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.
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.
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
This study described the practice of Education for Sustainable Development
(ESD) along with the supporting factors of the implementation of ESD in
three elementary schools (SD) which are referred to as pilot education
schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland
Putat Gede I Surabaya Elementary School. The study used a qualitative
approach with comparative descriptive methods. The instrument used in the
form of in-depth interviews and documentation studies. Data analysis
techniques included data reduction, data presentation and verification. The
results of this study indicated that sustainable development practices that
have been implemented in the Primary School in Surabaya take place (1) as
diverse as conservation which includes the stages of preservation, restoration,
adaptation and revitalization and ecoliteracy to facilitate so students can
build connections, awareness and experience, (2) has been supported by the
commitment of the school community and the leadership of the school
principal as outlined in various policies and integrated into curricular and
extracurricular activities, and (3) has shown a number of development
indicators sustainable in the field of education. Based on the linkages of the
three main aspects of ESD, it appears that practices implemented in schools
are still dominantly focused on environmental activities. However, there have
been efforts to link environmental activities with social and economic
activities through entrepreneurship week, cultural appreciation shows and
other collaborations and participation that involve the participation of school
members, the community and other policy makers even though in a limited
scope and simple activities.
This study aimed to produce a learning path that can help students
understand the concept of percent using the context of an egg rack. This
study used a design research method through the Indonesian Realistic
Mathematics Education approach which was carried out at Elementary
School No. 2 Gumawang, Indonesia. Data were obtained through
observation, photos, video recordings, student activity sheets, and field
documentation. The result of the research was a learning trajectory
consisting of three activities; first, students explore their knowledge of egg
racks which are very close to students' self-life, secondly, students change
the problem into a bar form based on students' knowledge of egg racks, then
students change the problem into fractions and students change the fraction
with the denominator one hundred, third, students solve the percent problem
in a more complicated form. The activities that have been produced and
tested on percent learning using the context of an egg rack, can help students
to better understand the concept of percent.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
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.
The curriculum is the heart of education, whose job determines the life or
death of a school. This study aimed to compare the implementation of
Adiwiyata school curriculum between public and private school in junior
high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data
collection techniques by means of literature studies. Data analysis techniques
were carried out with qualitative comparative analysis. The results showed
that: public and private schools in junior high schools in Bantul Regency, had
fulfilled the four main components of the Adiwiyata curriculum, in terms of
objectives, content, methods, and evaluation. The implementation of
Adiwiyata curriculum in each public and private school varies according to
the characteristics and potential of each school.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
The purpose of this study was to find the differences and relationships
between student responses, student character, and student attitudes towards
the inquiry learning model for physics subjects. The contribution given in
this study is useful if the student's response to learning is not good then there
are problems in the learning taught by the teacher so that the teacher can
improve better teaching techniques. This study uses mixed research methods
designed with an explanatory design which is a combination of two methods,
namely quantitative and qualitative research methods. The results of the
t-test and correlation test of student variables, student character, and student
responses can be said to be good but need to be improved optimally so that
these variables are beneficial to students. The conclusion of this study is that
there is a comparison and influence between students, student characters,
and student responses at State Senior High School (SMA) 10 Jambi City on
the inquiry learning model in physics subjects. The implication of this
research is very important, namely the short-term impact of this research is
useful and can be used as a benchmark to improve the quality of student
responses, student character, and student attitudes, especially at the high
school level.
This study described the practice of Education for Sustainable Development
(ESD) along with the supporting factors of the implementation of ESD in
three elementary schools (SD) which are referred to as pilot education
schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland
Putat Gede I Surabaya Elementary School. The study used a qualitative
approach with comparative descriptive methods. The instrument used in the
form of in-depth interviews and documentation studies. Data analysis
techniques included data reduction, data presentation and verification. The
results of this study indicated that sustainable development practices that
have been implemented in the Primary School in Surabaya take place (1) as
diverse as conservation which includes the stages of preservation, restoration,
adaptation and revitalization and ecoliteracy to facilitate so students can
build connections, awareness and experience, (2) has been supported by the
commitment of the school community and the leadership of the school
principal as outlined in various policies and integrated into curricular and
extracurricular activities, and (3) has shown a number of development
indicators sustainable in the field of education. Based on the linkages of the
three main aspects of ESD, it appears that practices implemented in schools
are still dominantly focused on environmental activities. However, there have
been efforts to link environmental activities with social and economic
activities through entrepreneurship week, cultural appreciation shows and
other collaborations and participation that involve the participation of school
members, the community and other policy makers even though in a limited
scope and simple activities.
