Pola Buku Ajar Pendidikan Lingkungan Hidup (Plh) sebagai Mata Pelajaran Muatan Lokal Sekolah Dasar untuk Mendukung Implementasi Pendekatan Saintifik

Environmental education (PLH) is important to give in elementary school (SD) early. PLH not only give knowledge and understanding, but also shaping behavior and forming positive attitudes of students on the environment. PLH's textbook being an important tools to support the implementation of PLH's learning. However, in some districts/ cities that have been declared as local content PLH (local content) in elementary education, haven't PLH's textbooks sufficiently and in accordance with the needs of the field until now. Therefore PLH's textbook procurement must be realized. In accordance with the 2013 curriculum elementary school PLH's textbooks is being developed to support scientific approach based learning that includes observing, questioning, associating, experimenting, and networking. The teaching materials is packed with features, “Let's understand”. The learning activities is packed with features, “Let's work together”, “Let's try”, and “Let's tell. The concept map is packed with features, “Let's study”. The summary is packed with features, “Let's summarize. The reflection is packed with features, “Let's reflect”. This structures not only empower the thinking skill but also encourages the achievement of positive attitudes and behaviors towards the environment

Model Pembelajaran Ricosre yang Berpotensi Memberdayakan Keterampilan Berpikir Kreatif

Creative thinking skill is high order thinking skill which must be empowered in education, because it is an important component in the development of science and technology. Creative thinking skill can be integrated into the curiculum that is implemented through learning activities such as science/biology or other subjects. The aims of this study are to develop RICOSRE learning model to empower the creative thinking skill. The study used the research and development design of PLOMP (1997), which consists of 5 phases, namely (1) initial investigation phase, (2) design phase, (3) realization/construction phase, (4) test, evaluation, and revisions phase, and (5) implementation phase. The result of this study was RICOSRE learning model consist of: Reading, Indentifying the Problem, Contructing the Solution, Solving the Problem, Reviewing the Problem Solving, and Extending the Problem Solving. The product has been validated with the results of content validity and construct validity are very good. The RICOSRE learning model can be implemented in learning to improve students' creative thinking skill.Keterampilan berpikir kreatif merupakan keterampilan berpikir tingkat tinggi, yang harus diberdayakan dalam pendidikan karena merupakan komponen penting dalam pengembangan ilmu pengetahuan dan teknologi. Peningkatan keterampilan berpikir kreatif dapat diintegrasikan dalam kurikulum yang implementasinya melalui kegiatan pembelajaran, di antaranya pembelajaran IPA/Biologi atau mata pelajaran yang lain. Tujuan penelitian ini mengembangkan model pembelajaran RICOSRE untuk memberdayakan keterampilan berpikir kreatif. Penelitian ini menggunakan rancangan penelitian dan pengembangan dari Plomp (1997), yang terdiri atas 5 fase, yaitu (1) fase investigasi awal, (2) fase desain, (3) fase realisasi/konstruksi, (4) fase tes, evaluasi, dan revisi, serta (5) fase implementasi. Hasil penelitian berupa model pembelajaran RICOSRE yang terdiri atas tahap Reading, Indentifying the Problem, Contructing the Solution, Solving the Problem, Reviewing the Problem Solving, and Extending the Problem Solving. Produk telah diuji dengan hasil validitas isi sangat layak dan hasil validitas konstruk sangat layak. Model pembelajaran RICOSRE dapat diimplentasikan dalam pembelajaran untuk meningkatkan keterampilan berpikir kreatif

Potensi Remap STAD (Reading Concept Mapping Student Teams Achievement Division) untuk Meningkatkan Keterampilan Berpikir Kritis Siswa

Critical thinking skills needed in learning process to train students to solve problems. In addition, the 21st century need the individuals who have analytical and critical thinking. To prepare students to face the challenges of 21st century life, the critical thinking skills need to be developed. Empowering critical thinking skills can be done through the implementation of Remap STAD learning models. Remap STAD can enhance students' critical thinking skills because it was required students to read in advance, so the students will be trained to read. After reading activity students make a concept map from what they have been read. Furthermore, using Remap STAD learning models can enhance students' thinking skills beacuse students can share their idea in group work

Pembelajaran Reading-concept-map Think Pair Share (Remap Tps) Dapat Meningkatkan Hasil Belajar Kognitif

The aims of this study are to explore the effect of Reading-Concept Map- Think Pair Share (Remap-TPS) towards cognitive learning outcomes on highschool students. The participant for the study consisted of 54 students from the Senior High School 1, Batu City. This research used Nonequivalent Pretest-Posttest Control Group Design. Cognitive learning outcome obtained from the essay test. The test results were then analyzed with Anacova. The results of this experiment showed that Remap-TPS can enhance cognitive learning outcomes.Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Reading-Concept Map-Think Pair Share (Remap-TPS) terhadap hasil belajar kognitif siswa. Penelitian ini dilakukan di SMA Negeri 1 Batu dengan jumlah partistipan sebanyak 54 siswa. Rancangan penelitian yang digunakan adalah nonequivalent pretest-posttest control group design. Data hasil belajar kognitif diperoleh dari hasil tes essay, dan hasilnya dianalisis dengan teknik Anacova. Hasil penelitian menunjukkan bahwa Remap-TPS berpengaruh terhadap hasil belajar kognitif siswa

Pengembangan Modul Keanekaragaman Hayati dan Virus Berbasis Model Inkuiri Terbimbing untuk Siswa Kelas X Man 1 Malang

