Neni Hasnunidah | Lampung University (original) (raw)

Papers by Neni Hasnunidah

The lab workbook was used to support laboratory activities. This study aims to describe the valid... more The lab workbook was used to support laboratory activities. This study aims to describe the validity and practicality of the guide book of classification of living creatures developed with ADI model. The research design was R & D with 4-D model covering define stage, design, develop, and disseminate but disseminate not done. The practical lab book was made with a bright cover and a Franklin Gothic Book letter. Each practicum guide consists of a practical title, basic theory, objectives, research questions, tools, materials, work steps, argumentation schemes including claims, data, warrants, backing, argumentation sessions, and reports. Expert and practitioner validation test results are categorized as "excellent". The results of legibility test categorization "excellent". The results of the implementation test of practicum criteria "almost all activities performed". Thus, it can be concluded that the guiding book of practicum developed is declared valid...

The demands of the 21 st century encourage education in Indonesia so that it is expected to creat... more The demands of the 21 st century encourage education in Indonesia so that it is expected to create quality human beings who are able to compete in the global competition in the 21 st century by having skills, one of them is science communication skills. This study aimed to describe and analyze the perceptions of students' science communication which is applied with learning that integrated with Science, Technology, Engineering, and Mathematics (STEM) approach. The study was conducted at junior high schools in Bandar Lampung involving 100 students. The method used in this study was a mixed method with Sequential Explanatory Design. The research instrument used a questionnaire containing 10 oral communication statements and 10 written communication statements that were used to analyze students' scientific communication profiles. The results showed that science oral communication was good (63.75%), but low (36.25%) in writing. In addition, learning with STEM approach in this context through practicum and project is preferred by students compared to discussion or traditional learning.

Journal of University Teaching and Learning Practice, 2020

We investigated the correlation between argumentation and critical thinking skills simultaneously... more We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and
conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of
Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts
was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of
basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.

Journal of University Teaching and Learning Practise, 2020

We investigated the correlation between argumentation and critical thinking skills simultaneously... more We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.

Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 2019

Argumentation is considered by science teachers as a major component of science education. Middle... more Argumentation is considered by science teachers as a major component of science education. Middle school students need to be empowered in their argumentation skills to answer challenges to global competition. This study aimed to compare the argumentation skills between male and female students in science through the Argument-Driven Inquiry (ADI) model and guided inquiry model. There were 317 participants (150 male and 167 female) eighth-grade students of several schools in Bandar Lampung. The Pretest-posttest Non-equivalent Control Group Design was used as a part of a quasi-experimental design. The experiment class applied the ADI model and the control class applied the guided inquiry model. The data were collected by argumentation test, questionnaire of implementation learning syntax, and participant's response. The data were analyzed by ANCOVA test and qualitative techniques. The results indicated that the ADI model led to a significant increased in argumentation skills in the science context. Moreover, there is no difference in the achievement of females and males. When students were encouraged to state claims and support their claims with data, warrants, and backing, it was observed that their argumentative discourse increased in terms of both the structure and the complexity of the argumentation. In light of the findings, it is suggested that the argumentation activities should be developed to promote students' science content knowledge and argumentation skills of both male and female students.

