Pendampingan Kompetisi Sains Madrasah (KSM) melalui Kerja Sama dan Kolaborasi Madrasah-Kampus

Kompetisi Sains Madrasah (KSM) menjadi wadah untuk mengukur dan mengasah kemampuan siswa madrasah di bidang sains dan teknologi. Ciri khas yang membedakan KSM dengan kompetisi sains lainnya adalah kajian integrasi sains dan islam. Kajian integrasi sains dan islam menjadi bagian penting di era sekarang karena menguatnya dikotomi antara keduanya. Untuk itu pendampingan siswa sangat penting untuk dilakukan sebagai persiapan mengikuti KSM. Riset berbasis komunitas atau community based-research (CBR) diterapkan dengan menjalin kerja sama dan kolaborasi antara madrasah dan kampus. Subjek utama kegiatan adalah 24 siswa MTs Negeri 1 Sungai Penuh yang terbagi menjadi 12 siswa bidang Matematika Terintegrasi dan 12 siswa bidang IPA Terpadu Terintegrasi. Pendampingan dilaksanakan melalui pembelajaran dalam 8 pertemuan tatap muka yang diawali dengan pre-test dan diakhir dengan post-test. Pembelajaran dilakukan sesuai dengan kisi-kisi materi untuk masing-masing bidang dalam 6 kali pertemuan. Kemudian data yang terkumpul dianalisis secara statistik deskriptif dan perhitungan N-gain. Hasil menunjukkan bahwa sebagian besar siswa memiliki N-gain yang tergolong pada kategori sedang, yaitu 8 dari 10 siswa pada bidang Matematika Terintegrasi dan 6 dari 11 siswa pada bidang IPA Terpadu Terintegrasi. Berdasarkan rata-rata N-gain, Matematika Terintegrasi (0.35) lebih tinggi dibandingkan IPA Terpadu Terintegrasi (0.25). Pada akhirnya dapat disimpulkan bahwa kerja sama dan kolaborasi dalam kegiatan pendampingan siswa calon peserta KSM membantu dalam mencapai tujuan dan memberikan banyak manfaat. Salah satu tujuan adalah menyiapkan siswa untuk mengikuti KSM tingkat Kota Sungai Penuh

Enhancing Conceptual Understanding and Concept Acquisition of Gravitational Force through Guided Inquiry Utilizing PhET Simulation

The concepts of gravity and orbits are difficult to visualize and understand. Computer simulations offer significant advantages for designing learning environments that address these difficulties. One of the best and most popular computer simulations is Physics Education Technology (PhET), which help student with simulation during inquiry-based learning. A quantitative method with the pre-and post-test design was applied to explore student conceptual understanding and concept acquisition about gravity and orbits. The study population consisted of 35 students taking basic physics courses, which was small enough that the entire population was used. A worksheet was designed based on simulation and concepts, with minimum guidance from a teacher. Conceptual understanding data was collected through three stages of testing: pre-test before learning, formative tests just after guided inquiry-based learning, and post-test at the end. The data from all the tests were analyzed descriptively to provide an overview of students’ conceptual understanding. N-Gain was also calculated. Then the condition in which students’ concept acquisition was categorized as loss, hold, and increase was measured. The average pre-test score was very low (32.26), but it increased significantly in the formative test (74.27) and post-test (74.73). The N-Gain values varied significantly among students, with an average categorized as medium (0.63). There were 18 students with high N-Gain, 8 students with medium N-Gain, and 5 students with low N-Gain. Based on formative and post-test data, we concluded that both gain and loss can occur in learning. Concept acquisition can give us more information about conceptual understanding

