Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
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.
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.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
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.
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.
Designing an Innovative Assessment of HOTS in the Science Learning for the 21...Md. Mehadi Rahman
Science learning in the 21st century should develop the abilities of the students to find solutions to the problems. This task requires a set of skills called Higher Order Thinking
Skills (HOTS) and innovative assessment should be designed to gauge the acquisition of these skills. Thus, this study aimed to create an innovative HOTS-based assessment tool in
science learning. It entailed a method following the research and development model. It covered the topic of genetics and involved biology experts and junior high school students.
The result initially showed that the assessment tool has high content validity. It further revealed that the items have a high-reliability index and they loaded on components based
on the three HOTS intended for the test. Thus, this paper concludes that the HOTS-based assessment tool is a good classroom test to gauge the science learning of the students.
The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.
This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation. Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r=0.634, there is the influence of motivation learn students to creativity learning with correlation coefficient r=0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r=0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
EVALUATION OF SCIENTIFIC ATTITUDE AMONG STUDENT TEACHERSS. Raj Kumar
attitude and scientific temper among them, which will be enormously supportive in teaching scientific
attitude to their students during the classroom teaching. The present investigation is an attempt has
been made to study the Scientific Attitude of student Teacher in Madurai District, Tamil Nadu, India.
The tool scientific attitude inventory developed and standardized by Asokan and it was slightly
modified by the researcher. The result reveals that the student Teachers have moderate level of
Scientific Attitude and the Scientific Attitude differs significantly with respect to their Arts and Science
stream and Parents occupation.
Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmen...Md. Mehadi Rahman
Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
I N T E R N A T I O N A L E D U C A T I O N A L S C I E N T I F I C R E S E A...S. Raj Kumar
Present scenario, E-learning resources gain access to classrooms around the world at an extremely rapid pace. In the wake of this influx, educators face growing challenges as they teach a much “wired” and more and more “wireless” generation of students using technology that is evolving every day. This paper deals with the electronic resources (E-Resources) and their different types. The information seeking behavior of students, researchers and faculty in the electronic milieu are thrashing out in detail, looks at the E- resources created by some organizations are highlighted for access. The main objective of the present Study is to find out the study on E-learning Resources Access and Academic Performance among Under Graduate Students. Normative Survey method was adopted to collect the relevant data for the present study. The tool E-learning Resources Scale (ELRAS) developed and standardized by S. Raja kumar and P. Pachaiyappan, was used to collect data for the present study. The Researcher randomly selected 330 Under Graduate Students studying in Government, Government Aided and Private Colleges in and around Vellore and Thiruvallur District of Tamilnadu. The result existing study was done in order to find the E-Learning Resources Access and Academic Performance of under Graduate Students on the whole it perceived the data explores several factors which are significant in parenteral annual income of E-learning Resources Access and the study Academic performance is significant in Stream and E-device using hours of undergraduate students. Keywords: E-learning, E-resources, E- Access, Academic performance, Under-graduate Students.
The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
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.
The study aims to develop a valid, practical and effective Biology student’s book based on Science Technology Engineering and Mathematics (STEM) on the topic of biotechnology for Grade XII. The method applied for the study was research and development with the 4-D model. The subjects were 58 Grade XII students of SMAN 1 Muncar, Banyuwangi-Indonesia. The results showed that the average of validation result of STEM-based student’s book was 86.4% which fell under a strong valid category. The average percentage of legibility test and practicality were in very good category of 87.18% and 96.53%, respectively. Meanwhile, the average of effectiveness test was 0.77 of normalized gain categorized in high criteria. In conclusion, it could be determined that STEM-based student’s book of biotechnology is valid, pratical, and effectively used in learning process.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation. Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r=0.634, there is the influence of motivation learn students to creativity learning with correlation coefficient r=0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r=0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
EVALUATION OF SCIENTIFIC ATTITUDE AMONG STUDENT TEACHERSS. Raj Kumar
attitude and scientific temper among them, which will be enormously supportive in teaching scientific
attitude to their students during the classroom teaching. The present investigation is an attempt has
been made to study the Scientific Attitude of student Teacher in Madurai District, Tamil Nadu, India.
The tool scientific attitude inventory developed and standardized by Asokan and it was slightly
modified by the researcher. The result reveals that the student Teachers have moderate level of
Scientific Attitude and the Scientific Attitude differs significantly with respect to their Arts and Science
stream and Parents occupation.
