UPAYA MENINGKATKAN KEMAMPUAN GURU DALAM MERENCANAKAN PEMBELAJARAN MELALUI SUPERVISI OBSERVASI KELAS

Supervisi sebagai kegiatan pembinaan guru dapat dilakukan melalui teknik secara individual itu mencakup supervisor mengamati kegiatan belajar mengajar yang sedang berlangsung (classroom observasion), eksperimentasi kelas (class experiment), guru mengunjungi guru lain saat pembelajaran berlangsung (class intervisitation), supervisor melakukan percakapan pribadi dengan guru (individual converency), seleksi mata pelajaran (selected of materials for teaching), dan evaluasi diri (self evaluation). Secara profesional guru dalam proses pembelajaran memiliki tugas utama, yaitu : 1) menyusun program pembelajaran, 2) melaksanakan program pembelajaran, 3) melakukan evaluasi, 4) melakukan analisis hasil evaluasi, dan  5) melakukan program perbaikan dan pengayaan. Disamping itu untuk menunjang keberhasilan profesionalnya, guru juga dituntut cakap dalam aktivitas sosial dalam berinteraksi dengan lingkungannya. Penelitian Tindakan Sekolah ini dilaksanakan di SDN Carat I peneliti sebagai Kepala Sekolah sekolah, yaitu di 6 Kelas SDN Carat I Kecamatan Gempol Kabupaten Pasuruan. Dalam pelaksanaan Penelitian Tindakan Sekolah ini subjek yang diteliti adalah guru-guru di 6 SDN Carat I Kecamatan Gempol Kabupaten Pasuruan. Penelitian ini direncanakan untuk dilakukan pada minggu I bulan September sampai dengan minggu III bulan Nopember  2021, yaitu waktu 10 sampai 12 minggu, sesuai dengan jadwal kegiatan supervisi pembelajaran dari guru  yang menjadi subyek penelitian. Program perencanaan kegiatan supervisi observasi kelas untuk satu tahun pelajaran di 6 kelas sasaran sudah dibuat dengan baik oleh kepala sekolah pada awal tahun pelajaran. Demikian pula frekuensi pelaksanaan supervisi observasi kelas disesuaikan dengan jadwal guru mengajar dan diatur dalam tiap semester pada satu tahun pelajara

Pentingnya Lembar Kerja Peserta Didik Elektronik (E-LKPD) Inovatif dalam Proses Pembelajaran Abad 21

Latar Belakang: Pembelajaran abad 21 dituntut untuk selalu dapat menyesuaikan dengan perkembangan zaman. Namun faktanya, proses pembelajaran cenderung masih berpusat pada guru. Hal ini menyebabkan peserta didik menjadi pasif, monoton, dan merasa bosan. Inovasi Lembar kerja peserta didik (E-LKPD) sangat dibutuhkan. Tujuan: Mengetahui pentingnya E-LKPD inovatif dalam proses pembelajaran abad 21 berdasarkan kebutuhan bahan ajar, praktikum, alasan bosan, perkembangan teknologi, dan dampak pandemi. Metode: Menggunakan Literature Review terdiri dari 4 tahap: 1) Memilih topik yang akan di-review; 2) Memilih jurnal nasional dan internasional relevan; 3) Melakukan analisis dan sintesis literatur; 4) Mengorganisasi /menyusun hasil review. Hasil: Bahwa pengembangan E-LKPD inovatif sangat penting dibutuhkan untuk memenuhi tuntutan pembelajaran abad 21 sebagai bahan ajar, praktikum, alasan bosan, perkembangan teknologi, dan dampak pandemi. Hasil penelitian ini diharapkan dapat digunakan pada pengembangan E-LKPD inovatif dalam proses pembelajaran sains. Kesimpulan: Penelitian ini memiliki batasan pendekatan terhadap materi yang dipelajari E-LKPD inovatif. E-LKPD inovatif menjadi kebutuhan penting dalam proses pembelajaran pada abad 21 sebagai bahan ajar, praktikum, dan perkembangan teknologi sesuai dengan tuntutan zaman

