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All Journal PROSIDING SEMINAR NASIONAL Cakrawala Pendidikan Jurnal Pengajaran MIPA Journal of Education and Learning (EduLearn) Jurnal Inspirasi Pendidikan Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian dan Pembelajaran IPA Jurnal Penelitian Pendidikan Kimia Unnes Science Education Journal JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Seminar Nasional Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal Bioedukatika Journal of Science Learning Eduscience : Jurnal Ilmu Pendidikan JURNAL EKSAKTA PENDIDIKAN (JEP) Pedagonal : Jurnal Ilmiah Pendidikan KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Journal of Educational Sciences Jurnal Pengabdian Isola JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah)
Harry Firman
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Electrical & Electronics Engineering Energy Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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DAMPAK UJIAN BERISIKO TINGGI TERHADAP PROSES MENGAJAR DAN BELAJAR KIMIA DI SEKOLAH MENENGAH ATAS Firman, Harry; Ahmad, Mustaffa; Kassim, Abu Hassan
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 17, No 1 (2012): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.246

Abstract

Penelitian ini menguji dampak dari masuknya kimia dalam ujian nasional (UN) sebagai pengujian berisiko tinggi pada beberapa aspek kimia pengajaran serta aspek psikodinamik belajar kimia di tingkat sekolah menengah atas. Kausal-komparatif desain penelitian digunakan untuk penelitian ini. Untuk melakukan studi dua lima-poin Likert-jenis skala yang dikembangkan dan divalidasi, yaitu skala mengajar guru (TT-Scale) dan aspek psikodinamik skala belajar siswa (PSL-Skala). Sampel dalam penelitian ini adalah guru kimia 110 serta 240 siswa jurusan IPA di provinsi Jawa Barat digambar dengan multi-stage cluster sampling prosedur. Analisis data menggunakan t-test dan ANCOVA dilakukan untuk menguji signifikansi perbedaan rata-rata: tindakan pedagogis Guru sebelum vs setelah kimia termasuk dalam UN, aspek psikodinamik belajar siswa kelas 11 (lemah terpapar oleh UN) vs 12 grader (kuat terpapar oleh UN). Ditemukan bahwa perubahan pengujian berisiko tinggi secara signifikan pada berikut: Konten harus diajarkan lebih fokus pada konten pemeriksaan, proses mengajar menjadi lebih berpusat pada siswa, dan masalah latihan pemecahan menjadi lebih dominan dalam mengajar. Berkaitan dengan aspek psikodinamik belajar siswa, terungkap bahwa siswa kelas 12 cenderung memiliki tingkat yang lebih tinggi dalam berikut: Sikap terhadap belajar, motivasi belajar, self-efficacy, dan belajar mandiri. Namun, itu juga menunjukkan bahwa siswa mengembangkan kepercayaan yang tidak pantas pada pembelajaran yang efektif. Namun, efek dari tinggi-saham pengujian pada kecemasan tes siswa tidak dibuktikan.Kata kunci: high-stake testing, ujian nasional, kimia mengajar, psikodinamik aspek pembelajaran 
PENGEMBANGAN TES DIAGNOSTIK TWO-TIER BERBASIS PIKTORIAL UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT Siswaningsih, Wiwi; Firman, Harry; Rofifah, Rifa
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 20, No 2 (2015): Jurnal Pengajaran MIPA - Oktober 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.577

