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All Journal Jurnal Presipitasi : Media Komunikasi dan Pengembangan Teknik Lingkungan Jurnal Pengajaran MIPA QUANTUM: Jurnal Inovasi Pendidikan Sains Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Penelitian Pendidikan Kimia Unnes Science Education Journal JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Momentum: Physics Education Journal Assimilation: Indonesian Journal of Biology Education Journal of Humanities and Social Studies Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Eksakta : Berkala Ilmiah Bidang MIPA Al-Ta'lim Journal of Innovative Science Education Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Ilmiah Kanderang Tingang Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara JURNAL PENDIDIKAN DASAR FLOBAMORATA IJORER : International Journal of Recent Educational Research Journal Evaluation in Education (JEE) International Journal of STEM Education for Sustainability Jurnal Pendidikan Indonesia Gemilang International Journal of Biology Education Towards Sustainable Development JSEP (Journal of Science Education and Practice) JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Journal of Finance, Economics, and Business JIPI (Jurnal IPA dan Pembelajaran IPA) AMPLITUDO: Journal of Science & Technology Innovation Unnes Science Education Journal Journal of Innovative Science Education JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) International Journal of Education and Learning Studies
Didit Ardianto
Universitas Pakuan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Do Middle School Science Textbook Enclose an Entity of Science Literacy? Ardianto, Didit; Pursitasari, Indarini Dwi
Journal of Humanities and Social Studies Vol 1, No 1 (2017): Journal of Humanities and Social Studies
Publisher : Lembaga Penelitian dan Pengabdian Nasyarakat Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.791 KB) | DOI: 10.33751/jhss.v1i1.369

Abstract

This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used  to support science teaching should be provide balance on all four aspects of science  literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.
IMPROVING STUDENTS’ SCIENTIFIC LITERACY ON ENVIRONMENTAL POLLUTION THROUGH LABORATORY-BASED LEARNING Rubini, Bibin; Pursitasari, Indarini Dwi; Ardianto, Didit; Nugraha, Haris
Jurnal Pengajaran MIPA Vol 22, No 2 (2017): JPMIPA: Volume 22, Issue 2, 2017
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v22i2.8459

Abstract

The purpose of science education is to develop scientific literacy. This study investigated the effectiveness of Laboratory-Based Learning (LBL) in improving students’ scientific literacy. Samples were 70 seventh grade students in Bogor-West Java in which they were divided into two experimental groups, LBL and Non Laboratory-Based Learning (NLBL) group. Research instrument was scientific literacy test with 30 multiple choice questions about environmental pollution. Results suggested that both types of learning increase students’ scientific literacy, although LBL proved to create better scientific literacy improvement. Content and science process domain improvement for every indicator is discussed.
LITERASI SAINS DAN AKTIVITAS SISWA PADA PEMBELAJARAN IPA TERPADU TIPE SHARED Ardianto, Didit; Rubini, Bibin
Unnes Science Education Journal Vol 5 No 1 (2016): February 2016
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.v5i1.9650

