Teachers’ and Students’ Perception about Creative Thinking Skills, Immersed Integrated Science Learning, and project-based Learning: A cow dung waste issue

Abstract: The perception of science teachers and students on project-based immersed integrated science learning: A cow dung waste issue. This study aims to describe the perception of science teachers and students about creative thinking skills, immersed integrated science learning, and project-based learning of a cow dung waste issue. The survey method used in this study were interviews and questionnaire techniques. The interviews conducted with 7 science teachers respondents. The questionnaires distributed to 121 respondents of junior high school students in the Jati Agung Subdistrict. The results showed that 85.71% of teacher respondents did not know about immersed integrated model yet. They also have never implemented project-based learning, based on the students’ questionnaires, the teachers only gave assignments to 74.07% of student respondents and did not provide real problem-solving. The environmental problem occurs in Jati Agung Subdistrict is a large number of cow dung that causes pollution on the environment around society’s houses. As many as 71.43% of teacher respondents stated that they already knew about creative thinking. However, the creative thinking skills they knew are not relevant to the Torrance framework. Based on the results, teachers’ and students' perceptions of integrated science learning, project-based learning, and creative thinking skills are not according to their nature

Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

The design of this research is survey research. This study aimed to explore seventh-grade science teachers’ perception of laboratory activity on mixture separation topics and match them with available evidence from learning document. The sample comprised 10 seventh grade science teachers, purposively sampled from seventeen teachers. Questionnaires and interview guidelines were used to collect data. The results show that while teachers’ perceptions of mixture separation topics in science classrooms are inadequate. Caused, there was a mismatch between teachers’ perceptions, learning document, and what was taking place in the science classroom. The study may inform teachers’ performance in teaching mixture separation topics in science. It is recommended that teacher on learning should be used to practice worksheet and assessment of laboratory activity, as most of the teachers do not record marks regularly for laboratory activity. Furthermore, laboratory activity prepared by the teacher should be arranged in a lesson plan and practice schedules

Teachers' Perceptions on the Development of Project-Based Learning Program for Vegetable Waste Treatment to Increase Students’ Scientific Creativity

Conventional learning that is still applied by teachers causes the quality of human resources in Indonesia to be still relatively low. Teachers should apply learning that can increase the skills needed in 21st century, one of these skills is scientific creativity. In this study to find out the teacher's perspective regarding project-based learning of vegetable waste processing to increase e students' scientific creativity. The research method used is a mixed method with Sequential Explanatory Design. Data collection was carried out by distributing questionnaires to 10 science teacher respondents at junior high schools in Tanggamus. The collected data were analyzed using descriptive analysis. The results of the study show that there are still many teachers who apply the lecture method and 100% of the teacher respondents have never implemented project-based learning and have never solved real problems such as processing vegetable waste in science learning. In fact, the problem that occurs in East Kotaagung District is vegetable waste that is not properly processed. As many as 100% of teacher respondents did not know students' scientific creativity, so they had never been able to increase students' scientific creativity. Based on the teacher's perception of these findings, it can be concluded that it is necessary to develop a learning program based on a vegetable waste processing project to increase students' scientific creativity.Conventional learning that is still applied by teachers causes the quality of human resources in Indonesia to be still relatively low. Teachers should apply learning that can increase the skills needed in 21st century, one of these skills is scientific creativity. In this study to find out the teacher's perspective regarding project-based learning of vegetable waste processing to increase e students' scientific creativity. The research method used is a mixed method with Sequential Explanatory Design. Data collection was carried out by distributing questionnaires to 10 science teacher respondents at junior high schools in Tanggamus. The collected data were analyzed using descriptive analysis. The results of the study show that there are still many teachers who apply the lecture method and 100% of the teacher respondents have never implemented project-based learning and have never solved real problems such as processing vegetable waste in science learning. In fact, the problem that occurs in East Kotaagung District is vegetable waste that is not properly processed. As many as 100% of teacher respondents did not know students' scientific creativity, so they had never been able to increase students' scientific creativity. Based on the teacher's perception of these findings, it can be concluded that it is necessary to develop a learning program based on a vegetable waste processing project to increase students' scientific creativity