This study aimed to produce a learning path that can help students
understand the concept of percent using the context of an egg rack. This
study used a design research method through the Indonesian Realistic
Mathematics Education approach which was carried out at Elementary
School No. 2 Gumawang, Indonesia. Data were obtained through
observation, photos, video recordings, student activity sheets, and field
documentation. The result of the research was a learning trajectory
consisting of three activities; first, students explore their knowledge of egg
racks which are very close to students' self-life, secondly, students change
the problem into a bar form based on students' knowledge of egg racks, then
students change the problem into fractions and students change the fraction
with the denominator one hundred, third, students solve the percent problem
in a more complicated form. The activities that have been produced and
tested on percent learning using the context of an egg rack, can help students
to better understand the concept of percent.
This qualitative research emphasized learning strategies in the process of full
engagement by students and discovering the implementation of learning,
science process skills, and learners' creativity. The selection of contextual
teaching and learning methods due to teachers having a role more in strategy
affairs while learners were more focused on self-actualization of practice in
their groups. Here, there was an interaction between teachers and learners to
complement each other. The participant was student of class five Elementary
School/Madrasah Ibtidaiyah Ma'arif 37 Sunan Kalijogo, Ambulu, Jember
Regency, Indonesia. Methods of data collection were interviews,
observations, and documentation. Data collection was related to natural
science subjects. The study results showed the procedures for implementing
contextual teaching and learning in natural science subjects. Applying
contextual teaching and learning methods was very effective in natural
science subjects. The findings of this study showed that improving the
quality of learning and learning support facilities can realize the ability of
competence of students and teacher professionalism.
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
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.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
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.
Teacher Professional Competence and Elementary School Student Creativity in S...AJHSSR Journal
ABSTRACT: The implementation of the 2013 Curriculum in the primary school education system in
Indonesia aims to develop students' creativity as one of the 21st-century skills. This research describes the
correlation between the teachers’ professional competence and the primary school students’ creativity. The
problem in this research is whether the students’ creativity is correlated with the teachers’ professional
competence in primary schools. Data were collected by distributing questionnaires to 1281 students in 26
primary schools. The teachers’ professional competence questionnaire consists of 6 items while the students’
creativity questionnaire consists of 14 items. The research samples were taken at simple random. The data
analysis method used Spearman correlation description analysis. Based on the results of the Spearmen
correlation test, it was found that: (1) there was a significant correlation between the teachers’ professional
competence and the elementary school students’ creativity; (2) category of correlation between the teachers’
professional competence and the students’ creativity was weak; (3) the direction of the correlation between the
teachers’ professional competence and the students’ creativity was positive. The correlation between the
teachers’ pedagogic competence and the students’ creativity shows the need for efforts to increase the teachers’
professional competence to increase the primary school students’ creativity.
KEYWORDS -competence, creativity, primary school, professional, teacher
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.
The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.
This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students’ achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
This study aimed to explore the motivational factors influencing the development of environmental leadership qualities among students in higher educational institutions (HEIs). The study used surveys based on the methods of Zhang and Nunez Alonso, the Karpenko criteria, and the methods of Chen and Semedo. The study revealed that the proposed program, designed to enhance motivation and foster environmental leadership qualities, positively impacted students' motivation. Approximately one-third of students exhibited only an elementary level of environmental culture, indicating a lack of focus on environmental protection. However, applying the proposed approach increased motivation, environmental culture, and environmental leadership among students. Furthermore, a correlation was identified between motivation factors, environmental culture, and environmental leadership qualities. Future research should explore strategies for promoting ecological behavior among students, schoolchildren, and adults.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
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Similar to Social studies learning modules to improve concept understanding and attitude of the environmental care
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
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.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
Teachers’ Experiences in the Implementation of Modular Distance LearningAJHSSR Journal
ABSTRACT:The continuity of learning in this time of pandemic brought challenges to many countries. This
so called “Education in the New Normal” brought new teaching experiences for teachers. This study aimed to
narrate the teachers‟ experiences in the implementation of Modular Distance Learning. Findings revealed that
teachers in Modular Distance Learning performs a variety of function such as preparing and distributing
modules, tracking learner‟s progress and doing a lot of paper works and need upskilling to manage this learning
modality.Teachers adjust in the implementation of Modular Distance Learning through adjusting their new
routine. Monitoring and evaluating learner‟s progress and delivering quality instruction are the difficulties that
teachers experienced in shifting from face-to-face into Modular Distance Learning and the key factors that
challenged the implementation of Modular Distance Learning are the availability of quality resource materials
and attainment of learning competencies. Based on the findings of this study, the researcher recommends
simplification of modules and provide and deliver adequate supply of ready-made modules on time. There is a
need to strengthen the communication between teachers, parents and learners.