Abstract

Abstrak ___________________________________________________________________ Penelitian ini bertujuan untuk mendeskripsikan capaian literasi sains siswa baik aspek konten, proses dan sikap sains siswa setelah mendapatkan pembelajaran IPA terpadu dengan tipe shared.  Selain itu penelitian ini juga bertujuan untuk memberikan gambaran aktivitas siswa selama mengikuti pembelajaran IPA terpadu dengan tipe shared. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain one group pretest-postest design. Instrumen yang digunakan dalam penelitain ini terdiri dari tes pilihan ganda untuk menjaring capaian konten dan proses sains siswa, skala sikap untuk menjaring sikap sains siswa serta lembar observasi aktivitas siswa yang digunakan untuk menjaring aktivitas siswa selama proses pembelajaran. Hasil penelitian menunjukkan bahwa pembelajaran IPA terpadu dengan tipe shared dapat meningkatkan kemampuan literasi sains baik aspek konten, proses dan sikap sains. Capaian konten, proses dan sikap sains siswa secara keseluruhan mengalami peningkatan dalam kategori sedang. Karakteristik pembelajaran IPA terpadu dengan tipe shared yang diimplementasikan yaitu; dapat mengembangkan kemampuan literasi sains siswa, bersifat student centered, berbasis pada pendekatan proses, aktivitas yang dominan selama proses pembelajaran aktivitas eksperimen dan diskusi. Abstract ___________________________________________________________________ This study were to describe the achievements of students’ science literacy in science content, process and attitude after get integrated science learning with shared type. In addition, this study also aims to provide an overview of students’ activity on integrated science learning with shared type. The method used in this research is quasi-experimental design with one group pretest-posttest design. Instruments used in this research consists of multiple-choice tests to encompass the achievements of student’s science content and process, attitude scale to capture the students’ science attitude as well as student activity observation sheet that is used to capture the activity of students during the learning process. The results show that integrated science learning with shared types can be improve students’ science literacy in content, process and science’s attitude. Achievement of content, process and science attitudes of students overall has increased in the medium category. The characteristics of integrated science learning with shared types are implemented can be develop students' science literacy skills, student centered, based on the process approach, the dominant activity during the learning process of experimentation and discussion activities.
LITERASI SAINS DAN AKTIVITAS SISWA PADA PEMBELAJARAN IPA TERPADU TIPE SHARED Ardianto, Didit; Rubini, Bibin
Unnes Science Education Journal Vol 5 No 1 (2016): February 2016
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.v5i1.9650

Abstract

Abstrak ___________________________________________________________________ Penelitian ini bertujuan untuk mendeskripsikan capaian literasi sains siswa baik aspek konten, proses dan sikap sains siswa setelah mendapatkan pembelajaran IPA terpadu dengan tipe shared.  Selain itu penelitian ini juga bertujuan untuk memberikan gambaran aktivitas siswa selama mengikuti pembelajaran IPA terpadu dengan tipe shared. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain one group pretest-postest design. Instrumen yang digunakan dalam penelitain ini terdiri dari tes pilihan ganda untuk menjaring capaian konten dan proses sains siswa, skala sikap untuk menjaring sikap sains siswa serta lembar observasi aktivitas siswa yang digunakan untuk menjaring aktivitas siswa selama proses pembelajaran. Hasil penelitian menunjukkan bahwa pembelajaran IPA terpadu dengan tipe shared dapat meningkatkan kemampuan literasi sains baik aspek konten, proses dan sikap sains. Capaian konten, proses dan sikap sains siswa secara keseluruhan mengalami peningkatan dalam kategori sedang. Karakteristik pembelajaran IPA terpadu dengan tipe shared yang diimplementasikan yaitu; dapat mengembangkan kemampuan literasi sains siswa, bersifat student centered, berbasis pada pendekatan proses, aktivitas yang dominan selama proses pembelajaran aktivitas eksperimen dan diskusi. Abstract ___________________________________________________________________ This study were to describe the achievements of students’ science literacy in science content, process and attitude after get integrated science learning with shared type. In addition, this study also aims to provide an overview of students’ activity on integrated science learning with shared type. The method used in this research is quasi-experimental design with one group pretest-posttest design. Instruments used in this research consists of multiple-choice tests to encompass the achievements of student’s science content and process, attitude scale to capture the students’ science attitude as well as student activity observation sheet that is used to capture the activity of students during the learning process. The results show that integrated science learning with shared types can be improve students’ science literacy in content, process and science’s attitude. Achievement of content, process and science attitudes of students overall has increased in the medium category. The characteristics of integrated science learning with shared types are implemented can be develop students' science literacy skills, student centered, based on the process approach, the dominant activity during the learning process of experimentation and discussion activities.
Analisis Kemampuan Self Regulation Siswa pada Pembelajaran Sains saat PJJ Online di Era Pandemi Covid-19 Novalina Setyaningrum; Bibin Rubini; Didit Ardianto
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol 5 No 1 (2021): May Edition
Publisher : Program Studi Pendidikan Fisika STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v5i1.852