Jurnal Cakrawala Pendidikan, 2019

Critical thinking skills are important in the context of 21st-century learning, where students ar... more Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results were analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills. DAPATKAH MODEL ARGUMENT-DRIVEN INQUIRY BERDAMPAK PADA KETERAMPILAN BERPIKIR KRITIS SISWA DENGAN TIPE KEPRIBADIAN YANG BERBEDA? Abstrak: Keterampilan berpikir kritis penting untuk distimulasi melalui pembelajaran yang direncanakan dalam konteks pembelajaran abad ke-21, dimana siswa mampu mengungkapkan alasan yang mendukung asumsi atau kesimpulan yang diperolehnya. Pada penelitian pendahuluan di 25 SMP Bandar Lampung, ditemukan bahwa pembelajaran IPA belum maksimal dalam melatihkan keterampilan berpikir kritis. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Argument-Driven Inquiry (ADI) terhadap keterampilan berpikir kritis siswa berdasarkan perbedaan kemampuan akademik, jenis kelamin dan tipe kepribadian. Penelitian ini menggunakan Nonequivalent (Pretest and Posttest) Control Group Design dan One-Group Pretest-Posttest Design. Data hasil pretest dan posttest soal essai yang mengacu pada kriteria berpikir kritis dianalisis dengan menggunakan uji statistik nonparametrik. Hasil penelitian menunjukkan terdapat pengaruh pembelajaran ADI terhadap keterampilan berpikir kritis pada siswa berakademik tinggi dan rendah, model ini memberikan pengaruh yang lebih besar terhadap siswa berakademik tinggi. Model ADI juga dapat mengakomodir seluruh siswa laki-laki dan perempuan dengan beragam jenis tipe kepribadian, karena aspek gender dan kepribadian tidak menunjukkan perbedaan yang signifikan pada kemampuan berpikir kritis siswa, baik antara siswa laki-laki dan perempuan maupun siswa dengan tipe kepribadian yang berbeda-beda. Secara keseluruhan, model ADI efektif dalam meningkatkan keterampilan berpikir kritis siswa.

Jurnal Bioterdidik, Vol.7, No.1, Januari 2019 , 2019

Development of practical guidebook of human respiratory system with Argument-Driven Inquiry (ADI)... more Development of practical guidebook of human respiratory system with Argument-Driven Inquiry (ADI) model. This study aims to produce practical guidebook of human respiratory system with ADI model for junior high school student. The design of this research was R&D with 4-D model included define, design, develope, and dissaminate, this research was only until the develop step. The result of this study was practical guidebook made using language that was easy to understand and in accordance with EYD. Each worksheet of the guidebook consists of student identity, title, theoretical base, objectives, research question, tools and materials, work steps, argument schemes, argument sessions, and report. Expert and practitioner validation result and the result of the legibility test by students was "excellent" category. The result of the implementation test of all the practicum procedure have "almost all activities performed". Thus, pratical guidebook of human respiratory system with ADI model that has been developed was valid and practical. Abstrak: Pengembangan buku penuntun praktikum sistem pernapasan manusia dengan model Argument-Driven Inquiry (ADI). Penelitian ini bertujuan untuk menghasilkan buku penuntun praktikum sistem pernapasan manusia dengan model Argument-Driven Inquiry (ADI) untuk siswa SMP. Desain penelitian ini menggunakan R&D dengan model 4-D meliputi define, design, develop, dan disseminate, tetapi penelitian ini dilakukan sampai tahap develop. Hasil dari penelitian ini berupa buku penuntun praktikum menggunakan bahasa yang mudah dipahami dan sesuai dengan EYD. Lembar kerja praktikum terdiri dari identitas siswa, judul praktikum dasar teori, tujuan, pertanyaan penelitian, alat, bahan, langkah kerja, skema argumentasi, sesi argumentasi, dan laporan. Hasil uji validasi ahli dan praktisi serta hasil uji keterbacaan siswa mendapat kategori "Sangat Baik". Hasil uji keterlaksanaan dari semua praktikum yang telah dilakukan memperoleh kategori "Hampir Seluruh Kegiatan Terlaksana". Dengan demikian, buku penuntun praktikum sistem pernapasan manusia dengan model ADI yang dikembangkan telah valid dan praktis. Kata kunci: Argument-Driven Inquiry (ADI), buku penuntun praktikum, pengembangan, sistem pernapasan manusia

