THE SCIENCE PROCESS SKILL DIVERFICATION OF SUBJECT SPECIFIC PEDAGOGY BASED ON PROJECT BASED LEARNING

Main Article Content

Wiworo Retnadi Rias Rahayu

Abstract

Curriculum 2013 to emphasize of learning result on cognitive, affective, and skill. Curriculum 2013 not only to emphasize cognitive, however, also affective and skill need to be developed in the learning process. One of the skills that should be developed is the scientific process skills, because it is the high learning result. The objectives of this research are to know the science process skill diversification. Procedure this research using experiment method to design of Nonequivalent Control-Group Pretest Posttest Design. The results of this research there are the science process skills diverse using SSP of science based on PjBL and using teacher’s SSP.

Article Details

How to Cite
Rahayu, W. R. R. (2017). THE SCIENCE PROCESS SKILL DIVERFICATION OF SUBJECT SPECIFIC PEDAGOGY BASED ON PROJECT BASED LEARNING. DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar, 3(1). https://doi.org/10.30997/dt.v3i1.313
Section
Articles

References

Bao, L. 2006. Theoretical Comparisons Of Average Normalized Gain Calculator. Am. J. Phys, 74(10), pp 917-922
Borg, W. E. & Gall, M. D. 1983. Educational Research. New York: Pearson
Fogarty, R. 1997. Problem based learning & Other Curiculum Models for the Multiple Intelligences ClassRoom. New York: Sky light Traning and Publishing
Hartati, T., Sudarya, Y. & Suratno, T. 2009. Productive Pedagogy & Subject Spesific Pedagogy. MONOGRAF: Pusat Kajian Pendidikan Dasar Universitas Pendidikan Indonesia
Kemendikbud. 2013a. Kerangka Dasar dan Struktur Kurikulum 2013. https://www. docs. google.com. Pada hari Senin, 18 Agustus 2014 jam 22.03
Kemendikbud. 2013b. Materi Pelatihan Guru Implementasi Kurikulum 2013 Smp/Mts Ilmu Pengetahuan Alam . Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan Kementerian Pendidikan dan Kebudayaan 2013.
Kemendikbud. 2013c. Pedoman Pelatihan Implementasikurikulum 2013.
https://id.scribd.com/doc/151994751/Pedoman-Pelatihan-ImplementasiKurikulum-2013. Diakses dari Pada hari Senin, 18 Agustus 2014 jam 21.02
Kusuma, D. C. 2013. Analisis KomponenKomponen Pengembangan Kurikulum 2013 pada Bahan Uji Publik Kurikulum 2013. Jurnal Analisis Komponen Pengembangan Kurikulum 2013, Vol (5), pp.1-21
Litman A. J. 2005. Curiosity and the pleasure of Learning: wanting and Liking new Information. Journal Cognition and Emotion, 19(6), 793-814
Mardapi, D. 2008. Teknik Penyusunan Instrumen Tes dan Non Tes. Yogyakarta: Mitra Cendikia Press
Martin, R., Sexton C., Franklin, T., & Gerlovich, J. 2005. Teaching Science For All Children. Edisi 3. New York: Pearson.
Ozgelen, S. 2012. Students’ Science Process Skills within a Cognitive Domain Framework. Eurasia Journal of Mathematics, Science & Technology Education, 8(4), 283-292
Samatowa, U. 2011. Pembelajaran IPA di SD. Jakarta: PT Indeks
Sound, C. 1980. Teaching Modern Science. Edisi tiga. Columbia: Bell & Howell Company
Shulman, L.S. 1987. Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Shulman, L.S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Siwa, I.B.; Muderawan, I.W. dan Tika,I. N. 2013. Pengaruh Pembelajaran Berbasis Proyek dalam Pembelajaran Kimia terhadap Ketrampilan Proses Sains Ditinjau dari Gaya Kognitif Siswa. e – jurnal Program Pascasarjana Universitas Pendidikan Ganesha.
Supriyadi. 2008. IPA DASAR: Membedah Sains dalam Proses Sains. Yogyakarta: JURDIK IPA FMIPA UNY.
Wena, M. 2008. Stategi Pembelajaran Inovatif Kontemporer. Malang: Bumi Aksara.