Abstract

This study aims to determine students' self regulation during the Covid-19 pandemic at islamic senior high school in Kabupaten Karawang, West Java. The research method used descriptive method and data collection techniques using a survey through Google Form. The research subjects were Grade X,XI,XII . The results showed that the skill of students’ self regulation was in the high category with presentage of 17%, medium category 69% and high catogory 14%. Based on three components of self-regulation, majority of students were in medium category (cognitive 66%, behavior 62% dan motivation 50%). Analysis also have done to measure the skill of students’ self regulation before and after online learning. Majority of the students were ini medium category (preparation 76%, implementation 53%, reflection 64%). The result of the reasearch show that the students need more effort to enhance the skill of self regulation, to be success in online learning.
Science, Technology, Engineering, dan Mathematics (STEM) terhadap Kreativitas Siswa: Analisis Bibliometrik Rida Widiawati; Anna Permanasari; Didit Ardianto
Jurnal Pendidikan Indonesia Gemilang Vol 2, No 1 (2022)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (889.6 KB) | DOI: 10.53889/jpig.v2i1.67

Abstract

Pentingnya pengaruh pembelajaran dengan pedekatan STEM terhadap kreativitas merupakan pembelajaran yang baik karena kegiatan pembelajaran dengan menggunakan pendekatan STEM mampu meningkatkan kreativitas siswa secara langsung karena mampu meningkatkan kemampuan berfikir kreatif secara konsisten. Oleh karena itu, pembelajaran dengan pendekatan STEM merupakan alternatif kegiatan pembelajaran yang dapat digunakan sebagai alat untuk meningkatkan keterampilan dasar yang dibutuhkan di abad ini terutama  dalam pendidikan Sains, Teknologi, Teknik, dan Matematika (STEM).tujuan dari makalah ini adalah memberikan tinjauan literature bibliometric yang luas tentang pengaruh metode stem dalam meningkatkan kreativitas siswa.Artikel yang diambil yaitu dari Publish or Perish (PoP) sebanyak 100 artikel yang telah  ditemukan dari data base Google Scholar mulai dari tahun 2016 hingga 2021 yang dianalisis dalam penelitian ini ,keseluruhan data artikel atau referensi yang terpilih kemudian dikelola menggunakan software VOSviewer ,tujuan menggunakan VOSviwer adalah untuk melihat titik referensi yang tepat untuk penelitian selanjutnya tentang “STEM,Creativity”. 
Do Middle School Science Textbook Enclose an Entity of Science Literacy? Didit Ardianto; Indarini Dwi Pursitasari
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 1, No 1 (2017): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.791 KB) | DOI: 10.33751/jhss.v1i1.369

Abstract

This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used to support science teaching should be provide balance on all four aspects of science literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.
The Effect of Stream-Based Teaching Materials Using Android on Students’ Problem-Solving Skills and Religious Attitudes Leny Heliawati; Fenny Pebriani; Didit Ardianto
AT-TA'LIM Vol 29, No 1 (2022)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v29i1.692

Abstract

This study aims to develop water teaching materials using android on students’ problem-solving skills and religious attitudes with a learning model of the Science, Technology, Religious, Engineering, Art, and Mathematics (STREAM) approach science subjects. The experimental method carried out by R and D uses the 4D design (Define, Design, Develop and Disseminate). The research data were collected and analyzed in the form of quantitative descriptive from the results of the students’ pretest and posttest. This research was conducted through a google form by distributing a questionnaire, which was given to students with 50 respondents and five science teachers who had used STREAM-based water teaching materials using android. The results of the study, the average percentage of problem-solving skills with N Gain was 73% with a high category, which means that the application of learning materials based on android is proven to improve student learning. Assessment of religious attitudes in integrating material with the verses of the Quran is very good. This study’s conclusion shows that learning using STREAM-based teaching materials using android is statistically very significant, proven to be effective in improving students’ problem-solving skills and religious attitudes to water material in online learning during the current pandemic.
Science Reasoning: A Review and Bibliometric Analysis Ina Ana Khoeriah; Irvan Permana; Didit Ardianto
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.1135

Abstract

Improving critical thinking in science classes can be accomplished by developing reasoning thinking approaches. The goal of studying science reasoning in science classes is to see how much of this strategy is used in solving science problems and developing Higher Order Thinking Skills (HOTS) that are based on critical thinking. Between 2015 and 2021, a total of 100 articles were retrieved from the Google Scholar database and the Publishing or Perish (PoP) program. Mendeley desktop, a referencing management software, was then used to handle the selected references. Once the database was handled, this research employed VOS viewer software to categorize and visualize it. In general, this study provides a solid foundation for further research into "science reasoning."
Argumentation real-world inquiry to improve students' argumentation skill Rita Istiana; Desti Herawati; Didit Ardianto
JURNAL BIOEDUKATIKA Vol 8, No 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i2.12705

