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.
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.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
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.
5E Instructional Model: Enhancing Students Academic Achievement in the Subjec...Dr.Nasir Ahmad
There are different instructional models that teachers adopted for the teaching of students different subjects. Among all those a student centered model is 5Es instructional model. This model concentrates on the engaging students, made exploration through students, explains and elaborate the learning concepts by students and then to evaluate students learning. All these 5Es provide ample space for students’ hands-on practices of the learning contents. This experimental study was conducted at primary level in the subject of General Sciences following pretest posttest equivalent group design. Two groups (control and experimental) were formed from 52 students of 5ht grade where both the groups were given same number students. The data were collected through the pretest and posttest and was analyzed through mean score, standard deviation and paired sample t test.The major findings of the study were that the overall academic achievements of experimental group taught with 5E instructional model enhanced significantly as compare to control group. The study also found significant increase indifferent aspects of cognitive domain of students’ learning; knowledge, application, comprehension and skill development abilities of experimental group taught with 5E instructional model.
Key words: 5Es instructional model, academic Achievements, Constructivist approach
Pedagogical Approaches and Techniques of Non-Education Graduates Teaching Gen...IJAEMSJORNAL
Pedagogical approaches and techniques are common among teachers, but some are more effective and appropriate than others. The study is focused on identifying the basic pedagogical approaches and techniques of Senior High School non-education graduate teachers (SHSNEGT) teaching General Mathematics using the purposive sampling method, the main respondents of the study are 12 SHSNEGT and two experts per school in Aliaga District, Municipality of Aliaga in Nueva Ecija. With the use of concurrent mixed-method research design and data statistical analysis, the results show that teacher-respondents whose age ranges from 25 to 38 are categorized as "young adults and professionals" and 83.33% are female with two years teaching experience in SHS, having BS Degree and specialization related in business courses as well as in their previous work. Using logical/matrix and inductive analysis and weighted mean, the subject matter-centered approach has weighted mean3.92 and the teacher-centered approach has 3.31 mean and considered dominant and "significantly evident" in teaching General Mathematics. With regards to pedagogical techniques applied by the teachers using weighted mean, "setting of objectives" has the highest weighted mean of 3.44, lesson development has 3.39, application 3.36, evaluation 3.35 and materials being used have 3.28. All items with a verbal description of “outstanding". They set their objectives based on learning competencies with three domains of learning, using board, with motivational activity on lesson development and board-work, group activity, problem sets, and quiz as a means of evaluation. Using ANOVA test analysis, previous work has significant differences in the pedagogical approaches(F=10.667, sig = .004) but there are no significant differences in terms of techniques (F=.510, sig=.65). The majority of the teachers are challenged about the attitude and behavior of the students towards learning. To develop productive notions of teaching, teachers must think of appropriate pedagogical approaches and techniques for every topic/lesson.
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.
Students’ Engagement in Scientific Approach Based Learning and Its Effect on ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBLbased civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. The result of this research is the necessary analysis on preliminary study. It shows that the civic material based on PBL is needed in the teaching learning process as a companion book. The validation result in product development trials indicates appropriateness. In the effectiveness experiment shows that there are differences and get it if the development between pre-test and posttest in the experiment class is more than control class. Therefore, the teaching material civic education is highly effective to improve the civic knowledge of students.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
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.
5E Instructional Model: Enhancing Students Academic Achievement in the Subjec...Dr.Nasir Ahmad
There are different instructional models that teachers adopted for the teaching of students different subjects. Among all those a student centered model is 5Es instructional model. This model concentrates on the engaging students, made exploration through students, explains and elaborate the learning concepts by students and then to evaluate students learning. All these 5Es provide ample space for students’ hands-on practices of the learning contents. This experimental study was conducted at primary level in the subject of General Sciences following pretest posttest equivalent group design. Two groups (control and experimental) were formed from 52 students of 5ht grade where both the groups were given same number students. The data were collected through the pretest and posttest and was analyzed through mean score, standard deviation and paired sample t test.The major findings of the study were that the overall academic achievements of experimental group taught with 5E instructional model enhanced significantly as compare to control group. The study also found significant increase indifferent aspects of cognitive domain of students’ learning; knowledge, application, comprehension and skill development abilities of experimental group taught with 5E instructional model.