KEYWORDS –Experiences, Modular Distance Learning, Modules, Pandemic, Teachers,
The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 < 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 < 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 < 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 > Ftable 2.77 with a significance of 0.000 < 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.
Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
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.
Teacher Professional Competence and Elementary School Student Creativity in S...AJHSSR Journal
ABSTRACT: The implementation of the 2013 Curriculum in the primary school education system in
Indonesia aims to develop students' creativity as one of the 21st-century skills. This research describes the
correlation between the teachers’ professional competence and the primary school students’ creativity. The
problem in this research is whether the students’ creativity is correlated with the teachers’ professional
competence in primary schools. Data were collected by distributing questionnaires to 1281 students in 26
primary schools. The teachers’ professional competence questionnaire consists of 6 items while the students’
creativity questionnaire consists of 14 items. The research samples were taken at simple random. The data
analysis method used Spearman correlation description analysis. Based on the results of the Spearmen
correlation test, it was found that: (1) there was a significant correlation between the teachers’ professional
competence and the elementary school students’ creativity; (2) category of correlation between the teachers’
professional competence and the students’ creativity was weak; (3) the direction of the correlation between the
teachers’ professional competence and the students’ creativity was positive. The correlation between the
teachers’ pedagogic competence and the students’ creativity shows the need for efforts to increase the teachers’
professional competence to increase the primary school students’ creativity.
KEYWORDS -competence, creativity, primary school, professional, teacher
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
This study aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.
The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.
This study aimed to determine the utilization of research results of the selection of marine fungi for milkfish (Chanos chanos) feed. The study was conducted in stages, starting with identifying the issues in the learning activities of biotechnology concepts, followed by experiments to identify research methods and products, selecting an adaptation of research findings as the learning source content, and application and development of research findings as learning. The data and information were gathered through an interview grid and a questionnaire, and the findings of the surveys were then analyzed qualitatively. The results of a selection study of marine fungi from Dua Island, Banten, Indonesia as feed for milkfish related to basic competency (KD) 3.10 and 4.10 can be used as learning resources as digital magazines for class XII high school students. Thus, media can help student in learning process.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students’ achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
This study aimed to explore the motivational factors influencing the development of environmental leadership qualities among students in higher educational institutions (HEIs). The study used surveys based on the methods of Zhang and Nunez Alonso, the Karpenko criteria, and the methods of Chen and Semedo. The study revealed that the proposed program, designed to enhance motivation and foster environmental leadership qualities, positively impacted students' motivation. Approximately one-third of students exhibited only an elementary level of environmental culture, indicating a lack of focus on environmental protection. However, applying the proposed approach increased motivation, environmental culture, and environmental leadership among students. Furthermore, a correlation was identified between motivation factors, environmental culture, and environmental leadership qualities. Future research should explore strategies for promoting ecological behavior among students, schoolchildren, and adults.
Similar to Social studies learning modules to improve concept understanding and attitude of the environmental care (20)
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.
Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.
The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers’ vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
The volunteer function inventory (VFI) is an assessment tool to measure individual volunteer motivation. VFI measures individual motivation to volunteer by examining the functional motives of each volunteer. This research aimed to adapt the VFI to the Indonesian language. VFI consists of 30 items divided into five dimensions. This study utilized a non-experimental quantitative research method. Samples were acquired by accidental random sampling with N = 176. In this study, reliability testing was carried out with items and dimensions of Cronbach's α. Validity tests were examined using construct validity and item analysis. The results of the Indonesian version of VFI showed high reliability and validity. Besides, the item analysis also shows that the quality of each item is excellent. The Indonesian version of VFI will be suitable for various education fields in Indonesia to measure the students' voluntary willingness in community development activities, for example, in measuring the impact of volunteerism in the Merdeka Belajar Kampus Merdeka (MBKM) social activities and other activities within the communities.
Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PJBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli’s test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.
This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.
Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.
Incorporating ethnoscience into lessons through the ethnoscience-students’ worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students’ worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students’ responses are more influenced by science learning. In addition, the ethnoscience-integrated students’ worksheets (SW) variable indirectly affects students’ responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students’ problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).
This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.
The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smileproject as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.
This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers’ competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.
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Social studies learning modules to improve concept understanding and attitude of the environmental care
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 1, February 2023, pp. 127~135
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i1.20690 127
Journal homepage: http://edulearn.intelektual.org
Social studies learning modules to improve concept
understanding and attitude of the environmental care
Ratna Wulan Sari, Pratiwi Pujiastuti
Department of Basic Education, Faculty of Education Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Article Info ABSTRACT
Article history:
Received Sep 23, 2022
Revised Nov 03, 2022
Accepted Dec 26, 2022
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.
