scispace - formally typeset
Search or ask a question
Author

Zainuddin Zainuddin

Bio: Zainuddin Zainuddin is an academic researcher from Lambung Mangkurat University. The author has contributed to research in topics: Mathematics education & Humanities. The author has an hindex of 6, co-authored 56 publications receiving 138 citations.

Papers published on a yearly basis

Papers
More filters
Journal ArticleDOI
30 Jun 2018
TL;DR: In this paper, the feasibility of science teaching material using the cooperative learning model that wetland environment oriented is discussed, with the specific purpose of research to describe: (1) the validity of teaching material, (2) the practicality, and (3) the effectiveness of teaching materials.
Abstract: Materi ajar yang berorientasi lingkungan lahan basah belum tersedia di sekolah. Oleh karena itu, dilakukan penelitian dengan tujuan mendeskripsikan kelayakan materi ajar IPA menggunakan model pembelajaran kooperatif berorientasi lingkungan lahan basah. Tujuan khusus penelitian adalah mendeskripsikan: (1) validitas materi ajar, (2) kepraktisan materi ajar, dan (3) efektivitas materi ajar. Jenis penelitian adalah penelitian dan pengembangan dengan menggunakan model pengembangan ADDIE. Subjek ujicoba adalah siswa kelas VIII-B SMP Negeri 27 Banjarmasin. Data diperoleh melalui lembar validasi, lembar pengamatan keterlaksanaan RPP, tes hasil belajar dan lembar kerja siswa. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan: (1) validitas materi ajar berkategori valid, (2) kepraktisan materi ajar berkategori baik, dan (3) efektivitas materi ajar berdasarkan hasil belajar produk berkategori sedang dan berdasarkan hasil belajar proses berkategori baik. Simpulan penelitian adalah materi ajar IPA menggunakan model pembelajaran kooperatif berorientasi lingkungan lahan basah layak digunakan dalam pembelajaran. Teaching material that wetland environment oriented is not yet available in schools. Therefore, conducted a research with the aim of describing the feasibility of science teaching material using the cooperative learning model that wetland environment oriented. The specific purpose of research to describe: (1) the validity of teaching material, (2) the practicality of teaching material, and (3) the effectiveness of teaching material. Type of research is research and development by using ADDIE development model. The samples of the subject were students in VIII-B SMP Negeri 27 Banjarmasin. The data obtained through validation sheet, observation sheet of lesson plan implementation, test of learning result and student worksheet. The data were analyzed descriptively quantitative and qualitative. The result of the research shows: (1) validity of teaching material is valid category, (2) practicality of teaching material is good category, and (3) effectiveness of teaching material based on product learning result is medium category and based on process learning result is good category. The conclusion of this research is the Science teaching material using the cooperative learning model that wetland environment oriented is feasible to use in learning activity.

15 citations

Journal ArticleDOI
28 Feb 2017
TL;DR: In this paper, the authors dilakukkan pengembangan perangkat pembelajaran pengajaran, pengamatan keterlaksanaan RPP, tes hasil belajar, and penilaian kemampuan pemecahan masalah dalam mengerjakan soal.
Abstract: Perangkat pembelajaran pada pada awal semester II menggunakan model kooperatif, hasilnya terlihat siswa cenderung kurang menguasai kemampuan pemecahan masalah dalam mengerjakan soal. Berdasarkan hal tersebut dilakukan pengembangan perangkat pembelajaran Ilmu Pengetahuan Alam (IPA) Fisika berorientasi kemampuan pemecahan masalah menggunakan model pengajaran langsung memiliki tujuan khusus: (1) mendeskripsikan validitas perangkat pembelajaran, (2) mendeskripsikan kepraktisan perangkat pembelajaran yang ditinjau dari keterlaksanaan rencana pelaksanaan pembelajaran, (3) mendeskripsikan efektivitas perangkat pembelajaran yang ditinjau dari hasil belajar kognitif siswa, (4) mendeskripsikan pencapaian kemampuan pemecahan masalah yang ditinjau dari tes hasil belajar siswa. Pengembangan perangkat pembelajaran ini menggunakan desain model pengembangan Dick and Carey. Teknik pengumpulan data berupa validasi perangkat pembelajaran, pengamatan keterlaksanaan RPP, tes hasil belajar, dan penilaian kemampuan pemecahan masalah. Teknik analisis data bersifat deskriptif kuantitatif. Hasil penelitian menunjukkan: (1) validitas perangkat pembelajaran berkategori sangat baik, (2) kepraktisan perangkat pembelajaran berkategori sangat baik, (3) efektifitas perangkat pembelajaran berkategori g-tinggi, (4) pencapaian kemampuan pemecahan masalah berkategori sangat baik. Diperoleh simpulan bahwa perangkat pembelajaran IPA Fisika berorientasi kemampuan pemecahan masalah menggunakan model pengajaran langsung yang dikembangkan layak digunakan dalam proses pembelajaran.