Green Consumerism in Environmental Learning: 7th-grade Students ProEnvironmen...Md. Mehadi Rahman
Science education in the 21st century including biology learning at the level of Junior High School requires a more contextual implementation. Environmental learning topics such as green consumerism is a contextual topic in biology learning. Students must have high Pro-Environmental Behavior (PEB) to participate in protecting the environment. The purpose of this study was to measure the PEB of students at the 7th-grade level. The research method used descriptive with survey data collection techniques. The study was conducted in November-December 2018 at State Junior High School 1 South Tambun, West Java, Indonesia. A total sample of 135 students in 7th grade was selected by simple random sampling. The results showed there were six PEB indicators based on Green Consumerism that were Energy Conservation (86.37), Transportation (56.67), Waste Avoidance (53.04), Daily Consumption (64.44), Recycling (58.89), Social Behavior (60.54). Among the six indicators, only energy conservation was categorized as very high, while the others are categorized as moderate. This study concluded that PEB students must be improved by various models, methods, and media in biology learning.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
I N T E R N A T I O N A L E D U C A T I O N A L S C I E N T I F I C R E S E A...S. Raj Kumar
Present scenario, E-learning resources gain access to classrooms around the world at an extremely rapid pace. In the wake of this influx, educators face growing challenges as they teach a much “wired” and more and more “wireless” generation of students using technology that is evolving every day. This paper deals with the electronic resources (E-Resources) and their different types. The information seeking behavior of students, researchers and faculty in the electronic milieu are thrashing out in detail, looks at the E- resources created by some organizations are highlighted for access. The main objective of the present Study is to find out the study on E-learning Resources Access and Academic Performance among Under Graduate Students. Normative Survey method was adopted to collect the relevant data for the present study. The tool E-learning Resources Scale (ELRAS) developed and standardized by S. Raja kumar and P. Pachaiyappan, was used to collect data for the present study. The Researcher randomly selected 330 Under Graduate Students studying in Government, Government Aided and Private Colleges in and around Vellore and Thiruvallur District of Tamilnadu. The result existing study was done in order to find the E-Learning Resources Access and Academic Performance of under Graduate Students on the whole it perceived the data explores several factors which are significant in parenteral annual income of E-learning Resources Access and the study Academic performance is significant in Stream and E-device using hours of undergraduate students. Keywords: E-learning, E-resources, E- Access, Academic performance, Under-graduate Students.
The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
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.
The study aims to develop a valid, practical and effective Biology student’s book based on Science Technology Engineering and Mathematics (STEM) on the topic of biotechnology for Grade XII. The method applied for the study was research and development with the 4-D model. The subjects were 58 Grade XII students of SMAN 1 Muncar, Banyuwangi-Indonesia. The results showed that the average of validation result of STEM-based student’s book was 86.4% which fell under a strong valid category. The average percentage of legibility test and practicality were in very good category of 87.18% and 96.53%, respectively. Meanwhile, the average of effectiveness test was 0.77 of normalized gain categorized in high criteria. In conclusion, it could be determined that STEM-based student’s book of biotechnology is valid, pratical, and effectively used in learning process.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
Utilization of Instructional Materials and Academic Performance of Senior Sec...ijtsrd
The study assesses the level of the availability and utilization of instructional materials for teaching chemistry in Oji River Local Government Area of Enugu State. A survey research approach was used in this study. The target population was 114 pupils from three selected senior secondary schools in Oji River Local Government Area of Enugu State. The study employed one sample t test to test the hypotheses. This study found that instructional materials affect academic performance of chemistry students in senior secondary schools. Another finding was that teachers utilized the available instructional materials in teaching chemistry in senior secondary schools. Based on the findings, the researcher recommended among others that chemistry teacher training should be revised to provide a greater emphasis on knowledge and abilities linked to emerging technologies, such as the use of visual and audio visual instructional resources in chemistry classrooms. Chikendu, Rebecca E. "Utilization of Instructional Materials and Academic Performance of Senior Secondary School Students in Chemistry in Enugu State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49840.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49840/utilization-of-instructional-materials-and-academic-performance-of-senior-secondary-school-students-in-chemistry-in-enugu-state/chikendu-rebecca-e
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.
Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves material. The research aims are to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consists of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning is integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientificallybased learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is a quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are; 1) Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2) Physics-based scientific learning modules with material scientific electromagnetic waves can increase students' motivation to gain value 0.4 or in the category "medium".
