Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 

About: Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan is an academic journal published by Pascasarjana Universitas Negeri Malang. The journal publishes majorly in the area(s): Psychology & Mathematics education. It has an ISSN identifier of 2502-471X. It is also open access. Over the lifetime, 942 publications have been published receiving 3942 citations. The journal is also known as: Teori, penelitian, dan pengembangan.

Analisis Kemampuan Berpikir Kritis Siswa SMP

Abstract: The ability to think critically must be owned by the student in order to face various personal and social problems in his life. The ability to think critically is the ability to think reflectively and reason in decision making. This research is a qualitative descriptive research with the aim to describe students' ability in construct critical thinking. The subjects of the study were the students of class VIII A SMPN 1 Delanggu Klaten regency for the academic year 2016/2017 which amounted to 29 students. The critical thinking instrument developed from the critical thinking of Ennis (2011). The instrument consists of 15 descriptions of the ability to think which consists of 13 aspects. The question instrument used has been validated by an expert lecturer. The analysis is done on the student's answers and is categorized into four categories: True (true), Partially correct (C), Correct (partially incorrect), and Incorrect (S). The results showed that students' critical thinking ability was low. This proves that students' critical thinking skills still need to be trained further in order to be improved. Kemampuan berpikir kritis harus dimiliki oleh siwa agar dapat menghadapi berbagai permasalahan personal maupun sosial dalam kehidupannya. Kemampuan berpikir kritis adalah kemampuan berpikir reflektif dan beralasan dalam mengambil keputusan. Penelitian ini merupakan penelitian deskriptif kualitatif dengan tujuan untuk mendeskripsikan kemampuan siswa dalam konstruk pemikiran kritis. Subjek penelitian adalah siswa kelas VIII A SMPN 1 Delanggu Kabupaten Klaten tahun pelajaran 2016/2017 yang berjumlah 29 siswa. Instrumen kemampua berpikir kritis dikembangkan dari kemampua berpikir kritis Ennis (2011). Instrumen berupa 15 soal uraian kemampuan berpikir yang terdiri atas 13 aspek. Instrumen soal yang digunakan telah divalidasi oleh dosen ahli. Analisis dilakukan terhadap jawaban siswa dan dikategorikan ke dalam empat kategori yaitu benar/correctly (B), cukup benar/ partially correct (C), kurang benar/partially incorrect (K), dan salah/ incorrect (S). Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa rendah. Hal ini membuktikan bahwa kemampuan berpikir kritis siswa masih perlu dilatihkan lebih lanjut agar dapat ditingkatkan.

Online Learning Through WhatsApp Group in Improving Learning Motivation in the Era and Post Pandemic COVID -19

Abstract: The purpose of this study is to find out the online learning process in the middle and post-pandemic Covid-19. This research employed one group pretest-posttest design. The subjects of the study were the fourth-semester students of the MPI Department of the State Islamic University of Maulana Malik Ibrahim Malang in the even semester of the academic year 2019/2020. The sample of this study was 30 students. Data obtained using a questionnaire. The data analysis technique used a paired T-test with an error rate of 5%. With online learning using WhatsApp shows that there is a correlation between the two variables of 0.776 it shows that there is a correlation between the pretest-posttest, the significance was 0.00 <0.05 then H0 was accepted. It further confirms that there is a significant increase in student learning outcomes before and after using WhatsApp. The results of the analysis and discussion can be concluded that there is an increase in online learning in the era and post-pandemic Covid-19 by using WhatsApp to increase learning motivation. Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui proses pembelajaran online di tengah dan pasca pandemi Covid-19. Penelitian ini menggunakan on e group pretest-posttest design . Subjek penelitian ini adalah mahasiswa semester empat Jurusan MPI Universitas Islam Negeri Maulana Malik Ibrahim Malang semester genap tahun ajaran 2019/2020. Sampel penelitian ini adalah 30 mahasiswa. Data diperoleh dengan menggunakan kuesioner. Teknik analisis data menggunakan paired T-test dengan tingkat kesalahan 5%. Pembelajaran online menggunakan whatsapp menunjukkan bahwa terdapat korelasi antara kedua variabel sebesar 0,776, hal ini menunjukkan bahwa terdapat korelasi antara pretest-posttest dengan signifikansi 0,00 <0,05 maka H0 diterima. Hasil ini semakin menegaskan bahwa ada peningkatan yang signifikan dalam hasil belajar siswa sebelum dan sesudah menggunakan WhatsApp . Hasil analisis dan pembahasan dapat disimpulkan bahwa terdapat peningkatan pembelajaran online di era dan pasca pandemi Covid-19 dengan menggunakan WhatsApp untuk meningkatkan motivasi belajar.