KONSEPSI MAHASISWA PENDIDIKAN KIMIA TAHUN PERTAMA TENTANG STRUKTUR ATOM

Struktur atom merupakan topik yang penting sebagai dasar untuk memahami berbagai konsep kimia yang lain, seperti sifat-sifat periodik unsur dan ikatan kimia. Tujuan dari penelitian ini adalah untuk mengidentifikasi konsepsi mahasiswa pendidikan kimia tahun pertama tentang struktur atom. Penelitian ini menggunakan metode deskriptif, dan pengumpulan datanya menggunakan instrumen tes respon terbatas. Subyek dalam penelitian ini adalah mahasiswa pendidikan kimia tahun pertama yang telah mengikuti perkulliahan kimia dasar, yang berjumlah 94 orang. Sebanyak 23 item instrumen diagnostik pilihan ganda dua tahap telah diteskan untuk mengungkap konsepsi mahasiswa tentang struktur atom. Berdasarkan analisis terhadap jawaban mahasiswa, teridentifikasi 447 konsepsi alternatif mahasiswa, 40 diantaranya adalah konsepsi alternatif mayor, dan rata-rata persentase mahasiswa yang memiliki konsepsi ilmiah hanya 16,37 %. Persentase konsepsi ilmiah paling tinggi adalah pada konsepsi tentang hubungan antar bilangan kuantum (45,74 %), persentase konsepsi ilmiah paling rendah adalah pada konsepsi tentang makna bilangan kuantum utama (0 %), sedangkan persentase konsepsi alternatif paling tinggi adalah pada konsepsi tentang jenis-jenis bilangan kuantum yang menentukan identitas/keberadaan suatu orbital (60,64%). Hasil penelitian ini mengindikasikan bahwa pemahaman mahasiswa tentang struktur atom sangat rendah, sehingga perlu diperbaiki agar konsepsinya menjadi lebih ilmiah

PENGEMBANGAN BUKU AJAR REAKSI REDOKS BERBASIS REPRESENTASI KIMIA

This researchaimedtodevelop a textbook based representation of chemical redox reactions, and describe the characteristics, the responses of teachers and students responses to the products developed, and know the obstacles encountered when developing the textbook.  The research methodused was theResearchandDevelopment.  Based on the teachers response to a product developed data showed thatcompliancewith thechemicalcontent ofthe textbookcurriculumwas veryhigh at93,75%,the aspect graph/the attractivenesswas veryhighat 92%, and student responses regarding reading level textbooks developed redox reaction very high at 80,58%.Based on the test results it can be concluded that the redox reaction of textbook based representation chemistry was good enough. It can be seen from the good responses of textbook from teachers and students well. Penelitian ini ber­tujuan untuk mengem­bangkan buku ajar re­aksi redoks berbasis representasi kimia, serta mendeskripsikan karakteristik, tang­­gapan guru dan respon siswa terhadap produk yang dikembangkan, dan me­nge­tahui kendala-kendala yang ditemui ketika mengem­bangkan buku ajar tersebut. Metode pene­litian yang digunakan adalah meto­de Penelitian dan Pengembangan.  Berda­sarkan tanggapan guru terhadap produk yang dikemba­ngkan diperoleh data bahwa kesesuaian isi buku ajar dengan kurikulum sangat ting­gi 93,75%, dan as­pek grafika/kemenarikan buku ajar sangat tinggi 92,00% dan tanggapan siswa me­ngenai tingkat keterbacaan buku ajar reaksi redoks yang dikembangkan ini sa­ngat tinggi80,58%.Berdasarkan hasil uji coba maka dapat disimpulkan bahwa buku ajar reaksi redoks berbasis representasi kimia yang dikembangkan sudah cukup baik.  Hal ini dapat dilihat dari tanggapan guru dan siswa yang merespon sangat baik pada buku ajar yang dikembangkan.Kata kunci: buku ajar, reaksi redoks, representasi kimi