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Pembelajaran diketahui sebagai aspek pendidikan yang mempunyai peran utama sebagai penentu kualitas pendidikan. Proses pembelajaran dituntut untuk selalu dapat menyesuaikan dengan perkembangan zaman. Namun, pembelajaran sains masih didominasi oleh paradigma masyarakat yang memandang ilmu sains sebagai ilmu hafalan dan guru sebagai sumber utama pengetahuan. Inovasi pembelajaran untuk membangun keterampilan proses sains dan berpikir kreatif siswa salah satunya ialah mengintegrasikan pendekatan STEAM (Science, Technology, Engineering, Art, Mathematics) dengan Project Based Learning pada proses pembelajaran kimia. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains dan keterampilan berpikir kreatif siswa pada pembelajaran kimia materi titrasi asam-basa dengan integrasi STEAM project. Metode yang digunakan pada penelitian ini adalah deskriptif kuantitatif dengan melakukan pengambilan data pada 76 siswa MAN Sidoarjo yang dipilih secara purposive sampling. Penelitian ini menggunakan integrasi STEAM project dengan memberikan project poster informatif diunggah di media sosial instagram. Data penelitian didapatkan melalui kuesioner berupa google form berisikan 14 item. Penelitian menunjukkan hasil yang positif, dengan keterampilan proses sains mendapatkan skor 4,164 dengan persentase keterampilan proses sains kategori tinggi yaitu 83,3 %. Keterampilan berpikir kreatif siswa mendapatkan hasil yang baik dengan skor 4,134 dengan kategori tinggi, yaitu 82,7 %. Integrasi pembelajaran STEAM project selama proses pembelajaran melalui aplikasi WhatsApp group memanfaatkan media sosial instagram mampu menunjang keterampilan proses sains dan keterampilan berpikir kreatif siswa, literasi sains dan digital, serta keterampilan motorik siswa. Hasil ini dapat digunakan sebagai inovasi dalam proses pembelajaran sains

KEMAMPUAN PEMAHAMAN KONSEP KIMIA PADA PEMBELAJARAN DARING BERDASARKAN STIMULUS TANGGAPAN DAN EVALUASI TERHADAP HASIL BELAJAR

This study aims to describe 1) the validity, reliability, and distribution of research instrument data; 2) students' perceptions of the ability to understand chemical concepts in online learning based on indicators of stimulus, response, and evaluation of learning outcomes. Descriptive quantitative research method, data collection on 19 SMAITA students was selected by purposive sampling. Perception data was obtained through a questionnaire in the form of a google form containing 3 indicators and post-test data in the form of UTS scores. The results showed that the questionnaire instrument was valid and reliable as evidenced by the corrected item-total correlation of 9 statements, each of which had a value of more than 0.3 and a reliability value of 0.722 and the data were normally distributed. Perceptions of the ability to understand chemical concepts in online learning based on stimulus indicators 39.5% agree, 11.85% strongly agree and 47.32% are neutral. Perception-based on response indicators 63.17% agree 5.3% strongly agree. And Perception based on evaluation indicators 81.6% agree 13.15% strongly agree. The majority of students actively ask questions when there are unclear questions, can better understand the material after having discussions, become more confident when answering UTS questions, feel suitable for online chemistry learning during the pandemic but online learning is not accompanied by other media such as youtube which is less attractive. The results of this study can be used as a scientific reference for the online learning process

PENGARUH PERMAINAN ULAR TANGGA TERHADAP KEMAMPUAN MENGGOSOK GIGI PADA ANAK SEKOLAH DASAR KELAS III DI SDN BARANANGSIANG KABUPATEN CIANJUR TAHUN 2017