Keywords:
Environmental care
The social environment
Thematic learning modules
Understanding concepts
This is an open access article under the CC BY-SA license.
Corresponding Author:
Ratna Wulan Sari
Department of Basic Education, Faculty of Education Science, Universitas Negeri Yogyakarta
Colombo Yogyakarta, No.1, Karang Malang, Yogyakarta, Indonesia
Email: ratnawulan.2018@student.uny.ac.id
1. INTRODUCTION
The education path is the main pillar for developing human resources in a particular nation [1].
Trianto [2] states that the integrated 2013 curriculum learning has a theme related to daily life following the
theme; this is used as a unifying tool in all materials in several subjects [2], [3]. Social studies is a science
that provides concepts for theories or materials that exist in social life. The existence of this subject is to give
ideas about solving problems, studying, and understanding things that happen in the surrounding community
[4]. This subject can provide knowledge for individuals as well as society which aims to educate children so
that they can become good Indonesian citizens [5], [6]. When students cannot understand a material, they
tend to memorize the material they get. Children who are required to memorize and hoard information by not
understand the available information are obtained, are only smart in theory but lacking in application [7], [8].
2. ISSN: 2089-9823
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128
A school is a place used for formal education and for carrying out activities by students and teachers
that take longer than in other environments. This school has a crucial role in shaping the character, attitude,
and behavior that exists in students’ personalities. The attitude of students’ care for the environment is an
effort to prevent the damage to the natural environment that occurs, as well as develop efforts to improve the
natural damage that has been carried out [9]–[11].
Asmani [12] explained that the age of children at 9 to 10 years had entered the stage of forming a
concern. Students’ concern for the environment can be a factor that supports improving the quality of the
environment in the future. The environment can also be used as a medium and means of learning for students
at school, at home, and community [12]. Madona and Nora [13] argued that learning social studies subjects
should be presented attractively so students can easily understand all the studies that exist in teaching and
inexpensively learn social studies subjects [13]. Santrock [14] explained that in the concrete operational
stage, students can explain a logic if the logic is applied in more detail or with examples of real objects [14].
Based on interviews, observations, and self-assessment questionnaires for teachers and students,
varied teaching materials are not yet available, especially teaching materials sourced from the student's social
environment, and the utilization of the student’s social environment has not been carried out optimally. The
self-assessment and data on the value of the evaluation results owned by the teacher showed that students'
understanding of concepts was only 50%. The value of student learning outcomes showed that more than
75% of students’ scores were still below the minimum completeness criteria (KKM) for social studies
learning. The average grade of 130 fourth-grade students only achieved a score of 75. They are not yet
reaching the minimum school completeness score criteria of 80. Self-assessment data and data on the value
of the evaluation results owned by the teacher showed that the students’ environmental care attitude was
only 40%.
The Central Bureau of Statistics of Semarang Regency in the Environmental Statistics of Semarang
Regency in 2019 stated that critical land in Semarang Regency reached 100,895.41 hectares. It could increase
the occurrence of floods and landslides during the rainy season, drought in the dry season, reduce soil
fertility, and reduce water infiltration into the soil land, thereby disrupting the stability and sustainability of
the environment [15]. Based on the 2019 Environmental Quality Index processing results [15] this regency
experienced a decrease in water and air quality. It is because all human activities in the industrial sector have
increased, causing higher river pollution and the impact of a decrease in the water quality index by 3.89%.
Likewise, air conditions in 2019 experienced a decrease in quality from year to year by 1.99% [15]. So there
needs to be a synergy from all aspects of society to create a healthy environment. Research conducted by
Afriyeni [16] described the environment that has been used as an area for conducting learning and a place for
learning that can focus on caring for students in the environment [16]–[18].
Based on the needs analysis conducted in several elementary schools in the cluster Gatot Subroto, it
can be said that there are concepts that must be put in place and attitudes that students must give toward an
environment where these are still low. Teachers usually present material using only teacher books, student
books, worksheets, and one-way learning. Some students will be more interested and easily understand the
material if an interesting open material is presented with pictures of real events in students’ lives. So,
developing a thematic learning module with many interactive activities is the right choice [19].
The assumption that underlies the development of this thematic learning module is research by
Asmahasanah et al. [20]. It showed that the learning module developed can increase mastery and
understanding of the material in the form of learning modules that develop over time [20]. The development
of social environment-based thematic learning modules based on this social environment is supported by the
research of Safrina et al. [21]. They had succeeded in developing these social studies learning module with
the latest media, which is electronic media that contains the beautiful cultural diversity of Indonesia in the
fourth-grade elementary school module [21]. This research showed that learning that has used the social
studies module is more effective in increasing mastery and understanding of the material and student
attitudes towards the material being taught. Therefore, this research would take the title “Social studies
learning modules to improve concept understanding and attitude of the environmental care.”