Peningkatan Keterampilan Berpikir Kritis Siswa Pada Materi Laju Reaksi Melalui Pendekatan Saintifik

This research was aimed to describe the effectiveness of scientific approach to improve science process skills on reaction rate topic. The method of the research was quasi experimental with The Matching Only Pretest-Postest Control Group Design. The population of this research was students of the 11th grade of IPA SMAN 9 Bandarlampung on academic year 2016-2017. Sampling was done by purposive sampling and obtained class the 11th grade IPA-5 as experimental class and the 11th grade IPA-6 as control class. The results showed that the average n-gain of science process skills of experimental and control clasess and were 0.71 and 0.23 respectively. The effectiveness of scientific approach in the learning was showed by the significant difference of n-gain between experiment and control class and also students activity. The result of hypothesis testing showed that scientific approach was effective to improve the science process skills in the learning of reaction rate topic. Penelitian ini bertujuan untuk mendeskripsikan efektivitas pendekatan saintifik dalam meningkatkan keterampilan proses sains pada pembelajaran laju reaksi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan The Matching Only Pretest-Postest Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri 9 Bandarlampung Tahun Pelajaran 2016-2017. Pengambilan sampel dilakukan dengan purposive sampling dan diperoleh kelas XI IPA-5 sebagai kelas eksperimen dan XI IPA-6 sebagai kelas kontrol. Efektivitas pendekatan pada pembelajaran ditunjukkan berdasarkan perbedaan n-gain yang signifikan antara kelas eksperimen dan kontrol serta aktivitas siswa. Hasil penelitian menunjukkan rata-rata n-gain keterampilan proses sains untuk kelas kontrol dan eksperimen masing-masing sebesar 0,23 dan 0,71. Hasil pengujian hipotesis menunjukkan bahwa pendekatan saintifik efektif dalam meningkatkan keterampilan proses sains pada pembelajaran laju reaksi

Peningkatan Keterampilan Mengidentifikasi Variabel Dan Mendeskripsikan Hubungan Antar Variabel Melalui Model Learning Cycle 3e

The aimed of research was to describe the increase of students’ skill in identify variables and describe the correlational between  variables on Learning Cycle 3E (LC 3E) model. Quasi-Experimental method was used in this research, with Non Equivalent (Pretest-Postest) Control Group Design. The population of this research was students of XI IPA SMA N 1 Way Jepara, Lampung Timur, with XI scince 2 and XI scince 3 class as sample. The increase of students’ skill in identify variables and describe the correlational between  variables measured with the difference of a significant normalized gain (n-Gain). The results show that mean value of n-Gain identify variables skill in control and experimental classes were 0.19 and 0.34, and the mean value of n-Gain describe the correlational between variables skill in control and experimental classes were 0.07 and 0,32. Based on data analysis which used t-test and n-Gain, it was concluded that the LC 3E learning model can increasing students’ skill in identify variables and describe the correlational between  variables. Penelitian ini bertujuan mendeskripsikan peningkatan keterampilan mengidentifikasi variabel dan mendes­kripsikan hubungan antar variabel melalui learning cycle 3 phase (LC 3E). Penelitian ini merupakan kuasi eksperimen dengan Non Equivalent (Pretest-Postest) Control Group Design. Populasi penelitian ini adalah siswa kelas XI IPA SMA Negeri 1 Way Jepara, Lampung Timur, dengan kelas XI IPA 2 dan XI IPA 3 sebagai sampel. Peningkatan keterampilan mengidentifikasi dan mendeskripsikan hubungan antar variabel diukur dengan perbedaan gain yang ternormalisai (n-Gain) yang signifikan. Hasil penelitian menunjuk­kan rerata n-Gain keterampilan mengidentifikasi variabel kelas kontrol dan eksperi­men masing-masing 0,19 dan 0,34; dan rerata n-Gain keterampilan mendes­kripsi­kan hubungan antar variabel untuk kelas kontrol dan eksperimen masing-masing 0,07 dan 0,32. Berdasarkan pengujian hipotesis menggunakan uji-t dan n-Gain, disimpulkan bahwa model learning cycle 3E dapat mening­katkan keteram­pilan mengidentifikasi variabel dan mendeskripsikan hubungan antar variabel siswa