ANALISIS KECERDASAN EMOSIONAL SISWA DALAM PEMBELAJARAN SAINS

ABSTRAK   Siswa sebaiknya dapat menyadari kondisi diri, tujuan dan cara mencapainya, serta meningkatkan interaksi dengan lingkungan belajar. Yang diperlukan oleh siswa adalah usaha meningkatkan kemampuan secara personal dan sosial (kecerdasan emosional) dalam belajar. Untuk itu penting dilakukan studi awal untuk mengungkapkan kondisi kecerdasan emosional siswa. Penelitian kuantitatif dengan pendekatan deskriptif diterapkan di SMA Negeri 2 Kota Sungai Penuh dengan sampel sebanyak 90 siswa dari kelas sains. Angket kecerdasan emosional siswa dengan indikator mengacu pada kerangka kompetensi emosional digunakan sebagai instrumen untuk mengumpulkan data. Kerangka tersebut terbagi menjadi kompetensi personal (kesadaran diri, regulasi diri, dan motivasi) dan kompetensi sosial (empati dan keterampilan sosial). Data dianalisis secara statistik deskriptif untuk menggambarkan kecerdasan emosional siswa secara umum. Hasil analisis mendasari pembahasan mengenai masing-masing indikator kecerdasan emosional dan pembasahan kecerdasan emosional dari sudut pandang siswa. Secara keseluruhan, siswa dari kelas sains memiliki kecerdasan emosional yang sangat tinggi, yaitu dengan skor 4.07. Kompetensi personal berdasarkan indikator kesadaran diri (4.15), regulasi diri (3.98), dan motivasi (4.38). Kompetensi sosial berdasarkan indikator empati (4.22) dan keterampilan sosial (3.62). Berdasarkan sudut pandang siswa, terdapat 48 siswa dengan kecerdasan emosional berada pada kategori baik dan 42 siswa pada kategori sangat baik. Skor kecerdasan emosional siswa memiliki rentang dari 3.08 sampai 4.92. Lebih lanjut, tidak ditemukan perbedaan yang signifikan pada kecerdasan emosional siswa perempuan dan laki-laki.   Kata  kunci—kecerdasan emosional, siswa, pembelajaran sains   ABSTRACT   Students should be aware of their own condition, goals and how to achieve it, and increase interaction with the learning environment. Students need to improve personal and social abilities (emotional intelligence) in learning. So it was important to do an intial studi to explore the emotional intelligence of students. Quantitative research with a descriptive approach was applied at Senior High School 2 Sungai Penuh with a sample of 90 students from science class. Student emotional intelligence questionnaire with indicators refers to the emotional competency framework used as an instrument to collect data. The framework is divided into personal competencies (self-awareness, self-regulation, and motivation) and social competencies (empathy and social skills). Data were analyzed using descriptive statistics to describe students' emotional intelligence. The results of the analysis underlie the discussion of each emotional intelligence competency and indicator and emotional intelligence from the student's point of view. Overall, students from the science class have a very high emotional intelligence, with a score of 4.07. Personal competence based on indicators of self-awareness (4.15), self-regulation (3.98), and motivation (4.38). Social competence based on indicators of empathy (4.22) and social skills (3.62). Based on the students' point of view, there are 48 students that categorized as good and 42 students that categorized as very good in score of emotional intelligence. Students' emotional intelligence scores range from 3.08 to 4.92. Furthermore, there was no significant difference found in the emotional intelligence of male and female students.   Keywords—emotional intelligence, students, learning scienc

Motivasi Belajar Siswa Pada Pembelajaran Sains: Studi Komparasi Pada Tiga Sekolah

This research aimed to provide a general overview of students' learning motivation in science at the junior high school level and to compare the level of learning motivation among students from three different schools: SMPN 27 Kerinci, MTsN 1 Sungai Penuh, and MTsS Siulak in the 2023/2024 Academic Year. The sample for this research consisted of 72 students, with 24 students from each school. The research utilized descriptive and comparative methods. Data on students' learning motivation were collected through the Students' Adaptive Learning Engagement in Science Questionnaire and analyzed descriptively and comparatively using the Kruskal-Wallis test. The results indicate that, overall, students exhibit high motivation to learn science, scoring 4.10 on a scale of 5.00. Additionally, students from the three different schools also demonstrated high average learning motivation, with scores of 4.26 (SMP N 27 Kerinci), 4.15 (MTsS Siulak), and 4.01 (MTsN 1 Sungai Penuh). Despite these differences, the Kruskal-Wallis statistical test revealed that the variations were not statistically significant (ρ=0.09). Furthermore, when examining each indicator separately, only one indicator, namely self-regulation (ρ=0.008), showed a significant difference. This distinction in self-regulation was influenced by students' perceptions regarding tasks in science learning, including their views on effort, persistence, punctuality, and a lack of discrimination regarding the form of tasks to be completed.Penelitian ini bertujuan untuk mengetahui gambaran umum mengenai motivasi belajar siswa dalam pembelajaran sains pada tingkat sekolah menengah pertama dan membandingkan tingkat motivasi belajar siswa dari tiga sekolah yang berbeda, yaitu SMPN 27 Kerinci, MTsN 1 Sungai Penuh, dan MTsS Siulak pada Tahun Ajaran 2023/2024. Sampel yang digunakan dalam penelitian sebanyak 72 orang siswa yang terdiri dari 24 siswa dari setiap sekolah. Metode penelitian deskriptif dan komparatif diterapkan. Data mengenai motivasi belajar siswa dikumpulkan menggunakan Students’ Adaptive Learning Engagement in Science Questionnaire. Data akan dianalisis secara statistik deskriptif dan komparatif menggunakan Kruskal-Wallis test. Hasil menunjukkan bahwa secara keseluruhan, siswa memiliki motivasi belajar sains yang tinggi (4.10 dari skala 5.00). Selanjutnya siswa dari ketiga sekolah yang berbeda juga ditemukan dengan rata-rata motivasi belajar yang tinggi, yaitu 4.26 (SMP N 27 Kerinci), 4.15 (MTsS siulak), dan 4.01 (MTsN 1 Sungai Penuh). Walaupun terdapat perbedaan, hasil uji statistik Kruskal-Wallis menunjukkan bahwa perbedaan tersebut tidak signifikan ( ). Selanjutnya hasil uji statistik Kruskal-Wallis untuk setiap indikator menunjukkan bahwa hanya satu indikator yang menunjukkan adanya perbedaan yang signifikan, yaitu regulasi diri, . Perbedaan yang signifikan dipicu oleh persepsi siswa terkait tugas dalam pembelajaran sains. Pandangan mengenai usaha, tidak menyerah, ketepatan waktu, dan tidak diskriminatif terhadap bentuk tugas untuk diselesaikan