2. RESEARCH METHOD
This research used research with the type of research and development commonly known as
research and development (R&D). The population in this study were all fourth-grade students of Elementary
School (SD) Gugus Gatot Subroto, Pringapus sub-district, Semarang Regency, Indonesia in 2021/2022. The
technique used in taking this sample is by using a simple random sampling technique where this technique is
a group of individuals with qualifications and equal opportunities in making elections by members in the
sample [22]. The number of samples used in this study were 130 students of Pringapus 01, Pringapus 02,
Pringapus 03, Pringapus 04, and Jatirunggo 01 state elementary schools.
3. J Edu & Learn ISSN: 2089-9823
Social studies learning modules to improve concept understanding and attitude … (Ratna Wulan Sari)
129
The method used in collecting data is by conducting observations, interviews, student and teacher
response questionnaires, expert assessment questionnaires, and gratitude attitude assessment questionnaires.
Where the techniques for collecting this data are described in: The researcher used the instrument to collect
data by giving observation sheets, interviews, questionnaire sheets, environmental care scales, and test
questions. The development procedure in this research passes through 10 stages, namely: i) Preliminary study
(research and information collecting); ii) Planning; iii) Develop preliminary form of product; iv) Preliminary
field testing; v) Main product revision; vi) Main field testing; vii) Operational product revision; viii)
Operational product revision; ix) Field trial; x) Final product revision and dissemination and implementation
[23]. Qualitative data analysis in this research was obtained from the results of the data were first tested for
normality and homogeneity where this test was used. Then the hypothesis was tested by using the t-test,
which was then carried out a paired t-test, independent t-test and MANOVA test to provide knowledge of the
differences between the experimental group and the control who had been given treatment.
3. RESULTS AND DISCUSSION
3.1. Feasibility test results
Based on the preliminary study questionnaire results, it can be concluded that students like the
thematic learning modules containing social studies based on the social environment that will be developed.
The results of the learning module trial assessment by media experts showed the transfer of learning media
with validation results which gave the total score, or all scores obtained was 100 and got the “very eligible”
category. Table 1 describes the validation obtained from the transfer of learning media.
Table 1. Media expert validation results
No Assessed aspect Score Category
1 Aspects of the feasibility of the chart 60 Very eligible
2 Aspects of the feasibility of the thematic learning module content containing social studies based
on the social environment
24 Very eligible
3 Aspects of the usefulness of social environment-based thematic learning modules based on the
social environment
16 Very eligible
Total score 100 Very eligible
Based on the table above, the results of the assessment of learning media experts on the thematic
learning modules containing social studies based on the social environment show that the total score obtained
from the expert validators of learning media is 100 with the “very eligible” grouping. Several important
aspects are used by learning media experts as material to assess the feasibility of social studies-based
thematic learning modules from the social environment: graphic feasibility, feasibility, and usefulness. The
media graphics for the thematic learning modules containing social studies are sourced from the student's
social environment related to the size of the module, cover design and content, suitability of letters,
illustrations, and the format of the module. The choice of colors must always be considered. Color selection
is not only in the color of the image but also involves choosing the color of the letters used, image
illustrations, cover designs, and content designs [24], [25].
The content in this module is related to the coherence of the module, the attractiveness of the
content the module, the provision of content, the accuracy of the content, and the ease of use of the module.
Hamid [26] stated that there is a need for innovative learning media that have been adjusted to the
characteristics possessed by students. The characteristics of students used as the basis for compiling learning
media can make the media easier to understand and use by the students themselves [26]. The usefulness of
the thematic learning module media containing social studies based on students’ social environment is related
to the usefulness of the media in increasing students’ understanding of learning activities, fostering a deeper
environmental care attitude, and supporting students to have independent and active characteristics.
Kustiawan [27] stated that as sophisticated and as good as any media, if its existence deviates from the
content and goals of this media, it cannot be stated to support ongoing learning [27]. The results of the
module trial assessment by learning materials experts reveal that the validation of learning materials experts
show that the total score or overall score obtained is 90 and gets the “very eligible” category. Table 2
describes the results of the validation of the learning media experts.