Abstract

The aim of of this research was to develop two-tier pictorial-based diagnostics test to identify students’ misconception about the concept of electrolyte and non-electrolyte, or Diagnostics Test for Misconception about Electrolyte and Non-Electrolyte Solution (TDM-LENON). Research method was Development and Validation. Questions were validated its content validity and reliability.  Based on content validity,  19 questions were deemed valid with  1 Content Validity Ratio (CVR) value. In terms of its reliability, 18 questions were deemed reliable with Cronbach’s Alpha value 0,706. All validated questions were applied to 34 students in one of Senior High Schools in Bandung. Based on this application results, students’ misconceptions regarding electrolyte and non-electrolyte solution were discovered, with misconception that all electrolyte are ionic compound was found as common misconception in the students (64,7%).ABSTRAKPenelitian ini bertujuan untuk mengembangkan tes diagnostik two-tier berbasis piktorial yang dapat mengidentifikasi miskonsepsi siswa pada materi larutan elektrolit dan nonelektrolit, atau disebut Tes Diagnostik Miskonsepsi Larutan Elektrolit dan Nonelektrolit (TDM-LENON). Penelitian ini menggunakan metode Development and Validation. Validasi butir soal meliputi validitas isi dan reliabilitas. Berdasarkan validitas isi, 19 butir soal dinyatakan valid dengan nilai CVR (Content Validity Ratio) untuk masing-masing butir soal sebesar 1. Berdasarkan uji reliabilitas, diperoleh 18 soal yang secara keseluruhan memiliki nilai Cronbach’s Alpha sebesar 0,706 yang menunjukkan bahwa tes yang dikembangkan masuk ke dalam kategori dapat diterima. Butir soal yang telah memenuhi kriteria validitas isi dan reliabilitas diaplikasikan kepada 34 siswa kelas X di salah satu SMA Negeri di Kota Bandung. Berdasarkan hasil aplikasi tersebut, teridentifikasi miskonsepsi yang yang dialami siswa pada materi larutan elektrolit dan nonelektrolit, dengan miskonsepsi bahwa semua elektrolit merupakan senyawa ion adalah miskonsepsi yang paling banyak terjadi (64,7%).
Program Belajar berbasis STEM untuk Pembelajaran IPA: Tinjauan Pustaka, dengan Referensi di Indonesia Nugroho, Oktian Fajar; Permanasari, Anna; Firman, Harry
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 3 No 2 (2019): JEP : Jurnal Eksakta Pendidikan
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.126 KB) | DOI: 10.24036/jep/vol3-iss2/328

Abstract

The scenario of Industry 4.0 and 21st century skills show rapidly increase and informed. In this century, the main goal of our educational system should be able to answer students needed for living in the world. In recent years, STEM Education has received growing attention to be considered to understand STEM Education. In the South East Asia, Indonesia is one of the biggest country has a large number of human resources that should be developed. This study was aimed to examine the movement of STEM education in Indonesia within the scope of 21st century skills categories by using the content analysis method, examine best practice of STEM education for teachers by investigating engineering design skills training and reviewed the literature from 1990 to 2016 that has emphasized on development of STEM education around the world. The findings showed that STEM Education has been developed around Indonesia and has a positive impact to enhance students? concept comprehension, literacy, and creativity. Many researches provide evidence the best practice for science teacher to implement STEM Education. STEM has a close to daily life and increase student awareness with the environment.
Creativity towards Design Based Learning in STEM Education Nugroho, Oktian Fajar; Permanasari, Anna; Firman, Harry; Riandi, Riandi
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.54206

Abstract

Creativity is a key component in the last century skills and has been highlighted in curricular research globally especially in Indonesia. This research therefore aimed at analyzing and identifying perspectives of creativity by pre-service teachers when a likely solution step was generated in the DBL. Three separate design based learning activities were undertaken by 13 female and 11 male pre-service teachers. Two separate methods have been used for analysis of data gathered from pre-service teachers’ writings and drawings, half-structured interviews, and field notes. In quantitative study of pre-service teachers' works and in exploring the notions of creativity, fluency, flexibility, and originality. In this study descriptive analysis was used. In semi-structured interviews and field notes the findings of the descriptive analysis included quality anal­yses. Description analysis showed the highest showed in creativity and flexibility, but the lowest was originality. The findings of content analysis further showed a variety of factors influencing the uniqueness of pre-service teachers ideas including exposure of people to ideas, knowledge of design based learning and the prototyping of pre-service teachers' ideas. The study results might enhance the usage of DBL to help educators and researchers understand the strengths and limits of their pupils through the creativity and STEM education.
PENGEMBANGAN TES DIAGNOSTIK TWO-TIER BERBASIS PIKTORIAL UNTUK MENGIDENTIFIKASI MISKONSEPSI SISWA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT Siswaningsih, Wiwi; Firman, Harry; Rofifah, Rifa
Jurnal Pengajaran MIPA Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.36236