Key words: 5Es instructional model, academic Achievements, Constructivist approach
Pedagogical Approaches and Techniques of Non-Education Graduates Teaching Gen...IJAEMSJORNAL
Pedagogical approaches and techniques are common among teachers, but some are more effective and appropriate than others. The study is focused on identifying the basic pedagogical approaches and techniques of Senior High School non-education graduate teachers (SHSNEGT) teaching General Mathematics using the purposive sampling method, the main respondents of the study are 12 SHSNEGT and two experts per school in Aliaga District, Municipality of Aliaga in Nueva Ecija. With the use of concurrent mixed-method research design and data statistical analysis, the results show that teacher-respondents whose age ranges from 25 to 38 are categorized as "young adults and professionals" and 83.33% are female with two years teaching experience in SHS, having BS Degree and specialization related in business courses as well as in their previous work. Using logical/matrix and inductive analysis and weighted mean, the subject matter-centered approach has weighted mean3.92 and the teacher-centered approach has 3.31 mean and considered dominant and "significantly evident" in teaching General Mathematics. With regards to pedagogical techniques applied by the teachers using weighted mean, "setting of objectives" has the highest weighted mean of 3.44, lesson development has 3.39, application 3.36, evaluation 3.35 and materials being used have 3.28. All items with a verbal description of “outstanding". They set their objectives based on learning competencies with three domains of learning, using board, with motivational activity on lesson development and board-work, group activity, problem sets, and quiz as a means of evaluation. Using ANOVA test analysis, previous work has significant differences in the pedagogical approaches(F=10.667, sig = .004) but there are no significant differences in terms of techniques (F=.510, sig=.65). The majority of the teachers are challenged about the attitude and behavior of the students towards learning. To develop productive notions of teaching, teachers must think of appropriate pedagogical approaches and techniques for every topic/lesson.
The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.
Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
This research was Analysis Design Development Implementation Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.
This study was done to analyze the effect of Polyatype problem solving learning oriented toward realistic mathematics on the ability to solve mathematical word problems. This study belongs to an experimental research with the Posttest Only Control Group Design. The population used in this study was the students of grade 4 at Gugus VIII SukawatiGianyarelementary schools with the total number of 138. The sample was selected through random sampling. The result of selection by lottery assigned Grade 4 students of SDN 4 SingapaduKaler to the control class and Grade 4 students of SDN 1 SingapaduKaler to the experiment class. The data were collected through an essay test that had been validated. The data that had been collected were analyzed through a difference test (t-test). Based on the result of data analysis it can be concluded that the use of Polya type problem solving teaching model oriented toward realistic mathematics gave a positive effect to the ability to solve word problems among the Grade 4 students in Gugus VIII Sukawati Gianyar.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving.
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
In many schools, the vision mission just "exists" and not become a guideline especially implementation of learning. The school just execute school routine without knowing the meaning of implementation. This is unfortunate, because the vision and mission are a unique destination that covers the activity and can be utilized as the power of quality of the service organization. How is the capacity of school management in developing the vision and mission? The goal of the research is to describe and analyze the capacity of school management in developing the vision and mission. This study used a qualitative approach with case studies. Data collection methods used are interviews, observation, and study of the document/artifact. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that schools which establish vision and mission based on noble values of the founders have a strong base for the development.
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
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.
Despite its central place in the mathematics curriculum the notion of mathematical proof has failed to permeate the curriculum at all scholastic levels. While the concept of mathematical proof can serve as a vehicle for inculcating mathematical thinking, studies have revealed that students experience serious difficulties with proving that include (a) not knowing how to begin the proving process, (b) the proclivity to use empirical verifications for tasks that call for axiomatic methods of proving, and (c) resorting to rote memorization of uncoordinated fragments of proof facts. While several studies have been conducted with the aim of addressing students’ fragile grasp of mathematical proof the majority of such studies have been based on activities that involve students reflecting and expressing their level of convincement in arguments supplied by the researchers, thereby compromising the voice of the informants. Further, research focus has been on the front instead of the back of mathematics. Hence, there is a dearth in research studies into students’ thinking processes around mathematical proof that are grounded in students’ own proof attempts. Therefore current investigations should aim at identifying critical elements of students’ knowledge of the notion of proof that are informed by students’ actual individual proof construction attempts.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
This 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.
The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.
Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
This research was Analysis Design Development Implementation Evaluation (ADDIE) development model with data collection that is student need analysis, product validation, implementation validation, and audience validation. Data collection from 59 high school students found 60% of students needed the development of a fun learning method and 92% wanted MUN to be applied to learning. The results of the product validation gained a score of 97.58% and the results of the validation of the implementation got 95% and the results of the validation of the audience based on the critical thinking skills assessment got an average score of 82.58 and communication skills assessment got an average score of 84.45 with 31 students. Based on the results of the validation of the product development is considered very appropriate without revision. Model United Nations as a learning method is able to train and measure students' critical thinking skills and communication skills.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.
This study was done to analyze the effect of Polyatype problem solving learning oriented toward realistic mathematics on the ability to solve mathematical word problems. This study belongs to an experimental research with the Posttest Only Control Group Design. The population used in this study was the students of grade 4 at Gugus VIII SukawatiGianyarelementary schools with the total number of 138. The sample was selected through random sampling. The result of selection by lottery assigned Grade 4 students of SDN 4 SingapaduKaler to the control class and Grade 4 students of SDN 1 SingapaduKaler to the experiment class. The data were collected through an essay test that had been validated. The data that had been collected were analyzed through a difference test (t-test). Based on the result of data analysis it can be concluded that the use of Polya type problem solving teaching model oriented toward realistic mathematics gave a positive effect to the ability to solve word problems among the Grade 4 students in Gugus VIII Sukawati Gianyar.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving.
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
In many schools, the vision mission just "exists" and not become a guideline especially implementation of learning. The school just execute school routine without knowing the meaning of implementation. This is unfortunate, because the vision and mission are a unique destination that covers the activity and can be utilized as the power of quality of the service organization. How is the capacity of school management in developing the vision and mission? The goal of the research is to describe and analyze the capacity of school management in developing the vision and mission. This study used a qualitative approach with case studies. Data collection methods used are interviews, observation, and study of the document/artifact. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that schools which establish vision and mission based on noble values of the founders have a strong base for the development.
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
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.
Despite its central place in the mathematics curriculum the notion of mathematical proof has failed to permeate the curriculum at all scholastic levels. While the concept of mathematical proof can serve as a vehicle for inculcating mathematical thinking, studies have revealed that students experience serious difficulties with proving that include (a) not knowing how to begin the proving process, (b) the proclivity to use empirical verifications for tasks that call for axiomatic methods of proving, and (c) resorting to rote memorization of uncoordinated fragments of proof facts. While several studies have been conducted with the aim of addressing students’ fragile grasp of mathematical proof the majority of such studies have been based on activities that involve students reflecting and expressing their level of convincement in arguments supplied by the researchers, thereby compromising the voice of the informants. Further, research focus has been on the front instead of the back of mathematics. Hence, there is a dearth in research studies into students’ thinking processes around mathematical proof that are grounded in students’ own proof attempts. Therefore current investigations should aim at identifying critical elements of students’ knowledge of the notion of proof that are informed by students’ actual individual proof construction attempts.
Abstract- This study is aimed at comparing team-assisted individualization learning model and scramble learning model toward student’s learning activities on social science subject, SMP Negeri 19 Palembang. This is a comparative study using a completely randomized design. The population of this study was all eighth grade classes consisting of 354 students. Cluster random sampling was used to decide the sample of this study in which class VIII.10 as experiment-1 and VIII.9 as experiment-2; Each class consists of 35 students. The technique of data collection used in this study was observation. SPSS 24.0 was used to analyze the data. The result shows that there are active learning activities. Statistically, scramble learning model is more interesting than team-assisted individualization learning model.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
This 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.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
This study aims to test the discovery model integrated with the reading,
questioning, and answering (RQA) model. This research is a quasi-study
which involves the second semester XI grade students of state senior high
school (SMA) Negeri in Situbondo as subjects. The number of students who
studied was 160 people from four different classes in the 2018/2019
academic year. Sampling is done by class equality test. Each class is taught
with a different model, for each class is grouped again based on the culture
of residence of students, namely coastal students, urban and mountain
students. Researchers used ANCOVA to test the research hypothesis
followed by the least significant difference (LSD) test. The results showed
that: i) RQA’s integrated discovery learning model is able to improve
students’ problem-solving skills compared to the original model; ii) Culture
has a significant role in shaping students’ problem-solving skills, with the
use of the same model given to students who have a background a different
background will get different results; and iii) Learning in school and in the
environment is an interrelated factor in shaping students’ thinking patterns
and problem-solving skills. Discovery learning model integrated learning
RQA model is a combination of effective models to be applied to students
who are trained with challenges where nature teaches them to think and act
appropriately and quickly.