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Table 2. Material expert validation results
No Aspect Score Criteria
1 Basic competencies, indicators, and learning objectives 10 Practical
2 Material suitability 25 Practical
3 Language 15 Practical
4 Student characteristics 4 Practical
5 Media content 19 Very practical
6 Response 14 Very practical
Total score 87 Practical
Category Very practical Very practical
Based on the overall score obtained from the validation results, an analysis of the assessments in the
learning material was obtained by providing information about the total score obtained was 90, which had an
eligible class. Several aspects in the assessment of learning materials, according to National Education
Standards Agency (BSNP) [28] are: i) Aspects of graphic feasibility; ii) Content aspects; and iii) Usability
aspects. In addition to these three aspects, learning materials used by learning media developers must also
pay attention to aspects of student needs and important aspects to encourage student interest in reading the
material that has been given and listed in the module [28]–[30].
3.2. Practicality test
This practicality test resulted in the teacher and student response tests carried out in field trials,
starting with initial field tests, main fields, and operational field trials. This teacher response questionnaire
was conducted for fourth-grade teachers at Pringapus 04 State Elementary School. The number of questions
in this teacher response questionnaire was 25, using a scale of 1-4. Table 3 presents the results of the
validation of the data teacher response questionnaire. Based on the overall score obtained from the validation
results, it shows that result it is very practical to use in the learning process in providing levels of ability
from understanding the concepts obtained from the attitude of caring for the environment shown by
fourth-grade elementary school students. Table 4 reveals the results of the validation of the data student
response questionnaire.
Table 3. Teacher response questionnaire results
No Aspect Score Criteria
1 Material completeness aspect 40 Very eligible
2 The language used aspect 8 Very eligible
3 Concept understanding aspect 15 Very eligible
4 The environmental care aspect 15 Very eligible
5 The suitability of practice questions aspect 12 Very eligible
Score total 90 Very eligible
Table 4. Student response questionnaire results
No Aspect Score Criteria
1 Module display 72 Practical
2 Module ease 48 Practical
3 Module benefits 48 Practical
4 The pleasure of using the module 11 Practical
Aspect total 179 Very practicel
Based on the Table 4, the total score is 179 with a very practical category and can be used at a later
stage. The study results obtained from the teacher’s responses in this field trial include initial field trials and
primary to operational field trials. This field trial aims to provide information about the teacher’s response to
the thematic learning module containing social studies based on the student’s social environment in
increasing the understanding of concepts carried out by students and having an attitude that cares about the
environment in fourth-grade elementary school students. The activity in this field trial was carried out by
giving a teacher and six students from fourth-grade Pringapus 04 State elementary school to get involved.
These students and teachers were used for this initial field trial. This questionnaire gave results on the
response given by the teacher in the initial field trial showing that the total score obtained is 87 with the
“effective” category. The distributed questionnaire contained responses from students in field trials which
gave results regarding the total score obtained was 96 with the “very effective” category.
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The assessment given by teachers and students was certainly not only in the form of a questionnaire,
but there were some comments and suggestions. After the product is feasible and the product revision or
improvement process has been carried out, the next step is to conduct the main field trial to get student and
teacher assessments, which have more subjects. The main field trial was carried out on one teacher and
twelve students of Pringapus 04 State Elementary School. Based on the main field trial, the results obtained
from teachers and students stated that the thematic learning modules they used were “effective,” and they
were not happy with using the module, nor were they boring. The analysis of the teacher response
questionnaire showed the total score obtained was 100 with the “very effective” category. While the student
response questionnaire analysis showed that the total score obtained was 204 in the “effective” category.
After the product gets a decent score from teachers and students carried out in the main field trial,
the next step was to carry out operational field trials that aimed to provide the knowledge of student and
teacher assessments on the media in the thematic learning module containing social studies based on the
student’s social environment with more visible subjects. During the operational trial, the subjects used were
four teachers and all students in fourth-grade elementary schools in the Gatot Subroto cluster. Those are
Pringapus 02 state elementary school, Pringapus 03 state elementary school, Pringapus 01 state elementary
school, and Jatirunggo 01 state elementary school. Based on the results of the operational field trials, teachers
and students stated that the thematic learning module media products containing social studies from
environmental concerns were “effectively” used in the learning process [31].
3.3. Effectiveness test
The data from the operational field test results are divided into two research instruments; namely,
the test results provide an understanding of the concept and the results of a questionnaire regarding the
attitude of caring for the environment carried out by students. In addition, the test is carried out in two ways,
namely, before the learning (pretest) and after the learning process (posttest). This activity is carried out by
giving the experimental class a thematic learning module containing social studies based on the social
environment, while what happens in the control class is that the teacher will carry out a learning process.
Furthermore, an independent sample t-test and paired sample t-test were conducted to determine the
module’s effectiveness. Before carrying out the t-test, this test was first carried out with a prerequisite test in
the form of a normality test and a homogeneity test. The purpose of this prerequisite test is to be able to
provide information about whether the data obtained in the field is from a homogeneous population or not.
Table 5 shows the results of an independent t-test.