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
The Model of Analytical Geometry Interactive Module using Systematic, Active,...AJHSSR Journal
ABSTRACT: This study aimed at producing an interactive Analytical Geometry Module based on
Systematic, Active, Effective (SAE) e-module model that can build learning independence and competency of
students in Mathematics Education study programs. This research employed the developmental research method
with the stages of development: preliminary studies, design, development, and testing. This study documented
that most of the students were interested in lectures on analytical geometry utilizing module teaching materials
in the form of interactive electronics (interactive e-modules) that could build student learning independence and
easily understand them. For this reason, it is necessary to develop teaching materials that are easy to understand,
namely interactive e-modules in the field of analytical geometry. At the design stage, this study captured the
results of the initial draft e-module interactive analytical geometry with systematic: introduction (preface,
instructions for using e-modules, material description, prerequisites, learning objectives), learning activities
include: a description of the material and examples of questions, practice exercises, summaries, competency
tests, practice answer instructions, feedback, and reference lists. At the development stage, an interactive draft
geometry e-module product draft was produced. The e-module draft is an interactive analytical geometry that is
designed and developed systematically and effectively and enables students to build learning independently by
adhering to the principles of developing teaching materials in learning. In the testing phase, the results of the
trial on the draft e-module were limited to students, and the overall average score was 3.27, which means that
the students considered that the analytical geometry interactive e-module product was good.
KEYWORDS:pengembangan, e-modul interaktif, SAE (Systematic, Active, Effective), geometri analitis
This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sintaindexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This study aimed to produce a suitable module to improve the understanding
of environmental care concepts and attitudes of fourth-grade elementary
school students and determine the module’s effectiveness. The data
collection instruments consisted of a teacher interview guide, a student
preliminary study questionnaire, a media expert validation questionnaire,
material and instrument experts, a teacher response questionnaire, a student
response questionnaire, and environmental care attitude assessment
questionnaire, and a concept understanding ability test. The feasibility
assessment uses assessments from media experts, learning material experts,
and learning instruments. The practicality assessment of the module consists
of a teacher response questionnaire and a student response questionnaire.
The data analysis of the module’s effectiveness on the ability to understand
the concept and attitude of caring for the environment was analyzed using
the t-test and MANOVA test with a significance level of 0.05. The results of
the study showed that: i) The module met the eligibility criteria based on the
results of assessments from media experts, learning materials experts, and
learning instruments that get an assessment in the “very feasible” category to
use; ii) The module met the practicality criteria based on the results of the
teacher response questionnaire assessment and the student response
assessment questionnaire who received an assessment in the “very feasible”
category; iii) The module was effective in increasing students’
understanding of concepts and environmental care attitudes. The
effectiveness is shown from the t-test and MANOVA test results with a
significance level of 0.001.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Ijsrp p90115
1. International Journal of Scientific and Research Publications, Volume 9, Issue 6, June 2019 796
ISSN 2250-3153
http://dx.doi.org/10.29322/IJSRP.9.06.2019.p90115 www.ijsrp.org
Development Of Scientific Teaching Materials Oriented
By Saintificial Approaches To Improve Critical
Thinking Of Elementary School Students
1
A.Indra Nihlah Annashih, 2
Tjandra Kirana, 3
Raharjo
1
Post Graduate, State University of Surabaya, 2
Lecturer, State University of Surabaya, 3
Lecturer, State University of Surabaya
Email: 1
indranihla.annashih@gmail.com, 2
nana.snoer@yahoo.com, 3
raharjo@unesa.ac.id
DOI: 10.29322/IJSRP.9.06.2019.p90115
http://dx.doi.org/10.29322/IJSRP.9.06.2019.p90115
Abstract – This study aims to produce science teaching materials products and related devices such as Learning
Implementation Plans (RPP), Student Activity Sheets (LKS), and Test Sheets that are valid, practical, and effective to improve
critical thinking of elementary school students. This research was carried out using the 4-D model of Thiagarajan et al., Namely
the stage of defining, designing, developing, disseminating and testing in the fifth grade of Dukuhtunggal State Elementary
School, Duduklor State Elementary School, Margoanyar Lamongan State Elementary School year 2018/2019 teaching with One-
Group Pretest-Posttest Design. The data analysis technique uses quantitative and qualitative descriptive analysis techniques. The
results showed: 1) valid, according to the assessment of the three validators with valid categories, 2) practical, according to the
assessment of the two observers seen from the activity of students increasing at each meeting and the implementation of RPP, 3)
effective, seen from the significant differences between the results of the pretest and posttest tests were students 'critical thinking
and the students' positive responses. Based on the results of data analysis, it can be concluded that the development of science-
oriented teaching materials scientific approach is valid, practical, and effective to improve critical thinking of elementary school
students.