Jurnal Bioterdidik, Vol.7 No.3, Mei 2019 , 2019

The Effects of Argument-Driven Inquiry (ADI) Learning Model on Students' Critical Thinking Skills... more The Effects of Argument-Driven Inquiry (ADI) Learning Model on Students' Critical Thinking Skills with Various Academic Levels. This study aimed to find out the effect of Argument-Driven Inquiry (ADI) learning model, student's academic ability, and the interaction between learning models and academic ability on the students' critical thinking skills. The population was students of class MTs Bandar Lampung City. The Samples were students of class VIII D and VIII E which were selected from the population by random cluster sampling technique. The study was quasi-experimental with Pretest Post-test Non Equivalent Control Group Design. The data were statistically analyzed using Ancova test and LSD. The results showed that the learning ADI model, and academic ability significantly influenced critical thinking skills with significant value of each were 0,000 and 0,001. While interaction between the ADI model and academic ability does not have significant effect an critical thinking skills with a significance value of 0,251. Abstrak: Pengaruh Model PembelajaranArgument-Driven Inquiry (ADI) terhadap Keterampilan Berpikir Kritis Peserta Didik Berkemampuan Akademik Berbeda. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari penggunaan model pembelajaran Argument-Driven Inquiry (ADI), kemampuan akademik peserta didik, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan berpikir kritis peserta didik. Populasi penelitian adalah peserta didik kelas VIII MTs Negeri di Kota Bandar Lampung. Sampel penelitian adalah peserta didik kelas VIII D dan VIII E yang dipilih dari populasi dengan teknik cluster random sampling. Penelitian ini merupakan kuasi eksperimen dengan Pretest Post-test Non Equivalent Control Group Design. Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model pembelajaran ADI dan kemampuan akademik berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi masing-masing adalah 0,000 dan 0,001. Sedangkan interaksi antara model ADI dengan kemampuan akademik tidak berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi 0,251. Kata kunci: argument-driven inquiry, kemampuan akademik, keterampilan berpikir kritis

Jurnal Bioterdidik, Vol.7 No.3, Mei 2019 , 2019

The Effect of Argument-Driven Inquiry Learning Model on Students' Critical Thinking Skills in Hum... more The Effect of Argument-Driven Inquiry Learning Model on Students' Critical Thinking Skills in Human Digestive System Material. This study aims to determine the significance of the influence of the use of the Argument-Driven Inquiry learning model, academic ability, and interaction between learning models and academic abilities on students' critical thinking skills. The population was eighth grade students of SMP Negeri 16 Bandar Lampung. The study samples were students of class VIII A and VIII J that were selected from the population with cluster random sampling technique. This study was a quasi-experimental with Pre-test Post-test Non Equivalent Control Group Design. Data were analyzed statistically by Ankova test and LSD test. The results showed that the ADI learning model had a significant effect on critical thinking skills with a significance value of 0.00. Whereas academic ability and interaction between the ADI learning model and academic ability did not significantly influence critical thinking skills with a significance value of 0.88 and 0.20, respectively. Abstrak: Pengaruh Model Pembelajaran Argument-Driven Inquiry Terhadap Keterampilan Berpikir Kritis Siswa pada Materi Sistem Pencernaan Manusia. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari penggunaan model pembelajaran Argument-Driven Inquiry, kemampuan akademik, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan berpikir kritis peserta didik. Populasi penelitian adalah peserta didik kelas VIII SMP Negeri 16 Bandar Lampung. Sampel penelitian adalah peserta didik kelas VIII A dan VIII J yang dipilih dari populasi dengan teknik cluster random sampling. Penelitian ini merupakan kuasi eksperimen dengan Pre-test Post-test Non Equivalent Control Group Design. Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model pembelajaran ADI berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi 0,00. Sedangkan kemampuan akademik dan interaksi antara model pembelajaran ADI dengan kemampuan akademik tidak berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi masing-masing 0,88 dan 0,20. Kata kunci: Argument-Driven Inquiry, kemampuan akademik, keterampilan berpikir kritis