Table 5. Independent t-test of concept understanding and environmental care attitude test
Variable Equal variances assumed Sig. Asymp (2-tailed) Detail
Concept understanding 0.001 Sig. <0,05 𝐻o rejected (there is a difference)
Environmental care attitude 0.000 Sig. <0,05 𝐻o rejected (there is a difference)
Table 5 shows the value that exists in the significance of conceptual understanding is 0.001, and the
significance value for the attitude toward environmental care is 0.000. It can be concluded that the
significance value of understanding the concept and attitude of environmental care is lower than 0.05 (0.000
<0.05), so 𝐻o is rejected. With 𝐻o rejected and 𝐻𝑎 will be more acceptable, it can be stated that there is a
significant difference in the results of the understanding values that exist in the concept and value of caring
attitudes that occur in control and experimental classes. After conducting an independent t-test, the next step
is to conduct a t-test in pairs. Table 6 describes the results of the paired t-test that has been carried out.
Table 6. Paired t-test of concept understanding and environmental care attitude test
Variabel Group Equal variances assumed Sig. Asymp (2-tailed) Detail
Concept understanding Experiment class 1 0.000 Sig. <0.05 𝐻o rejected (there is a difference)
Experiment class 2 0.000 Sig. <0.05 𝐻o rejected (there is a difference)
Environmental care attitude Experiment class 1 0.000 Sig. <0.05 𝐻o rejected (there is a difference)
Experiment class 2 0.000 Sig. <0.05 𝐻o rejected (there is a difference)
Table 6 provides information about the significant value of conceptual understanding is 0.000, and
the significance value for environmental care attitude is 0.000. It can be concluded that the significance value
of understanding the concept and attitude of the environmental care is lower than 0.05 (0.000<0.05), which
means that 𝐻o is rejected. Table 7 displays the results of the MANOVA test that has been carried out.
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Table 7. MANOVA test
Effect Value F Hypo thesis df Error df Sig. Parti al Eta Squared
Class Pillai’s .50 64.14 2.000 128.0 .000 .501
Trace 1 4b 00
Wilks’ .49 64.14 2.000 128.0 .000 .501
Lambda 9 4b 00
Hotelling’ 1.0 64.14 2.000 128.0 .000 .501
s Trace 02 4b 00
Roy’s 1.0 64.14 2.000 128.0 .000 .501
Largest 02 4b 00
Root
The Table 7 of results of the MANOVA hypothesis test consists of Pillai’s Trace, Wilks’ Lambda,
Hotelling’s Trace, and Roy’s Largest Root, each with a significance value of 0.000. Where it defines that the
significance value is 0.000, the significance value of the MANOVA hypothesis test results <0.05 is 𝐻𝑎
accepted, and 𝐻o is rejected. With 𝐻𝑎 accepted, it can be concluded that there is a significant difference in
understanding the concepts and attitudes of caring for the environment for fourth-grade elementary school
students who do not use the module with those who used it.
3.3.1. Improving the concept understanding ability
What can be seen is the increase obtained from the results of the pretest and posttest, where there is
an increase in the experimental class compared to the control class. In this study, the primary schools used as
the experimental class were Pringapus 02 and Pringapus 03 State Elementary schools, while the control
classes were Pringapus 01 and Jatirunggo 01 State Elementary Schools. The analysis results of each aspect
will later be used as guidelines in determining the effectiveness of the thematic learning module products
containing social studies based on students' social environment. The average value of the students’ ability in
concept understanding in the experimental class in the pretest was 50 and increased to 80 in the posttest.
Analysis of the value of this t-test is divided into two parts: paired t-test analysis and independent t-test
analysis. The results of the paired t-test analysis showed that the results of the sign value <0.05, namely 0.00.
These results provided information about the difference that can be made in understanding concepts before
and after being treated with thematic learning modules containing social studies based on the social
environment. The results of the independent t-test analysis gave a value with a sign <0.05, i.e., 0.00. These
results showed a difference in the ability to understand concepts between students who used the thematic
learning modules containing social studies from the social environment and those who did not. The results of
the analysis provided conclusions about the thematic learning modules containing social studies based on this
social environment which are effective in increasing students’ ability to understand concepts.
In other words, this learning module has an important influence on increasing students’
understanding of concepts. As stated in the Regulation of the Minister of National Education Number 11 of
2005 regarding textbooks, textbooks are books used as references by schools [32]. It provides learning
materials to increase piety and faith, personality and character, and technology. It also provided the ability to
master science and aesthetics that occur in sensitivity, health, and physical potential based on national
education standards. From the regulation of the Minister of Education above, it can be said that this module is
an important teaching material in increasing the conceptual understanding, which is the ability to master
science and an attitude of caring for the environment that is included in character and personality. The
content component is the material used or included in the contents of this learning module. Using the interest
and easy-to-understand things around students will make students easy to understand the contents of this
learning module. It can make social studies-based thematic learning modules sourced from the social
environment as an alternative media for teaching materials in learning [32].