Keywords: Development of Teaching Materials, Scientific Approach, Critical Thinking.
I. INTRODUCTION
Science in terms can be interpreted as knowledge that includes a variety of natural knowledge. This means that science has
an objective and rational nature. In line with the opinion of Djojosoediro (2010: 11) in general, the nature of science has three
components, including scientific processes, scientific results, and scientific attitudes. Scientific processes include principles,
concepts, laws, and theories. In this activity a high thinking process is needed in order to get new knowledge and experiences that
are interesting for students.
According to Rofiah (2013), it shows the importance of thinking learning, namely: (1) thinking is needed as a way to
develop perceptions and attitudes that support the creation of a class condition that is good for learning activities; (2) the thought
process is needed as a way to acquire and integrate knowledge; (3) the thought process is needed to broaden knowledge; (4)
actualize the meaningfulness of knowledge; (5) needed as a way to develop useful thinking behavior. With science education
students will be guided to think critically, solve problems, and make decisions that can improve the quality of their lives towards a
scientifically learned society.
The development of students' critical thinking skills which is very important should receive more attention in the learning
process. Based on experience in the field and analysis from several sources, the inappropriate selection of models, methods and
approaches has an impact on the low level of thinking skills of students. Afrizon (2012) states, high-level thinking skills are
shown through several aspects, including the ability to think critically, creatively, and be able to solve a problem.
Critical thinking ability must be taught first because it relates to the analysis and evaluation of data, in line with the
opinion of Hake (2008): "Science teachers are generally more at ease with critical thinking because it is closely related to analysis
and evaluation of data"
Critical thinking ability is the ability of students to make an idea. The ability to think critically is a competency needed in
the lives of students (Fahim, 2012). Fatimawati's research (2014) shows that the implementation of critical thinking frameworks is
able to build solving life problems and effectively improve the discipline of teachers and students. If the better the orientation of
critical thinking skills, the students will be able to overcome various problems in daily life. Considering that critical thinking
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http://dx.doi.org/10.29322/IJSRP.9.06.2019.p90115 www.ijsrp.org
skills need to be taught because it is not a result obtained from generation to generation, schools should be able to create an
interactive learning environment that involves students actively in learning so that they are accustomed to and trained in critical
thinking, one of them by means of selection appropriate learning model or approach (Fisher, 2002). However, in reality based on
the results of observations and interviews conducted by researchers at the Dukuhtunggal State Elementary School, at Duduklor
State Elementary School, and Margoanyar Lamongan State Elementary School it is known that the critical thinking skills of class
V students have not been fully trained and taught. This is also evident from the low level of activeness, participation and role of
students in the learning process, especially when using teaching materials. Teaching materials in the 2013 Curriculum still have
not implemented a scientific approach perfectly so that the development of teaching materials is needed to support the material to
be taught. If the teacher is able to develop teaching materials that will be used correctly when learning, the achievement of
learning objectives will be achieved well, but the reality in the field is the lack of understanding of teachers in implementing
learning in accordance with teaching materials that are used to influence student learning success and student understanding. This
is evidenced by the value that is still below the KKM, most students get a value less than the standard compote specified,
especially on electric and magnetic material.
In improving students' critical thinking and learning capacity, it is necessary to develop 2013 curriculum teaching
materials by adjusting the steps of the scientific approach to learning in honing high-level thinking skills (Erten, 2013). Because
the learning approach provides opportunities for students and helps students gain an understanding of the scientific method to
develop a critical thinking ability, self-regulation, and understanding of a specific topic is to use a scientific approach (Machin,
2014). By using this scientific approach, it is expected to grow critical thinking skills to understand the problems that exist in the
environment around students, so that they are more sensitive to changes in the environment and can determine actions that are in
accordance with the norm to address these environmental changes.
In the scientific approach to Curriculum 2013, one of the criteria is to inspire and encourage students to think critically,
analytically, and precisely as a way of identifying, understanding / interpreting, solving a problem, and applying material to
learning (Kemendikbud, 2013). The application of learning using a scientific approach allows students to obtain various important
values in the learning process. In the scientific approach includes several activities, among others: observing, asking
(questioning), reasoning (associating), experimenting (communicating), and communicating (networking), so that in carrying out
some of these activities needed the help of teachers as facilitators, but the teacher in helping / guiding is increasingly minimal due
to the higher class of students and the maturing age of the students' thinking. These student activities can be realized in the
learning process through the use of science-oriented teaching materials in the scientific approach.
