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.
This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.
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 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 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.
Integrated Learning Module Development on Department of PGSD Students, Goront...IJAEMSJORNAL
The problems in this study are 1) What are the conditions of integrated learning objectives for students majoring in PGSD UNG? 2) How is the quality of integrated learning modules developed for students majoring in PGSD UNG? 3) What is the effectiveness of integrated learning modules for students majoring in PGSD UNG? This study aims to 1) Describe the objective conditions of integrated learning in students majoring in PGSD UNG; 2) Producing quality integrated learning development modules for students majoring in PGSD UNG; and 3) To find the effectiveness of integrated learning modules in students majoring in PGSD UNG. The results showed that the integrated learning objective conditions in the Department of PGSD UNG include the RPS that were designed not in accordance with the appropriate learning structure, good teaching materials were not yet owned by lecturers who were able to take courses, between lecturers supporting integrated learning subjects did not discuss each other as a team teaching so that learning outcomes are not achieved, there are no good teaching materials so students do the assignments correctly and copy and paste assignments and download them from the internet, learning so far without raising problems first to challenge students to be motivated in learning activities, Student less involved in learning, lecturers as learning centers, lack of communication between lecturers and students, students and other students, and lectures are not well structured. After doing research and development in the fourth semester PGSD Department students get better with positive student responses. The quality of integrated learning modules has met the aspects that have been determined. Quality integrated learning modules after being measured based on the characteristics of quality modules there are 5 aspects. The quality of integrated learning modules is also developed based on the input of validators who are media experts, material experts and linguists so that the quality of integrated learning modules becomes better, and the effectiveness of integrated learning modules with 4D stages has fulfilled well-defined aspects.
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 aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.
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 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 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.
Integrated Learning Module Development on Department of PGSD Students, Goront...IJAEMSJORNAL
The problems in this study are 1) What are the conditions of integrated learning objectives for students majoring in PGSD UNG? 2) How is the quality of integrated learning modules developed for students majoring in PGSD UNG? 3) What is the effectiveness of integrated learning modules for students majoring in PGSD UNG? This study aims to 1) Describe the objective conditions of integrated learning in students majoring in PGSD UNG; 2) Producing quality integrated learning development modules for students majoring in PGSD UNG; and 3) To find the effectiveness of integrated learning modules in students majoring in PGSD UNG. The results showed that the integrated learning objective conditions in the Department of PGSD UNG include the RPS that were designed not in accordance with the appropriate learning structure, good teaching materials were not yet owned by lecturers who were able to take courses, between lecturers supporting integrated learning subjects did not discuss each other as a team teaching so that learning outcomes are not achieved, there are no good teaching materials so students do the assignments correctly and copy and paste assignments and download them from the internet, learning so far without raising problems first to challenge students to be motivated in learning activities, Student less involved in learning, lecturers as learning centers, lack of communication between lecturers and students, students and other students, and lectures are not well structured. After doing research and development in the fourth semester PGSD Department students get better with positive student responses. The quality of integrated learning modules has met the aspects that have been determined. Quality integrated learning modules after being measured based on the characteristics of quality modules there are 5 aspects. The quality of integrated learning modules is also developed based on the input of validators who are media experts, material experts and linguists so that the quality of integrated learning modules becomes better, and the effectiveness of integrated learning modules with 4D stages has fulfilled well-defined aspects.
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 aims to find out: 1) strategy of teachers in instilling character caring for the environment; 2) successful instilling character caring for the environment; 3) supporting and inhibiting factors for instilling character caring for the environment. The research used in this study is qualitative research. The research subjects were headmaster, deputy headmaster, teachers, and students. Determination of the subject of the study was carried out by purposive sampling technique. The technique of data collection is done by using interview, observation and documentation methods. The type of data analysis uses the Miles & Huberman model, namely reduction, data display, and conclusion/data verification. 1) Strategy of teachers in instilling character through materials, methods, and implementation of tasks; 2) Successful instilling character attention can be seen from students who have been able to find answers to the assignments given by the teacher which make the students increase. 3) Supporting factors character development are teachers being role models, able to move other teachers to continue to accompany activities, teachers always appeal, teachers integrate the concept of environmental care in the RPP, syllabus and teaching and learning process. While the inhibiting factor of student character involvement is in the students themselves.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone’s language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.
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.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
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.