3.3.2. Improving the attitude of the environmental care
The field trial results have an attitude that cares about the environment. The questionnaire results
also proved that the Likert scale disseminated to students both before and after using the social studies
thematic learning module is sourced from the social environment. The analysis results of the environmental
care attitude showed that there was an increase in the results of observations between the experimental class
and the control class. Both the analysis of the conceptual understanding ability and the assessment of the
environmental care used the t-test on the SPSS. The experimental classes are Pringapus 02 and Pringapus 03
state elementary school, and the control classes are Pringapus 01 and Jatirunggo 01 State Elementary school.
Two important aspects that must be considered when wanting to know the effectiveness of the thematic
learning module products containing social studies based on the social environment in providing an increase
in understanding attitudes and concepts that are cared for by the student environment are by using the
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average value of the questionnaire results that have been given to the experimental class and control class
before and after using the module. The analysis results of each aspect will later become guidelines for
determining the effectiveness of the thematic learning module products containing social studies based on the
social environment.
The next analysis used was paired t-test and independent t-test. The paired t-test showed that the
sign value was <0.05, i.e., 0.00. These results indicate differences in the attitude toward caring for the
environment that students show both before and after being given treatment in the form of thematic learning
modules containing social studies based on the social environment during the teaching and learning process.
The results of the independent t-test analysis showed the results of the sign <0.05, namely 0.00. These results
indicate a difference in the results of environmental care attitudes between the experimental class and the
control class that does not use the thematic learning module containing social studies based on the social
environment. From this analysis, it was concluded that the paired t-test and independent t-test results could be
concluded that the thematic learning module containing social studies based on students’ social environment
effectively improves students’ environmental awareness skills. Supported by Sariani’s et al. [33] research,
learning modules can improve students’ environmental care attitudes [33]. The students’ attitude toward
environmental care can be improved only by familiarizing students from an early age to care about this
environment. It can be started from the environment around students or students’ social environment at home
and school. Moreover, the school and parents must cooperate so that the teachings for environmental care
align with each party.
3.3.3. The Ability to understand concepts and attitude of the environmental care
This test was carried out to provide information about whether the thematic learning modules
containing social studies from the social environment could increase students’ understanding of
environmental care attitudes and concepts. The MANOVA test analysis showed that the sign’s results were
<0.05, i.e., 0.000. It indicates a significant difference in understanding concepts and attitudes towards
environmental care for the fourth-grade elementary school students in the cluster Gatot Subroto that uses the
thematic learning module with social studies content sourced from the social environment. This module can
be used as teaching material that helps students while studying. It also can assist students in building
knowledge and contributing to the development of students for the better and being able to be a solution to
the problems faced by students and teachers in the learning process.
4. CONCLUSION
The results of the study showed that: i) The thematic learning modules met the eligibility criteria
based on the results of assessments from media experts and learning materials experts, each of which
received the “very eligible” category; ii) It also met the practicality criteria based on the results of the
assessment of student response questionnaires and teacher response questionnaires, each of which gets the
“very practical” category; and iii) This module was effective in increasing the conceptual understand and
environmental care attitudes of fourth-grade elementary school students. The effectiveness is shown from the
results of the t-test, and the MANOVA test, with the significance level, obtained, being 0.000. Where it
defines that the significance value is 0.000, the significance value of the MANOVA hypothesis test results
<0.05 is 𝐻𝑎 accepted, and 𝐻o is rejected. With 𝐻𝑎 accepted, it can be concluded that there is a significant
difference in understanding the concepts and attitudes of caring for the environment for fourth-grade
elementary school students who do not use the module with those who used it.
ACKNOWLEDGEMENTS
The researcher expresses his deepest gratitude to the Postgraduate Basic Education Study Program,
Yogyakarta State University, and principals, teachers, and students for their support in this research.
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BIOGRAPHIES OF AUTHORS
Ratna Wulan Sari is a student of the Basic Education Master’s Program at
Yogyakarta State University. She is active in student activities and learning at the campus
where she is studying. She can be contacted at email: ratnawuls@gmail.com.
Pratiwi Pujiastuti is a lecturer in the Basic Education Master’s Program at
Yogyakarta State University. The author is one of the lecturers active in research activities
related to education, especially in the field of Basic Education. In addition, the author is also
involved in community service activities. She can be contacted at email: pratiwi@uny.ac.id.