Abstract

ABSTRAKPenelitian ini bertujuan untuk mengembangkan tes diagnostik two-tier berbasis piktorial yang dapat mengidentifikasi miskonsepsi siswa pada materi larutan elektrolit dan nonelektrolit, atau disebut Tes Diagnostik Miskonsepsi Larutan Elektrolit dan Nonelektrolit (TDM-LENON). Penelitian ini menggunakan metode Development and Validation. Validasi butir soal meliputi validitas isi dan reliabilitas. Berdasarkan validitas isi, 19 butir soal dinyatakan valid dengan nilai CVR (Content Validity Ratio) untuk masing-masing butir soal sebesar 1. Berdasarkan uji reliabilitas, diperoleh 18 soal yang secara keseluruhan memiliki nilai Cronbach’s Alpha sebesar 0,706 yang menunjukkan bahwa tes yang dikembangkan masuk ke dalam kategori dapat diterima. Butir soal yang telah memenuhi kriteria validitas isi dan reliabilitas diaplikasikan kepada 34 siswa kelas X di salah satu SMA Negeri di Kota Bandung. Berdasarkan hasil aplikasi tersebut, teridentifikasi miskonsepsi yang yang dialami siswa pada materi larutan elektrolit dan nonelektrolit, dengan miskonsepsi bahwa semua elektrolit merupakan senyawa ion adalah miskonsepsi yang paling banyak terjadi (64,7%). ABSTRACTThe aim of of this research was to develop two-tier pictorial-based diagnostics test to identify students’ misconception about the concept of electrolyte and non-electrolyte, or Diagnostics Test for Misconception about Electrolyte and Non-Electrolyte Solution (TDM-LENON). Research method was Development and Validation. Questions were validated its content validity and reliability. Based on content validity, 19 questions were deemed valid with 1 Content Validity Ratio (CVR) value. In terms of its reliability, 18 questions were deemed reliable with Cronbach’s Alpha value 0,706. All validated questions were applied to 34 students in one of Senior High Schools in Bandung. Based on this application results, students’ misconceptions regarding electrolyte and non-electrolyte solution were discovered, with misconception that all electrolyte are ionic compound was found as common misconception in the students (64,7%).
DAMPAK UJIAN BERISIKO TINGGI TERHADAP PROSES MENGAJAR DAN BELAJAR KIMIA DI SEKOLAH MENENGAH ATAS Firman, Harry; Ahmad, Mustaffa; Kassim, Abu Hassan
Jurnal Pengajaran MIPA Vol 17, No 1 (2012): JPMIPA: Volume 17, Issue 1, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.36058