Persepsi Mahasiswa pada Penuntun Praktikum Fisika Dasar II Berbasis Mobile Learning

Abstract: This research aims to see the perceptions of students in the Basic Physics II practical guide based on mobile learning. The study used quantitative methods with descriptive analysis. The instruments used were perception questionnaires and interview sheets. The results of the perceptions of students in the biology education study program are categorized as good with a percentage of 58.62% and in the mathematics education study program it is categorized as good with a percentage of 50%. From the data, it is known that the basic learning practice guide II based on mobile learning can support the learning process and practicum. Abstrak: Penelitian ini bertujuan untuk melihat persepsi mahasiswa pada penuntun praktikum Fisika Dasar II berbasis mobile learning. Penelitian menggunakan metode kuantitatif dengan analisis deskriptif. Instrumen yang digunakan berupa angket persepsi dan lembar wawancara. Hasil persepsi mahasiswa pada program studi pendidikan biologi dikategorikan baik dengan persentase sebesar 58.62% dan pada program studi pendidikan matematika dikategorikan baik dengan persentase sebesar 50%. Dari data diketahui bahwa penuntun praktikum fisika dasar II berbasis mobile learning dapat mendukung proses pembelajaran dan praktikum.

Penerapan Pembelajaran Tematik Terpadu di Sekolah Dasar

Abstract: This research was aimed to describe the planning, implementation, assessment, obstacles, efforts, and impacts in the application of integrated thematic learning in SDN Purwoasri 2 and SDN Mranggen in Kediri. This research is a qualitative descriptive. The data of this study were collected through observation, interview and document study. The results showed (1) lesson planning, teachers successfully designed lesson plans covering all components of curriculum 2013, (2) implementation, the teacher used thematic by integrating subjects on basic competencies and learning activities using a scientific approach, (3) assessment, including knowledge, attitudes and skills, (4) obstacles, the limited time in designing lesson plans, lack of teaching variation, difficulties in stimulating questioning activities, limited facilities and assessment, (5) efforts, the teacher prepares lesson plans, variations in learning, uses the media and the surrounding environment, follows the KKG on assessment, (6) the impact of knowledge is lower than students' skills and attitudes. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, penilaian, hambatan, upaya, dan dampak pembelajaran tematik terpadu di SDN Purwoasri 2 dan SDN Mranggen. Penelitian menggunakan deskriptif kualitatif. Teknik pengumpulan data menggunakan observasi, wawancara, dan studi dokumen. Hasil penelitian (1) perencanaan, guru membuat RPP sesuai komponen Kurikulum 2013, (2) pelaksanaan, guru memadukan KD pada mata pelajaran (tematik) melalui pendekatan saintifik, (3) penilaian, mencakup pengetahuan, sikap, dan keterampilan, (4) hambatan, alokasi waktu membuat RPP, variasi belajar, kegiatan menanya, sarana prasarana dan penilaian masih kurang, (5) upaya, guru menyusun RPP, variasi belajar, menggunakan media dan lingkungan sekitar, mengikuti KKG tentang penilaian, (6) dampak pengetahuan lebih rendah dibandingkan keterampilan dan sikap siswa.

Model Pembelajaran Ricosre yang Berpotensi Memberdayakan Keterampilan Berpikir Kreatif

Abstract: Creative thinking skill is high order thinking skill which must be empowered in education, because it is an important component in the development of science and technology. Creative thinking skill can be integrated into the curiculum that is implemented through learning activities such as science/biology or other subjects. The aims of this study are to develop RICOSRE learning model to empower the creative thinking skill. The study used the research and development design of PLOMP (1997), which consists of 5 phases, namely (1) initial investigation phase, (2) design phase, (3) realization/construction phase, (4) test, evaluation, and revisions phase, and (5) implementation phase. The result of this study was RICOSRE learning model consist of: Reading, Indentifying the Problem, Contructing the Solution, Solving the Problem, Reviewing the Problem Solving , and Extending the Problem Solving . The product has been validated with the results of content validity and construct validity are very good. The RICOSRE learning model can be implemented in learning to improve students’ creative thinking skill. Keterampilan berpikir kreatif merupakan keterampilan berpikir tingkat tinggi, yang harus diberdayakan dalam pendidikan karena merupakan komponen penting dalam pengembangan ilmu pengetahuan dan teknologi. Peningkatan keterampilan berpikir kreatif dapat diintegrasikan dalam kurikulum yang implementasinya melalui kegiatan pembelajaran, di antaranya pembelajaran IPA/Biologi atau mata pelajaran yang lain. Tujuan penelitian ini mengembangkan model pembelajaran RICOSRE untuk memberdayakan keterampilan berpikir kreatif. Penelitian ini menggunakan rancangan penelitian dan pengembangan dari Plomp (1997), yang terdiri atas 5 fase, yaitu (1) fase investigasi awal, (2) fase desain, (3) fase realisasi/konstruksi, (4) fase tes, evaluasi, dan revisi, serta (5) fase implementasi. Hasil penelitian berupa model pembelajaran RICOSRE yang terdiri atas tahap Reading, Indentifying the Problem, Contructing the Solution, Solving the Problem, Reviewing the Problem Solving, and Extending the Problem Solving . Produk telah diuji dengan hasil validitas isi sangat layak dan hasil validitas konstruk sangat layak. Model pembelajaran RICOSRE dapat diimplentasikan dalam pembelajaran untuk meningkatkan keterampilan berpikir kreatif.