Analisis Tingkat Kejenuhan Siswa Sebelum, Selama, dan Setelah Pembelajaran Sains

This research aimed to reveal and compare students' levels of boredom before, during, and after science learning, utilizing a quantitative approach with descriptive and comparative methods. The study included a sample of 188 students from MTsN 1 Sungai Penuh City, selected through purposive sampling. Data on student boredom during science learning were collected using the Academic Emotions Questionnaire: Class Related. This questionnaire comprises 80 statements, with 23 for before, 43 for during, and 14 for after participating in science learning. Each statement offers five alternative responses, ranging from strongly agree to strongly disagree. Subsequently, the collected data were analyzed using descriptive statistics and analysis of variance (ANOVA). The research findings indicate that students' overall boredom in science learning falls within the medium category—before (2.14), during learning (2.55), and after science learning (2.40). ANOVA testing revealed a significant difference in boredom levels before, during, and after science learning. Notably, the highest saturation occurred during learning, followed by after and before learning. These results emphasize the need for teachers to consider discussions for each learning condition and factors contributing to student boredom when designing learning experiences. The ultimate goal is to minimize the level of boredom in science learning.Penelitian ini bertujuan untuk mengungkapkan dan membandingkan tingkat kejenuhan siswa sebelum, selama, setelah pembelajaran sains. Penelitian ini menggunakan pendekatan kauntitatif dengaan metode deskriptif dan komparatif. Sampel dalam penelitian ini sebanyak 188 siswa MTs N 1 Kota Sungai Penuh yang dipilih menggunakan teknik purposive sampling. Data mengenai kejenuhan siswa dalam pembelajaran sains dikumpulkan menggunakan Academic Emotions Questionnaire: Class Related. Kuesioner ini terdiri dari 80 pernyataan yang terbagi menjadi 23 pernyataan untuk sebelum, 43 pernyataan untuk selama, dan 14 pernyataan untuk setelah mengikuti pembelajaran sains. Terdapat lima alternatif jawaban atau respon untuk setiap pernayataan, yaitu sangat setuju sampai dengan sangat tidak setuju. Selanjutnya data yang telah terkumpul dianalisis menggunakan statistik deskriptif dan analysis of variance (ANOVA). Hasil penelitian bahwa kejenuhan siswa dalam pembelajaran sains secara keseluruhan berada pada kategori sedang, baik sebelum (2.14), selama pembelajaran (2.55), dan setelah pembelajaran sains (2.40). Selanjutnya berdasarkan uji kompartif melalui ANOVA ditemukan bahwa terdapat perbedaan yang signifikan untuk tingkat kejenuhan sebelum, selama, dan setelah pembelajaran sains, yaitu dengan nilai . Tngkat kejenuhan ditemukan paling tinggi selama pembelajaran. Kemudian diikuti setelah dan sebelum pembelajaran. Masing-masing diskusi untuk setiap kondisi pembelajaran dan faktor yang berkontribusi terhadap kejenuhan siswa dapat dijadikan bahan pertimbangan bagi pengajar untuk mendesain pembelajaran yang fokus pada kondisi siswa. Dengan tujuan untuk meminimalisir tingkat kejenuhan dalam pembelajaran sains