Jurnal Bioterdidik, Vol.7 No.5, September 2019 , 2019

The Effect of Argument-Driven Inquiry Learning Model on Metacognition Awareness and Cognitive Lea... more The Effect of Argument-Driven Inquiry Learning Model on Metacognition Awareness and Cognitive Learning Outcomes of Junior High School Students. This study aims to determine the significance of the effect of Argument-Driven Inquiry's learning model on metacognition awareness and cognitive learning outcomes of students in the subject matter of the respiratory system. The study population was VII grade students of Permata Bunda IT Middle School with 59 people divided into 2 classes that used as samples. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design. The data of this study are the results of metacognition awareness questionnaires and test results on respiratory system material. The results showed that there was a significant effect of using ADI model on metacognitive awareness and student cognitive learning outcomes. The significance of the effect of the Argument-Driven Inquiry learning model on metacognition awareness is 0.001 (p<0.05). The significance of the effect of the Argument-Driven Inquiry learning model on cognitive learning outcomes is 0,000 (p<0.05). Abstrak: Pengaruh Model Pembelajaran Argument-Driven Inquiry Terhadap Kesadaran Metakognisi dan Hasil Belajar Kognitif Siswa SMP. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry terhadap kesadaran metakognisi dan hasil belajar kognitif siswa SMP pada materi pokok sistem pernapasan. Populasi penelitian adalah seluruh siswa kelas VIII SMP IT Permata Bunda berjumlah 59 orang yang terbagi kedalam 2 kelas yang dijadikan sebagai sampel. Desain penelitian yang digunakan adalah kuasi eksperimen dengan pretest-posttest non-equivalent control group design. Data penelitian ini berupa hasil angket kesadaran metakognisi dan hasil tes pada materi sistem pernapasan. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan dari penggunaan model ADI terhadap kesadaran metakognisi dan hasil belajar kognitif siswa. Signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry terhadap kesadaran metakognisi yaitu 0,001 (p<0,05). Signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry terhadap hasil belajar kognitif yaitu 0,000 (p<0,05). Kata kunci: Argument-Driven Inquiry, hasil belajar kognitif, kesadaran metakognisi

Jurnal Bioterdidik, Januari 2019, Vol.7 No.1 , 2019

The Argument-Driven Inquiry Effect towards Student's Argumentation Skills on Human Respiratory Sy... more The Argument-Driven Inquiry Effect towards Student's Argumentation Skills on Human Respiratory System Topic. The study was conducted to find out the significance effect of Argument-Driven Inquiry learning model, student's academic level, and the interaction between learning model and student's academic level towards student's argumentation skills. This study was quasi-experimental with Pretest Post-test Non Equivalent Control Group Design. The population of this research were 253 eighth grade students of Al-Azhar 3 Junior High School Bandar Lampung devided into 8 classes. The research sample were students of VIII E and VIII G class selected by cluster random sampling technique. Data were analyzed statistically by Ancova test and Least Significant Difference test. The findings of this research showed that ADI learning model and interaction between learning model and student's academic level significantly influenced student's argumentation skills with each significant value 0,000 and 0,005. Meanwhile, student's academic level did not sginificantly influence (p=0,135).the student's argumentation skills. Abstrak: Pengaruh Model Pembelajaran Argument-Driven Inquiry Terhadap Keterampilan Argumentasi Siswa pada Materi Sistem Pernapasan Manusia : Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry, kemampuan akademik siswa, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan argumentasi siswa. Penelitian ini merupakan kuasi eksperimen dengan Pretest Post-test Non Equivalent Control Group Design. Populasi penelitian adalah siswa kelas VIII SMP Al-Azhar 3 Bandar Lampung yang berjumlah 253 orang dan terbagi ke dalam 8 kelas. Sampel penelitian adalah siswa kelas VIII E dan VIII G yang dipilih dengan teknik cluster random sampling. Data dianalisis secara statistik dengan uji Ankova dan uji LSD. Hasil penelitian menunjukkan bahwa model pembelajaran ADI dan interaksi antara model pembelajaran dengan kemampuan akademik berpengaruh signifikan terhadap keterampilan argumentasi dengan masing-masing nilai signifikansi 0,000 dan 0,005. Sedangkan kemampuan akademik tidak berpengaruh signifikan (p = 0,135) terhadap keterampilan argumentasi. Kata kunci: argument-driven inquiry, kemampuan akademik, keterampilan argumentasi.