Anak usia sekolah merupakan masa dimana terjadinya pergantian gigi susu menjadi gigi permanen. Kurang pemahaman tentang perawatan gigi dan mulut akan beresiko terjadinya masalah kesehatan gigi dan mulut, sehingga perlu dilakukan pendidikan kesehatan sebagai upaya pencegahan dengan menanamkan perilaku yang baik sejak dini. Metode penelitian yang digunakan adalah penelitian quasi experiment dengan jenis pre and post testwithout control. Sampel dalam penelitian ini menggunakan total sampling dengan sampel sebanyak 20 responden dan data yang diperoleh dalam penelitian dianalisis melalui dua tahapan, yaitu univariat untuk mengetahui rata-rata dan bivariat untuk mengetahui pengaruh (t-dependent). Hasil penelitian didapatkan bahwa rerata nilai kemampuan sebelum 5,85 dan sesudah 10,05. Hasil penelitian didapatkan adanya pengaruh permainan ular tangga terhadap kemampuan menggosok gigi pada anak dengan nilai p value = 0,001. Berdasarkan hasil penelitian ini penulis menyarankan agar metode pendidikan kesehatan dengan ular tangga dilakukan secara rutin untuk memperbaharui wawasan terhadap anak di SD, mendukung dan memotivasi anak dalam menggosok gigi yang baik dan benar

THE DEVELOPMENT OF ISLAMIC INTEGRATED BIOCHEMICAL TEACHING MATERIALS USING FOUR STEPS TEACHING METHOD

Islamic-integrated learning is one of the implementations in realizing UIN Syarif Hidayatullah Jakarta’s vision. So, the teaching materials which are integrated with Islamic features are needed. This research aims to develop a biochemistry teaching material in the form of an Islamic-integrated enrichment book specifically on the theory of amino acid and protein that is feasible to be used. The method used in this study is the research and development method through the Four Steps Teaching Material Development (4S-TMD), which consists of selection, structurization, characterization, and reduction. The research data are obtained from the validation of Islamic-integrated chemical study by expert lecturers. The validation result was analyzed using the Guttman Scale, a comprehensive test of concept in the form of the main idea writing test on 60 students of 2016 generation of chemistry education were analyzed by giving a score of 1 for each correct answer, and a score of 0 for wrong answers, and the book's feasibility test in terms of language, presentation, performance, and graphic validated by media expert lecturers, and were analyzed using the Rating Scale. The validation of the Islamic-integrated chemistry shows that all concepts are powerful and worthy of being presented, with the percentage of 91.4%. The comprehensive test of concept shows that all of the concepts have a high level of comprehension. The percentage of students’ comprehensions of all concepts amounted to 92.7%, and all of the concepts are included in the easy category. Therefore there is no need for a reduction phase. Based on the results of the feasibility test of the book, it is obtained the average percentage of 85.5%, which indicates that the Islamic-integrated enrichment book of amino acid and protein material is suitable to be used in the learning of Islamic-integrated biochemistry course to increase student knowledge on biochemical concepts through Islamic aspects which can increase the faith to Allah SWT

PENGEMBANGAN BUKU PENGAYAAN KIMIA BERORIENTASI ETNOSAINS DENGAN MENGANGKAT BUDAYA MAKANAN KHAS KABUPATEN PEKALONGAN

The use of local culture in the community can be used as a source of learning science in schools. This is one of the characteristics of the 2013 curriculum. However, the availability of local culture-oriented or ethnoscience-oriented chemistry books is not yet available in several schools in Pekalongan. This research aims to develop an ethnoscience-oriented chemical enrichment book by raising the typical food culture of Pekalongan. This research uses the Research and Development (R & D) method and the ADDIE (Analyze, Design, Development, Implement, and Evaluate) model. Data collection techniques use interviews, validation, and questionnaires. The results of data validation processing used the Guttman scale, and the response data used a Likert scale. This study produced an ethnoscience-oriented chemical enrichment book by raising the typical food culture of Pekalongan consisting of 5 special food items and 7 chemical materials and validation by 4 validators with a percentage of 100% from material experts and 93.33% from media experts. In addition, the responses of teachers and students of SMA Islam YMI and SMA PGRI 2 Kajen were obtained with an average percentage of 90.25% from teachers and 88.54% from students. Thus, this book is included in the very good category and is suitable for use as additional chemical teaching materials. Keywords: enrichment book; ethnoscience; typical Pekalongan foo

