Pembelajaran IPA dan Lingkungan: Analisis Kebutuhan Media Pembelajaran pada SD, SMP, SMA di Tambun Selatan, Bekasi
Abstract
Pembelajaran di era modern ini sudah banyak menggunakan teknologi dalam membantu guru dalam pembelajaran. Tujuan dari penelitian ini untuk melakukan analisis kebutuhan dan melihat peran guru dalam mengembangkan media pembelajaran IPA dan lingkungan. Metode Penelitian yang digunakan adalah metode penelitian deskriptif kualitatif yaitu dengan cara melakukan analisis kebutuhan. Penelitian dilakukan pada bulan Desember 2017 - Maret 2018. Tempat penelitian yaitu di SDN Jatimulya 02, SDN Jatimulya 07, SMPN 1 Tambun Selatan, dan SMAN 5 Tambun Selatan, Bekasi, Jawa Barat. Hasil Penelitian menunjukan bahwa media pembelajaran yang digunakan belum variatif. Guru belum berperan besar dalam mengembangkan media pembelajaran. Hal ini membuat inovasi media pembelajaran mutlak dilakukan. Kesimpulannya adalah bahwa media pembelajaran yang digunakan guru dalam pembelajaran IPA dan lingkungan di Tambun Selatan, masih perlu dikembangkan.
Natural Science and Environmental Learning: Need Assessment of Learning Media at School In Tambun Selatan, Bekasi
>Learning in this modern era has used a lot of technology in helping teachers in learning. The purpose of this study is to conduct a need assessment and see the role of the teacher in developing science learning media and the environment. The research method used is descriptive qualitative research method that is by way of need assessment by conducting interviews and direct observation. SDN Jatimulya 02, SDN Jatimulya 07, SMPN 1 Tambun Selatan, dan SMAN 5 Tambun Selatan Bekasi, West Java. Research results show that learning media usage is not varied. This makes learning media innovation absolutely necessary. The conclusion is that the learning media used by teachers in science learning and the environment in South Tambun Subdistrict, Bekasi, West Java, still need more development in order to be more diverse.
References
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Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52. https://doi.org/10.1177/2042753018754361
Sadiqin, I. K., Sholahuddin, A., & Santoso, U. T. (2017). Students’ Difficulties on Science Learning with Prototype Problem-Solving Based Teaching and Learning Material.
Saltan, F. (2017). Using Blogs to Improve Elementary School Students’ Environmental Literacy in Science Class. European Journal of Educational Research, 6(3), 347–355. https://doi.org/10.12973/eu-jer.6.3.347
Sandberg, K. W., & Ohman, G. (2011). Learning in innovation development. Procedia - Social and Behavioral Sciences, 28, 379–383.
Smith, T. (2014). Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies. Education Sciences, 4(1), 122–138. https://doi.org/10.3390/educsci4010122
Stefanova, T. A. (2014). Using of Training Video Films in the Engineering Education. Procedia - Social and Behavioral Sciences, 116, 1181–1186. https://doi.org/10.1016/j.sbspro.2014.01.366
Stover, S., & Ziswiler, K. (2017). Impact of Active Learning Environments on Community of Inquiry. International Journal of Teaching and Learning in Higher Education, 29(3), 458–470.
Uzun, N. (2012). A Sample of Active Learning Application in Science Education: The Thema “Cell” with Educational Games. Procedia - Social and Behavioral Sciences, 46, 2932–2936. https://doi.org/10.1016/j.sbspro.2012.05.592
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Winne, P. H., Hadwin, A. F., & Gress, C. (2010). The learning kit project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior, 26(5), 787–793. https://doi.org/10.1016/j.chb.2007.09.009
Wolfson, T., & Funke, P. N. (2014). Communication, class and concentric media practices: Developing a contemporary rubric1. New Media and Society, 16(3), 363–380. https://doi.org/10.1177/1461444813481199
Yusuf, M. M., Amin, M., & Nugrahaningsih. (2017). Developing of Instructional Media-Based Animation Video on Enzyme and Metabolism Material. Jurnal Pendidikan Biologi Indonesia, 3(3), 254–257.
Zhou, Q., Lee, C. S., & Sin, S. C. J. (2017). Using social media in formal learning: Investigating learning strategies and satisfaction. Proceedings of the Association for Information Science and Technology, 54(1), 472–482. https://doi.org/10.1002/pra2.2017.14505401051
Amaral, J. A. A. D., & Santos, R. J. R. L. D. (2018). Combining project-based learning and community-based research in a research methodology course: The lessons learned. International Journal of Instruction, 11(1), 47–60.
