Creating Science Online Learning Media Using Scratch App Block Programming

A difficulty faced by science teachers in online teaching is the inability to apply science materials straight to the students. This research examined how Scratch app block programming can be used on a personal computer or tablet to create science instructional tools to be used online. It was found that the steps to do so are: (1) downloading the Scratch app and running the file; (2) creating designs for the project with e.g. backdrops, paint, costumes; (3) coding or programming the scripts while choosing blocks in block palettes for the science project; (4) dragging and dropping the blocks to the script area for setting the parameter, operator, control, motion, look, sound, sensing and motion block inputs for the program; and (5) saving and running the block code/script in the scripts area. The researchers found that the Scratch app was effective in creating an online medium for learning about science and applying science concepts in everyday life. Keywords: science learning, measurement, online learning, scratch app, block programming, computational thinkin

Students' Knowledge of Solubility Topics through The Cooperative Learning STAD Type

The topic of solubility is included in the chemistry subject matter that is considered difficult by students. This study aims to identify differences in knowledge improvement between the experimental class using the cooperative learning model STAD (Student Teams Achievement Divisions) type and the control class using the conventional learning model. The research method and design used is a quasi-experimental with nonequivalent control group design. The participants that involved in this study were students of class XI MIPA with 33 students for the experimental class and 32 students for the control class. A written test that has been validated is used as an instrument in this study. From the student scores that obtained, the N-Gain score is calculated, and hypothesis testing is done through SPSS. The results showed that there was a significant difference in increasing knowledge (p=0.71) and the control class (=0.54). The cooperative learning model STAD type is suitable to be applied for solubility topic learning. It can also be used for the others topic

Sosialisasi dan Workshop Implementasi Model Pembelajaran RADEC Bagi Guru-Guru Pendidikan Dasar dan Menengah [Dissemination and Implementation Workshop of RADEC Learning Models for Primary and Secondary Education Teachers]

This study investigated the impact of socialization and workshops about the Read- Answer-Discuss-Explain-and Create (RADEC) learning model on teacher readiness to implement it. The investigation involved 92 teachers (elementary school, middle school, and high school teachers). The research instrument was a questionnaire consisting of two parts. The first part questionnaire was given before the activity and was intended to reveal the experience of the teachers to implement currently familiar innovative learning models. The second part questionnaire was given after the activity and was intended to reveal the teachers' readiness to implement the RADEC learning model. Data were processed quantitatively and qualitatively. The research results of the first questionnaire show that teachers had not been able to implement currently familiar innovative learning models for various reasons. The research results of the second indicate that the social- ization and workshop can prepare teachers to implement the RADEC learning model. This can be seen from the majority of those who argue that (1) the syntax of the RADEC learning model is easy to remember and understand; (2) the RADEC learning model can practice 21st century skills; and (3) they are interested in researching the implementation of the RADEC learning model

Pembelajaran Berbasis Proyek Untuk Meningkatkan Sikap Ilmiah Siswa Sekolah Dasar Pada Materi Peristiwa Alam

Model Pembelajaran Berbasis Proyek (PjBL) merupakan model pembelajaran yang mengembangkan pemahaman konsep melalui investigasi masalah yang bermakna dan dapat menghasilkan suatu produk nyata. Penelitian ini bertujuan untuk menganalisis peningkatan sikap Ilmiah siswa SD pada materi peristiwa alam melalui implementasi model PjBL. Penelitian inimenggunakan metode eksperimen semu dengan desain Nonequivalent (Pre-Test and Post-Test) Kontrol-Group Design yang melibatkan seluruh siswa kelas V SDN 2 Cisomang Kecamatan Cikalongwetan Kab. Bandung Barat. Sampel penelitian terdiri dari kelas eksperimen berjumlah 28 siswa dan kelas kontrol berjumlah 27 siswa. Instrumen berupa skala sikap, pedoman observasi dan angket. Analisis penelitian menggunakan, N-Gain, dan uji inferensial. Hasil penelitian menunjukkan bahwa: Hasil penelitian menunjukkan pembelajaran berbasis proyek dapat meningkatkan sikap ilmiah lebih tinggi secara signifikan dibandingkan dengan kelas ekspositori dengan perbandingan di kelas eksperimen N-Gain 0,472 kategori sedang dan kelas N-Gain 0,283 kategori rendah

PENGUASAAN MATERI AJAR GURU KIMIA DI SULAWESI TENGAH PASCA PENDAMPINGAN OLEH LPMP

Telah dilakukan penelitian untuk melihat efektivitas program pendampingan yang dilakukan oleh LPMP dalam rangka meningkatkan kompetensi penguasaan materi ajar guru kimia SMA di Sulawesi Tengah. Penelitian menggunakan metode kuasi eksperimen dengan one group pretest-posttest design. Penelitian ini dilakukan di Kota Palu dan melibatkan 16 orang guru kimia SMA Negeri yang mengajar kelas X. Materi ajar dibatasi pada Struktur Atom, Sistem Periodik dan Ikatan Kimia. Data tentang kemampuan guru diperoleh dari sebelum dan sesudah kegiatan pendampingan. Sebelum pendampingan guru diobservasi ke kelas dan sebelum pendampingan diberikan tes awal. Setelah kegiatan pendampingan usai kepada guru diberikan tes akhir. Nilai gain ternormalisasi rata-rata dari hasil penelitian menunjukkan terjadi peningkatan kualitas penguasaan materi guru sebesar 0,55 (SD=0,29). Penyerapan tertinggi terjadi pada materi ajar Struktur Atom sebesar 0.65 (SD=0,25) dan penyerapan terendah 0,52 (SD=0,29) pada materi Sistem Periodik