Analisis Kemampuan Berpikir Lancar Pada Materi Asam-basa Menggunakan Model Pembelajaran Inkuiri Terbimbing

This research was aimed to describe fluency thinking skill in acid base  matter by using guided inquiry model learning for high, intermediate and low groups of student. The subject were students of class XI IPA SMA Swadhipa Natar.  This research used the pre-experimental method, a one-shot case studydesign, and data analysis using descriptive statistics. The results of analysis learning acid-base matter by using guided inquiry model learning showed that fluency thinking skill in the high level group 42,86% were excellent, and 57,14% were good; intermediate level group, 12,5% were excellent, 68,75% were good, 12,5% were enough, and 6,25% were less; low level group, 44,44% were good, 40% were enough, and 11,11% were less. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir lancar pada materi asam-basa menggunakan model pembelajaran inkuiri terbimbing untuk siswa kelompok tinggi, sedang dan rendah. Subyek penelitian ini adalah siswa kelas XI IPA  SMA Swadhipa Natar. Penelitian ini menggunakan metode pre-eksperimen, desain one shot case study, dan analisis data menggunakan statistik deskriptif. Hasil penelitian analisis pembelajaran materi asam-basa dengan model pembelajaran inkuiri terbimbing menunjukkan bahwa kemampuan berpikir lancar pada kelompok tinggi 42,86% berkriteria sangat baik, dan 57,14% berkriteria baik; kelompok sedang, 12,5% berkriteria sangat baik, 68,75% berkrikeria baik, 12,5% berkriteria cukup, dan 6,25% berkriteria kurang; kelompok rendah, 44,44% berkriteria sangat baik, 44,44% berkriteria baik, dan 11,11% berkriteria cukup.

Pembelajaran Model Discovery Learning Untuk Meningkatkan Keterampilan Berpikir Lancar Pada Materi Laju Reaksi

This study aimed to describe the discovery learning effectiveness in improving fluency thinking skills. This study used two classes as the control and experimental class which derived from four classes of the MIA of the 11th grade at SMAN 5 Metro 2014/2015 academic year by using purposive sampling. Method in this study was a quasi experimental with non equivalent pretest-posttest control group design. The results showed that the average n-Gain of fluency thinking skills for the control and experimental class were 0.61 and 0.77, respectively. Discovery learning effectiveness was shown by difference significant of the average n-Gain in control class and experimental class. It can be concluded that the discovery learning was effective in improving fluency thinking skills.Penelitian ini bertujuan untuk mendeskripsikan efektivitas discovery learning dalam meningkatkan keterampilan berpikir lancar. Penelitian ini menggunakan dua kelas sebagai kelas kontrol dan eksperimen yang diperoleh dari empat kelas XI MIA di SMA Negeri 5 Metro Tahun Pelajaran 2014/2015 dengan purposive sampling. Metode pada penelitian ini adalah kuasi eksperimen dengan non equivalent pretest-posttest control group design. Hasil penelitian menunjukkan bahwa rata-rata n-Gain keterampilan berpikir lancar untuk kelas kontrol dan eksperimen masing-masing 0,61 dan 0,77. Efektivitas discovery learning ditunjukkan dari perbedaan rata-rata n-Gain yang signifikan pada kelas kontrol dan kelas eksperimen. Dengan demikian, disimpulkan bahwa discovery learning efektif untuk meningkatkan keterampilan berpikir lancar