DEVELOPING LEARNING SCIENCE TEACHING MATERIALS BASED ON SCIENTIFIC TO IMPROVE STUDENTS LEARNING OUTCOMES IN ELEMENTARY SCHOOL

Mei Wulan Kurniawati, Sri Anitah, S. Suharno

Abstract


This research aims to develop learning science teaching materials based on scientific. The methods of this study are a research and development (R & D) by Borg and Gall. The instruments that used to collect data were observation sheets, interview guidelines, scoring questionnaires, and test (pre-test and post-test); To verify the effectiveness of the application of teaching materials using t-test. The results of this study can be concluded: 1) The results of the validation of learning experts obtained the value of 4.76 and a result of expert validation material obtained value 4.39. 2) For the effectiveness of teaching materials obtained an average score pre-test and post-test is obtained tobs = 7.9360> ttable = 2.024, it can be concluded that the test H0 is rejected. It means that the teaching materials developed can improve student learning outcomes.

 

Article visualizations:

Hit counter

DOI

Keywords


development, instructional materials, science, scientific, elementary school

References


Abruscato, J., & Derosa, D., A. 2010. Teaching Chlidren Science a Discovery Approach (seventh ed.). Boston: Allyn dan Bacon

Aktamis dan Ergin. 2008. The Effect of Scientific Process Skills Education on Student Scientific Creativity, Science Attitudes, and Academic Achievements. Turki: Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article 4

Asy’ari, Muslichah. 2006. Penerapan Pendekatan Sains-Teknologi-Masyarakat dalam Pembelajaran Sains di SD. Jakarta: Depdiknas Dirjen Direktorat Ketenagaan

Belawati, Tian. 2003. Pengembangan Bahan Ajar. Jakarta: Universitas Terbuka

Borg and Gall. 2003. Educational Research An Introduction. Seventh Edition. New York: Mc Graw Hill Company

Fauziah, R. et al. 2013. Pembelajaran Saintifik Elektronika Dasar Berorientasi Pembelajaran Berbasis Masalah. Jurnal Invotec, 9(2) 165-178

Hussain, Ashiq, dkk. 2011. Physisc Teaching Methods: Scientific Inquiry vs Traditional Lecture. Internasional Journal of Humanities and Social Science: Vol 1 No. 1, 2011

Irwandi. 2012. Pengaruh Pendekatan Kontekstual dalam Pembelajaran Biologi melalui Strategi Inkuiri dan Masyarakat Belajar pada Siswa dengan Kemampuan Awal Berbeda terhadap Hasil Belajar kognitif di SMA Negeri Kota Bengkulu. Jurnal Kependidikan Triadik, 12(1): 33-41

Kemendikbud. 2013. Kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan

Samatowa, U. 2010. Pembelajaran IPA di Sekolah Dasar. Jakarta: Indeks

Sungkono. 2009. Pengembangan dan Pemanfaatan Bahan Ajar Modul dalam Proses Pembelajaran. Jakarta: Majalah Ilmiah Pembelajaran

Suparman, M Atwi 2012. Desain Instruksional Modern. Jakarta: Erlangga

Opera, Jacinta and Oguzor, Nkasiobi S. 2011. Instructional Technologies and School Curriculum in Nigeria: Innovations and Challenges. Perspectives of Innovations, Economics & Business, Volume 7, Issue 1, 2011

Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional




DOI: http://dx.doi.org/10.46827/ejes.v0i0.583

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Mei Wulan Kurniawati, Sri Anitah, S. Suharno

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).