Ani Rusilowati
Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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Journal : Journal of Innovative Science Education

Analisis Pola Pikir Siswa dalam Menyelesaikan Soal Sains Ditinjau dari Kemampuan Berpikir Kritis dan Kreatif serta Literasi Sains

Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

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Abstract

Kemampuan siswa dalam memecahkan masalah dipengaruhi oleh kemampuan berpikirnya yang menentukan bagaimana seseorang memecahkan masalah, membuat keputusan, dan memahami sesuatu.Penelitian ini bertujuan untuk mendeskripsikan pola berpikir siswa dalam menyelesaikan soal sains ditinjau dari kemampuan berpikir kritis, kreatif, dan literasi sains siswa. Penelitian dilakukan di SMA N 2 dan SMA N 5 Semarang tahun ajaran 2016/2017. Penelitian dilakukan pada 12 siswa dari kedua sekolah. Teknik pengumpulan data menggunakan metode tes, wawancara, dan dokumentasi. Penelitian dilakukan dalam dua tahap yaitu diawali dengan memberikan tes menggunakan soal PISA yang berjumlah 10 unit soal dan dilanjutkan dengan melakukan wawancara. Hasil penelitian menunjukkan sebagian besar siswa memiliki kemampuan berpikir kritis dan kreatif tinggi. Siswa dengan kemampuan berpikir kritis dan kreatif tinggi juga memiliki literasi sains yang tinggi. Dapat disimpulkan siswa dengan kemampuan berpikir kritis dan kreatif tinggi memiliki pola berpikir, mengidentifikasi dan merumuskan masalah, mengidentifikasi bukti dan fenomena ilmiah, menarik kesimpulan, dan mengkomunikasikan kesimpulan. Student’s ability in solving a problem is influenced by their thinking ability, which determined their problem solving, making decision, and understanding something. The aim of this research is to describe students’ thinking pattern in solving science problem based on critical and creative thinking ability, and literacy science. The research was doing in two senior high school, those are 2 Senior High School Semarang and 5 Senior High School Semarang period 2016/2017. This research was doinginto 12 students from each school. Data collection techniques using test, interview, and documentation methods. The research did held in two steps, first by giving test using 10 units PISA tests and continued by doing the interview. The result shows mostly students who have high critical and creative thinking ability have high science literacy too. The conclusion is students with high critical and creative thinking ability have thinking pattern such as, identify the problem, identify the evidence and scientific phenomenon, making conclusion, and communicating the conclusion.

POLA PEMECAHAN MASALAH BERDASARKAN REPRESENTASI SISWA DALAM MEMBANGUN PEMAHAMAN KONSEP FISIKA MODEL

Journal of Innovative Science Education Vol 5 No 2 (2016)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

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Abstract

Representasi dalam memecahkan masalah memberikan informasi cara siswa memahami konsep. Siswa memiliki pola beragam untuk memecahkan masalah yang berkaitan dengan konsep fisika. Penelitian ini bertujuan mengidentifikasi: (1) kecenderungan representasi siswa, (2) pola pemecahan masalah berdasarkan kecenderungan representasi, (3) pola pemecahan masalah dalam membangun pemahaman konsep. Penelitian ini adalah penelitian kualitatif model grounded theory. Siswa dikategorikan pemahamannya ke dalam kategori tinggi, sedang dan rendah. Hasil penelitian menunjukkan siswa kategori tinggi memiliki kecenderungan representasi simbolik, kategori sedang dan rendah memiliki kecenderungan representasi visual gambar. Siswa kecenderungan representasi simbolik memiliki pola yaitu membaca, menganalisis, merencanakan solusi, melaksanakan, menyimpulkan. Siswa kecenderungan visual gambar memiliki dua pola. Pola pertama yaitu membaca, memahami masalah, menganalisis, melaksanakan dan menyimpulkan, pola kedua sama dengan pola pertama namun proses menganalisis menggunakan konsep. Berdasarkan pemahaman konsepnya, siswa kategori tinggi menggunakan dua pola. Pola pertama yaitu membaca, memahami masalah, menganalisis, membuat solusi, menyimpulkan. Pola kedua yaitu membaca, memahami masalah, menganalisis menggunakan konsep, merencanakan solusi, melaksanakan solusi, menyimpulkan. Siswa kategori sedang menggunakan dua pola. Pola pertama yaitu membaca, memahami masalah, menganalisis dan menyimpulkan. Pola kedua yaitu membaca, memahami masalah, menganalisis menggunakan konsep, merencanakan solusi, melaksanakan solusi dan menyimpulkan. Siswa kategori rendah memiliki pola yaitu membaca, memahami masalah, menganalisis dan menyimpulkan.   Representation in solving the problem gives information on how students understand concepts. Students have a variety of patterns to solve the problems associated with the concept of physics. This study aims to identify: (1) the tendency of student representation, (2) based on the likelihood of resolving problems of representation, (3) pattern of problem solving in building understanding of the concept. This research is a qualitative model of grounded theory. Students are categorized understanding into the category of high, medium and low. The results showed high class students have a tendency symbolic representation, medium and low categories have the tendency visual representation of the image. Students tendency symbolic representation has a pattern of reading, analyzing, planning solutions, implement, conclude. Students tendency visual image has two patterns. The first pattern is read, to understand the problem, analyze, implement and conclude, the second pattern similar to the pattern, but the process of analyzing the first to use the concept. Based on the understanding of the concept, students high category use two patterns. The first pattern is read, to understand the problem, analyze, create solutions, concludes. The second pattern is read, understood the problem, analyze the use of the concept, planning solutions, implementing solutions, concludes. Students category're using two patterns. The first pattern is read, understood the problem, analyze and conclude. The second pattern is read, understood the problem, analyze the use of the concept, planning solutions, implement solutions and concluded. Students low category has a pattern of reading, understanding the problem, analyze and conclude.

