided inquiry bertujuan untuk meningkatkan hasil belajar siswa dalam aspek afektif dan kognitif. Metode penelitian tindakan kelas (PTK)  dilaksanakan dalam 3 siklus yang terdiri dari perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian  dilakukan di kelas IVA SDN 1 Bengkulu Tengah yang  terdiri dari 10  laki-laki dan 10  perempuan. Data diperoleh dari (1) pengamatan langsung kegiatan guru dalam pelaksanaan pengajaran model guided inquiry dan siswa dalam proses pembelajaran dengan guided inquiry dan (2) tes hasil belajar dalam aspek afektif dan kognitif. Data dianalisis menggunakan nilai rata-rata,  ketuntasan belajar dan pengkategorian. Aktivitas guru siklus I mencapai kategori cukup, siklus II  menjadi kategori baik dan  siklus III meningkat  dengan kategori sangat baik. Aktivitas siswa pada siklus I kategori kurang, siklus II  menjadi kategori baik dan siklus III meningkat menjadi sangat baik. Hasil belajar siswa pada siklus I dengan rata-rata nilai 69,25, pada siklus II menjadi 84,75 dan meningkat lagi pada siklus III menjadi 88,75. Hasil  belajar siswa secara individu pada siklus I dengan rata-rata  68,6, pada siklus II  sebesar 74,75 dan pada siklus III  lagi sebesar 81,85. Pada penilaian sikap spiritual dan sosial terjadi peningkatan persentase pada setiap siklusnya. Hasil penelitian ini menunjukkan bahwa dengan menerapkan model guided inquiry mampu meningkatkan proses belajar dan hasil belajar siswa

Indonesian primary school science in practice : challenges between the intended and implemented curriculum

This study investigated the educational practices in urban and rural primary school science classrooms of Bengkulu province, Indonesia. Directed by six research questions, the study focused on the implementation of the School Based Curriculum, which resulted in increasingly greater responsibility at the school level in implementing the curriculum. In this study, the refined typology curriculum representations proposed by van den Akker (2003) was used to identify and explain any discrepancies between the intended and the implemented curriculum.To achieve the research aims, the study was conducted in two stages and used two research methods. The first stage scrutinized any observed discrepancies between the intended and implemented Indonesian primary school science curriculum through critical reading of the official curriculum documents and the analysis of the syllabus and lesson plans produced by teachers. The results of the document analysis are summarised in terms of five selected curriculum components. To some extent, for instructional strategies the observed discrepancies between the intention and the actual practices ranged from small in urban schools to intermediate in rural schools; material and resource discrepancies ranged from small in urban schools to large in rural schools. In terms of rationale and content, there were no observable discrepancies between the intended and implemented curriculum. However, large discrepancies were observed between the intended and the implemented assessment in both urban and rural school clusters.The second stage of the study involved investigations of the perceptions of 647 primary school teachers in relation to the new curriculum and the perceptions of 159 primary school students in terms of their classroom learning environment using the questionnaire as a research method. The teacher questionnaire was developed and validated with a sample of 367 primary school teachers. The questionnaire has high reliability and convergent validity to measure the ways in which teachers perceived their implementation of the new curriculum, particularly with regard to learning activities and the teachers’ role, syllabus design, student assessment, learning material, and professional development. The results confirmed that no statistically significant differences were found across the scales with data analysed by gender or years of implementing though a statistically significant differences were observed in three scales across three different educational attainment groups. The results of interviews, used to investigate teachers’ and superintendent’s perception of the curriculum in more depth, suggested that teachers and superintendent possessed different perceptions of the intended curriculum as expressed in their preferences towards curriculum metaphors.This study also reported that cross-validation results for an Indonesian-language version of a modified form of the My Class Inventory (MCI) questionnaire and its use in investigating the nature of the science classroom learning environment. In total, 611 primary school students participated in this study to develop and validate the Indonesian version of modified MCI. The results of this study were statistically summarized as three assertions. First, the instrument has a satisfactory factor structure for a refined three-scale version of the MCI assessing satisfaction, friction and cohesiveness. Also each scale displayed satisfactory internal consistency reliability and discriminant validity and was able to differentiate between perceptions of students in different classes. Second, there were statistically significant differences between students’ perception of the actual and preferred learning environment, with students tending to prefer a more favourable classroom learning environment than the one which they actually experienced. Finally, overall students in rural schools possess perceptions slightly more favourable than the students in urban schools for all three scales.It is intended that the findings of this study can provide practitioners in the field with significant information for comprehending the present state of educational practices in urban and rural primary school science classrooms of Bengkulu province; the opportunities to question and rethink the challenges faced by teachers to implement a new curriculum in their classrooms. By providing validation for teachers’ perceptions on the new curriculum, this study has provided the local or central government with instruments that can be used to assess how the teachers adopt, adapt and implement the new curriculum in their classrooms. Moreover, this research could be practically valuable for gathering information that may guide primary school teachers to improve the nature of the science classroom learning environment