Some topics can be taught in science learning, one of which is electrical and magnetic material. In the 2013 curriculum this
material has not implemented the steps of the activities carried out on the scientific approach so that it is necessary to develop
teaching materials to facilitate it all. Given this material is one of the complex material for students. Understanding of electrical
and magnetic material is not enough just to read the material description, but it is necessary to conduct investigative or
experimental activities so that students' understanding of the material becomes more profound. Electrical and magnetic material in
the fifth grade elementary school according to the 2013 curriculum includes recognizing energy sources, grouping objects
including conductors and electrical insulation, assembling simple series and parallel electrical circuits, changing the shape of
electrical energy into other energy and magnetism.
According to Muakhirin (2014) Three components of science learning in the Elementary School Science curriculum,
namely: 1) Science learning brings intellectual growth and development of students. 2) Science learning in experimental activities
must involve students. 3) Science is what brings about the formation of scientific attitudes, science skills, mastering the basic
patterns of science knowledge, and stimulating the growth of a critical and rational attitude towards students in elementary school.
Based on these components, the scientific approach oriented teaching materials are arranged to facilitate learning activities in the
material of electric and magnetic energy. Students guided by scientific approach-oriented teaching materials can think critically
from the activity of observing electricity sources, classifying objects of conductors and insulators, trying to make simple electrical
circuits, trying to make a simple compass and trying to make electromagnetic.
The purpose of this study is to produce scientific approach oriented science materials that are appropriate (valid, practical
and effective) and can improve critical thinking of elementary school students.
II. METHODS
This type of research uses the Four D Models development method, namely define, design, develop and disseminate. The
aim of this study is the TGT game card with material for growth and development. With define stages consist of needs analysis,
student analysis, task analysis, and concept analysis. The design phase consists of determining learning objectives, preparing tests,
selecting the media, and designing the initial learning. The develop phase consists of the development of learning tools and the
validation of the quality of science-oriented science-based teaching materials along with related learning tools and the results of
trial implementation. The trial was carried out using one group pretest-posttest design with 3 repetitions, namely 18 students at
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Dukuhtunggal State Elementary School, 21 students at Duduklor State Elementary School, and 16 students at grade 5 at Primary
School Margoanyar for 5 meetings. The first meeting was used pretest to find out the initial ability of critical thinking of students
before learning activities using science-oriented teaching materials scientific approach, the second to fourth meetings were used
for learning activities using science-oriented science teaching materials, and the fifth meeting was used posttest to determine
students' final critical thinking after following the learning activities. Research variables in this study are 1. validity of teaching
materials, RPP, critical thinking tests validated by experts, 2. practicality seen from the results of observations / observations of
the implementation of RPP and student activities, 3. Effectiveness seen from the results of critical thinking improvement tests
students.
III. RESULTS AND DISCUSSION
The results of the development of science-oriented teaching materials science approach to improve critical thinking of elementary
school students with supporting devices in classroom learning activities include: RPP and test results of students' thinking skills.
Learning tools are said to be good if learning devices meet the criteria of feasibility, practicality, and effectiveness (Nieven, 1999.
p.127). The validity of the developed learning device is declared valid or invalid using an instrument in the form of a validation
sheet that will be filled by expert experts in their field, also called validators to determine the shortcomings of the devices
developed and whether they are suitable for use in learning activities (Yusuf, 2016). The results of the validation of scientific
approach oriented science materials developed in detail will be discussed as follows
A. Results of Device Validation
Validation of learning devices will be carried out by three Greek validators in their fields. The results obtained from the
validator are used to see the level of feasibility of learning devices that have been developed before being applied in class.
Devices that will be validated include learning approaches oriented to scientific approaches and related learning devices.
1. Validation of Scientific Oriented Learning Materials
Teaching material that will be developed leads to students' critical thinking skills with a scientific approach oriented
by observing, asking, reasoning, trying, and communicating. Learning materials oriented to the scientific approach that
have been developed are then given to the validator to be assessed. The results of the teaching material validation obtained
from 3 validators are presented in table 1.