Knowledge, skills, and attitudes of teachers in developing critical thinking
skills are very much needed to train students' basic thinking skills.
This descriptive quantitative study described the knowledge, skills, and
attitudes of teachers in developing critical thinking skills in elementary
school students. The data collection employed a questionnaire with a Likert
scale. The questionnaire was distributed online using Google Form during
teacher professional development training. Respondents in this study were
366 elementary school teachers spread across 23 provinces in Indonesia. The
data obtained were analyzed descriptively and quantitatively. The results of
this study indicated the knowledge, skills, and attitudes of teachers in
developing critical thinking in elementary school students are a good
category. Description knowledge, skills, and attitudes of a good teacher
impact the designed learning process. However, this study only described
teachers' knowledge, skills, and attitudes in developing critical thinking
skills, which the basis for implementing learning in elementary schools. The
application of critical thinking learning by elementary school teachers can be
used for further research.
Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain data. Thematic analysis was conducted using the qualitative data analysis (QDA)miner lite software for data reduction. the findings revealed three prominent themes that emerged in this lecturers’ reflections: i) integrating varied learning modalities; ii) fostering critical thinking and involvement; and iii) improving competencies, as they were also crucial to boosting professional development. Meanwhile, students portray hybrid project-based learning as challenging and rewarding and fosters a sense of value and acceptability among students. This research has transformative implications for curriculum development and instructional practices in higher education, especially academic writing.
Currently, we are facing the rapid development of information and
communication technology (ICT) that characterizes the 21st century.
Challenges, problems, life, and careers in the 21st century can be
successfully faced if we master the 21st century skills. However, nowadays
it is still very rare to develop a 21st century skill measurement model, so it is
necessary to develop test instruments to measure 21st century skills. The
development of test instruments to measure 21st century skills in Indonesia
is still very open by paying attention to the clarity of the instrument in
describing real phenomena and complete data as material for problem
solving. Based on the description above, the researchers developed a
multiple-choice test based on experimental activities to measure students’
21st century skills which are creativity, critical thinking, collaboration,
communication (4Cs) in heat and heat transfer using research and
development (R&D) methods with the analyze, design, develop, implement,
and evaluate (ADDIE) stage. Development begins with conducting literature
and field studies, designing and making videos of experiment activities,
compiling open-ended questions, distributing them to 12th graders of
science, analyzing answers based on references, developing answer options,
developing multiple choice tests, conducting validation by experts, and
testing limited to students. The product of this research is expected to be
used by educators and students for independent learning activities or as an
example to develop multiple choice tests based on experimental activities to
measure 21st century skills in other physics materials and other subjects.
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
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
Collaboration skills and critical thinking skills are two real-life competencies in the 21st century. These two skills are believed to be related to one another. However, research on the magnitude of the correlation between the two skills is rarely investigated. Empowerment of these two skills cannot be separated from the learning model. This study analyzes the relationship between collaboration and critical thinking skills through the ethnoECLIPSE learning model and conventional learning. This correlation study involved 240 biology students from various universities in Special Region of Yogyakarta and Central Java Provinces, Indonesia. Collaboration skills data was obtained through peer-to-peer rating scales, while critical thinking skills data was collected through essay tests. Data was analyzed by using simple linear regression. The research results showed collaboration skills significantly correlate with students’ critical thinking skills. The contribution of collaboration to critical thinking skills is higher when applying the ethnoECLIPSE learning model (86.9%) than in conventional learning (48.2%). Then, the regression equation formed from both learning is parallel but not coincident. The ethno-ECLIPSE learning model can be the right choice and is highly recommended for achieving learning goals, especially increasing collaboration and critical thinking skills of pre-service teacher.
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.
The Development of a Blended Learning Management Model with Synectics Teachin...ijma
The objectives of this research are: 1 ) to develop and determine the quality of a blended learning management model using synectics teaching and out-of-the-box thinking techniques; 2 ) to compare creativity thinking score after receiving the blended learning management by teaching synectics and outof-the-box thinking techniques to foster creativity and 3) to study the satisfaction of students learning with the blended learning management model. The sample group used in this research was the 1 st year Bachelor of Education students, Faculty of Education, Rajabhat Nakhon Si Thammarat University including 60 students enrolled in the course of innovation and information technology for communication and learning in semester 2, academic year 2020. They were divided into experimental groups and control groups. The research tools included web-based lessons, lesson plans and satisfaction assessments including mean, S.D. and hypothesis testing with independent t-test. The results showed that:1) the results of the development and quality assessment of the blended learning model by using synectic teaching and out-of-the-box thinking techniques to promote creativity were at a very good level; 2) comparison of creativity scores of the experimental group students after receiving the learning management with the developed instructional model were higher than the control group, indicating that the mean scores have statistically significantly different at . 05 and 3) the overall student satisfaction assessment in all aspects was high level. It was concluded that the research results were in accordance with the hypothesis testing.