Abstract

ABSTRAKPenelitian ini menguji dampak dari masuknya kimia dalam ujian nasional (UN) sebagai pengujian berisiko tinggi pada beberapa aspek kimia pengajaran serta aspek psikodinamik belajar kimia di tingkat sekolah menengah atas. Kausal-komparatif desain penelitian digunakan untuk penelitian ini. Untuk melakukan studi dua lima-poin Likert-jenis skala yang dikembangkan dan divalidasi, yaitu skala mengajar guru (TT-Scale) dan aspek psikodinamik skala belajar siswa (PSL-Skala). Sampel dalam penelitian ini adalah guru kimia 110 serta 240 siswa jurusan IPA di provinsi Jawa Barat digambar dengan multi-stage cluster sampling prosedur. Analisis data menggunakan t-test dan ANCOVA dilakukan untuk menguji signifikansi perbedaan rata-rata: tindakan pedagogis Guru sebelum vs setelah kimia termasuk dalam UN, aspek psikodinamik belajar siswa kelas 11 (lemah terpapar oleh UN) vs 12 grader (kuat terpapar oleh UN). Ditemukan bahwa perubahan pengujian berisiko tinggi secara signifikan pada berikut: Konten harus diajarkan lebih fokus pada konten pemeriksaan, proses mengajar menjadi lebih berpusat pada siswa, dan masalah latihan pemecahan menjadi lebih dominan dalam mengajar. Berkaitan dengan aspek psikodinamik belajar siswa, terungkap bahwa siswa kelas 12 cenderung memiliki tingkat yang lebih tinggi dalam berikut: Sikap terhadap belajar, motivasi belajar, self-efficacy, dan belajar mandiri. Namun, itu juga menunjukkan bahwa siswa mengembangkan kepercayaan yang tidak pantas pada pembelajaran yang efektif. Namun, efek dari tinggi-saham pengujian pada kecemasan tes siswa tidak dibuktikan.ABSTRACTThis study examined the impact of the inclusion of chemistry in national examination (NE) as a highstakes testing on some aspects of teaching chemistry as well as psychodynamic aspects of learning of chemistry at senior secondary school level. Causal-comparative research design was employed for this study. To conduct the study two five-points Likert-type scales were developed and validated, i.e. the teacher teaching scale (TT-Scale) and psychodynamic aspects of student learning scale (PSLScale). Samples for this study were 110 chemistry teachers as well as 240 science stream students in province of West Java drawn with multi-stage cluster sampling procedure. Data analysis using t-test and ANCOVA were conducted to examine the significance of mean differences of: Teacher’s pedagogical actions before vs. after chemistry included in the NE; Psychodynamic aspects of students’ learning of 11th graders (weaker exposed by NE) vs. 12th graders (stronger exposed by NE). It was found that the high-stakes testing changes significantly in the followings: Content to be taught more focused on examination content, teaching processes become more student-centered, and problem solving exercises become more dominant in teaching. With regards to psychodynamic aspects of student learning, it was revealed that 12th grade students tend to have higher level in the followings: Attitudes toward learning, motivation to learn, self-efficacy, and independent learning. Yet, it was also indicated that the students developed inappropriate beliefs on effective learning. However, the effect of high-stake testing on student’s test anxiety was not evidenced.
Analysis of the Potential of Lubuk Larangan Local Wisdom in Science Learning in Junior High Schools Zaldy, Ari; Solihat, Rini; Riandi, Riandi; Firman, Harry
Unnes Science Education Journal Vol 10 No 3 (2021): December 2021
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v10i3.46695

Abstract

Lubuk Larangan is an area in a river restricted by the community, which must not be disturbed and is forbidden for fishing. It is in Rantau Keloyang District, Muara Bungo Regency, Jambi Province. The local wisdom of Lubuk Larangan has the potential to bring contextual science learning to conserve the environment based on customary regulations for sustainable development. This study aims to determine the potential of Lubuk Larangan area as a source of science learning. Using descriptive exploratory method, the data were obtained from the interviews with Datuk Rio, a traditional leader and science teacher at SMP Negeri 1 Pelepat Ilir. Data collection techniques included observation, interview, and documentation. The findings indicate that several basic competencies are suitable for science education with the material about Lubuk Larangan, namely analyzing the occurrence of environmental pollution and its impact on the ecosystem (KD 3.8); Lubuk Larangan can be developed in learning media such as modules, assessments, and practical activities; Lubuk Larangan can be integrated into science learning to instill education for sustainable development competencies, especially for action on climate. Based on this study, in general, science learning can be linked to local wisdom of Lubuk Larangan according to learning indicators that refer to education for sustainable development.
PERSEPSI DAN PRAKTIK PENDIDIKAN KEBERLANJUTAN DI INDONESIA UNTUK EDUCATION FOR SUSTAINABILITY DEVELOPMENT (ESD) SELAMA PANDEMI COVID-19 Nugroho, Oktian Fajar; Permanasari, Anna; Firman, Harry; Riandi, Riandi
Eduscience : Jurnal Ilmu Pendidikan Vol 7, No 01 (2021): Eduscience : Jurnal Ilmu Pendidikan
Publisher : Universitas Esa Unggul