Science Learning Motivation Among Students at Junior and Senior High Schools in Sungai Penuh: A Comparative Study

Student motivation in science learning has significantly changed during the pandemic. Consequently, it is crucial to trace how student motivation in science has evolved. This study uses a descriptive and comparative research approach to obtain a general overview of students' science learning motivation and compare the levels of student learning motivation, providing a comprehensive overview of student motivation at different educational levels. The total sample size for this study is 104 students, selected using purposive sampling techniques from two schools, junior high school (madrasa) 1 and senior high school 1 Sungai Penuh. A questionnaire on students' motivation for learning science, adapted from a previous study, was utilized to collect student motivation data. Student responses were converted into quantitative data using a Likert Scale of 1 to 5. The collected data were processed and analyzed using descriptive and Mann-Whitney U-test statistics. The results reveal a significant difference in the motivation for learning science between senior high school 1 and junior high school (madrasa) 1 students. The group of students from senior high school 1 exhibited a higher level of science learning motivation than those from junior high school (madrasa) 1. When comparing indicators, no significant differences were found in the motivation of students from junior high school (madrasa) 1 and senior high school 1 Sungai Penuh for learning goal orientation, self-efficacy, and self-regulation. The difference in motivation indicators was only significant in task value. These findings can guide classroom teachers in refocusing their teaching practices and assessing the effectiveness of intervention programs. Exploring other factors across various subjects and school levels is also recommended to gain a more comprehensive understanding of the variations in student learning experiences

Analisis Emosi Siswa dalam Lingkungan Akademik : Studi Deskriptif dan Komparatif

Abstrak Emosi siswa merupakan komponen penting aktivitas dan hasil pembelajaran yang diikuti di sekolah. Tujuan dari penelitian ini yaitu untuk menganalisis emosi siswa dalam pembelajaran. Penelitian dilaksanakan di SMAN 4 Sungai Penuh dan MAN 2 Kerinci dengan sampel sebanyak 89 siswa. Penelitian menerapkan metode deskriptif dan komparatif. Secara deskriptif untuk menggambarkan dan menganalisis emosi siswa. Selanjutnya membandingkan kondisi emosi siswa antara dua sekolah yang berbeda menggunakan t-test. Achievement Emotions Questionnaire digunakan sebagai instrumen penelitian yang terdiri dari 80 pernyataan mengenai emosi negatif sebelum, saat, dan setelah mengikuti pembelajaran. Hasil analisis menunjukkan rata-rata skor emosi negatif siswa untuk setiap indikator berada dalam kategori sedang, yaitu sebelum pembelajaran (2.37), saat pembelajaran  (2.76), dan setelah pembelajaran (2.61). Emosi negatif siswa ditemukan paling tinggi ketika mereka mengikuti pembelajaran. Menariknya, emosi negatif ditemukan lebih tinggi setelah mengikuti pembelajaran dibandingkan sebelum mengikuti pembelajaran. Selanjutnya hasil t-test ( ) menunjukkan bahwa tidak terdapat perbedaan emosi yang signifikan antara siswa dari sekolah yang berbeda. Namun penelusuran lebih lanjut berdasarkan indikator/kondisi pembelajaran menunjukkan bahwa emosi negatif siswa berbeda secara signifikan sebelum pembelajaran. Perbedaan muncul karena adanya perbedaan harapan, keyakinan, dan kesiapan siswa dari dua sebelum mengikuti pembelajaran. Penelusuran lebih lanjut diperlukan untuk memahami sebab-akibat, dinamika, dan solusi untuk emosi negatif  sebelum pembelajaran.    

Analisis Tingkat Familiaritas Siswa Terhadap Istilah Sains dan Biologi

This research aims to determine students' familiarity with science and biology terms. This research uses descriptive and comparative quantitative methods which were carried out at SMA Negeri 6 Kerinci. The data is processed and analyzed descriptively to obtain a general picture of students' familiarity with scientific terms. Then use the independent samples t-test to compare students' familiarity with terms at different grade levels and the paired sample t-test to compare the level of students' familiarity with general science and biology terms. The results showed that class XI MIPA students (2.58) were more familiar with general science and biology terms than class XII MIPA students (2.06). Significant differences were also found between students' familiarity with general science and biology terms. Students at SMA Negeri 6 Kerinci tend to be more familiar with biology terms (2.44) compared to general science terms (2.05). In conclusion, a) the level of familiarity was found not to be in line with grade level; b) there is a high and significant correlation between students' familiarity with general science and biology terms; c) there is a significant difference between students' familiarity with general science terms and biology. Keywords: Biology, Familiarity, Scientific Terms, Science, Student