Abstract

Student teachers poor argumentation skill is one of the problems that should be solved. This research aims to develop an Argumentation Real-World Inquiry learning model that incorporates argumentation session on environmental, socio-scientific issues at each stage. The research subjects were the biology student teachers taking the Environmental Knowledge course. The research method used was Research and Development (R&D) which comprised 3 stages: Phase 1 (Development), Phase II (Pre-Experiment), and Phase III (Implementation and Evaluation). The data on argumentation skill were obtained from an essay that addressed the environmental, sociocultural issue about environmental pollution. The pre-experiment phase was conducted using weak experiment method and one group pretest-posttest design, while in the implementation phase, quasi experiment method and pretest-posttest control group design were used. The results of the pre-experiment stage showed that the learning model was able to increase the student teachers' argumentation skill, indicated by an increase in level 3 argumentation from 16% (pretest) to 68% (posttest) and a decrease in level 2 argumentation from 74% (pretest) to 21 % (posttest). The results of the implementation phase showed that the student teachers' argumentation skill improved, with N-Gain score of 0.307 (medium category). The results of this research indicate that the Argumentation Real-World Inquiry learning model is able to train student teachers to develop their argumentation skill on environmental, socio-scientific issues.
Co-Authors Achmad Noerkhaerin Putra Agustiani, Tini Agustinus, Subagja Akmal Wildan, Diki Amalia, Najla Nurul Anita Sariningrum Anna Permanasari Annisa Novianti, Annisa Annisa Putri Aqilah, Siti Ariani Aninda Arie Novia Santi* Athiyah Kumala Sari Ayi Arif Bibin Rubini Bibin Rubini Bibit Harianto Budiana, Sandi Daryati Deddy Sofyan S Desti Herawati Dewi Kania Dini Rosdiane Rusdiyanto Dody Hermanto Eka Suhardi Eni Nuraeni Fahruroji Fahruroji Fatwamulya Putri Fenny Pebriani Fenny Pebriani Geraldy Samuel Ivan Giovanni Inez Erika Margaretha Gudiman, Iman Harry Firman Harry Firman Helmi Aziz Hermanto, Dody Ina Ana Khoeriah Indarini Dwi Pursitasari Indri Yani, Indri Indriyani Rachman Irfan Ajizi Irvan Permana Irvan Permana Jaka Afriana, Jaka Jihan Rafiadilla Kurniasih, Surti Kuswandi Lathifah, Suci Leny Heliawati Lili Pramuji M Zainal Arifin M. Andriansyah M. Zainal Arifin Martinus Tukiran Muhammad Syarif Hidayatulloh Nancy Yusnita Naziela Zaura Irawan, Nazwa Netty Herawati Novalina Setyaningrum Nugraha, Haris Nulhakim, Lukman Nurhaedah Madjid Nurhaedah Madjid Nurul, Najla Puteri, Anisa Ranuma Dely, Indriani Ratih Eka Maryati Rida Widiawati Rida Widiawati Rita Istiana Rita Retnowati Roosganda Elizabeth Rr. Arum Setyorini Rusyati Rusyati Septi Kurniasih Setyaningrum, Novalina Sigit Subagja Sinta Srie Wulan Siti Nurjanah, Alifia Siti Zahra Mulianti Natsir Siti Zahra Mulianti Natsir Sri Wulandari Sriatun, Neng Suningsih, Siti Surti Kurniasih Susanto, Lufty Hari Tatang Mulyana Taufik Ramlan amalis Tia Ghozwatul Fikriyah Tita Dewi Larashati Tjut Awaliyah Zuraiyah Tustiyana Windiyani TUSTIYANA WINDIYANI Ujang Sudrajat Ujang Sudrajat Widodo Sunaryo Wulan, Sinta Srie Yayan Hadiyat Yossa Istiadi Yuyun Yuliani