Ability Improvement and Critical Literacy With Science Textbook Literacyof Buffer Solution

Journal of Innovative Science Education Vol 6 No 2 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

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Abstract

The goals of this study is to test the increasing of ability, critical literacy and to describe the ability profile and critical literacy profile of the students using  science text book based on scientific literacy  buffer solution. The type of this research is a mixed methode with Concurrent Triangulation model.  Science text book based on scientific literacy  used in this study met the valid criteria with score 3,75. Increased ability with N-gain achievement of 0.79 with high achievement criteria. Based on the one-party t test with α = 5% and descriptive analysis, it was found that the improvement of ability and critical literacy using science text book based on scientific literacy is better than using BSE teaching materials. Aspects of science as a body of knowledge has increased 83%,  science as way of investigation has increased 74%, science as way of thinking has increased 82%, and interaction of science,, technology, society and environment has increased 81%. Increased critical literacy with N-gain achievement of 0,76 by the criteria of achievement level high. Aspects of reading comprehension have improved 85%, and aspects of using information from reading material have increased 70%. It can be concluded that there is an increase of ability and critical literacy of the students using science text book based on scientific literacy of buffer solution. Tujuan dari penelitian ini adalah menguji peningkatan ability dan critical literacy serta mendeskripsikan profil ability, dan critical literacy siswa menggunakan bahan ajar berbasis literasi sains materi larutan penyangga. Penelitian ini merupakan penelitian mixed method dengan model Concurrent Triangulation. Bahan Ajar berbasis literasi sains yang digunakan pada penelitian ini memenuhi criteria sangat valid dengan perolehan skor 3,75. Peningkatan ability dengan capaian N-gain sebesar 0,79 dengan criteria tingkat pencapaian tinggi. Berdasarkan uji t satu pihak dengan α = 5% dan analisis deskriptif, diperoleh bahwa peningkatan ability dan critical literacy menggunakan bahan ajar berbasis literasi sains lebih baik di bandingkan menggunakan bahan ajar BSE. Aspek sains sebagai batang tubuh pengetahuan mengalamipeningkatan83%, sains sebagai penyelidikan hakikat sains mengalami peningkatan 74%, sains sebagai cara berpikir mengalami peningkatan 82%, dan hubungan sains, teknologi, masyarakat dan lingkungan mengalami peningkatan 81%. Peningkatan critical literacy dengan capaian N-gain sebesar 0,76 dengan criteria tingkat pencapaian tinggi. Aspek memahami bacaan mengalami peningkatan 85%, dan aspek menggunakan informasi dari bahan bacaan mengalami peningkatan70%. Hasil penelitian menyimpulkan bahwa terjadi peningkatan ability dan critical literacy siswa yang menggunakan bahan ajar berbasis literasi sains materi larutan penyangga.

Pengembangan Model Pembelajaran IPA Terintegrasi Etnosains untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif

Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

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Abstract

Penelitian ini bertujuan untuk mengetahui (1) karakteristik model pembelajaran IPA terintegrasi etnosains yang dikembangkan, (2) kelayakan model pembelajaran IPA terintegrasi etnosains dan (3) keefektifan penerapan model pembelajaran IPA terintegrasi etnosains dalam peningkatan hasil belajar dan kemampuan berpikir kreatif siswa. Penelitian ini menggunakan rancangan pengembangan Four-D Model. Teknik analisis data yang digunakan meliputi analisis data deskriptif terkait kevalidan model pembelajaran, sedangkan untuk mengetahui keefektifan model pembelajaran digunakan uji banding dua sampel T-test dan uji N gain. Penelitian ini menghasilkan model pembelajaran IPA terintegrasi etnosains yang terdiri atas delapan komponen yaitu tujuan, sintaks, fondasi, sistem sosial, prinsip reaksi, sistem pendukung, dampak instruksional dan pengiring. Hasil penelitian menunjukkan bahwa model pembelajaran yang dikembangkan valid dan layak digunakan. Keefektifan penerapan model pembelajaran terlihat dari jumlah siswa yang mencapai nilai ketuntasan lebih dari 70%. Uji banding dua sampel T-test menunjukkan kelas eksperimen memperoleh rataan hasil belajar lebih baik dari pada kelas kontrol. Berdasarkan analisis N gain, persentase siswa di kelas eksperimen yang memperoleh kategori “tinggi” lebih banyak dari pada persentase siswa di kelas kontrol. Dengan demikian dapat disimpulkan bahwa model pembelajaran IPA terintegrasi etnosains layak digunakan pada proses pembelajaran, serta dapat meningkatkan hasil belajar siswa dan kemampuan berpikir kreatif siswa.   This study aims to determine (1) the characteristics of science learning model etnosains integrated was developed, (2) the feasibility of science learning model etnosains integrated and (3) the effectiveness of the implementation of science learning model etnosains integrated on the improvement learning result and student creative thinking ability. In this research Four-D Model developmental design was used. The data analysis techniques used was descriptive data analysis related to the validity of the learning model, whereas independent T-test and N gain was used to determine the effectiveness of the learning model. The results of this research were science learning model etnosains integrated consists of eight components: purpose, syntaxs, foundations, social systems, principles of reaction, support systems, instructional and nurturant effects. Validation showed that science learning model etnosains integrated is valid and suitable as learning model. The effectiveness of this learning model was seen from more than 70% of students who passed mastery learning. Independent T-test showed the learning outcomes average of experiment class better than the control class. N gain analysis showed that the high level of category was higher in experimental than those in control class. It can be concluded that the science learning model etnosains integrated is effective in applying in the learning process, and can increase student’s learning result and creative thinking ability.

