Respon Siswa Kelas IX Berdasarkan Taksonomi Solo Dalam Menyelesaikansoal Bangun Ruang Sisi Lengkung Yang Disusun Sesuai Dengan Taksonomi Bloom Di SMP Negeri 1 Margomulyo Bojonegoro

The frameworks of classifying statements to predict the students' learning ability are Bloom's Taxonomy and SOLO Taxonomy. Bloom's Taxonomy is made for educational purpose, while SOLO Taxonomy is used for the reference in analyzing the response of learners.The purposes of this research were to know about the IX gradestudents' responses in solving geometry curved size based on Bloom's Taxonomy and SOLO Taxonomy. The research method was qualitative and the data resourcesware eleven students of SMP Negeri 1 Margomulyo, Bojonegoro. The results of this research showed that the students' response in understanding aspect on pre-structural level are 18,2%, uni-structural level are 9,1%, multi-structural level were 9,1%, relational level are 54,5%, and extended abstract level are 9,1%. None of he students response in applying aspect on pre-structural level,uni-structural level are 9,1%, multi-structural level are 54,5%, relational level are 18,2%, extended abstract level are 18,2%.The students' response in analyzing aspect on pre-structural level are 27,3%, uni-structural level are 9,1% multi-structural level are 9,1%, relational level are 36,4%, and extended abstract levelare18,2%. The students on the same level were not necessarily showed the same response

Pengaruh Penambahan Serat Sabut Kelapa terhadap Parameter Kuat Geser Tanah Berpasir

Sesudah ditambahkan serat sabut kelapa.Pengujian parameter kuat geser menggunakan alat uji geser langsung dengan kondisi tegangantotal. Bahan sabut kelapa yang digunakan berasal dari perkebunan kelapa di Dolo. Penelitian inidigunakan variasi serat sabut kelapa 0,25% dan 0,5% terhadap berat kering tanah dengan variasikerapatan relatif (Dr) yaitu Dr = 30%, 50%, dan 80%.Hasil penelitian ini menunjukkan penambahan serat sabut kelapa dengan persentase 0,25% dan0,5% pada tanah pasir cenderung meningkatkan nilai sudut gesek (ø) dan kuat geser tanahpada kondisi kerapatan relatif yang semakin besar dibanding dengan tanpa serat sabuk kelapa.Penambahan serat sabut kelapa sebesar 0.25% pada tanah pasir cenderung meningkatkan nilaikohesinya dibanding tanpa serat sabut kelapa. Penambahan serat sabut kelapa sebesar 0.5%pada tanah pasir cederung menurunkan nilai kohesinya dibandingkan dengan 0.25% dan tanpaserat sabut kelapa pada kondisi kepadatan relatif yang sama. Walaupun kohesi tanah semakinkecil atau sama dengan nol tetapi penambahan serat sabut kelapa tetap meningkatkan kuatgeser tanah karena peningkatan kuat geser disebabkan oleh kenaikan sudut gesek internal

Model Green School di Sekolah Menengah Pertama di Kota Bandung: Studi Pendahuluan

Telah dilakukan studi pendahuluan berkaitan dengan pengembangan model green school melalui mata pelajaran PLH dalam upaya penyediaan sumber belajar IPA di SMP. Tujuan penelitian ini adalah untuk (1) mengidentifikasi pembelajaran PLH dan IPA terutama materi keanekaragaman tumbuhan, (2) mengidentifikasi jenis-jenis tumbuhan yang ada di pekarangan sekolah, dan (3) mengembangkan model green school. Subjek penelitian adalah guru-guru PLH dan IPA yang berasal dari lima SMP pilihan yang ada di Wilayah Timur Kota Bandung. Instrumen yang digunakan meliputi: (1) Angket guru PLH untuk mengidentifikasi pembelajaran yang biasa dilaksanakan pada pelajaran PLH pada materi penghijauan dan angket guru IPA untuk mengidentifikasi pembelajaran pada materi keanekaragaman tumbuhan terutama klasifikasi tumbuhan, dan (2) Lembar observasi untuk mendata jenis-jenis tumbuhan yang ada di pekarangan sekolah. Hasil menunjukkan bahwa: (1) pada pembelajaran PLH yang biasa dilaksanakan oleh guru, kegiatan menaman tanaman merupakan salah satu tugas yang diberikan oleh semua guru PLH pada materi penghijauan; (2) pada pembelajaan IPA yang biasa dilaksanakan, menunjukkan bahwa semua guru yang menjadi subjek penelitian menggunakan media tumbuhan asli ketika membelajarkan klasifikasi tumbuhan; (3) Jenis-jenis tumbuhan yang ditanam di halaman sekolah masing-masing sekolah subjek penelitian sangat bervariasi; dan (4) adanya ketidaksesuaian antara tumbuhan yang dipilih untuk ditanam pada mata pelajaran PLH dan yang dibutuhkan guru IPA untuk media pembelajaran keanekaragaman tumbuhan serta tuntutan buku ajar, maka perlu dikembangkan model green school

Pembelajaran IPA Terpadu Menggunakan Pendekatan Science Writing Heuristic Untuk Meningkatkan Kemampuan Komunikasi Tulisan Siswa SMP

This study investigated the effect of integrated science learning using Science Writing Heuristic (SWH) approach to enhance students\u27 ability in written communication. Participated by 46 students of grade 8 of a junior high school in West Sumatra whose purposively sampled, the study used a quasi-experiment with static group pretest-posttest design. Data were gathered from written communication test developed for pretest and posttes. The result of data analysis showed that there were significant effect of implementing the integrated science learning using SWH approach in enhancing the ability of students\u27 written communication. The mean gain of experimental group is 0,8, which is higher than the control group (0,6)

Students’ Conceptual Change On Human Reproduction Concept Using Scientific Approach

This study aim was to describe students’ conceptual change and investigate the patterns of students’ conceptual change in human reproduction system concept through application scientific approach. The research method was weak experimental with one group pretest-post-test design and the number subject of this study were 34 students, 11th -grade students of SMAN 1 Indramayu. The instrument was three tier test which given at pretest and post-test. Data analyzed used qualitative and quantitative analysis. Qualitative analysis obtained through analyzed student answer then classified into category suitable. Quantitative analysis obtained through calculation N-gain value and one sample t test. The results showed mostly students had a misconception and lack of knowledge on all of the human reproduction concept. After a lesson, a conceptual change occurred, a percentage of students who have scientific concept increased from 27,74% to 79,23% and the average value of N-gain included into category medium (0,69). According to one sample t test, showed that there was a significant difference between post-test and minimum completeness criteria (KKM) value, 75 (amp. Sign 2 tailed = 0,048). Therefore, a scientific approach supported to build the concept. Furthermore, the analysis also showed students’ conceptual change patterns: changed to be positive, changed to be negative, still positive, and still negative. Pattern 4 (lack knowledge to be understanding a concept or changed to be positive) is the most which got 31,69%