Meningkatkan Keterampilan Mengajar Guru Melalui Pendampingan Penyusunan Perangkat Pembelajaran dan penilaian HOTS : (Improve teacher teaching skills throughassistance in the preparation of learning tools and HOTS assessment

Changes to the 2013 revised curriculum require teachers to be able to preparation and implement learning with a focus on four elements, 1) Reinforcement character education, 2) Literacy movement, 3) 4C (Critical Thinking and Problem Solving, Creative, Communicative, and Collaborative), and 4) HOTS (Higher-Order Thinking Skills) Assessment. Mentoring in the preparation of learning and HOTS assessment for teachers aims to improve teacher skills in making learning devices that are in accordance with the 2013 revised curriculum and be able to apply them in the classroom, as well as being able to develop HOTS assessment instruments. The method used is In House Training (IHT) and mentoring with evaluation model developed by Donald Kirkpatrick (1975) which consists of 4 levels: reaction, learning, behaviour and result. The product of this research is the learning devices and HOTS assessment. The conclusion of this research is that teachers can develop learning devices and HOTS assessments and teachers are skilled in 21st century learning according according to the revised 2013 curriculum demands. Abstrak. Perubahan kurikulum 2013 revisi menuntut guru untuk dapat menyusun dan melaksanakan pembelajaran dengan menitik beratkan pada empat unsur, 1) Penguatan pendidikan karakter (PPK), 2) Gerakan Literasi, 3) 4C (Critical Thinking and Problem Solving, Creative, Communicative, Dan Collaborative), dan 4) Penilaian HOTS (Higher-Order Thinking Skills). Pendampingan penyusunan perangkat pembelajaran dan penilaian HOTS bagi guru bertujuan untuk meningkatkan keterampilan guru dalam membuat perangkat pembelajaran yang sesuai kurikulum 2013 revisi dan menyusun instrumen penilaian HOT.  Instrumen yang digunakan dalam penelitian ini adalah  lembar wawancara, lembar observasi, dan lembar evalusi  yang dikembangkan oleh Donald Kirkpatrick (1975) serta dokumentasi yang dianalisis dengan tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan (Miles dan Huberman,1984). Metode pelaksanaan kegiatan ini yaitu in house training, pendampingan, dan impelementasi perangkat pembelajaran kurikumum 2013 revisi dan instrumen penilaian HOT. Selanjutnya guru akan mengimplementasikan perangkat pembelajaran yang telah disusun sesuai kelasnya, Selama pengimplementasian perangkat pembelajaran, tim akan mendampingi dan melakukan observasi. Hasil observasi akan dijadikan bahan refleksi bersama. Kesimpulan dari penelitian ini guru dapat menyusun perangkat pembelajaran dan penilain HOTS sesuai tuntutan kurikulum 2013 revisi

PENERAPAN MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DIPADU PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN MEMECAHKAN MASALAH DAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA SEMESTER V TAHUN AKADEMIK 2016/2017 UNIVERSITAS ISLAM BALITAR

Penelitian ini bertujuan untuk meningkatkan kemampuanmemecahkan masalah dan berpikir kritis dengan penerapanmodel pembelajaran Cooperative Integrated Reading AndComposition (CIRC) dipadu ProblemBased Learning (PBL)pada mahasiswa semester V tahun akademik 2016/2017Universitas Islam Balitar, Blitar. Subjek penelitian ini adalahmahasiswa peserta mata kuliah Strategi Belajar Mengajaryang berjumlah 24 mahasiswa. Hasil penelitian menunjukkanbahwa prosentase kemampuan memecahkan masalah terjadipeningkatan sebesar 19,48% dari siklus I ke siklus II setelahpenerapan model pembelajaran CIRC dipadu dengan PBL.Sedangkan penerapan model pembelajaran CIRC dipadudengan PBLdapat meningkatkan kemampuan berpikir kritisdapat meningkatnya nilai rata-rata prosentase kemampuanberpikir kritis berdasarkan LKM terjadi peningkatan sebesar29,80% dari siklus I ke siklus II dan kemampuan berpikirkritis berdasarkan nilai postes pada siklus I dan siklus IIberturut-turut 57% dan 71%, sehingga dapat dikatakan terjadipeningkatan sebesar 24% dari siklus I ke siklus II.Berdasarkan paparan hasil tersebut dapat disimpulkanbahwa penerapan pembelajaran CIRC dipadu denganPBLpada mahasiswasemester V tahun akademik 2016/ 2017Matakuliah SBM Universitas Islam Balitar dapatmeningkatkan kemampuan memecahkan masalah danberpikir kritis