One of the efforts to achieve competence learn is though teaching activites of the students in the school MAN 1 Malang using teaching materials in the form of guided inquiry model based module on biodiversity and virus material. The purpose of this study are (1) produces a module for teaching materials in the form of virus based biodeversity and virus model of guided inquiry which is validated by an experts module materials and experts in the field of education; and (2) knowing the effectiveness of biodiversity and virus module model based guided inquiry to improve cognitive learning outcomes and science process skill of students in grade X MAN 1 Malang. This study is a research and development using the development model 4D (four D model) that has been developed by Thiagarajan (1974), which contained four steps: define, design, develop and disseminate. This research is only done to the extent of develop with limited trial of module product to the students of gade XI MIA MAN 1 Malang. The validation results of the module matter experts expressed feasibility level with presentations 90,38%, module expert 87,5%, an expert in the field of education 90.32% and limited trial 79,16%. Therefore, it was concluded that the teaching materials developed in the form of modules can be applied to study of biodeversity and virus levels SMA/MA.Salah satu upaya mencapai kompetensi belajar ialah melalui kegiatan pengajaran terhadap siswa di sekolah MAN 1 Malang dengan menggunakan bahan ajar berupa modul berbasis model inkuiri terbimbing pada materi keanekaragaman hayati dan virus. Tujuan penelitian ini adalah (1) menghasilkan bahan ajar berupa modul keanekaragaman hayati dan virus berbasis model inkuiri terbimbing yang layak dan tervalidasi oleh ahli materi, ahli modul dan ahli pendidikan di lapangan; dan (2) mengetahui tingkat keefektifan modul keanekaragaman hayati dan virus berbasis model inkuiri terbimbing untuk siswa kelas X MAN 1 Malang. Penyusunan modul menggunakan model pengembangan 4D (four D) yang dikembangkan oleh Thiagarajan (1974), terdiri dari empat tahapan pengembangan yaitu define (pendefinisian), design (perancangan), develop (pengembangan) dan disseminate (penyebaran), namun pada penelitian ini hanya dilakukan sampai pada tahap develop dengan melakukan uji coba produk modul secara terbatas. Metode penelitian ini terdiri dari 1) Penyusunan modul dan 2) menvalidasi modul dengan jumlah a) validasi oleh validator ahli materi, ahli modul, ahli pendidikan di lapangan dan b) uji coba terbatas terhadap produk modul pada siswa kelas XI MIA MAN 1 Malang. Hasil validasi modul dari ahli materi menyatakan tingkat kelayakan dengan persentase 90,38%, ahli modul 87,5%, ahli pendidikan di lapangan 90,32%, dan uji coba terbatas 79,16%. Dapat disimbulkan bahwa bahan ajar berupa modul yang dikembangkan dapat diterapkan pada pembelajaran keanekaragaman hayati dan virus tingkat SMA/MA

Pemberdayaan Keterampilan Berpikir Kreatif melalui Model Remap Think Pair Share

Creative thinking skills is one of the life skills needed in the 21st century which can be empowered through learning process. That skills can be a provision for students to solve a variety problems, including in science learning. Creative thinking skills can not growed by itself, but need stimulated in the form of learning models that helps empower the skills. One of the learning model that helps empower creative thinking skills was Reading-Concept-Map Think Pair Share (Remap TPS) learning model. The step of Remap TPS have power to enhance student\u27s creative thinking skills as described

Pengaruh Pola Pemberdayaan Berpikir Melalui Pertanyaan Dalam Pembelajaran Team Game Tournament Terhadap Kemampuan Kognitif, Sikap IPA Dan Kesadaran Metakognitif Siswa

: The research aim to examine effect of Thinking Empowerment by Questioning pattern in Team Game Tournament (TEQ-TGT) towards cognitive ability, science attitude, and metacognitive awareness of students in Grade 8 SMP Negeri 2 Ponorogo. The research used a quasi experimental method with pretest posttest only controls group design. The datas were obtained from cognitive test, questionnaire of Likert Scale, and Metacognitive Awareness Inventory (MAI) questionnaire. The results showed that there were differences of effect in cognitive ability, science attitude, and me-tacognitive awareness of students that using learning patterns TEQ-TGT than the students who TEQ pattern

Identifikasi Rhodophyta Sebagai Bahan Ajar Di Perguruan Tinggi

Rhodophyta or red algae is a group of algae with dominance of red color that caused by pigmentation of phycoerytrin. Red algae have many advantages for economy and ecology side. Also, it can be used for education, especially as a learning materials at college. Learning materials that prepared based on learning resource from environment could increase the quality of learning. Rhodophyta in Pasir Panjang Beach could be selected to be a learning resource. This learning resource can be organized into learning materials of rhodophyta based on identification of rhodophyta in Pasir Panjang Beach.Rhodophyta atau alga merah merupakan kelompok alga dengan dominansi warna merah yang disebabkan oleh pigmen fikoeritrin. Alga merah memiliki banyak manfaat dari segi ekologis dan ekonomis. Alga merah juga dapat dimanfaatkan untuk pendidikan, khususnya sebagai bahan ajar di perguruan tinggi. Bahan ajar yang disiapkan dari sumber belajar dari lingkungan dapat meningkatkan kualitas pembelajaran. Rhodophyta di Pantai Pasir Panjang dapat dipilih sebagai sumber belajar. Sumber belajar ini dapat disusun menjadi bahan ajar untuk mempelajarai rhodphyta berdasarkan studi identifikasi rhodophyta di Pantai Pasir Panjang