PERCEPTION OF UNDERSTANDING ABILITY OF REDOX CONCEPT ON STUDENT E-LEARNING OUTCOMES

The application of e-learning greatly impacts the ability to understand concepts and student learning outcomes. The purpose of the study was to determine 1) the prerequisite test of research instruments 2) the perception of the ability to understand redox concepts in e-learning based on indicators of learning stimuli, responses, and evaluations. 3) the relationship of understanding redox concepts to student learning outcomes. The method used is descriptive quantitative, in-class X MIA at MAN Tangerang, 38 students were selected by purposive random sampling. Data collection was carried out through a questionnaire using a Likert scale. The results showed that the prerequisite test was declared valid, reliable, and normally distributed. Student perceptions generally agree based on learning stimulus indicators as much as 71.025%; response 71.075%; evaluation 62.475%. Students give full attention during learning, participate actively during discussions, and understand redox concepts. Understanding redox concepts on student learning outcomes has a significant relationship (strong and positive), seen from the value of sig. (2-tailed) of 0.000 less than 0.05, Pearson correlation of 0.967 greater than 0.329 (significance 5%). The results of this study serve as scientific information on e-learning for chemistry subject teachers in improving the learning process

HASIL VALIDASI DAN UJI KETERPAHAMAN BUKU PENGAYAAN BIOKIMIA MATERI KARBOHIDRAT TERINTEGRASI KEISLAMAN

The State Islamic University of Syarif The State Islamic University of Syarif Hidayatullah Jakarta has a vision to become a world-class university with the excellence of scientific, Islamic and Indonesian integration. The chemistry education study program has implemented it in Islamic integrated learning, but there are not many teaching materials available in the form of Islamic integrated enrichment books in several courses, one of which is the biochemistry course. The purpose of this study is to develop teaching materials in the form of an Islamic integrated biochemical enrichment book, carbohydrate materials that are suitable for use. This study uses the 4STMD (Four Steps Teaching Material Development) method. The stages are the stage of selection, structuring, characterization and reduction. Validation data were obtained from chemical integration experts with Islam and media experts. The number of respondents was 59 students of the 8th semester of 2016 class of chemistry education who have received biochemistry courses and Islamic and science courses. This enrichment book has been through field trials, namely testing the comprehension of the text to the respondents. The results of the research from the validation of Islamic religious experts show that the concept of biochemical and Islamic integration is valid and feasible to use with the high category comprehension test of 83.6% with the concept criteria easy to understand. The results of the feasibility test from media experts were 84.57%. Islamic integrated biochemical enrichment book on carbohydrate material is suitable for use with very good criteria. This book can be used as an integrated biochemical enrichment book for Islam and Indonesia

TANTANGAN GURU SEKOLAH LUAR BIASA PADA PEMBELAJARAN IPA DI ABAD 21

This study is aimed at finding out the challenges faced by teachers of students with special needs in science learning for the 21st century. This study uses descriptive methods with a case study approach. Data analysis in this study included data reduction (data reduction), data presentation (data display) and drawing conclusions or verification (conclusion drawing/verification). The results of this study indicate that facing the 21st century teachers are challenged with the need to acquire several abilities, such as, 1) communicate fluently in sign language, 2) explain clearly the science concept and its relationship with other concepts, 3) build a classroom atmosphere with class discussions, 4) conduct different teaching, 5) build realistic expectations, 6) build student experience through experiments, 7) increase access to information, 8) discipline of time. In general, the teachers must be able to apply scientific skills, and must fulfill the four 21st century competencies, namely, critical thinking/problem solving, communication, collaboration, and creativity/innovation.Keywords: School with Special Needs, Science Learning faces the 21st century, 21st Century Teacher Challenge