Jurnal Ilmu Fisika dan Pembelajarannya (JIFP), Vol. 2, No.2, Desember 2018, 53-61 , 2018

This study aims to determine the application of the Argument Driven Inquiry (ADI) model to the ar... more This study aims to determine the application of the Argument Driven Inquiry (ADI) model to the argumrntation skills of high and low academic abilities in the material and optics in SMP Negeri 13 Bandar Lampung. The sample of this study is class VIII.2 and VIII.3, each of which is 32 people. The study design was the Pretest-Posttest Control Group Design. Data collection was done by pretest and posttest using instruments of student argumentation skills that tested using Independent Sample T-Test with SPSS 21.0. Based on the results of the Independent Sample Samples T-Test Value Sig. (2-tailed) <α (0,000 <0,05), it can produce the highest and lowest average values in the experimental class and control class. This is needed with the average value of N-gain in students with high academic ability in the experimental class 0.70 with the medium category and the control class 0.55 with the medium category. Then in students with low academic abilities in the experimental class 0.55 with the medium category and the control class 0.48 with the medium category. Based on the results obtained it can be concluded that the ADI learning model has a significant influence on the argumentation skills of students with high and low academic abilities. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Argument Driven Inquiry (ADI) terhadap keterampilan argumentasi siswa berkemampuan akademik tinggi dan rendah pada materi cahaya dan optik di SMP Negeri 13 Bandar Lampung. Sampel penelitian ini yaitu kelas VIII.2 dan VIII.3 yang masing-masing berjumlah 32 siswa. Desain penelitian yang digunakan adalah Pretest-Posttest Control Group Design. Pengumpulan data dilakukan dengan pretest dan posttest menggunakan instrumen keterampilan argumentasi siswa yang diuji menggunakan uji Independent Sample T-Test dengan SPSS 21.0. Berdasarkan hasil dari uji Independent Sample T-Test nilai Sig.(2-tailed) < α (0,000< 0,05), maka dapat dinyatakan terdapat perbedaan rata-rata keterampilan argumentasi siswa berkemampuan akademik tinggi dan rendah pada kelas eksperimen dan kelas kontrol. Hal ini ditunjukkan dengan adanya perbedaan rata-rata N-gain pada siswa berkemampuan akademik tinggi di kelas eksperimen 0,70 dengan kategori sedang dan kelas kontrol 0,55 dengan kategori sedang. Kemudian pada siswa berkemampuan akademik rendah di kelas eksperimen 0,55 dengan kategori sedang dan kelas kontrol 0,48 dengan kategori sedang. Berdasarkan hasil yang diperoleh tersebut dapat disimpulkan bahwa model pembelajaran ADI memberikan pengaruh yang signifikan terhadap keterampilan argumentasi siswa berkemampuan akademik tinggi dan rendah. Kata kunci: Model Argument Driven Inquiry, Keterampilan Argumentasi, Kemampuan Akademik PENDAHULUAN Pendidikan di abad 21 menantang masyarakat berpengetahuan memiliki keterampilan learning and innovation skills (keterampilan belajar dan berinovasi) meliputi keterampilan berpikir kritis dan mengatasi masalah (critical thinking and problem solving), keterampilan komunikasi efektif (communication skills), keterampilan bekerjasama secara kolaborasi (collaboration skills), serta keterampilan kreativitas dan inovasi (creativity and innovation) (Trilling & Fadel, 2009: 47). Salah satu cara untuk mewujudkan keterampilan yang harus dimiliki pada abad 21 dalam dunia pendidikan adalah dengan dikembangkannya kurikulum 2013. Pada Kurikulum 2013 revisi, melatihkan keterampilan