Hasil Penelitian dalam mengimplementasikan Model pembelajaran Kooperatif tipe Think Pair Share dalam pembelajaran Matematika. Hasil penelitian menunjukkan bahwa Model tersebut perlu dimodifikasi agar discuss kelompok dapat berjalan dengan baik. Modifikasi yang perlu dilakukan adalah dałam penentuan anggita kelompok
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.
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Similar to The Effectiveness of Students’ Worksheet Based on Multiple Representations to Increase Creative Thinking Skills (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.
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.
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2. ISSN: 2089-9823
EduLearn Vol. 12, No. 4, November 2018 : 631 – 637
632
imaginative/divergent and lead to scientific activities [8]. There are many aspects of creative thinking include
fluency, flexibility, originality and elaboration [9]. Fluency is characterized by the number of ideas, answers,
ways or suggestions for solving questions-based problem [10]. Besides that, flexibility is characterized by the
number of ideas or answers generated varies [11]. Then, originality is characterized by the ability to answer a
problem with several different answers but all are true [12]. Elaboration is characterized by the ideas which
are developed circumstantially [13].
The education that used to focus on teacher-centered has changed to be student-centered where the
active contribution of students is needed in learning activities. The role of the teacher as a facilitator to guide
and lead students to gain knowledge with the activities they do. One of the efforts to make learning activities
more optimal is by enabling learners through the use of student worksheets. It is a teaching material that can
support learning activities and serves to help students carry out learning activities well [14]. Then, students’
worksheet can be used as a guide for students for observation, experimentation, and demonstration activities
in order to facilitate the process of investigation or problem solving [15].
As one of the learning resources that can be developed by teachers, students’ worksheets can be
arranged and designed in accordance with the conditions and situations of learning activities to be faced [16].
However, based on the results of observations at SMPN 3 Langsa, it is known that the learning activities of
science education are still oriented teacher-centered. The use of teaching materials is limited with only
textbooks which created learning activities become monotonous and boring. Many students are not
enthusiastic when following the science lesson characterized by the lack of their curiosity. This is because
teachers feel the difficulty and time limitations to develop teaching materials in accordance with the needs of
students, so the teachers still use textbooks and teaching materials commonly used in schools.
One of the efforts to create a fun learning in science education and to optimize students is using the
students’ worksheet. The students’ worksheet developed in accordance with the conditions and learning
situations that will be faced by learners can achieve the desired learning objectives. The creative thinking
ability of learners can also be developed by using multi-representation learner's worksheets. Multiple
representation is a way of representing the same concept with different formats, including verbally,
graphically and numerically [17]. Multiple representation-based learning can create a more meaningful
learning atmosphere because of the active role of students, can help students to find knowledge and solve
problems and help them to understand the issues and evaluate its results [18]. The multiple representation-
based learning model consists of orientation, exploration-imagination, internalization and evaluation phases
[19]. In the orientation phase, teachers provide apperception and motivation for students using learning media
such as images or video related to the problem to be studied. In the exploration-imagination phase, students
seek information via the internet or textbooks after teachers introduce the concept verbally or demonstration.
In the internalization phase the learner is given an independent task to trace the ability of its representation.
The final phase of evaluation is a phase where teachers provide feedback on students for the overall learning
activities [20]. The creative thinking skills of students can be developed through multiple representation-
based learning models. This is because creative thinking involves the application of imagination to find
solutions to a problem [21].
Based on the explanation above, we optimize the learning process by using students’ worksheet
based on multiple representations. In addition we also need to understand the effectiveness of multiple
representations-based student worksheets to improve their creative thinking skills.