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.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
Inclusive education involving disable students has been applied in several countries including Asian countries. Nevertheless, teachers’ efficacy in implementing inclusive education remains out of sight. This study aims to review systematically the role of teachers’ efficacy in an inclusive education (IE) setting taking place in several Asian countries, particularly in developing countries. The search of e-literature was conducted to identify full-English peer-reviewed articles published since 2004 concerning on teachers’ efficacy in teaching in inclusive programs/schools. The electronic database used were: PsycARTICLES, ERIC, Science Direct, SSCI, Springer Link, and Google Scholar. There were two studies identified using inclusive and exclusive selection criteria in this review. Teachers’ teaching efficacy in inclusive education (IE) in Indonesia and Bangladesh as developing countries in Asia–including efficacy in use inclusive instruction, efficacy in managing behavior, and efficacy in collaboration–was categorized in a good condition although there were small participant in categorize had been used (N=1623 Bangladesh teacher; N=101 Indonesian teacher). Improving the measurement and research on teachers’ efficacy in teaching in an inclusive program/school will require greater investment in arranging several inclusive teachers’ professionalism enhancement and the increase in the number of disable students acquiring their education rights.
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 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 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.
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Listening is one of the basic language skills that must be possesed by student in elementary teacher education study program. As a teacher candidates, listening ability can be used as knowledge for student in teaching practice in elementary school. The listening ability is still relatively low. Listening ability for students its important, so need a have efforts and attention.This study aims to improve the students listening ability through the implementation of UKBI. UKBI is a proficiency test of Indonesian language that used as a method to measured proficiency of someone’s language ability. This study used classroom action research with two cycles. This study was conducted on 41 students class 2 A of elementary teacher education student in Ahmad Dahlan University. Data collection methods was used test and observation. The results showed that the implementation of UKBI can improve the listening ability to elementary teacher education student. This was proved in cycle I and cycle II with the increase of the average listening scores of 75.12 and 83.05 and the classical completeness of 78.05% and 90.24%. Analysis of the listening scores showed that remembering is the most prominent ability among understanding and analyzing.
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.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
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.
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.
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of selfregulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students’ self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
Inclusive education involving disable students has been applied in several countries including Asian countries. Nevertheless, teachers’ efficacy in implementing inclusive education remains out of sight. This study aims to review systematically the role of teachers’ efficacy in an inclusive education (IE) setting taking place in several Asian countries, particularly in developing countries. The search of e-literature was conducted to identify full-English peer-reviewed articles published since 2004 concerning on teachers’ efficacy in teaching in inclusive programs/schools. The electronic database used were: PsycARTICLES, ERIC, Science Direct, SSCI, Springer Link, and Google Scholar. There were two studies identified using inclusive and exclusive selection criteria in this review. Teachers’ teaching efficacy in inclusive education (IE) in Indonesia and Bangladesh as developing countries in Asia–including efficacy in use inclusive instruction, efficacy in managing behavior, and efficacy in collaboration–was categorized in a good condition although there were small participant in categorize had been used (N=1623 Bangladesh teacher; N=101 Indonesian teacher). Improving the measurement and research on teachers’ efficacy in teaching in an inclusive program/school will require greater investment in arranging several inclusive teachers’ professionalism enhancement and the increase in the number of disable students acquiring their education rights.
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 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 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 purpose of this study is to find integration packages for Strengthening Character Education (PPK) and Higher Order Thinking Skills (HOTS) in history learning at SMAN 1 Yogyakarta, which includes: (1) form of integration packaging for strengthening character education in history learning, (2) forms of integration packaging higher-order thinking skills in history learning, (3) constraints and solutions for integrating strengthening of character education and higher-order thinking skills in history learning. This research is qualitative research with a naturalistic research type. The subjects in this study were the principal, deputy headmaster of the curriculum section, history teacher, and students who were drawn using purposive sampling techniques. The results showed: (1) Integration of character education reinforcement was found in history learning, namely in the planning, implementation and evaluation stages of learning. Forms of integration packaging or containers for strengthening character education that can be seen in learning activities and attitude assessments that contain religious values, conscientious, disciplined, responsible, communicative, collaborating, confident, caring, critical thinking, nationalist and creative; (2) The packaging for integrating higher-order thinking skills in history learning is found, namely in assessment and questions as well as in learning planning. The assessment carried out is an assessment of attitudes, knowledge, and skills that are integrated with the questions by conducting KD analysis. The results of the analysis then the teacher chooses the KD that can be made about HOTS; and (3) Obstacles that are found that are technical in inserting character values in learning activities on historical subjects that are suggested to history teachers to always participate in the Subject Teachers' Deliberation (MGMP) which is felt by researchers to be very helpful for teachers to exchange information, and sharing about the obstacles encountered. For the constraints of making assessment instruments, advice to the Principal, Teachers, and Education Office to conduct socialization and training in making assessment instruments, the grid then starts making HOTS questions.