10 citations

Journal ArticleDOI
20 Feb 2018
TL;DR: It can be concluded that the developed learning materials are very good, very practical, effective and skilled so that learning materials feasible to be used implemented.
Abstract: T ujuan dari penelitian ini adalah mendeskripsikan kelayakan perangkat pembelajaran suhu dan kalor berorientasi keterampilan proses sains menggunakan model inqury discovery learning terbimbing berdasarkan dari validitas, kepraktisan, keefektifan dan pencapaian keterampilan proses sains. Pengembangan perangkat pembelajaran dengan model ADDIE ( analyze, design, development, implement, evaluate ) yang diuji cobakan di SMA Negeri 10 Banjarmasin kelas X6 menggunakan one-grup pretest-posttest design . Hasil penelitian ini menunjukkan: (1) Validitas perangkat berkategori sangat baik: rencana pelaksanaan pembelajaran (RPP) berkategori sangat baik, lembar kerja peserta didik (LKPD) berkategori sangat baik, tes hasil belajar berkategori sangat baik, materi ajar berkategori sangat baik. (2) Kepraktisan perangkat pembelajaran berkategori sangat praktis berdasarkan hasil keterlaksanaan RPP. (3) Keefektifan perangkat pembelajaran berkategori efektif berdasarkan N-gain tes hasil belajar siswa. (4) Pencapaian keterampilan proses berdasarkan hasil LKPD dan lembar pengamatan berkategori terampil. Berdasarkan hasil penelitian meunjukkan bahwa perangkat pembelajaran berkategori sangat baik, sangat praktis, efektif dan terampil sehingga perangkat pembelajaran layak untuk diimplementasikan. The purpose of this study is description the feasibility of learning materials temperature and heat that oriented science process skills by using guided inquiry discovery learning model based on the validity, practicality, effectiveness and achieving of science process skills. Development learning materials with the ADDIE model (Analyze, design, development, implementation, evaluate) tested in SMA Negeri 10 Banjarmasin class X6 by using one- group prettest-posttest design. The result of this research show: 1) validity of learning materials very good category : the lesson implementation plan very good category, student works sheet (LKPD) very good category, student's learning results very good category, student Book very good category. 2) practicality of learning materials very practical category based on result the application of the lesson plan in classroom. 3) effectieveness of learning materials Which is the effective category based on the research N-gain students learning result. 4) Achievement of science process skills based on result that the LKPD and observation sheet skilled category. Based on the result of the research, it can be concluded that the developed learning materials are very good, very practical, effective and skilled so that learning materials feasible to be used implemented.

8 citations

Journal ArticleDOI
16 Feb 2016
TL;DR: In this paper, penelitian ini adalah untuk mendeskripsikan: (1) keterlaksanaan RPP, (2), keterampilan proses sains siswa, (3) pencapaian hasil belajar Siswa.
Abstract: Proses belajar mengajar hanya bersumber pada guru, akibatnya siswa tidak terlatih untuk mengembangkan keterampilan proses sains dalam menyelesaikan suatu masalah atau gejala fisika dan berimbas pada rendahnya hasil belajar siswa. Tujuan yang ingin dicapai pada penelitian ini adalah untuk mendeskripsikan cara meningkatkan keterampilan proses sains dan hasil belajar siswa. Tujuan khusus penelitian ini adalah untuk mendeskripsikan: (1) keterlaksanaan RPP, (2) keterampilan proses sains siswa, (3) pencapaian hasil belajar siswa. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan Mc Taggart yang terdiri dari 2 siklus. Subjek penelitian adalah siswa kelas VIII B SMPN 24 Banjarmasin. Teknik pengumpulan data menggunakan observasi, tes dan dokumentasi. Hasil penelitian menunjukkan bahwa: (1) keterlaksanaan RPP model pembelajaran inkuiri terbimbing pada siklus I dan II terlaksana dengan sangat baik, (2) keterampilan proses sains siswa dari siklus I sampai dengan siklus II mengalami peningkatan, (3) ketuntasan hasil belajar siswa secara klasikal dari siklus I sampai dengan siklus II mengalami peningkatan diperoleh simpulan bahwa penerapan model pembelajaran inkuiri terbimbing dapat meningkatkan keterampilan proses sains dan hasil belajar siswa kelas VIII B SMPN 24 Banjarmasin.