Table 1. Results of Validation of Teaching Materials
No Assessment Aspect
Score
Average Category
V1 V2 V3
FEASIBILITY ASPECT OF THE CONTENT
1 Compatibility of material with KD 4 4 4 4 Very Valid
2 Material accuracy 3 3 3 3 Valid
3 Material Update 3 4 4 3,66 Very Valid
4 Encourage curiosity 4 3 4 3,66 Very Valid
SERVICE FEASIBILITY ASPECT
5 Presentation technique 3 3 3 3 Valid
6 Presentation support 3 4 4 3,66 Very Valid
7 Presentation of learning 4 4 3 3,66 Very Valid
8 Coherence and chaos of thought 3 4 4 3,66 Very Valid
FEASIBILITY ASPECTS OF LANGUAGES ACCORDING TO BSNP
9 Straightforward 4 4 3 3,66 Very Valid
10 Communicative 4 4 3 3,66 Very Valid
11 Dialogical and interactive 3 4 4 3,66 Very Valid
12 Conformity with the development of students 3 3 3 3 Valid
13 Conformity with language rules 4 4 3 3,66 Very Valid
ASPECTS OF CRITICAL THINKING ASSESSMENT
14 Giving a simple explanation 4 4 4 4 Very Valid
15 Building basic skills 4 3 3 3,33 Valid
16 Concluding 3 4 3 3,33 Valid
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No Assessment Aspect
Score
Average Category
V1 V2 V3
17 Providing an explanation 4 4 4 4 Very Valid
18 Setting strategy and tactics 3 4 4 3,66 Very Valid
CHART FEASIBILITY ASPECT
19 The book size is oriented towards the scientific
approach
4 3 3 3,33 Valid
20 Cover design 4 4 4 4 Very Valid
21 Content design 3 3 3 3 Valid
From the results of the validation, it can be seen that the three validators provide an assessment that the teaching
material in each aspect with an average of 3-4.
2. Validation of Learning Implementation Plans
The RPP that has been developed is then given to the validator to be assessed. The results of RPP validation
obtained from 3 validators are presented in table 2.
Table 2. Results of Validation of Learning Implementation Plans
No Assessment Aspect
Score
Average Category
V1 V2 V3
1 Identity 4 4 4 4 Very Valid
2 Aim 4 4 4 4 Very Valid
3 Scientific approach 4 4 4 4 Very Valid
4 Means and sources of learning 3 4 3 3,33 Valid
5 Learning Steps 4 4 4 4 Very Valid
6 Cognitive aspects 4 4 3 3,66 Very Valid
7 Linguistics 3 3 3 3 Valid
From the results of the validation it can be seen that the three validators provide an assessment that the lesson plan
is in each aspect with an average of 3-4.
3. Validation Test for Student Critical Thinking
The students 'critical thinking test that has been developed is a descriptive question test that is used to measure
students' critical thinking skills after learning activities. Test questions that have been developed are then given to the
validator to be assessed in order to find out the feasibility of the question. The results of the test validation obtained from 3
validators are presented in table 3.
Table 3. Results of Test Question Validation
Question
Number
Content Validation Bahasa dan Penulisan Soal
Aver
age
Category
Questions
according to
indicators
Measuring
questions Critical
thinking
Clear working
instructions
Does not contain
double meaning
The sentence
matches EYD and is
easy to understand
V1 V2 V3 V1 V2 V3 V1 V2 V3 V1 V2 V3 V1 V2 V3
1 4 4 4 4 4 4 3 4 4 4 4 4 3 4 4 3,87 Very Valid
2 4 4 4 4 4 4 4 3 4 4 4 4 4 4 3 3,87 Very Valid
3 3 4 4 3 3 4 4 4 4 3 4 3 3 4 3 3,53 Valid
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Very Valid
5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Very Valid
6 4 4 4 4 4 3 4 4 3 4 4 4 4 3 4 3,8 Very Valid
7 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Very Valid
8 3 3 3 4 4 4 3 4 3 4 4 4 3 3 4 3,53 Valid
9 4 4 4 3 4 3 4 4 4 4 4 4 4 4 3 3,8 Very Valid
10 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Very Valid
11 4 4 4 4 4 4 3 4 3 4 3 4 4 4 4 3,8 Very Valid
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Question
Number
Content Validation Bahasa dan Penulisan Soal
Aver
age
Category
Questions
according to
indicators
Measuring
questions Critical
thinking
Clear working
instructions
Does not contain
double meaning
The sentence
matches EYD and is
easy to understand
V1 V2 V3 V1 V2 V3 V1 V2 V3 V1 V2 V3 V1 V2 V3
12 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Very Valid
13 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Very Valid
From the results of the validation it can be seen that the three validators gave an assessment that the test questions
were critical in every aspect with an average of 3.53-4.