EKSPLORASI EMOSI DALAM PEMBELAJARAN FISIKA DI SEKOLAH MENENGAH ATAS: STUDI DESKRIPTIF DAN PERBANDINGAN ANTAR TINGKATAN KELAS

ABSTRAK   Penelitian ini bertujuan untuk mengeksplor tingkat emosi negatif pelajar dalam pembelajaran fisika di tingkat Sekolah Menengah Atas dan membandingkannya antara tingkatan kelas yang berbeda. Metode kuantitatif deskriptif dan komparatif digunakan dengan melibatkan 60 pelajar dari tiga tingkatan kelas yang berbeda. Data dikumpulkan menggunakan kuesioner Achievement Emotions Questionnaire (AEQ) dan dianalisis menggunakan statistik deskriptif serta uji ANOVA (Analysis of Variance). Hasil menunjukkan bahwa mayoritas pelajar mengalami tingkat emosi negatif pada kategori sedang, dengan beberapa faktor penyebab seperti perasaan malu atau takut untuk berbicara di kelas dan kecemasan saat tidak memahami materi. Meskipun terdapat perbedaan rata-rata tingkat emosi negatif antar kelas, namun tidak ditemukan perbedaan yang signifikan secara statistik. Implikasi praktis dari penelitian ini adalah bahwa guru dapat menggunakan temuan ini sebagai dasar untuk merancang strategi pembelajaran yang lebih adaptif, sementara implikasi teoritisnya adalah kontribusinya terhadap pengembangan teori-teori yang berkaitan dengan pengaruh emosi dalam pembelajaran fisika. Penelitian selanjutnya disarankan untuk memperluas cakupan penelitian dengan mempertimbangkan faktor-faktor lingkungan dan personal yang mempengaruhi emosi pelajar serta menggunakan metode pengukuran emosi yang lebih holistik dan valid.   Kata  kunci—Emosi, Fisika, Pembelajaran, Pelajar, Komparasi   ABSTRACT   This research aims to explore the level of negative emotions among high school students in physics learning and compare them across different class levels. A descriptive and comparative quantitative methods was employed, involving 60 students from three different class levels. Data were collected using the Achievement Emotions Questionnaire (AEQ) and analyzed using descriptive statistics and ANOVA (Analysis of Variance) tests. The results indicate that the majority of students experienced moderate levels of negative emotions, with contributing factors such as feeling ashamed or fearful of speaking in class and anxiety when not understanding the material. Although there were differences in the average levels of negative emotions among classes, no statistically significant differences were found. The practical implications of this research are that teachers can use these findings as a basis for designing more adaptive teaching strategies, while the theoretical implications lie in its contribution to the development of theories related to the influence of emotions on physics learning. Further research is suggested to broaden the scope by considering environmental and personal factors influencing student emotions and using more holistic and valid emotion measurement methods   Keywords—Emotion, Learning, Physics, Students, Comparativ

Science Learning Motivation Among Students at Junior and Senior High Schools in Sungai Penuh: A Comparative Study

Student motivation in science learning has significantly changed during the pandemic. Consequently, it is crucial to trace how student motivation in science has evolved. This study uses a descriptive and comparative research approach to obtain a general overview of students' science learning motivation and compare the levels of student learning motivation, providing a comprehensive overview of student motivation at different educational levels. The total sample size for this study is 104 students, selected using purposive sampling techniques from two schools, junior high school (madrasa) 1 and senior high school 1 Sungai Penuh. A questionnaire on students' motivation for learning science, adapted from a previous study, was utilized to collect student motivation data. Student responses were converted into quantitative data using a Likert Scale of 1 to 5. The collected data were processed and analyzed using descriptive and Mann-Whitney U-test statistics. The results reveal a significant difference in the motivation for learning science between senior high school 1 and junior high school (madrasa) 1 students. The group of students from senior high school 1 exhibited a higher level of science learning motivation than those from junior high school (madrasa) 1. When comparing indicators, no significant differences were found in the motivation of students from junior high school (madrasa) 1 and senior high school 1 Sungai Penuh for learning goal orientation, self-efficacy, and self-regulation. The difference in motivation indicators was only significant in task value. These findings can guide classroom teachers in refocusing their teaching practices and assessing the effectiveness of intervention programs. Exploring other factors across various subjects and school levels is also recommended to gain a more comprehensive understanding of the variations in student learning experiences