MENGIDENTIFIKASI PROSES PEMBELAJARAN IPA SISWA KELAS IV DI SD NEGERI TALABIU PADA MASA PANDEMI COVID-19

The purpose of this study was to find out the science learning carried out for fourth grade students at SDN Talabiu for the 2020/2021 academic year during the Covid-19 period. This type of research is a qualitative research with a descriptive approach where the researcher emphasizes on humans and sees firsthand the existing situation without changing the events that occur in the field. As for the subject in this study is the learning activities of class IV students. The main instrument used in this study were interviews and direct observation of activities carried out in the learning process. The results of the interview will be analyzed qualitatively through several stages starting from data reduction activities, data display, and conclusions or verification. The results showed that the learning process was carried out for fourth grade students at SDN Talabiu. At the beginning of the Covid-19 outbreak, the school had used the online method, by means of a WA group. But it turns out that using the online system or studying at home is not effective, the ineffectiveness can be seen from the students themselves who do not understand how to use the application, and finally schools are closed. After Covid-19 was seen to be preventable by complying with health protocols, schools were active again by using rules or offline (face-to-face) methods. But still comply with health protocols, and use a shift learning system

MENGIDENTIFIKASI PROSES PEMBELAJARAN IPA SISWA KELAS IV DI SD NEGERI TALABIU PADA MASA PANDEMI COVID-19

The purpose of this study was to find out the science learning carried out for fourth grade students at SDN Talabiu for the 2020/2021 academic year during the Covid-19 period. This type of research is a qualitative research with a descriptive approach where the researcher emphasizes on humans and sees firsthand the existing situation without changing the events that occur in the field. As for the subject in this study is the learning activities of class IV students. The main instrument used in this study were interviews and direct observation of activities carried out in the learning process. The results of the interview will be analyzed qualitatively through several stages starting from data reduction activities, data display, and conclusions or verification. The results showed that the learning process was carried out for fourth grade students at SDN Talabiu. At the beginning of the Covid-19 outbreak, the school had used the online method, by means of a WA group. But it turns out that using the online system or studying at home is not effective, the ineffectiveness can be seen from the students themselves who do not understand how to use the application, and finally schools are closed. After Covid-19 was seen to be preventable by complying with health protocols, schools were active again by using rules or offline (face-to-face) methods. But still comply with health protocols, and use a shift learning system

Students’ learning creativity by the implementation of contextual-based learning in the subject of natural science

One of the competencies needed by students in understanding science concepts is learning creativity. Reality shows that science learning in schools still experience various obstacles. One of which is the low learning creativity of students. The purpose of this study is to develop student learning creativity through contextual-based science learning. This study is an experimental study with a research sample consisting of two classes. The instrument used to measure students' learning creativity was an essay test. The data analysis used was t-test. The results of the analysis obtained a significant value (2-tailed) of 0.000, in the value was less than 0.05, so it is concluded that Ho is rejected or Ha is accepted, which interprets that the application of contextual-based learning can increase student learning creativity

Pengaruh Pembelajaran Inkuiri Terbimbing Dan Inkuiri Bebas Termodifikasi Terhadap Prestasi Belajar Ditinjau Dari Berpikir Kritis Dan Kedisiplinan Belajar Siswa Kelas X Mia SMA Negeri 8 Surakarta Tahun Pelajaran 2014/2015

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran Inkuiri Terbimbing dan Inkuiri Bebas Termodifikasi, berpikir kritis, kedisiplinan belajar, dan interaksinya terhadap prestasi belajar. Penelitian menggunakan metode eksperimen semu dengan desain faktorial 2x2x2. Populasi penelitian adalah seluruh siswa kelas X kelompok peminatan Matematika dan Ilmu Alam (MIA) SMA Negeri 8 Surakarta yang terdiri dari 4 kelas. Pengambilan sampel menggunakan teknik cluster random sampling. Sampel terdiri dari dua kelas yaitu X MIA 1 yang menggunakan pembelajaran Inkuiri Bebas Termodifikasi dan X MIA 2 yang menggunakan pembelajaran Inkuiri Terbimbing. Data dikumpulkan dengan tes untuk kemampuan kognitif, lembar observasi untuk mengukur kemampuan aspek psikomotorik, afektif, berpikir kritis, dan kedisiplinan belajar. Uji coba instrumen penelitian yaitu: (1) Validitas instrumen pembelajaran; (2) Uji validitas butir soal kognitif sebesar; (3) Daya beda butis soal kognitif; (4) Uji taraf kesukaran butir soal kognitif; (5 ) Uji reliabilitas butir soal kognitif. Hasil penelitian disimpulkan bahwa: (1) ada pengaruh antara pembelajaran Inkuiri Terbimbing dan Inkuiri Bebas Termodifikasi terhadap prestasi belajar dengan P-value 0.039 < 0.05; (2) ada pengaruh kemampuan berpikir kritis terhadap prestasi belajar dengan P-value 0.049 < 0.05; (3) ada pengaruh kedisiplinan belajar terhadap prestasi belajar dengan P-value 0.033 < 0.05; (4) ada interaksi antara pembelajaran Inkuiri Terbimbing dan Inkuiri Bebas Termodifikasi dengan kemampuan berpikir kritis siswa terhadap prestasi belajar dengan P-value 0.040 < 0.05; (5) ada interaksi antara pembelajaran Inkuiri Terbimbing dan Inkuiri Bebas Termodifikasi dengan kedisiplinan belajar terhadap prestasi belajar dengan P- value 0.047 < 0.05; (6) ada interaksi antara kemampuan berpikir kritis dengan kedisiplinan belajar dengan P- value 0.045 < 0.05; (7) ada interaksi antara pembelajaran Inkuiri Terbimbing, Inkuiri Bebas Termodifikasi, kedisiplinan belajar, dan kemampuan berpikir kritis dengan P-value 0.002 < 0.05