7 citations

Journal ArticleDOI
18 Jun 2021
TL;DR: In this article, the authors used the POGIL model combined with an ARCS strategy to train students' science process skills to produce physics teaching materials using the ADDIE development design.
Abstract: Permasalahan rendahnya keterampilan proses sains (KPS) peserta didik dikarenakan belum diterapkannya pembelajaran aktif berbasis metode ilmiah sehingga peserta didik jarang dilatihkan penyelidikan ilmiah. Tujuan dari penelitian ini adalah mendeskripsikan kelayakan bahan ajar fisika menggunakan model POGIL dipadukan dengan strategi ARCS untuk melatihkan KPS peserta didik. Kelayakan di lihat dari validitas, kepratisan, dan efektivitasnya. Metode pengembangan dilakukan dengan mengacu pada desain pengembangan ADDIE. Uji coba dilakukan menggunakan variabel subjek penelitian yaitu peserta didik kelas XI MIPA 1 di SMAN 5 Banjarmasin sebanyak 31 peserta didik. Instrumen penelitian yang digunakan adalah lembar validitas bahan ajar, lembar keterlaksanaan RPP, tes hasil belajar dan penilaian keterampilan proses sains. Teknik analisis data adalah: (1) Uji validitas secara deskriptif; (2) uji kepraktisan secara deskriptif; (3) uji efektifitas menggunakan uji N gain, Hasil temuan menyatakan bahwa bahan ajar termasuk kategori valid, praktis dan efektif karena: (1) validitas Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), materi ajar, dan Tes Hasil Belajar (THB) berkategori sangat valid (2) kepraktisan RPP berkategori sangat praktis, (3) keefektifan dinilai berdasarkan THB dan KPS dinyatakan efektif dan terampil. Diperoleh simpulan bahwa bahan ajar fisika pada materi fluida statis menggunakan model POGIL dengan strategi ARCS termasuk layak untuk melatihkan keterampilan proses sains peserta didik. Dengan demikian, bahan ajar ini dapat digunakan sebagai salah satu alternatif untuk membantu guru dalam melatih keterampilan proses sains siswa. The problem of students' low science process skills due to the lack of active learning based on inquiry has not been implemented, so students are rarely trained in scientific inquiry. This study aims to produce physics teaching materials using the POGIL model combined with an appropriate ARCS strategy to train students' science process skills. The development method is carried out regarding the ADDIE development design. The trial was conducted using a variable research subject: students of class XI MIPA 1 at SMAN 5 Banjarmasin as many as 31 students. The research instrument used was the validity sheet of the teaching materials, the lesson plan implementation sheet, the learning outcome test, and the science process skills assessment. The findings state that teaching materials are categorized as valid, practical, and effective because: (1) the validity of the lesson plan, student's worksheet, teaching materials, and learning outcome test is very valid (2) the practicality of the lesson plan is very practical, (3) the effectiveness is assessed based on learning outcome test and science process skills stated effective and skilled, as well as differences in learning motivation of students significantly before and after teaching. It was concluded that physics teaching materials on static fluid materials using the POGIL model with the ARCS strategy were considered appropriate for training students' science process skills. Thus, this teaching material can be used as an alternative to assist teachers in training students' science process skills.

7 citations


Cited by
More filters
01 Jun 2011
TL;DR: In this article, the authors presented an out-look on the develpment of teaching performance for lecturers and encouragement of learning appreciation for students in Social Science of Elementary School.
Abstract: Mastery in teaching IPS SD (Social Science of Elementary School) at high classes has become obligatory for elementray school teacher training program graduates This subject requires them to integrate factual social themes in the basis of social sciences with the mind-set of elementaru school students at high classes Lesson study program has been launched during the last semester, inducing steps of plan, do and see Collaborative teaching model has factually promoted a new teaching experience even for lecturers owing to the performance development of lecturers, which hopefully encourages the students' learning appreciation against Social Science of Elementary School subject This research is intended to have an out-look on the develpment of teaching performance for lecturers and encouragement of learning appreciation for students in Social Science of Elementary School

