The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This study aimed to determine the effect of the inquiry-discovery learning
model on critical thinking skills and mastery of students' physics concepts on
the topic of temperature and heat. This quasi-experimental research used
posttest only control group design in which there are two groups in this
design, each of which was selected randomly. The sample in this study was
34 students for the experimental class and 34 students for the control class.
The results showed that there was a difference between inquiry-discovery
learning and conventional learning in improving students' critical thinking
skills and mastery of physics concepts. Inquiry-discovery learning affects
critical thinking skills and students' mastery of physics concepts. Future
research is expected to explore variables that can sharpen students' physics
skills through inquiry-discovery learning.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
This study aimed to determine the effect of the inquiry-discovery learning
model on critical thinking skills and mastery of students' physics concepts on
the topic of temperature and heat. This quasi-experimental research used
posttest only control group design in which there are two groups in this
design, each of which was selected randomly. The sample in this study was
34 students for the experimental class and 34 students for the control class.
The results showed that there was a difference between inquiry-discovery
learning and conventional learning in improving students' critical thinking
skills and mastery of physics concepts. Inquiry-discovery learning affects
critical thinking skills and students' mastery of physics concepts. Future
research is expected to explore variables that can sharpen students' physics
skills through inquiry-discovery learning.
This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Knowledge, skills, and attitudes of teachers in developing critical thinking
skills are very much needed to train students' basic thinking skills.
This descriptive quantitative study described the knowledge, skills, and
attitudes of teachers in developing critical thinking skills in elementary
school students. The data collection employed a questionnaire with a Likert
scale. The questionnaire was distributed online using Google Form during
teacher professional development training. Respondents in this study were
366 elementary school teachers spread across 23 provinces in Indonesia. The
data obtained were analyzed descriptively and quantitatively. The results of
this study indicated the knowledge, skills, and attitudes of teachers in
developing critical thinking in elementary school students are a good
category. Description knowledge, skills, and attitudes of a good teacher
impact the designed learning process. However, this study only described
teachers' knowledge, skills, and attitudes in developing critical thinking
skills, which the basis for implementing learning in elementary schools. The
application of critical thinking learning by elementary school teachers can be
used for further research.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
This research is aimed at developing a learning model that encourages the skills of analytical thinking in science. The method used is research and development. The result is the ICAE (Incubation, Collection of data, Analysis, and Evaluation) model that promotes analytical thinking skills. Results of normalized gain tests show that the gain score is 0.28, which indicates that the ICAE learning model positively affects students’ analytical thinking, even though still within the lower category. The ICAE model also promotes the skills of analytical thinking in science and it has gained positive response from students.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
This study aimed to determine the effect of explain-analysis-doingdiscussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasiexperimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2- tailed) of 0.000<0.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
More Related Content
Similar to CORE learning model: Its effectiveness towards students’ creative thinking
This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
Knowledge, skills, and attitudes of teachers in developing critical thinking
skills are very much needed to train students' basic thinking skills.