Penggunaan Model Problem Based Learning UntukMeningkatkan Kemampuan Memecahkan Masalah dan Sikap Peduli Lingkungan Peserta Didik

Era globalisasi menuntut sumber daya manusia yang memiliki kemampuan memecahkan masalah. Kemampuan ini dikembangkan melalui pendidikan IPA. Hasil observasi menemukan peserta didik kurang memperoleh kemampuan memecahkan masalah dan pembentukan sikap peduli lingkungan. Salah satu model pembelajaran yang berawal dari masalah adalah Problem Based Learning. Dalam Problem Based Learning peserta didik menyelesaikan masalah nyata tentang lingkungan dan berhubungan dengan kepentingan masyarakat. Peserta didik yang menjadi pemecah masalah diharapkan memiliki sikap peduli lingkungan. Penelitian ini bermaksud mengkaji pengaruh penggunaan Problem Based Learning dalam meningkatkan kemampuan memecahkan masalah dan sikap peduli lingkungan. Subjek yang diteliti merupakan peserta didik kelas IV Sekolah Dasar. Metode penelitian kuasi eksperimen dengan rancangan kelompok kontrol (pra tes dan pos tes). Kelompok eksperimen mendapatkan PBL sedangkan kelompok kontrol mendapatkan bukan PBL. Kemampuan memecahkan masalah diukur dengan soal uraian. Sikap peduli lingkungan dihimpun dengan angket sikap eksplisit dan sikap implisit. Teknik analisis data menggunakan SPSS for window versi 21. Kemampuan memecahkan masalah menggunakan Independen Test, sedangkan sikap peduli lingkungan menggunakan Mann-Whitney. Hasil penelitian menunjukkan peningkatan kemampuan memecahkan masalah peserta didik yang memperoleh PBL (̅ = 0,440) lebih tinggi dari peserta didik yang memperoleh pembelajaran bukan PBL (̅ = 0,281), t (56) = 2,213 > = 1,671. Sikap peduli lingkungan peserta didik yang memperoleh PBL lebih tinggi dari peserta didik yang memperoleh pembelajaran bukan PBL. Dengan demikian Model Problem Based Learning berpengaruh signifikan terhadap peningkatan kemampuan memecahkan masalah dan sikap peduli lingkungan peserta didik Sekolah Dasar

Peningkatan Penguasaan Konsep Siswa Melalui Pembelajaran IPA Terpadu Berbasis Masalah Berbantuan Mind Map

The purpose of this study was to examine the impact of Problem Based Learning aided mind map on student' mastery of Acid Rain concepts. A quasi experimental research design with a pre-test and post-test control group, which was selected from seventh graders, was used in this study. A total of 76 seventh graders in Bandung at the second-semester of the academic year 2014 /2015 participated in the study. One class (39 students) as experimental group were taught using the Problem Based Learning aided mind map while one other class (37 students) as control group used the Problem Based Learning. The results showed: 1) Student mastery of acid rain concepts in control group increased by 32.2%, 2) Student mastery of acid rain concepts in experimental group increased by 75.6%, 3) There are significant differences (p = 0.000) between the experimental group and control group in improving students' mastery of Acid Rain concepts. Results of this study indicate that Problem Based Learning aided mind map could be helpful in improving students' mastery of Acid Rain concepts

Pengaruh Model Discovery Learning Dengan Sisipan Membaca Kritis Terhadap Kemampuan Berpikir Kritis Siswa

The aims of this study was to find whether there was an influence of the Discovery Learning model with critical reading insertion (DL-MK) towards critical thinking skills of students of grade VII in one of junior high school in Cimahi. A Quasi Experiment method with The Static-group Pretest-Posttest Design was used in this study. Students were grouped in an experimental group (Discovery Learning model with critical reading/DL-MK) and a control group (Discovery Learning model with non-critical reading/ DL-MB). The data from a test were analyzed using t-test or Mann-Whitney U test with α= 0.05. The findings showed that there was a significant difference of critical thinking skills enhancement on aspects of strategy and tactics between experimental group and the control group (sig. N-gain= 0.014). The results of statistical tests in elementary clarification (sig. N-gain= 0.520) and conclussion (sig. N-gain= 0.144) aspect showed no significant differences between the experimental group and the control group

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

The purpose of writing this article was  to describe RADEC learning model in building critical thinking skills. This study was  conducted because of the need for a learning model that fits the Indonesian context to build critical thinking skills that can be used at  elementary school level. This study used the literature review. This study produced  one solution to be able to build critical thinking skills using  RADEC learning model (read-answer-discuss-explain and create). The approach in learning  done by the teacher plays a role in improving critical thinking skills. The teacher needs to use a learning model that can stimulate students' critical thinking skills