Journal of Physics and Science Learning Vol. 02 Nomor 2, 2018

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran ADI terhadap kema... more Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran ADI terhadap kemampuan berpikir kritis siswa perempuan maupun laki-laki serta untuk mengetahui perbedaan kemampuan berpikir kritis antara siswa perempuan dan laki-laki pada kelas yang menggunakan model pembelajaran ADI. Sampel penelitian diambil menggunakan teknik purposive dengan melihat kelas yang jumlah siswa perempuan dan laki-lakinya sama. Desain penelitian yang digunakan adalah quasi eksperimen dengan rancangan Pretest-posttest Control Group Design dan pengumpulan data keterampilan berpikir kritis mengacu pada 5 kriteria berpikir kritis menurut Ennis. Hasil penelitian yang diperoleh menunjukkan (1) terdapat pengaruh penerapan model pembelajaran ADI terhadap keterampilan berpikir kritis siswa perempuan yang ditunjukkan dengan nilai sig. sebesar 0,0001 (2) terdapat pengaruh penerapan model pembelajaran ADI terhadap keterampilan berpikir kritis siswa laki-laki yang ditunjukkan dengan nilai sig. sebesar 0,000 (3) tidak terdapat perbedaan keterampilan berpikir kritis antara siswa perempuan dan laki-laki yang menggunakan model ADI yang ditunjukkan dengan nilai sig. sebesar 0,725.

Jurnal Pendidikan Fisika. Vol 7, No 2 , 2018

Critical thinking skills are fundamental skills in 21st century learning. Based on preliminary re... more Critical thinking skills are fundamental skills in 21st century learning. Based on preliminary research in 25 junior high schools in Bandar Lampung, physics teaching and learning has not been maximized in empowering students’ critical thinking skills. This research aims to determine the effect of the implementation of Argument Driven Inquiry learning model to the critical thinking skills of students based on academic ability. This research uses Quasi Experiment method with Pretest Posttest Non Equivalent Control Group Design. The data collected through critical thinking instrument test before and after learning with Argument-Driven Inquiry model. The data were analyzed using Independent Sample T-Test to determine difference after learning through Argument Driven Inquiry model. The results showed that (1) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of high academic student shown by sig value. 0,021 (2) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of low academic student shown by sig value. at 0.003 at 95% confidence level. We conclude that the implementation of Argument Driven Inquiry model effective to improve the critical thinking skill of students with high and low academic ability

Scientiae Educatia: Jurnal Pendidikan Sains (2019), Vol 8(1): 36-50 , 2019

This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) l... more This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) learning model on students' critical thinking abilities and to determine the differences in critical thinking skills between female and male students in the class using the learning model Argument-Driven Inquiry (ADI). The subjects of this study were students of class VIII.1 and VIII.5 JHS 13 Bandarlampung, consisting of 30 students of class VIII.1 and 30 students of class VIII.5. The sample was taken using a purposive technique by looking at the class with the same number of female and male students. The research design used was quasi-experimental design with Pretest-posttest Control Group Design and data collection techniques of critical thinking skills using pretest-posttest, which refers to the five criteria of critical thinking according to Ennis. The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725. That is, the application of the Argument-Driven Inquiry model affects the critical thinking skills of both female and male students, but there is no difference in critical thinking skills between female and male students. This means, the implementation of Argument-Driven Inquiry model effective on students' critical thinking skill, but there is no difference in critical thinking skills between female and male students. 2019 Scientiae Educatia: Jurnal Pendidikan Sains

JOURNAL OF KOMODO SCIENCE EDUCATION , 2018

This study aims to determine the effect of the application of the ADI model on critical thinking ... more This study aims to determine the effect of the application of the ADI model on critical thinking skills based on different types of choleric personality, melancholy, phlegmatic, and sanguine. This study uses a quasi experimental type Pretest-posttest Control Group Design. The results showed that there was a significant effect of learning with the ADI model on critical thinking skills in the type of choleric personality, melancholy, phlegmatic, and sanguine and there were differences in critical thinking skills between the four personality types, namely choleric and melancholy, phlegmatic, sanguine, this is because choleric students who are more likely to appear more active in communicating and moving quickly to act, where in this ADI model are required to give a lot of argumentation through verbal or communicating between fellow students to give their arguments. This shows that the use of the ADI learning model is able to improve students' critical thinking skills. Kata Kunci: Argument Driven Inquiry; critical thinking skill; personality type PENDAHULUAN Proses pembelajaran yang baik adalah pembelajaran yang mampu mengembangkan keterampilan yang dibutuhkan dalam abad 21 yaitu keterampilan berpikir kritis, memecahkan masalah, berkolaborasi, dan berkomunikasi (Kulsum & Nugroho, 2014). Fakta hasil studi PISA tahun 2015 memperlihatkan bahwa pencapaian anak Indonesia dalam bidang sains masih dibawah rata-rata skor internasional, yakni 403 dari 491. Hal tersebut menunjukkan bahwa pembelajaran sains di Indonesia masih dibawah rata-rata internasional dan perlu ditingkatkan. Salah satu cara untuk meningkatkan pembelajaran sains khususnya fisika

