PHYCCTM Development Based on KKNI on Impuls and Momentum Material to Increase HOTS and Independent Character

This study aimed to: (1) Produce KKNI-based PhyCCTM learning tool to improve HOTS and independent character Learners, (2) to know the result of HOTS improvement in Physics learning by using KKNI-based PhyCCTM Learning Tool developed, (3) to know the level of character category self-supporting Learners in Physics learning using KKNI-based PhyCCTM learning tools developed, and (4) to know the effect of applying learning using KKNI-based PhyCCTM learning device to control class and experiment on HOTS and Independent character of Learners. The developed product uses R & D method in the form of KKNI-based PhyCCTM learning device on impulse and momentum materials covering Syllabus, RPP, Teaching Material, LKPD, HOTS Evaluation Test and Self Character Sheet. The study was conducted in SMAN 8 Yogyakarta and SMAN 1 Kasihan. The results showed that (1) PhyCCTM-based learning tools KKNI worthy of the category "Good and Very Good". (2) KKNI-based PhyCCTM learning tools can improve HOTS for learners (Sig. 2-tailed by 0.001). (3) KKNI-based PhyCCTM learning tools can enhance the independent character of learners with the category "Fair". (4) KKNI-based PhyCCTM-developed learning tools effectively improve HOTS and independent character of learners (Sig. 0.000)

Implementation of Text Transformation in Physics Education to Reduce Students' Misconception

This research aimed to know the effect of text transformation in educational physics especially Impuls and momentum to reduce students' misconception. This study was held at state senior high school (SMAN) 2 in Pontianak, West Borneo. The instrument in this study has made with diagnostic test using certainly of responden index method. The research design in this study using one group pretest-posttest design. Population in this research is all students of science major in state senior high school 2 in Pontianak. This study have found that implementation of text transformation giving effect significantly to reduce students' misconception according Wilcoxon test (Z = -3,418, p = 0.01). However, this research is not finding corelation which is significantly between skill to make a note using text transformation and reduction of students' misconception ( = 0.119, p = 0.490). The value of effect size in this research is 1.65

Resensi Buku: Sekolah (Vokasional) yang Membelajarkan Orang Dewasa

Secara fisik, buku setebal593 halaman ini dibagi menjadi 4 (empat) bagian, yang terurai ke dalam 12 bab. Bagian pertama diberi judul getting started dengan 2 bab yakni orientasi dan satu hal mendasar dalam hal disiplin. Bagian kedua diberijudul classroom yang mengupas masalah pembelajar, penegakan disiplin, komunikasi produktif, serta sistem berpikir. Bagian ketiga sejalan dengan judul school menyoroti fenomena pembelajar sejak masuk sekolah, visi sekolah, Kenyataan di sekolah, pengembangan dan kepemimpinan sekolah. Sementara itu, bagian terakhir dengan judul community mengupas masalah identitas, hubungan, dan keberlanjutan yang ada di masyarakat, serta ditutup dengan catatan akhir dari para penulis

Assessing Students’ Science Misconceptions and Inductive Reasoning: Cross-Sectional Studies in Indonesian Context

The present research aims to develop an instrument called the two-tier multiple choice test for assessing students’ misconceptions in science, exploring students’ misconceptions in science, evaluating item difficulty patterns across science disciplines such as Physics, Chemistry, and Biology, and lastly performing comprehensive evaluation for students’ inductive reasoning skills. Before conducting a research activity and data collection, A systematic literature review had been conducted to reveal topics in science that distribute misconceptions to students. The most widely used diagnostic test was found as multiple-tier tests (33.06%). In this study, the two-tier multiple choice test was developed and tested in the pilot and main study to assess students’ misconceptions in Science. To assess inductive reasoning, the adapted inductive reasoning test in the Indonesian version. The data collection in this study was conducted in two-stage using a cross-sectional studies design. The first stage is data collection for the pilot study with 153 students at senior high schools. The second stage is data collection for main studies with 856 senior high school students and a pre-service science. Rasch measurement with the unidimensional model is used as the main statistical analysis assisting parametric and nonparametric statistical analysis. The finding confirmed that the developed two-tier multiple-choice test in the pilot study is valid and reliable based on Rasch parameters. The difficulty level of items on various science concepts is not universally based on science topics, but they are connected or similar across science disciplines, especially in physics, biology, and chemistry. The exploration of students’ misconceptions revealed students have misconceptions in science subjects physics (33.4%), biology (35.22%), and chemistry (47.97). In comparing school grades, based on school grade regression analysis , the 25.2% variance of student misconceptions in science was explained. Stepwise regression showed that only the school grade predictor could significantly explain 25.2% of the variance in mean scores, F (152) = 10.208, p <.01. in assessing inductive reasoning, even though females outperformed males in relation to inductive reasoning abilities, no significant gender differences were found among the grades. Significant differences were found among all the groups, with the exception of the 10th and 11th grades. The classification of the difficulty of items revealed a wide range of difficulty levels, where numeric items were more difficult than figural items. Most of the students were classified as having high or moderate abilities

Resensi Buku Study Skills: Do I Really Need This Stuff

Oleh: SoehartoFT Universitas Negeri YogyakartaPengarang : Steve PiscitelliPenerbit : Pearson Prentice Hall, Upper Saddle River, New JerseyTahun : 2004Halaman : 215No. ISBN : 0 - 13 - 112340 -

Pencapaian Standar Nasional Pendidikan di Sekolah Menengah Kejuruan Daerah Istimewa YOGYAKARTA

Pencapaian Standar Nasional Pendidikan di SMK DIY. Sebagai kota yang memperoleh julukan kota pelajar, selayaknya Yogyakarta berwawasan keunggulan, yakni memiliki ketersediaan lembaga pendidikan yang prima. Pendidikan prima berwawasan keunggulan dimiliki jika delapan standar nasional pendidikan dipenuhi yang menyangkut standar isi, proses, kompetensi lulusan, pendidik dan tenaga kependidikan, sarana prasarana, pengelolaan, penilaian, dan standar pembiayaan. Pengukuran ketercapaian standar nasional di lapangan secara legal formal adalah menggunakan perangkat instrumen akreditasi sekolah. Terdapat 137 titik akreditasi pada 2009 di seluruh DIY. Melalui pengolahan data yang ada di kantor BAN S/M dan BAP S/M DIY, dianalisis butir per butir yang tergolong pada tiap standar diperoleh hasil pencapaian tiap standar. Pencapaian Standar Isi dihitung dari banyaknya sekolah/program keahlian yang menjawab A dibagi dengan jumlah keseluruhan titik akreditasi = 0.71. Dengan cara yang sama terukur pencapaian Standar Proses sebesar 0.66, Standar Kompetensi Lulusan sebesar 0.57, Standar Pendidik dan Tenaga Kependidikan 0.69, Standar Sarana Prasarana 0.70, Standar Pengelolaan 0.67, Standar Pembiayaan 0.83, Standar Penilaian Pendidikan 0.74