This descriptive quantitative study described the knowledge, skills, and
attitudes of teachers in developing critical thinking skills in elementary
school students. The data collection employed a questionnaire with a Likert
scale. The questionnaire was distributed online using Google Form during
teacher professional development training. Respondents in this study were
366 elementary school teachers spread across 23 provinces in Indonesia. The
data obtained were analyzed descriptively and quantitatively. The results of
this study indicated the knowledge, skills, and attitudes of teachers in
developing critical thinking in elementary school students are a good
category. Description knowledge, skills, and attitudes of a good teacher
impact the designed learning process. However, this study only described
teachers' knowledge, skills, and attitudes in developing critical thinking
skills, which the basis for implementing learning in elementary schools. The
application of critical thinking learning by elementary school teachers can be
used for further research.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
This research is aimed at developing a learning model that encourages the skills of analytical thinking in science. The method used is research and development. The result is the ICAE (Incubation, Collection of data, Analysis, and Evaluation) model that promotes analytical thinking skills. Results of normalized gain tests show that the gain score is 0.28, which indicates that the ICAE learning model positively affects students’ analytical thinking, even though still within the lower category. The ICAE model also promotes the skills of analytical thinking in science and it has gained positive response from students.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
This study aimed to determine the effect of explain-analysis-doingdiscussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasiexperimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2- tailed) of 0.000<0.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
The objective of this research was to develop non-test instrument or questionnaire to measure the evaluation of the use of Webtoon among the students of Open University in Pekanbaru, Riau, Indonesia and to obtain the instrument’s validity and reliability. This research employed the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional model. The data were collected using online questionnaire. There were 55 respondents participated in this research. The data collected were analyzed descriptively using SPSS program version 23.00 for windows. The result of the data analysis indicated that the instrument has the percentage of agreement result of 82.75% (valid) and Cronbach alpha with score 0.942 (reliable). The data proved that the instrument has very feasible. This result showed that this research and development produced Webtoon non-test instrument which is valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
High demands of academic life and social changes caused relatively high prevalence of psychological distress among university students compared to the general population. The aim of this study was to determine the prevalence of psychological distress among university students and to examine the factors associated with them. This was cross sectional study involving 467 Bachelor degree students from various faculties in Universiti Teknologi MARA. Participants were assessed using the Brief Religious Coping Scale (Brief RCOPE), the Hatta Islamic Religiosity Index 1996 (HIRS96) and the Depression, Anxiety and Stress Scale (DASS 21). This study highlighted relatively high prevalence of depression, anxiety, and stress among the students of UiTM Shah Alam. We also found consistent significant association between negative religious coping with both anxiety and depressive symptoms. Consistent with the earlier studies done among Muslim samples, the positive religious coping is not significantly associated with better psychological outcomes although only small effect was observed towards the depressive symptoms.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
This study aimed to determine the emotional intelligence of junior high school students, especially in managing emotions, recognizing emotions, and motivating themselves. This was quantitative study with survey design. There were 102 respondents participated in this research that were obtained based on purposive technique. The instruments used in this study were questionnaires and semi-structured interviews and data analysis using descriptive statistics, including mean, min, max, categorization, and percentage. From the results of the investigation that has been done, it is found that there is emotional intelligence of students in mathematics which is shown by the aspect of recognizing emotions which has a suitable category of 61.8% (63 of 102) students, the issue of managing emotions has an appropriate category of 53.9% (56 out of 102) students. The self-motivation aspect has a suitable category of 60.8% (62 out of 102) students. Students need to be allowed to develop direct experiences and thoughts on learning activities.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.
The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
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CORE learning model: Its effectiveness towards students’ creative thinking
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 35~41
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20813 35
Journal homepage: http://ijere.iaescore.com
CORE learning model: Its effectiveness towards students’
creative thinking
Antomi Saregar1
, Umi Nur Cahyanti2
, Misbah3
, Nur Endah Susilowati4
, Adyt Anugrah5
,
Nurlaela Muhammad6
1,2,4,5
Department of Physics Education, Universitas Islam Negeri Raden Intan Lampung, Indonesia
3
Department of Physics Education, Universitas Lambung Mangkurat, Indonesia
6
Department of Physics Education, Universitas Khairun, Indonesia
Article Info ABSTRACT
Article history:
Received Jun 25, 2020
Revised Dec 19, 2020
Accepted Jan 27, 2021
The research has been carried out at the Islamic junior high school of East
Lampung to determine the effectiveness of the Connecting, Organizing,
Reflecting, and Extending (CORE) learning model on students’ creative
thinking skills on sound waves topic. The research method used was a quasi-
experimental design with Non-Equivalent Control Group Design. Data on
creative thinking skill were collected using essay test instrument. This
research was conducted on the eighth-grade students of an Islamic senior
high school in East Lampung with a sample of 60 students taken by using
purposive sampling technique. Based on the Effect Size test, the
effectiveness value of the CORE model on students’ creative thinking skills
are 0.48 which is in the medium category. These results prove that the CORE
learning model is effective in enhancing students’ creative thinking skills on
sound wave material. This study also provides a storyboard on how to apply
an effective CORE model to improve students’ creative thinking abilities.