Proceeding Biology Education Conference, Vo. 15, No. 1., 2018

The purpose of this research measures the validity and effectiveness of practical guide on the st... more The purpose of this research measures the validity and effectiveness of practical guide on the structure and function plant and the key that has been developed based on the Argument-Driven Inquiry Models. This research use 4-D models that are developed by Thiagarajan namely Design, Define, Develop, and Disseminate. The result of the research shows that the practical guide is proper to use as learning resource that validity average is 97% are considered theoretically feasible and student response average is 88% are considered very good. Improvement of critical thinking skill is shown with gain score of 0,40.

Advances in Social Science, Education and Humanities Research, volume 295. 1st International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), 2018

The development of critical thinking ability needs attention in learning. To achieve this goal, c... more The development of critical thinking ability needs attention in learning. To achieve this goal, collaborative activities must create in learning. The teacher can giving students a jumping task as a stimulated to collaborative activities. This study aims to examine in depth the results of learning observations for subjects in Social Sciences, Natural Sciences, and English in two partner schools of the Teacher Training and Education Faculty-University of Lampung, Indonesia. The study was conduct on 33 Senior high school students and 62 junior high school students from 2 partner schools. The focus of the research is observing collaborative activities, and improving students' critical thinking ability. Data analysis was carried out descriptively to an overview of the jumping tasks provided by educators, collaborative activities that occur to be able to create a learning community, and increase of students' critical thinking skills. The results of the study show that giving jumping tasks in learning activities (Social Sciences, Natural Sciences, and English) enables collaborative activities in the learning community to trigger students' critical thinking ability in solving problem.

Advances in Social Science, Education and Humanities Research, volume 295, 2018

Successful investigation in the laboratory was supported by a student worksheet. This study aims ... more Successful investigation in the laboratory was supported by a student worksheet. This study aims to measures the validity and effectiveness of laboratory worksheet on a topic the Excretory Systems in Humans that has been developed based on the Argument-Driven Inquiry Model. The result of the research shows that the laboratory worksheet is proper to use as learning resource that validity average is 84.25% are considered theoretically feasible and student response average is 96.40% is considered very good. Improvement of argumentation skill is shown with gain scores of 0.43.

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model ADI terhadap kemampuan argumen... more Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model ADI terhadap kemampuan argumentasi siswa berdasarkan perbedaan gender. Metode yang digunakan adalah Quasi Experiment dengan menggunakan desain Pretest Posttest Non Equivalen Control Group Design. Data diambil dengan pretes dan postes essai keterampilan argumentasi. Data dianalisis dengan menggunakan Independent Sample T-Test. Hasil penelitian menunjukkan bahwa; penerapan model pembelajaran ADI berpengaruh signifikan terhadap keterampilan argumentasi siswa, terlihat pada nilai sig. 0,02 pada siswa perempuan dan 0,01 pada siswa berjenis kelamin laki-laki: terdapat perbedaan keterampilan argumentasi antara siswa perempuan dengan siswa lakilaki, terlihat pada perolehan nilai sig. dan nilai N-Gain. Siswa perempuan memeperoleh N-Gain sebesar 0,71 dengan kategori tinggi dan siswa laki-laki memperoleh N-Gain 0,63 pada kategori sedang setelah diterapkan model ADI, sehingga dapat disimpulkan siswa perempuan memiliki keterampilan argumentasi lebih tinggi dibandingkan siswa laki-laki.

Journal of University Teaching and Learning Practice, 2020

Journal of University Teaching and Learning Practise, 2020

We investigated the correlation between argumentation and critical thinking skills simultaneously... more We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.

Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 2019

Jurnal Cakrawala Pendidikan, 2019

Jurnal Bioterdidik, Vol.7, No.1, Januari 2019 , 2019

Jurnal Bioterdidik, Vol.7 No.3, Mei 2019 , 2019

Jurnal Bioterdidik, Vol.7 No.5, September 2019 , 2019

Jurnal Bioterdidik, Januari 2019, Vol.7 No.1 , 2019

Jurnal Ilmu Fisika dan Pembelajarannya (JIFP), Vol. 2, No.2, Desember 2018, 53-61 , 2018

Journal of Physics and Science Learning Vol. 02 Nomor 2, 2018

Jurnal Pendidikan Fisika. Vol 7, No 2 , 2018

Scientiae Educatia: Jurnal Pendidikan Sains (2019), Vol 8(1): 36-50 , 2019

JOURNAL OF KOMODO SCIENCE EDUCATION , 2018

Proceeding Biology Education Conference, Vo. 15, No. 1., 2018

Advances in Social Science, Education and Humanities Research, volume 295. 1st International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), 2018

Advances in Social Science, Education and Humanities Research, volume 295, 2018

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Sebuah buku yang menyajikan kajian tentang hakikat penelitian, tujuan penelitian, jenis-jenis pe... more Sebuah buku yang menyajikan kajian tentang hakikat penelitian, tujuan penelitian, jenis-jenis penelitian, kajian literatur, desain penelitian, rancangan penelitian, instrumen penelitian, dan teknik analisis data,. Buku metode penelitian yang relevan dengan penelitian pendidikan ini diharapkan dapat membekali mahasiswa dalam membuat keputusan dalam mengaplikasikan metode penelitian untuk menemukan alternatif solusi dalam menyelesaikan permasalahan bidang pendidikan yang mencakup paradigma penelitian, kerangka berpikir, hipotesis dan variabel, kajian literaur, populasi dan sampel, instrumen penelitian, desain penelitian, teknik pengumpulan data, dan analisis data yang dikemas dalam proposal penelitian pendidikan.

Buku ini sudah bisa didapatkan di beberapa pusat belanja online, seperti Bukalapak.com dan Tokope... more Buku ini sudah bisa didapatkan di beberapa pusat belanja online, seperti Bukalapak.com dan Tokopedia.com. Namun, jika akan memesan melalui saya sebagai penulis, bisa juga Anda lakukan. Silahkan tetapkan pilihan Anda.

Disusun oleh: Neni Hasnunidah, S.Pd. , M.Si. FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS LA... more Disusun oleh: Neni Hasnunidah, S.Pd. , M.Si. FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS LAMPUNG FEBRUARI, 2012 ii KATA PENGANTAR Syukur Alhamdulillah buku ajar Fisiologi Tumbuhan telah dapat diselesaikan. Buku ajar ini disusun untuk para mahasiswa yang mengambil mata kuliah Fisiologi Tumbuhan di program studi Pendidikan Biologi PMIPA FKIP Universitas Lampung. Dengan adanya buku ajar ini, diharapkan dapat membantu kelancaran pelaksanaan perkuliahan. Ucapan terima kasih penulis sampaikan kepada Dekan Fakultas Keguruan dan Ilmu Pendidikan, Ketua Jurusan Pendidikan MIPA dan Ketua Program Studi Pendidikan Biologi yang telah memberikan kesempatan dan fasilitas, sehingga penulisan buku ajar kuliah ini dapat diselesaikan. Buku ajar kuliah Fisiologi Tumbuhan ini bukan satu-satunya buku yang dapat dibaca oleh mahasiswa dalam mengikuti kegiatan perkuliahan. Untuk dapat memahami hal-hal yang dihadapi selama perkuliahan berlangsung, para mahasiswa masih diharapkan pula mempelajari pustaka-pustaka yang berkaitan dengan mata kuliah Fisiologi Tumbuhan. Penulis menyadari bahwa buku ajar ini belum sempurna, sehingga kritik dan saran demi kesempurnaan buku ini sangat diharapkan dari segala pihak. Demikian buku ajar ini dibuat, semoga dapat dimanfaatkan sebaik-baiknya bagi kemajuan pendidikan di Indonesia.