Penerapan Model Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Kecakapan Kerjasama pada Pembelajaran IPA Siswa Kelas V SD Negeri 32 Bengkulu Tengah

Penelitian ini bertujuan untuk mendeskripsikan penerapan model discovery learning sehingga dapat meningkatkan kemampuan berpikir kritis dan kecakapan kerjasama siswa pada pembelajaran IPA. Subjek penelitian adalah siswa kelas V SD Negeri 32 Bengkulu Tengah berjumlah 24 siswa. Instrumen yang digunakan yaitu lembar observasi keterlaksanaan pembelajaran, tes kemampuan berpikir kritis, dan lembar observasi kecakapan kerjasama siswa. Teknik pengumpulan data adalah lembar observasi dan tes. Data observasi dianalisis rata-rata skor, skor tertinggi, skor terendah dan persentase ketuntasan belajar klasikal, sedangkan data tes menggunakan rumus rata-rata nilai dan persentase ketuntasan belajar klasikal. Hasil yang dicapai dalam penelitian ini adalah pada indikator memfokuskan pertanyaan sebesar 81%. Indikator menjawab pertanyaan tentang suatu penjelasan sebesar 82%. Indikator membangun keterampilan dasar sebesar 90%. Indikator menyimpulkan sebesar 80%. Kecakapan kerjasama siswa pada indikator memberikan pendapat dalam kerja kelompok sebesar 87% dengan kategori baik. Indikator memberi dan mendengarkan pendapat temannya sebesar 82% dengan kategori baik. Indikator ikut dalam kegiatan sosial sebesar 87% dengan kategori baik. Berdasarkan hasil penelitian disimpulkan bahwa Penerapan Model Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Kecakapan Kerjasama Pada Pembelajaran IPA Siswa Kelas V SD Negeri 32 Bengkulu Tengah

Peningkatan Kemampuan Pemecahan Masalah dan Motivasi Belajar dalam Pembelajaran Tematik dengan Model Arias Pada Siswa Kelas IV SD Negeri 27 Bengkulu Tengah

Penelitian ini bertujuan untukmendeskripsikan penerapan model ARIAS, peningkatan kemampuan pemecahan masalah, peningkatan motivasi belajarpada pembelajaran tematik siswa.Metode penelitian yang digunakan yaitu penelitian tindakan kelas (PTK). Subjek penelitian adalah Kelas IV SD Negeri 27 Bengkulu Tengah. Prosedur penelitian dengan metode siklus yakni siklus I sampai siklus III.Teknik pengumpulan data observasi, angket dan dokumentasi. Berdasarkan hasil penelitian dan  pembahasannya,disimpulkan bahwa pembelajaran tematik dengan model ARIAS: (1) Dapat meningkatkan aktivitas pembelajaran siswa, (2) Meningkatkan motivasi belajar, dan (3) Meningkatkan kemampuan pemecahan masalah

Pengembangan Panduan Praktikum IPA Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Program Studi PGMI Fakultas Tarbiyah dan Tadris IAIN Bengkulu