B. Results of practicality of scientific approach oriented science materials
The results of the practicality of science-based teaching materials with scientific approach are seen from the results of
the implementation of learning activities carried out and student activities during the learning activities taking place with
observation by 2 observers.
1. Results of Implementation of Learning Activities
The results of observations on the implementation of learning activities using science-oriented science approach
teaching materials that have been developed will be analyzed at each meeting described as follows: The results of
observational analysis that has been done on the implementation of meeting 1 learning activities get a percentage between
83% - 92%, Results Observation analysis that has been done on the implementation of meeting 2 learning activities gets a
percentage between 88% - 100%, and the results of the observational analysis that has been carried out on the
implementation of the 3 meeting 3 learning activities get a percentage between 88% - 100%. In summary, the results of
observing the implementation of lesson plans for 3 weeks can be shown in Figure.
Figure 1. Diagram of the results of observing the implementation of the lesson plan
2. Results of Student Activity Analysis
The results of the analysis of student activities during learning activities were observed by two observers in each
meeting consisting of 10 aspects with the discussion of the results of the assessment by the two observers as follows: the
percentage between 83% - 100%, meeting 2 gets a percentage between 88% - 100%, and meeting 3 gets a percentage
between 92% - 100%. In summary, the results of observing student activities for 3 weeks can be displayed in Figure. 4.5.
Figure 3. Diagram of observation of student activities
The observations of student activities from meetings 1-3 if related to the criteria for implementing learning adopted
(Riduwan, 2011) found that the use of teaching materials oriented to the scientific approach in the category of active
0%
50%
100%
150%
Pertemuan 1 Pertemuan 2 Pertemuan 3
0%
20%
40%
60%
80%
100%
120%
Pertemuan 1 Pertemuan 2 Pertemuan 3
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assessment in learning activities. According to Suyono (2016) regarding learning to find students who support learning
related to direct discovery, teachers only encourage students to have experience and conduct experiments that allow them
to think critically for themselves (Nur, 2008, p. 10).
So it can be concluded that the scientific approach oriented teaching materials developed by practical researchers
are used in the learning process.
C. Effectiveness of Scientific Learning Approach Scientific Approach
The effectiveness of scientific approach oriented science materials can be seen from the results of students' critical
thinking tests. Tests are arranged as many as 13 questions with scoring techniques in accordance with the rubric that has been
prepared previously. Arikunto Opinion (2013, p. 46) tests are skills, knowledge, abilities and talents possessed by individuals
or groups that can be obtained through a collection of questions or exercises and other tools. this learning outcome test is
conducted before the learning (pretest) and after learning (posttest) with the same problem. Tests conducted before learning
are intended to obtain information on the level of critical thinking of students before learning using teaching materials, while
tests conducted after learning aim to measure the extent to which mastery of critical thinking is mastered by students after
carrying out learning. This is in accordance with Winarti (2015, p.10) stated that critical thinking is measured from the score
obtained by a series of opinion learning activities in line with what Wuri stated (2014) to find out the difference in critical
thinking of students obtained from the pretest and posttest from the learning done. The results of the pretest and pottest results
of critical thinking learning in the trials are presented in table 4.