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education for Sustainable Development (ESD) has practical challenges, frequently linked to a restricted concept of sustainable literacy. This study investigates the effect of COVID-19 on sustainability literate views and practices using an educational symposium that detects changes in attitudes and practices of sustainability. This research investigates how disruption of pandemics might influence people and organizations. By comparing past global environmental restructuring plans with personal, professional and societal developments. Conceptions on sustainability and practice have modified the influence of COVID 19 on learning. The results demonstrate that the advantages of the epidemic have improved educators' thinking and increased their will for change by using the social networks of the educational community to promote collective action. Keywords: Education for Sustainable Development (ESD) , covid19, perceptions’ and activities’ pre-service
Development and Validation of Chemistry Virtual Test Based Multiple Representations Nahadi Nahadi; Harry Firman; Hendri Kurniadi
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.69 KB) | DOI: 10.11591/edulearn.v12i1.6963

Abstract

The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was conducted using the method development and validation. The participants were 136 high school students who take science class. Data obtained were content validity, reliability, item difficulty index, discrimination index and readability of virtual test that has developed. This study also compared the item difficulty and readability between virtual test and paper and pencil test. The results showed that the virtual test had CVI’s value was 0.71, the Cronbach's Alpha value was 0.925 which was showed that the reliability with included in “very good” category, the item difficulty index was moderate categories and the readability of virtual test was higher than paper and pencil test. It could be concluded that the virtual test that had developed was feasible to use and could facilitate students in understanding the questions that assess students’ decision-making competence of buffer solution.
Pengembangan Instrumen Skala Berpikir Reflektif untuk Mengukur Level Kemampuan Berpikir Reflektif Mahasiswa Calon Guru Fisika Arini Rosa Sinensis; Harry Firman; Ida Hamidah; Muslim Muslim
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol 3 No 2 (2019): JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) - November 2019
Publisher : Program Studi Pendidikan Fisika STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (254.925 KB) | DOI: 10.30599/jipfri.v3i2.584

Abstract

The purpose of this study is to develop a reflective thinking scale instrument to measure the level of reflective thinking ability of prospective physics students. This research method used the DDR (Design Development Research) method with the Tools and Research model. The reflective thinking scale developed is a modification of the Reflective Thinking Kember which consists of 24 items each consisting of 6 definitions. The level of Kember reflective thinking namely; 1) Habitual Actions, 2) Understanding, 3) Reflective, 4) Critical Reflective. The research sample was 138 prospective physics teacher students who had taken thermodynamics courses. Data analysis techniques in this study used the CVR (Content Validity Ratio) for content validation analysis, Product Moment Correlation (construct validity test), Cronbach alpha (Reliability) and Confirmatory Factor Analysis to find a model match. The results show that the instrument is valid, reliable and the Goodness of Fit index. It is therefore denied that the instruments developed are valid, reliable and suitable for measuring the level of reflective thinking ability..
Co-Authors Abu Hassan Kassim Ahmad Aminudin Anna Permanasari Antuni Wiyarsi Arini Rosa Sinensis Asep B.D. Nandiyanto Asep Supriatna Chandra, Didi Teguh Cuyun Suslianti Didit Ardianto Firmansyah, Dea Rian Fuji Ilyadi Hendri Kurniadi Ida Hamidah Ida Hamidah Karomah Khilda Lilit Rusyati Marisa Christina Tapilouw Momo Rosbiono Mr Sjaeful Anwar Mr Sumar Hendayana Muslim Muslim Muslim Muslim Mustaffa Ahmad N Nahadi Nahadi Nugroho, Oktian Fajar Nurfatihah, Rahmawati Oktian Fajar Nugroho Oktian Fajar Nugroho R. Auliya Ulul 'ilmi Fernandi R. Riandi, R. Rakhmawan, Aditya Ratih Permana Sari Ratna Farwati Ratna Farwati, Ratna Ratna Parwati Riandi Riandi Riandi Rifa Rofifah, Rifa Rini Solihat Saeful Anwar Seprianto Siti Sriyati Siti Sriyati Sri Mulyani Sri Redjeki Sri Redjeki Sri Redjeki Syahfitri, Jayanti Tatang Suhery Tatang Suhery Tatang Suhery, Tatang Triannisa Rahmawati Wiji Adji Wiwi Siswaningsih Yaya Sonjaya Yustika Syabandari Zaldy, Ari