Aslan, S. (2015). Is learning by teaching effective in gaining 21st century skills? The views of pre-service science teachers. Kuram ve Uygulamada Egitim Bilimleri, 15(6), 1441–1457. https://doi.org/10.12738/estp.2016.1.0019
Ballatore, A., & Natale, S. (2016). E-readers and the death of the book: Or, new media and the myth of the disappearing medium. New Media and Society, 18(10), 2379–2394. https://doi.org/10.1177/1461444815586984
Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of E-Learning, 13(2), 59–67. https://doi.org/10.1002/tl.7401
Best, M., & MacGregor, D. (2017). Transitioning Design and Technology Education from physical classrooms to virtual spaces: implications for pre-service teacher education. International Journal of Technology and Design Education, 27(2), 201–213. https://doi.org/10.1007/s10798-015-9350-z
Buldur, S. (2017). A longitudinal investigation of the preservice science teachers’ beliefs about science teaching during a science teacher training programme. International Journal of Science Education, 39(1), 1–19.
Chin, K.-Y., & Chen, Y.-L. (2013). A Mobile Learning Support System for Ubiquitous Learning Environments. Procedia - Social and Behavioral Sciences, 73, 14–21. https://doi.org/10.1016/j.sbspro.2013.02.013
Christ, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63, 22–35. https://doi.org/10.1016/j.tate.2016.12.005
Djanette, B., & Fouad, C. (2014). Determination of University Students’ Misconceptions about Light Using Concept Maps. Procedia - Social and Behavioral Sciences, 152, 582–589. https://doi.org/10.1016/j.sbspro.2014.09.247
Evans, C. (2014). Twitter for teaching: Can social media be used to enhance the process of learning? British Journal of Educational Technology, 45(5), 902–915. https://doi.org/10.1111/bjet.12099
Golitsyna, I. (2017). Educational Process in Electronic Information-educational Environment. Procedia - Social and Behavioral Sciences, 237, 939–944. https://doi.org/10.1016/j.sbspro.2017.02.132
Grosch, M., Berger, R., Gidion, G., & Romeo, M. (2014). Which Media Services do Students Use in Fact? Results of an International Empirical Survey. Procedia - Social and Behavioral Sciences, 141, 795–806. https://doi.org/10.1016/j.sbspro.2014.05.139
Hidayati, N., & Wuryandari, A. I. (2012). Media Design for Learning Indonesian in Junior High School Level. Procedia - Social and Behavioral Sciences, 67, 490–499. https://doi.org/10.1016/j.sbspro.2012.11.354
Ho, M. K., MacGlashan, J., Littman, M. L., & Cushman, F. (2017). Social is special: A normative framework for teaching with and learning from evaluative feedback. Cognition, 167, 91–106. https://doi.org/10.1016/j.cognition.2017.03.006
Hsiao, C.-C., Tiao, M.-M., & Chen, C.-C. (2016). Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology. BMC Medical Education, 16(1), 290. https://doi.org/10.1186/s12909-016-0816-9
Ichsan, I. Z., & Mulyani, S. W. W. (2018). Improving Students’ Motoric Skills Through Demonstration Method in Recycling Plastic Waste. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(2), 189–194. https://doi.org/10.22219/jpbi.v4i2.5890
Lindfors, E., & Hilmola, A. (2016). Innovation learning in comprehensive education? International Journal of Technology and Design Education, 26(3), 373–389. https://doi.org/10.1007/s10798-015-9311-6
Lou, S.-J., Chou, Y.-C., Shih, R.-C., & Chung, C.-C. (2017). A Study of Creativity in CaC2 Steamship-derived STEM Project-based Learning. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2387–2404. https://doi.org/10.12973/eurasia.2017.01231a
Mercer-Mapstone, L., & Kuchel, L. (2017). Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education. International Journal of Science Education, Part B: Communication and Public Engagement, 7(2), 181–201. https://doi.org/10.1080/21548455.2015.1113573
Merry, S., Skingsley, D., Mitchell, P., & Orsmond, P. (2015). Biology students’ perceptions of learning from video exemplars of practical techniques: some lessons for teaching strategies. Innovative Practice in Higher Education, 2(2), 1–14.