2. RESEARCH METHOD
This research have been conducted on February until March 2018 at SMPN 3 Langsa. The method
used for this research is quasy experiment with nonequivalent control group design [22]. Population of this
research is students of class VII SMPN 3 Langsa in academic year 2017/1018, while the samples are class
VII-1 and VII-2 elected among twelve of class VII in that school. It used method of simple random sampling
for selecting class VII-1 as class of experiment and VII-2 as class of control. The research design used was
pretest-posttest control group where students in class of control and class of experiment were given creative
thinking ability test before and after learning by using students’ worksheet based on multiple representations
for topic of environmental pollution. The class of experiment is taught by using a students’ worksheet based
on multiple representation developed by the researcher while the control class is taught by using the
worksheet commonly used in the school. The development of students’ worksheets is done by adopting a 4-D
developing model consisting of define, design, develop and disseminate [23]. Furthermore, the worksheets
that have been developed are assessed by a team of experts consisting of 2 lecturers, 2 science teachers and 2
peers for review.
3. EduLearn ISSN: 2089-9823
The Effectiveness of Students’ Worksheet Based on Multiple Representations to … (Nur Balqis Mutia)
633
Data were collected by using technique of pretest and posttest. The test is developed with essay
question adjusted with aspects of creative thinking skills. Validity of test of creative thinking skills is
analyzed using the eqution Aiken’s V.
V =
∑ 𝑠
[𝑛 (𝑐−1)]
Description:
V = content validity coefficient
s = r - lo
r = score given by validators
lo = low validity score
n = sum of validators
c = sum of rating category
Range for Aiken’s V score is from 0 to 1.00. The valid question should has score of V ≥ 0.50 [24].
The effectiveness of students’ worksheet based on multiple representation was analyzed by
identifying the difference of average n-Gain between class of control and class of experiment after learning
process by using the developed worksheet and statistical examination with independent sample T test. Then,
the score of pretest and posttest were calculated using the following formula:
Score =
∑ 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑠𝑐𝑜𝑟𝑒
∑ 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
× 100
The score calculation is used to indicate n-Gain between class of control and class of experiment.
Analysis of effectiveness on students’ worksheets is determined from the deviation score between pretest and
posttest in accordance with the following formula [25]:
𝑛 − 𝐺𝑎𝑖𝑛 =
% 𝑝𝑜𝑠𝑡𝑡𝑒𝑠−% 𝑝𝑟𝑒𝑡𝑒𝑠𝑡
100−% 𝑝𝑟𝑒𝑡𝑒𝑠
with additional criteria as following:
Table 1. Interpretation of n-Gain Score
n-Gain Score Interpretation
g < 0.3 Low
0.7 > g ≥ 0.3 Medium
g ≤ 0.7 High
Interpretation of n-Gain Score shown in Table.1. Before it continue with independent sample T test,
there is very important to do precondition test as initial calculation. The test involves normality and
homogenity with SPSS version 22. Normality test using Komogorov-Smirnov and homogenity test using
Levene test and both of them at siginificant level of 0.05. After the prerequisite test is obtained, it is followed
by examining the effectiveness of students’ worksheet based on multiple representations to increase creative
thinking ability by using independent test sample T test at significant level of 0.05. Acceptance criteria H0 if
the significant is greater than 0.05 (≥ 0.05). The research hypothesis for t-test are:
H0: Students’ worksheet based on multiple representations cannot significantly increase creative thinking
skills in class VII junior high school students.
H1: Students’ worksheet based on multiple representations can significantly increase creative thinking skills
in class VII junior high school students.
3. RESULTS AND ANALYSIS
3.1. Students’ Worksheet Based on Multiple Representation on Topic of Environmental Pollution to
Increase Creative Thinking Skills
Students’ worksheet developed using four syntax of learning model based on multiple representation
are orientation, exploration-imagination, internalization and evaluation. This worksheet is arranged by three
sub-topic in topic of environmental pollution which are water pollution, air pollution and soil pollution.
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Each activity on the sub topic of the material fulfill the entire learning syntax with a multiple
representation learning model in which the creative thinking ability of students can be trained in the
exploration-imagination and internalization phase. Students’ worksheet based on multiple representations are
validated by expert teams of expert lecturers, science teachers and peers. The criteria for the assessment of
students; worksheet based on multiple representations include the feasibility of content, language,
presentation, graphics, the characteristics of the students’ worksheet and component of students’ worksheet.
Students’ worksheet based on multiple representations get 86.77% given by expert lecturers,
93.23% given by science teachers and 91.94% of peer review. According to the results of the assessment, the
students’ worksheets based on multiple representations of the topic environmental pollution in order to
increase creative thinking skills are valid and can be used in class of experiment.