Keywords:
CORE learning model
Creative thinking
Sound waves
This is an open access article under the CC BY-SA license.
Corresponding Author:
Antomi Saregar
Department of Physics Education
Universitas Islam Negeri Raden Intan Lampung
Jl. Letnan Kolonel H. Endro Suratmin, Kota Bandar Lampung, 35131, Indonesia
Email: antomisaregar@radenintan.ac.id
1. INTRODUCTION
Creative thinking is an ability that must be possessed by individuals in this digitalization era [1–3].
Because in this era, technology is developing rapidly, including in the field of education, so that global
competition is very tight [4–7]. To ensure individuals are not eliminated in this competition, creative thinking
is needed. However, many studies report that there are still many students in Indonesia who have low
creative thinking skills [8–10].
Several studies have also revealed that learning in several schools in Indonesia has not been able to
develop students’ creative thinking skills optimally, as revealed in Prianto’s research which stated that
students of SMP N 1 Jepara, East Java often had difficulty in completing questions presented in the form of
stories and they are not trained to solve problems in various forms [11]. As the result, reasoning ability and
logical thinking are less developed. Other research conducted by Putra, et al. also revealed that in Cimahi
Middle School, the student’ low concept understanding hindered their creative thinking processes [12].
Akmalia, et al. and Wahyudi also revealed that the lack of learning experience resulting in low creative
thinking abilities [13, 14]. According to Mawarni and Angraini, MTs N Model Makassar (Junior High School
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in Makassar, Indonesia) students were less trained to think, to find ideas, or to answer a problem, so the
students’ creative thinking skills are categorized as low [15].
This creative thinking problem also occurred at the Islamic junior high school in East Lampung.
Based on the results of the pre-survey and interviews with teachers, it was known that there were problems
with students’ creative thinking abilities. For instance, students had not been able to come up with more than
one idea in answering questions, which means, students had problems in the aspect of thinking smoothly.
Students also had not been able to determine their ways to solve a problem given in learning (not able to
think flexibly). In the original aspect, this can be seen from the difficulty in generating varied ideas,
interpreting images, and giving different perspectives to the theories. In the aspect of detailed thinking,
students had not been able to describe a reason for the solution or problem in detail and had not been able to
develop the ideas of others. In the aspect of thinking elaboration, students also had not been able to conclude
good learning.
The statements were supported by the pre-research creative thinking test. Researchers used the
description test to find out the percentage of creative thinking abilities possessed by students. According to
the test results, it is known that creative thinking abilities of Islamic junior high school of East Lampung
were still at a low level. Several studies have revealed solutions to overcome the students’ creative thinking
abilities problems. One of the solutions is through the application of certain learning models in which steps
can train students to get used to thinking creatively. Some learning models that have been proven effective to
improve the creative thinking skill is: 1) Problem-based learning model; by accustoming students to find out
their answers to problems related to theory. The problem-based learning model has been proven to have a
positive effect on students’ creative thinking abilities [16–21]; 2) Blended Learning model combined with
Project-based Learning has been proven to be able to improve students’ creative thinking abilities seen from
the increased ability in each indicator of creative thinking [22]; 3) Connecting, Organizing, Reflecting, and
Extending model (CORE) has been proven effective in improving higher-order thinking skills [23].