This research aims to develop practical and practical guidelines for basic science concepts to improve critical thinking skills of students of the PGMI Faculty of Tarbiyah and Tadris IAIN Bengkulu who are valid and practical. The research subjects of R &amp; D were 15 students, 7 lecturers and researchers themselves, while the object of this research was a practical guide for basic science concepts courses. This study uses a development model with 4-D procedures recommended by Thiagarajan (1974). In the 4-D development model, there are 4 steps taken to produce a learning development product. The stages include define, design, develop, and disseminate. However, the development of a practical guide for basic science concepts was carried out until the development stage. The instruments used were questionnaires and interview guides for needs analysis, expert validation sheets, legibility test sheets and practicality test sheets. The results showed that the practical guidelines for the basic concepts of science developed were valid, practical and suitable to be used to improve students' critical thinking skills

IDENTIFIKASI KESULITAN DAN HAMBATAN YANG DIALAMI GURU FISIKA DALAM MENGIMPLEMENTASIKAN KURIKULUM 2013 REVISI DI SMA NEGERI KABUPATEN LEBONG

ABSTRAK Penelitian ini bertujuan untuk mengidentifikasi kesulitan dan hambatan guru fisika dalam mengimplementasi Kurikulum 2013 revisi. Penelitian ini merupakan penelitian dengan metode deskriptif. Teknik pengumpulan data yaitu survey dan wawancara (interview). Teknik analisis data yaitu dengan metode deskriptif kualitatif dan kuantitatif. Subjek penelitian ini adalah 14 guru mata pelajaran fisika di SMA Negeri Kabupaten Lebong. Instrumen penelitian untuk mengumpulkan data adalah angket (tertutup) dan pendoman wawancara (terstruktur). Hasil dari penelitian ini menyatakan bahwa kesulitan guru dalam mengimplementasi Kurikulum 2013 revisi pada tahap perencanaan: membuat LKPD, menentukan model dan metode pembelajaran yang cocok, dan memahami sintak model pembelajaran; pada tahap pelaksanaan: mengoperasikan alat KIT, menuntun siswa praktikum, membimbing siswa menganalisis data, dan membimbing siswa dalam menerapkan model pembelajaran yang telah ditetapkan; dan pada tahap evaluasi: kesulitan melakukan penilaian sikap pada aspek minat dan motivasi belajar, penilaian produk, dan membuat soal HOTS. Sedangkan hambatan guru dalam mengimplementasi Kurikulum 2013 revisi pada tahap perencanaan: mencocokkan model, metode, dan strategi pembelajaran tersebut dengan karakter siswa; pada tahap pelaksanaan: kondisi peserta didik, keterbatasan kemampuan dan pemahaman guru, dan sarana prasarana yang kurang mendukung; dan pada tahap evaluasi: kemampuan siswa yang heterogen, dan fasilitas laboratorium dan sarana prasarana di sekolah yang kurang memadai.               Kata kunci: Kurikulum 2013 revisi, Kesulitan Guru, Hambatan Guru, Tahapan Pembelajaran ABSTRACT This study aims to identify the categories of physics teachers’difficulties and obstacles in implementing the revised 2013 curriculum. Since this research was the descriptive method, data collection techniques consisted of surveys and interviews. Consenquently, the data analysis techniques were descriptive qualitative and quantitative methods. The subjects of this study were 14 physics teachers at the Lebong Regency public Senior High School. Research instrument to collect data used the closed-ended questionnaire and structured interview. The findings of the study indicated that the difficulty of teachers in implementing the revised 2013 Curriculum at the planning stage were: making LKPD, determining suitable learning models and methods, and understanding the syntax of learning models; at the implementation stage: operating the KIT tool, guiding students to do practicum, guiding students to analyze data, and guiding students in learning process; and at the evaluation stage: difficulties in conducting attitude assessments on aspects of interest and learning motivation, product assessment, and making HOTS questions. Meanwhile, the teacher's obstacles in implementing the revised 2013 curriculum at the planning stage are: matching the models, methods, and learning strategies with the student's character; at the implementation stage: the condition of the students, the limited ability and understanding of the teacher, and the lack of supporting infrastructure; and at the evaluation stage: heterogeneous student abilities, and inadequate laboratory facilities and school infrastructure. Keywords: The revised 2013 Curriculum, Teachers Difficulties, Teachers Obstacles, Learning Stages