228 citations

Journal ArticleDOI
18 Dec 2018
TL;DR: In this paper, a quasi-experiment was conducted to compare the effectiveness of Problem Posing Learning by CTL orientation and CTL lessons viewed from knowledge, skills, and students' attitude.
Abstract: This research aimed to describe: 1) the effectiveness of the use of Problem Posing Learning by CTL orientation, 2) the effectiveness of the use of CTL lessons viewed from knowledge, skills, and students’ attitude, and 3) to compare which one is more effective between Problem Posing Learning by CTL orientation and CTL lessons viewed from knowledge, skills, and students’ attitude. The kind of this research was quasi experiment by using pretest-posttest control group design. The population of this research was the eleventh grade students of MA NW Pancor, Lombok Timur, NTB. The sample of this research was already chosen randomly. Techniques of collecting the data were test and non-test by using research instrument of knowledge test, skills test, and students’ attitude questionnaires. One sample t-test used to test the effectiveness of learning which was already used in each variable. The result of the research showed that: 1) Problem Posing Learning by CTL orientation was effective viewed from knowledge, skills and attitude students’ attitude, 2) CTL was effective viewed from knowledge, skills, and students’ attitude, and 3) there was no effectiveness difference between Problem Posing Learning by CTL orientation and CTL lessons viewed from knowledge, skills, and students’ attitude.

33 citations

Journal Article
TL;DR: In this paper, the validity, practicality, and effectiveness of South Kalimantan local wisdombased biology learning and its effect on student learning outcomes were analyzed using Thiagarajan's model.
Abstract: The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdombased biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan’s Model. This development has produced learning models (lesson plans, student’s worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were collected using a variety of instruments, namely the validity assessment sheet, the student’s worksheet and lesson plan sheets, student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the \"valid\" criteria so that it can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in the experimental and the control class.

28 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the difference between the learning model of Assurance, Relevance, Interest, Assessment, and Satisfaction (ARIAS) and Problem Based Learning (PBL) on the concept mastery of temperature and heat.
Abstract: The study aims to find out first, whether there is a difference between the learning model of Assurance, Relevance, Interest, Assessment, and Satisfaction (ARIAS) and Problem Based Learning (PBL) on the concept mastery of temperature and heat. Second, it also aims to investigate the effectiveness of ARIAS and PBL learning model on the concept mastery of temperature and heat. The study uses Quasi-Experiment method with Nonequivalent Control Group Design, and sample selection with Cluster Random Sampling technique. This technique consists of two classes, i.e., experimental class I applying ARIAS learning model and experimental class II applying PBL model. The technique of data collection uses test instruments (pretest and posttest). The result of t test with 5% significant level indicates that t calculate = 2.03 > t table = 1.99, thus, it is concluded that (1) there is a difference using the learning model of ARIAS and PBL on concept mastery. The result of Effect Size test is a score of 0.45 with the medium category. Based on the result, it can be concluded that (2) using the learning model of ARIAS is more effective than PBL on the concept mastery of temperature and heat in high school students.

26 citations

Journal ArticleDOI
29 Oct 2017
TL;DR: The science process skill increases after the implementation of guided discovery learning model and the learning outcome was 86% on cycle I became 97% (complete on cycle II.
Abstract: Rendahnya keterampilan proses sains siswa dikarenakan siswa kurang didorong untuk mengembangkan keterampilan proses menyebabkan perlunya dilakukan penelitian yang bertujuan untuk mendeskripsikan cara meningkatkan keterampilan proses sains siswa melalui model guided discovery learnin g pada materi fluida statis. Tujuan khusus penelitian adalah mendeskripsikan: (1) keterlaksanaan RPP, (2) keterampilan proses sains, (3) aktivitas siswa, dan (4) hasil belajar. Penelitian ini merupakan penelitian tindakan kelas yang terdiri atas dua siklus, setiap siklusnya terdiri dari: plan , action/observation , dan reflective . Perangkat dan instrumen penelitian yang digunakan adalah RPP, LKS, THB, materi ajar, rubrik penilaian keterampilan proses sains, dan lembar observasi keterampilan guru serta aktivitas siswa. Data diperoleh dari hasil tes, observasi, dan dokumentasi. Temuan penelitian yaitu: (1) keterlaksanaan RPP yaitu 83% pada siklus I menjadi 90% dengan kategori sangat baik pada siklus II; (2) keterampilan proses sains siswa, yaitu 61% pada proses pembelajaran dan 69% pada akhir siklus I dengan kategori baik menjadi 83% dan 93% pada siklus II dengan kategori sangat baik; (3) Aktivitas belajar siswa juga meningkat dari 69% dengan kategori aktif pada siklus I menjadi 86,8% dengan kategori sangat aktif pada siklus II; (4) hasil belajar siswa, yaitu 86% (tuntas) pada siklus I menjadi 97% (tuntas) pada siklus II. Diperoleh simpulan bahwa keterampilan proses sains siswa meningkat setelah diterapkan model guided discovery learning .

24 citations