Based on several studies, it has been known that CORE was proven capable in increasing students’
mathematical connections [24, 25] and showing a positive and significant influence on divergent thinking
[26]. The CORE learning model combines four important constructivist elements, namely: connecting
students’ knowledge, organizing new knowledge, providing opportunities for students to reflect on it, and
allowing students to expand the knowledge [27]. A research by Maftukhah also stated that CORE learning
model has been proven capable in improving students’ creative thinking skills [28].
Previous research has proven that the CORE learning model has been proven effective in upgrading
students’ creative thinking skill, but, in Maftukhah research [28] (and even in other researches that used
CORE learning model) has not explained in detail about the application of every stage of CORE learning
model (empiric experience), so, many teachers, researchers, and education practitioners are curious about
how each stage in the CORE learning model can influence each indicator on creative thinking skill. This
research is here to fill this gap, besides to overcome the problem of creative thinking that occurred at the
Islamic junior high school in East Lampung, it also provides a storyboard that describe how to apply the
appropriate CORE model to improve the creative thinking skill, so, it can be a guide for teachers who are
interested to apply this model in the class learning.
2. RESEARCH METHOD
This research is a quasi-experiment with a non-equivalent control group design. The experimental
group and the control group were not chosen haphazardly, but rather purposively (using purposive sampling
technique). We choose these two classes as the because: 1) These two classes were not superior classes; 2)
These two classes were taught by the same physics teacher. The treatment lasted for four weeks and started
by providing an initial test in the first week (in the same day), this initial test aimed to determine the profile
of students’ initial creative thinking abilities. Then, both were given the treatments; the experimental group
used the CORE learning model and the control group used the scientific approach. It should be noted that
apart from the differences in the learning model, there was no other different treatment. The assignments,
media, and topics taught were the same. After that, a post-test was given as the reference data to see the
effectiveness of each treatment of creative thinking abilities.
The population in this study were students of the East Lampung Unggulan Islamic Junior High
School. The sample used was class VIII A with a total of 30 students as an experimental class and VIII B
with a total of 30 students as a control class. These samples were tested with the Normality and Homogeneity
test using SPSS 25 software with the provision sig. values>0.05. Based on the results of the normality test,
the experimental class reached a significance value of 0.064 and the experimental class reached a
significance value of 0.126. So, the two samples are normally distributed (reached more than 0.05 significant
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value). Based on the homogeneity test, a significance value of 0.530 was obtained, this meant that the
samples came from the same population (homogeneous).
The research instruments were an essay test to measure students’ creative thinking abilities and an
observation sheet to determine the feasibility of the model. Before the test was administered, it was tested to
find out the level of validity, reliability, level of difficulty, and discriminating index. From validity and
reliability test, this instrument was stated valid and reliable. Besides, hypothesis testing in this study was not
only limited to the Gain test, but also used the Effect Size test. The Effect Size test was used to see the
increase in the results of the pre-test and post-test and ensure that the increase was the influence of the
research variable (not due to external factors). An overview of the steps of the research is presented in the
Figure 1.
Figure 1. The steps of connecting, organizing, reflecting, extending learning model
3. RESULTS AND DISCUSSION
The data analysis of students’ abilities consisted of data analysis skills before (pre-test) and after
(post-test) learning. The pre-test and post-test data analyses are presented in Table 1. Based on the data, it is
recognized that the average score of the pre-test in the experimental class was greater than the average score
in the control class. In the pre-test, the experimental class got an average score of 47 while the control class
got an average score of 44. The average posttest score of the experimental class was 79 and the average score
of the control class was 69. A comparison of the increase in pre-test post-test scores between the two classes
is presented in Figure 2.