Analysis of Students Science Literacy Skills in Full Day Junior High School

Journal of Innovative Science Education Vol 7 No 2 (2018)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

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Abstract

Measurement achievement of scientific literacy skills in students is very important to know the extent to which students have literacy science and become an international benchmark for the quality of a country education. The purpose of this study is to describe the achievement of scientific literacy skills of students in full day junior high school Semarang in science subject of solar system material. This research uses mixed method concurrent triangulation. In general, the tests results of science literacy skills achievement of students in junior full day school Semarang in middle category were a percentage score by an average 33.55%, namely science as a body of knowledge by 8.44%, science as a way of investigating by 4.41%, science as a way of thinking by 8.38%, Interaction of science, environment, technology, and society by 12.32%. Based on the results of research and discussion can be concluded that the achievement of scientific literacy skills of students in junior full day junior high school Semarang is middle category and necessary to increase the achievement of science literacy skills in students. System full day school still have not been able to develop the quality of education and prepare students for the challenges of the development of the modern era. Hopefully this research could eventually become the latest reference achievement of science literacy skills of students in the education system full day school and become material evaluate for education so the result could be recommendation about the education system to improve science literacy.

Co-Authors Adi, Alik Sus Ahmad Sopyan Aji Heru Muslim, Aji Heru Al Asy ari, Hasan Azimi Azimi, Azimi Bambang Subali Basam, Fajri Basam, Fajri Bil Amri, Mohamad Yafuz Budi Astuti Budi Naini Mindyarto, Budi Naini Cristian Damayanti, Cristian Desi Novita Anggun Sari, Desi Novita Anggun Duwi Nuvitalia Dwi Astuti Dian Kurniasari, Dwi Astuti Dian Dwi Yulianti Edi, Sukiswo Supenie Ernawati Saptaningrum Febriana, Magfira Hadi Susanto Hartono Hartono Hasan, Efvysien Nur Hidayah, Husnul Hidayani, Fajar Ian Yulianti, Ian Jumaeri Jumaeri Kartono Kartono Khafifi, Ahmad Sukron Khumaedi Khumaedi, Khumaedi Komalasary, Deasy Lasiani, Lasiani Lubis, Syafrina Yani Lutfiana Khairoh, Lutfiana Mahardika Prasetya Aji, Mahardika Prasetya Mardhiyyah, Lulu’ Aina’ul Maria, Ulfa Masturi Masturi Murbangun Nuswowati Nathan Hindarto Negoro, Ridho A. Niken Subekti Nisa’, Eria Nova Choirun Noviani, Yusida Nugroho, Sunyoto Eko Nugroho Eko Nur Kholifah, Ika Yunita Putra, Febrianto Putra, Ngurah Made Darma Putri, Cintia Agtasia Rohana, Ilma Nor Saiful Ridlo Salamah, Peny Nur Saputra, Perdana Wira Sari, Dyah Lukito Sarwi Sarwi, Sarwi Sitepu, Riskana Br Siti Amaliya Siti Khanafiyah Siti Patonah Sri Nurhayati Sri Sulistyorini, Sri Sri Wahyuningsih SRI WARDANI Sugiyanto Sugiyanto Sugiyono, Tri Suharto Linuwih Sujarwanto Sujarwanto, Sujarwanto Sulhadi Sulhadi, Sulhadi Sumaryatun Sumaryatun Sungkowo Edy Mulyono Supartono Supartono Supriyadi Supriyadi Suryani, Ela Suryani Susanti, Meili Taulany, Himmah Titi Prihatin Ummah, Maslahatul Upik Nurbaiti Wahyu Hardyanto Wardono Wardono Winastiti, Rizki Nur Wiyanto ., Wiyanto Wiyanto Wiyanto Yudistria Iqbal Mantik, Yudistria Iqbal Yuliani, Fitria Evi