MENINGKATKAN KEMAMPUAN MEMECAHKAN MASALAH MELALUI METODE PROJECT BASED LEARNING BERBASIS LESSON STUDY

The objective of this study is to see improvement to solve problem in the SBM course of the students of Biology Department at Malang State Univetsity using Problem Based-Learning and Lesson Study Basis. Ths study implements classrom action research with two cycles staging Plan, Do, and See as research strategies and assigned 24 students as subject. The study found the following findings: (1) Cycle 1: achievement to solve problems at the first and the second meeting are: 73.25% and 75.75% with the avarage 74.5%; (2) Cycle 2: respectively 71.67% at the first meeting, 80.5% second meeting, 82.33% third meeting and the avererage 78.2%. In summary, improvement on problem solving competency increases 3.7%

PEMBELAJARAN BERBASIS MASALAH MELALUI THINK PAIR SHARE TERHADAP HASIL BELAJAR BIOLOGI DAN RETENSI SISWA

This article examines the effect of problem-based instruction using Think-Pair-Share strategy towards learning achievement on biology subject and retention of students with high and low academic performance. This study used quasi experiment implementing Nonrandomized Control Group Pretest-Postest of 2x2 factorial design. Sample of this study were 70 students of 10th graders of SMAN 4 Malang representing high academic performance and 70 students of 10thgraders of SMA Maarif Singosari representing low academic performance. Data were analyzed using descriptive statistics and Anacova Test. The study revealed that problem-based instruction with TPS did not significantly improve students achievement in Bilology subject, but academic potential affects significantly on students retention

PENGARUH LEMBAR KERJA SISWA (LKS) BERBASIS CREATIVE PROBLEM SOLVING (CPS) PADA MATERI KEANEKARAGAMAN HAYATI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA KELAS X SMAN 4 BLITAR

Penelitian ini bertujuan untuk mengetahui pengaruh Lembar Kerja Siswa (LKS) berbasis Creative Problem Solving (CPS) dalam meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. Jenis penelitian yang digunakan adalah Quasi Eksperimen dengan melibatkan kelompok kontrol dan kelompok eksperimen. Jumlah sampel masing-masing kelas 37 siswa. Penelitian dilakukan di SMA Negeri 4 Blitar pada bulan Juni-September tahun 2016. Teknik pengambilan data dalam bentuk pretes-postes, dan selanjutnya data dianalisis menggunakan Anacova. Hasil penelitian menunjukkan besarnya pengaruh LKS berbasis CPS terhadap kemampuan berpikir kritis dan hasil belajar siswa secara berturut-turut sebesar 0,54 dan 0,10. Hal ini menunjukkan bahwa penggunaan LKS berbasis CPS pada materi keanekaragaman hayati memiliki pengaruh yang lebih baik daripada penggunaan media buku paket dalam meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. Oleh karena itu, dapat disimpulkan bahwa LKS berbasis CPS berpengaruh dalam meningkatkan kemampuan berpikir kritis dan hasil belajar siswa

VIDEO LEARNING MEDIA SIMULATION OF CHANGES IN SUBSTANCE FORM AND ENERGY FORM: : RESEARCH AND DEVELOPMENT

Abstract IPAS (Social and Exact Science Education) is a subject in the Kurikulum Merdeka. This subject invite student to recognize natural anomalies by facts. However, results of the researcher's observations on the interest of 4th-grade elementary school students in learning science showed that 93.75% of students experienced difficulties in learning science, especially in the matter of changes in the state of matter and energy forms. So, based on the results of the theoretical formulation and potential problems, the researcher is interested in proposing the development of a simulation video product. This type of research is Research and Development (R&D) based on 7 stages, namely, potential and problems, data collection, product design, design validation, design revision, product testing, and product revision due to limitations of materials, time, and manpower. After the prototype product is completed, the researcher validates the content, media, and language with 9 experts, with each having 3 validations: (Content validators, Media validators, Language validators) The test results show that 86% of the material validation, 92% of the media expert validation, and 96% of the language validation, it can be concluded that the simulation video product is very feasible to use with minor revisions. Furthermore, the researchers carried out a teacher and student readability test on the simulation video media. The scores obtained were 91,2% for teachers and 89,2% for students. So that simulation video products able as media supplements in learning