Table 1. Students’ creative thinking abilities data
Data
Experimental class Control class
Pre-test Post-test Pre-test Post-test
Mean 47 75 44 69
Min score 37 67 33 60
Max score 58 83 53 78
Figure 2. Comparison graph of pretest and posttest score increase
The steps of Connecting, Organizing,
Reflecting, Extending learning model
Step 1
Connecting
The teacher asked
questions about sound
wave topic to explore
students’ initial
knowledge and to train
students' ability to
connect sound wave
concepts and everyday
phenomena
Step 2
Organizing
The teacher directed
students to organize
ideas that have been
discussed in the
previous topic
The teacher directed
students to rethink and
explore the results of
group discussions
Step 3
Reflecting
Step 4
Extending
The teacher directed
students to present
the results of group
discussions
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In Figure 2, it is seen that not only the average post-test score of the experimental class is greater
than the average post-test score of the control class, but also the increase in the scores of the pre-test to the
post-test in experimental class is greater than the increase in the control class. Again, the increase in students’
creative thinking scores can be distinguished from their gain scores. The gain score of creative thinking is
presented in Table 2.
Table 2. Gain score of creative thinking abilities
Data
Gain score
Criteria
Experimental class Control class
Creative thinking 0.48 0.34 Moderate
Table 2 states that the increase in score in the experimental class is greater than the control class that
was indicated by the gain score of the two classes. The gain score of the creative thinking of the experimental
class was 0.48 and the gain value of the control class was 0.34 which is categorized in the moderate criteria.
The difference in the increase in the average gain score between the experimental class and the control class
shows the effectiveness of the CORE model toward students’ creative thinking.
The CORE learning model is said to be effective if after using this model, there is an increase in the
students’ creative thinking abilities. The CORE learning model is effective in improving students’ creative
thinking abilities based on the Effect Size test as displayed in Table 3. Table 3 shows that the effect size of
creative thinking is 0.57 which is included in the Moderate category. This shows that the CORE model really
gave an impact on students’ creative thinking in Physics with a fairly high category. This happened because
the steps in the CORE learning model triggered students to think fluently, think flexibly, think originally, and
think elaborately. More about this is explained in Table 4.
Table 3. Test results of effect size test
Variable Effect size Standard deviation Category
Creative thinking 0.57 167.27 Moderate
Table 4. Storyboard of CORE model based on creative thinking
CORE model Discussion Indicators of creative thinking
Connecting (Fluency)
Posing questions and exploring students’
memory about sound and examples of
sound produced by musical instruments
and some living things.
Students could express their opinions on
what sounds were and mention examples
of sounds produced by musical
instruments and some living things and
can provide more than one answer.
Organizing (Flexibility)
Explaining the resonance and reflection
of sound. Guiding and directing students
to organize their thinking ideas.
Students paid attention to teachers’
explanations about sound and provide
answers, ideas, and questions that were
varied and could see a problem from
many different alternatives.
Reflecting (Originality)
Rethinking, exploring, information, and
reflecting by rethinking and exploring
the results of the discourse.
Students thought about unique ways to
express themselves.
Extending (Elaboration)
Developing, broadening, and finding and
directing students to explain and present
the results of discussions from each
group.
Delegations from each group explained
and presented the results of group
discussions in front of the class.
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The creative thinking ability is a person’s skill for new ideas that can be applied to deal with
problems [29]. Based on Table 3 the results of hypothesis testing using the Effect Size test can be assumed
that the CORE model was effective in fostering students’ creative thinking. This was due to learning by
applying the CORE model, the students were required to think creatively based on the information obtained.
During the activities, they connected old and new concepts, remember old information, and use new
information. Through this learning, students can expand their knowledge during the learning process. In
learning by applying the scientific approach, the students got more information from teachers, so that in
learning, they were less trained in creative thinking. The finding of this research was in line with the earlier
study which stated that the biggest aspect that played a role in students’ problem solving skills was the aspect
of understanding of creative thinking skill [16].
The previous research related to CORE learning models states that it could improve students’
understanding of concepts [30], had a constructive effect on the skill of critical thinking of students [31], and
improved students’ creative thinking skills [32]. In the learning practice, the CORE model was student-
centered where students looked for solutions and build their knowledge. This provided a different experience
so that students could improve their problem-solving abilities, especially in creative thinking abilities.