Table 4. Data on students' critical thinking learning outcomes
No Name
Score
KKM
Completeness
N-Gain Information
Pretest Posttest Pretest Posttest
Repetition 1
1 AA 25 88 70 TT T 0,84 High
2 BB 31 90 70 TT T 0,85 High
3 CC 33 83 70 TT T 0,74 High
4 DD 25 75 70 TT T 0,67 Medium
5 EE 44 80 70 TT T 0,64 Medium
6 FF 42 85 70 TT T 0,74 High
7 GG 35 79 70 TT T 0,68 Medium
8 HH 48 85 70 TT T 0,71 High
9 II 73 85 70 T T 0,44 Medium
10 JJ 38 79 70 TT T 0,66 Medium
11 KK 75 92 70 T T 0,68 Medium
12 LL 37 83 70 TT T 0,73 High
13 MM 40 81 70 TT T 0,68 Medium
14 NN 35 83 70 TT T 0,74 High
15 OO 31 85 70 TT T 0,78 High
16 PP 25 79 70 TT T 0,72 High
17 QQ 31 77 70 TT T 0,67 Medium
18 RR 33 81 70 TT T 0,72 High
Repetition 2
1 AA 29 85 70 TT T 0,78 High
2 BB 35 77 70 TT T 0,64 Medium
3 CC 37 85 70 TT T 0,76 High
4 DD 71 87 70 T T 0,55 Medium
5 EE 27 79 70 TT T 0,71 High
6 FF 73 90 70 T T 0,62 Medium
7 GG 71 85 70 T T 0,48 Medium
8 HH 35 79 70 TT T 0,68 Medium
9 II 73 87 70 T T 0,52 Medium
10 JJ 33 81 70 TT T 0,72 High
11 KK 40 83 70 TT T 0,72 High
12 LL 35 79 70 TT T 0,68 Medium
13 MM 75 88 70 T T 0,52 Medium
14 NN 35 83 70 TT T 0,74 High
15 OO 31 85 70 TT T 0,78 High
16 PP 25 85 70 TT T 0,80 High
17 QQ 48 90 70 TT T 0,81 High
18 RR 33 79 70 TT T 0,69 Medium
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No Name
Score
KKM
Completeness
N-Gain Information
Pretest Posttest Pretest Posttest
19 SS 25 77 70 TT T 0,69 Medium
20 TT 48 80 70 TT T 0,62 Medium
21 UU 29 85 70 TT T 0,78 High
Repetition 3
1 AA 33 83 70 TT T 0,75 High
2 BB 40 81 70 TT T 0,68 Medium
3 CC 35 83 70 TT T 0,74 High
4 DD 31 85 70 TT T 0,78 High
5 EE 25 79 70 TT T 0,72 High
6 FF 31 88 70 TT T 0,83 High
7 GG 33 83 70 TT T 0,74 High
8 HH 35 75 70 TT T 0,62 Medium
9 II 44 80 70 TT T 0,64 Medium
10 JJ 46 85 70 TT T 0,72 High
11 KK 35 77 70 TT T 0,64 Medium
12 LL 37 83 70 TT T 0,73 High
13 MM 77 92 70 T T 0,65 Medium
14 NN 35 79 70 TT T 0,68 Medium
15 OO 73 88 70 T T 0,56 Medium
16 PP 38 85 70 TT T 0,76 High
Based on the results obtained in table 4 that the value obtained by students between the pretest and posttest values
increased. Critical thinking improvement can be seen from N-Gain which is in the medium and high category. The following
is explained the recapitulation of students' critical thinking improvement in Table 5.
Table 5. Recapitulation of improvement in students' critical thinking seen from N-Gain
No N-Gain Category Number of Students Precentage (%)
1 Low 0 0%
2 Medium 26 47%
3 High 29 53%
The results obtained by students when looking at table 4.14 shows that students 'critical thinking obtained after learning
activities uses science-oriented science approaches with medium approach, namely 26 students with a percentage of 47% and
high category ie 29 students with a percentage of 53% said to improve students' critical thinking . This is in accordance with
the results of research proposed by Rusiyanti's research, E (2016) which states that a scientific approach is very effective in
learning where students can reflect students' critical experiences and thoughts on an object so that they can improve critical
thinking and student achievement.
IV. CONCLUSSION
The results of the data analysis and discussion of the results of the study, then linked to the formulation of the problem and
research objectives, it can be concluded that:
1. The validity of scientific approach oriented learning materials and learning devices developed has fulfilled the validity
criteria based on the results of evaluations from the validator so that the instructional materials developed are suitable for
learning activities.
2. The practicality of scientific approach oriented science teaching material developed seen from its implementation in
learning, has been carried out very well at meeting 1, meeting 2, and meeting 3, at each learning activity.
3. The effectiveness of scientific approach oriented science teaching materials that are developed seen from the results of
critical thinking learning students experience improvement and excellent student responses, so that it can be said to be
worthy of use in learning activities
Suggestion
1. Preparation and management of time need to be considered, because the learning used to use the project takes a long time.
2. If you want to improve critical thinking students use scientific approach oriented teaching materials that have been tested to
improve critical thinking of elementary school students.
3. Teachers should make innovations in learning so learning becomes enjoyable so that they can touch meaningful learning
domains.
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4. This research can hopefully be used as a foundation for future researchers to be better developed to improve the quality of
education in Indonesia.
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AUTHORS
First Author – A. Indra Nihlah Annashih, Post Graduate, Universitas Negeri Surabaya
and email : indranihla.annashih@gmail.com
Second Author – Tjandra Kirana, Lecturer, Universitas Negeri Surabaya
and email : nana.snoer@yahoo.com
Third Author – Raharjo, Lecturer, Universitas Negeri Surabaya
and email : raharjo@unesa.ac.id