Muthukrishnan, R., & Kelley, J. E. (2017). Depictions of sustainability in children’s books. Environment, Development and Sustainability, 19(3), 955–970. https://doi.org/10.1007/s10668-016-9778-7
Nesmith, S. M., Wynveen, C. J., Dixon, E. M., Brooks, B. W., Matson, C. W., Hockaday, W. C., DeFillipo, J. E. (2016). Exploring Educators’ Environmental Education Attitudes and Efficacy: Insights Gleaned from a Texas Wetland Academy. International Journal of Science Education, Part B: Communication and Public Engagement, 6(3), 303–324. https://doi.org/10.1080/21548455.2015.1078519
Nugraini, S. H., Choo, K. A., Hin, H. S., & Hoon, T. S. (2013). Impact of e-AV biology website for learning about renewable energy. Procedia - Social and Behavioral Sciences, 103, 860–869. https://doi.org/10.1016/j.sbspro.2013.10.408
Osho, G. S., & Williams, F. (2018). An Empirical Investigation of the Impacts of Web-Based Distance Education?: Evidence for Justice Studies. Journal of Educational Issues, 4(2), 15–26. https://doi.org/10.5296/jei.v4i2.13049
Papadouris, N., & Constantinou, C. P. (2017). Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning. International Journal of Science Education, 39(6), 663–682. https://doi.org/10.1080/09500693.2017.1299950
Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52. https://doi.org/10.1177/2042753018754361
Sadiqin, I. K., Sholahuddin, A., & Santoso, U. T. (2017). Students’ Difficulties on Science Learning with Prototype Problem-Solving Based Teaching and Learning Material.
Saltan, F. (2017). Using Blogs to Improve Elementary School Students’ Environmental Literacy in Science Class. European Journal of Educational Research, 6(3), 347–355. https://doi.org/10.12973/eu-jer.6.3.347
Sandberg, K. W., & Ohman, G. (2011). Learning in innovation development. Procedia - Social and Behavioral Sciences, 28, 379–383.
Smith, T. (2014). Elementary Science Instruction: Examining a Virtual Environment for Evidence of Learning, Engagement, and 21st Century Competencies. Education Sciences, 4(1), 122–138. https://doi.org/10.3390/educsci4010122
Stefanova, T. A. (2014). Using of Training Video Films in the Engineering Education. Procedia - Social and Behavioral Sciences, 116, 1181–1186. https://doi.org/10.1016/j.sbspro.2014.01.366
Stover, S., & Ziswiler, K. (2017). Impact of Active Learning Environments on Community of Inquiry. International Journal of Teaching and Learning in Higher Education, 29(3), 458–470.
Uzun, N. (2012). A Sample of Active Learning Application in Science Education: The Thema “Cell” with Educational Games. Procedia - Social and Behavioral Sciences, 46, 2932–2936. https://doi.org/10.1016/j.sbspro.2012.05.592
van der Veen, C., & van Oers, B. (2017). Advances in research on classroom dialogue: learning outcomes and assessments. Learning and Instruction, 48, 1–4. https://doi.org/10.1016/j.learninstruc.2017.04.002
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering Scientific Literacy and Critical Thinking in Elementary Science Education. International Journal of Science and Mathematics Education, 14(4), 659–680. https://doi.org/10.1007/s10763-014-9605-2
Wieman, C., & Gilbert, S. (2015). Taking a Scientific Approach to Science Education, Part I – Research, 10(4), 152–156.
Winne, P. H., Hadwin, A. F., & Gress, C. (2010). The learning kit project: Software tools for supporting and researching regulation of collaborative learning. Computers in Human Behavior, 26(5), 787–793. https://doi.org/10.1016/j.chb.2007.09.009
Wolfson, T., & Funke, P. N. (2014). Communication, class and concentric media practices: Developing a contemporary rubric1. New Media and Society, 16(3), 363–380. https://doi.org/10.1177/1461444813481199
Yusuf, M. M., Amin, M., & Nugrahaningsih. (2017). Developing of Instructional Media-Based Animation Video on Enzyme and Metabolism Material. Jurnal Pendidikan Biologi Indonesia, 3(3), 254–257.
Zhou, Q., Lee, C. S., & Sin, S. C. J. (2017). Using social media in formal learning: Investigating learning strategies and satisfaction. Proceedings of the Association for Information Science and Technology, 54(1), 472–482. https://doi.org/10.1002/pra2.2017.14505401051
Published
2018-10-12
How to Cite
ICHSAN, Ilmi Zajuli et al.
Pembelajaran IPA dan Lingkungan: Analisis Kebutuhan Media Pembelajaran pada SD, SMP, SMA di Tambun Selatan, Bekasi.
JIPVA (Jurnal Pendidikan IPA Veteran), [S.l.], v. 2, n. 2, p. 131-140, oct. 2018.
ISSN 2598-0904.
Available at: <https://e-journal.ivet.ac.id/index.php/jipva/article/view/682>. Date accessed: 06 july 2025.
doi: https://doi.org/10.31331/jipva.v2i2.682.
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Article
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JIPVA (Jurnal Pendidikan IPA Veteran) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