3.2. Validity of Instrument
Validity test of essay question to evaluate creative thinking skills is driven by validators using the
Aiken’s V equation. The result of the test will be shown in Table 2 as following:
Table 2. Result of Validity Test for Essay Question Calculated by Aiken’s V
Question Number Aiken’s V Category
1 0.65 Valid
2 0.78 Valid
3 0.82 Valid
4 0.73 Valid
5 0.80 Valid
6 0.67 Valid
7 0.75 Valid
8 0.78 Valid
Based on Table 2 above, it can be indicated that Aiken’s V calculation for each question can be
declared as valid items with significant value which is greater than 0.50.
3.3. Calculation Score of Pre-test and Post-test
Creative thinking skills of students is identified by observing the difference of n-Gain between class
of control and class of experiment. According to data of analysis, average score for pretest and posttest can
be seen in Figure 1.
Figure 1. Average Score for Pre-test and Post-test of Creative Thinking Skills
Based on Figure 1 above, it can be understand that average score for pretest of class of control is
similar with class of experiment, therefore it can be concluded that students of control class have the same
skills like students of exeriment class at initial test. Meanwhile, there is an improvement of creative thinking
skills before and after learning with the different average scrore between class of control and class of
experiment. The use of students’ worksheet based on multiple representations showed the higher average
score for posttest that class of control that still used usual worksheets. Then, the increasing of average score
32.99
37.65
50.90
63.28
0
10
20
30
40
50
60
70
control experiment
pretest posttest
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for post-test both in class of cotrol and class of experiment was analyzed using n-Gain, where the result will
be shown in Figure 2.
Figure 2, Average n-Gain for Class of Control and Class of Experiment
According to Figure 2, it indicated that the average score of n-Gain for class of experiment is higher
than class of control. From the data, it poved that n-Gain for class of experiment is 0.44 categorized as
“medium”, while the n-Gain for class of control is 0.22 categorized as “low”. The difference explained that
the use of students’ worksheet based on multiple representations is more effective to increase creative
thinking skills of students.
After that, the average score of n-Gain is continued with statistical test of independent sample T test.
Before doing the test, it began with test for normality and homogenity by using test of Kolmorgorov-Smirnov
and Levene, where the resuld of this advanced test can be seen in Table 3.
Table 3. Normality Test with Kolmogorov-Smirnov
Classes Number of Data Sig
Control 34 0.142
Experiment 30 0.150
Based on the data in Table 3, there is score of significancy both for class of control and class of
experiment is greater than 0.05, while the significancy calculated by test of Levene obtained 0.074 which is
higher than 0.05. Therefore, it can be concluded that the data of both classes are normally distributed with the
same variants (homogen). After initial test is fulfilled, it continued by indipendent sample T test, where the
average score of this test on n-Gain of creative thinking skills will be shown in Table 4.
Table 4. Independent Sample T Test
t df Mean difference Sig. (2 tailed)
-2.950 60.131 -.15325 0.005
Data in Table 4 showed that indipendent sample T test on average n-Gain of creative thinking skills
has the significancy of 0.005 which is less than 0.05. Because of the significancy which is less than 0.05, so
H0 is rejected and H1 is approved. Hence, it can be concluded that the use of students’ worksheet based on
multiple representation can significantly increase student cretive thinking skills.
According to the results of data analysis, it can be said that the students’ worksheet based on
multiple representation can increase the ability of creative thinking in class VII of junior high school
students. The effectiveness of the use of student worksheets can be seen from the improvement of creative
thinking skills for class of experiment is higher than class of control. This is because in the developed
worksheets, the creative thinking skills of students can be trained through the existing phase in the learning
based on the multiple representation. In learning with multiple representation models, there is an exploration-
imagination phase that enhances the creative thinking ability of students [26]. Learning with emphasis on the
process of imagination can also enhance the creativity of students because the process can generate their
0.26
0.44
0
0.1
0.2
0.3
0.4
0.5
control experiment
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ability of representation [27]. The use of student worksheets in learning activities can also motivate students
[28]. If students have high learning motivation, then there is also high creativity of students [29].
4. CONCLUSION
The use of students’ worksheet based on multiple representations in order to increase creative
thinking skills is effective in accordance with the result of statictical test. It showed that there is a difference
significancy of posttest for class of control commonly used worksheets in the school and class of experiment
used the students’ worksheet based on multiple representations.
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