Therefore, CORE learning model can also train students to get used to collaborating in group learning.
Table 5 showed the results of students’ answers in the pre-test and post-test of two sample classes. Table 5
will help us to see differences in students’ answers before and after treatment.
Table 5. Sample answers from control and experimental classes (Post-test)
Class Post-test
Experiment Question in English (This question was applied to both sample classes, for the pre-test and post-test).
Pay attention to the picture of someone who is playing the guitar as follows!
The guitar is a stringed musical instrument that is played by picking using fingers or plectrum. If
Yosip sings while playing the guitar, the frequency of the guitar strings is initially 2400 Hz. If Yosip
extends the guitar strings twice, measure the frequency of the guitar strings.
Answer in English:
Based on Mersenne’s law, we knew that:
The longer the string, the smaller the frequency and vice versa. If the initial frequency is 2400 Hz,
and the length is made twice the original then the resulting frequency is
f = 2400 Hz
2
= 1200 Hz.
Control
Answer in English:
The frequency is initially 2400 Hz and the length is made twice, then the resulting frequency is:
f = 2400 Hz
2
= 1200 Hz.
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In Table 5, it can be seen the difference in answers and compare the answers of each student in the
control class and the experimental class. Before the learning model was applied (before treatment was given),
most students solved problems in the pretest in the wrong way, this happened because the students were
wrong in analyzing the questions, so they gave the wrong answers. After providing treatment by applying
two different learning models in two sample classes, it observed an upturn in students’ creative thinking in
solving problems. However, experimental class students were able to provide more detailed and structured
answers than answers provided by students in the control class.
While solving problems in the post-test, there were two students from each sample class who
answered the questions appropriately. Anyhow, there were discrepancies in the completion of answers by
students who learn with the CORE learning model with students who do not learn with the CORE learning
model. This difference was striking from the way students identify problems. A student from the
experimental class explained “why frequency is inversely proportional to the length of the strings” by
confirming the reason for the detailed answer, namely: the longer the guitar strings, the smaller the frequency
and vice versa. It showed that students had their assessment of a problem presented and can draw conclusions
and present answers well.
Although the answers were both correct, students were truly able to describe solutions in a
systematic and detailed manner and which students were only able to answer improvised questions. Thus, the
answers from the experimental class students proved to be more systematic, detailed, and included the
translation of the right concepts compared with the answers from the students in the control class.
Applying the CORE model in learning could train students to think fluently, flexibly, original, and
elaboratively. Because the combination of the Connecting-Organizing-Reflecting-Extending steps produces
great performance when applied optimally. Based on the observations during research, the connecting step
could improve students’ skills to think fluently. At this step, students were able to connect many concepts
and knowledge, this is in accordance with previous research conducted by Yulianto, et al. which stated that
the CORE learning model was able to improve mathematical connection skill [24]. At the Organizing step,
students were given information about a concept and hold discussions with their group-mates. So that
students could see a concept from various points of view, this activity could improve their flexible thinking
skills. At the Reflecting step, students reflected and thought about a concept in depth, and at the Extending
step, students presented the results of the discussion and their thoughts, so, these steps will practice their
original thinking and elaborate thinking skills. The results of this study were supported by Arifah’s research
which revealed that CORE learning model had a positive effect on students’ creative thinking skills [32].
Before starting a learning process, teachers have to prepare an overview of the benefits of learning the
material to be learned in daily life. So, the teacher will indirectly get used to thinking creatively to prepare
images that can trigger student curiosity.
4. CONCLUSION
Based on the findings of the research, it can be concluded that the CORE learning model is efficient
in increasing students’ creative thinking abilities. This was proven by the results of the effect size test which
stated that the effectiveness value of the CORE model for creative thinking skill was 0.57, in the moderate
category. So, the CORE model gave a quite high effect on students’ creative thinking in physics.
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