PENGOLAHAN SAMPAH ORGANIK UNTUK MEWUJUDKAN BUDAYA SEKOLAH BERWAWASAN LINGKUNGAN DI SDN KANIGORO 03 KABUPATEN BLITAR

Waste accumulation is a common problem in the community, including in the school environment. This problem occurs due to school residents' lack of knowledge and expertise in recycling waste. This activity aims to provide knowledge and practice in processing organic waste in the school environment into compost and MOL. The activity at SDN Kanigoro 03 Blitar with target partners of 20 students and two teachers. The activity stages are 1) presentation and discussion of materials about the types of waste and their processing, and 2) group practicum to process organic waste. The result of this community dedication is that it can improve students' understanding and ability to recycle organic waste by 82.19. Students and teachers can process organic waste into compost and MOL, as shown from the results of the response questionnaire with an indicator reaction level of 87.33%, learning level of 91.5%, and behavior level of 88.67%, and result level of 97%. The conclusion is that the understanding of students and teachers in processing organic waste increases and can process organic waste into compost and MOL. --- Penumpukan sampah di lingkungan sekolah menjadi masalah. Permasalahan ini terjadi akibat kurangnya pengetahuan dan keahlian warga sekolah dalam mengolah sampah, sehingga proses pengolahan sampah organik perlu dilakukan. Kegiatan ini bertujuan untuk memberikan pengetahuan dan praktek mengolah sampah organik di lingkungan sekolah menjadi pupuk kompos dan MOL. Kegiatan dilakukan di SDN Kanigoro 03 Kabupaten Blitar dengan mitra sasaran sebanyak 20 siswa dan 2 guru. Metode kegiatan yang digunakan yaitu 1) presentasi dan diskusi materi tentang jenis-jenis sampah dan pengolahannya, dan 2) praktikum secara berkelompok mengolah sampah organik. Hasil pengabdian ini menunjukkan pengetahuan siswa dan guru dalam pengolahan sampah organik sebesar 82,19. Siswa dan guru dapat mengolah sampah organik menjadi pupuk kompos dan MOL yang ditunjukkan dari hasil angket respon dengan indikator reaction level sebesar 87,33%, learning level sebesar 91,5%, behavior level sebesar 88,67%, dan result level sebesar 97%. Kesimpulannya adalah pemahaman siswa dan guru dalam mengolah sampah organik meningkat dan dapat mengolah sampah organik menjadi pupuk kompos dan MOL

Formulasi Sediaan Sabun Padat dari Limbah Whey Tahu dengan Penambahan Olive oil

Limbah whey dari produksi pembuatan tahu dapat menimbulkan pencemaran lingkungan jika dibuang begitu saja, sehingga membutuhkan penanganan melalui pengolahan menjadi produk yang bernilai ekonomis seperti sabun padat. Tujuan penelitian ini adalah memformulasi sabun padat berbahan baku limbah whey serta melakukan uji organoleptik, pH, dan tinggi busa. Formulasi (%) antara limbah whey tahu dan olive oil adalah F1 (20 dan 0,5), F2 (20 dan 1) dan F3 (20 dan 2). Diawali dengan pembuatan sabun padat menggunakan metode eksperimental, menguji tinggi busa melalui uji deskriptif dengan metode observasional analitik, dan uji organoleptik dan pH melalui uji deskriptif. Hasil penelitian ini adalah semua formula sabun padat memiliki efektivitas yang baik, ketinggian busa telah memenuhi SNI 06-4085-1996, tetapi memiliki pH yang lebih besar dari pH SNI 06-4085-1966. Sediaan sabun padat yang terbaik adalah formula 1 (F1), karena memiliki nilai pH yang mendekati nilai pH SNI tersebut

THE DEVELOPMENT OF MEDIA SCRAPBOOK ON ANY MATERIAL A VIRUS TO BASICALLY INCREASED THE MOTIVATION TO STUDY A STUDENT OF SENIOR HIGH SCHOOL CLASS X

This research aim to know the properness of scrapbook media on virus material and to increase student learning motivation after using scrapbook media for the tenth grade of senior high school. This research is Research and Development (RnD) by applying the Borg and Gall development model which is limited to the seventh stage. Data were analyzed by qualitative descriptive analysis. The average rating by experts is 80.06% with eligible criteria. The increasing student learning motivation was 19.21%. Based on the results of the study it can be concluded that scrapbook media on virus material for the tenth grade of senior high school is proper to be used in learning process and increase student learning motivation