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.
This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161> 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
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.
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.
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (R&D) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
The purpose of this study is to analyze the relationship between
metacognitive ability and learning autonomy as a strategy for improving
student learning outcomes. Metacognition has a major contribution to the
success of learners because it is mainly concerned with the process of
thinking. For this reason, the classroom environment must be designed to
allow learners the opportunity to autonomously determine their learning
strategies. Autonomous learning itself has a close relationship with the ability
of learners to express, be more creative, have self-esteem, and understand
conceptual learning that is more challenging. The method used in this
research is the descriptive correlational method, with a sample of 30 students
from the Department of Language and Arts. The research sample was
students from the first semester of 2018/2019, who were chosen randomly.
Data were collected through questionnaires and tests. The results showed that
there was a significant correlation between metacognitive ability, learner’s
autonomy, and learning outcomes in Indonesian language courses. These
results indicate that there is an encouragement for students to increase their
learning capacity for themselves. Also, they are encouraged to develop their
learning strategies and have the opportunity to make decisions, especially in
developing ideas.
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.
Similar to The Teaching Material Development of Problem Based Learning: Improving Student's Civic Knowledge (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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developed from various theories or concepts of politics, law, and morals. In reality, the Civic education learning
in classes is only considered as learning that focuses on memorization and uses the lecture method in delivering
the material. It ignores the cognitive aspects including several components that not only focus on aspects of
memory. The competency proposition of civic knowledge includes 25% knowledge and 75% reasoning [6].
Civic knowledge includes several aspects in cognitive such as (1) remember, (2) understand, (3) apply, (4)
analyze, (5) evaluate, and (6) create [7]. Civic learning should be able to develop all these cognitive aspects
and not only focus on one aspect.
In 2009, Indonesia was one of 38 countries involved and became the sample of International Civic
and Citizenship Studies (ICCS) research. The ICCS report on conditional civic education in five countries
(Indonesia, Hong Kong, South Korea, Taiwan, and Thailand) states that Civic education test in Indonesia and
Thailand is lower than one of other Asian countries [8]. That both in conceptual level and praxis level, there is
a very basic paradigmatic weakness of developing Civic education in Indonesia [9]. The learning problems of
Civic education in elementary school are (1) the hardest curriculum; (2) less capability to find out the keywords
in competency standard and basic competence; (3) the conventionally teaching practice; (4) the contextual
learning; 5) the textbook teaching; (6) evaluation only focuses on the memory aspect [10].
This research is conducted in elementary school of Surakarta. It shows that the learning Civic
Education still use the old methods as lecture method and assignment. In addition, teachers still like a textbook
as source of learning guidance, no media usage. The result shows that students' civic education is under average.
Some students who have high scores, then tested with problems lead to the problem solving or reasoning and
they face a difficulty. It indicates that the learning Civic Education is undeveloped the civic knowledge wholly.
Learning in class still orientates the old model/method, although a new curriculum using a scientific approach
has been applied. In classes, teachers are still confused applying the main scientific approach to the content of
civic education. Civic education is a subject that cannot be separated from daily life.Through a scientific
approach, students can directly examine the phenomena in their daily life. Teachers can ask students to conduct
a simple research with activities such as observing, interviewing, discussing, and others oriented towards self-
knowledge development.
Teaching material is component supporting the learning quality. Teaching material is a content that
must be mastered by students through learning activities. It can be developed and modified in line the need of
learning activities [11]. The same teaching material as learning material is anything that becomes the content
of curriculum that has to be mastered by the students in line with the competency standard of each subject in a
particular education [12]. It should be innovated on the current teaching material. From the previous study
result, it is obtained that the current teaching material is not used in line with the need of student. It currently
used have not yet been able to support student learning activities. It only serves as material sources learned by
students’ memory. There are several positions of teaching resources namely; 1) assisting in individual learning;
2) providing flexibility for short- and long-term learning presentation; 3) designing the teaching material
systematically give a big influence on development of individual human resources; 4) facilitating the learning
process of teachers with a system approach; and 5) facilitating the learning designed on the basis of human
knowledge [13]. It reinforces that the teaching material does not only serve as a learning resource for students.
It is important, because it is a guide for teachers and students. One can be used is Problem-Based
Learning (PBL).
PBL is a model based on the constructivism theory [14]. The advantages of PBL are (1) providing
opportunities for students to conduct research; (2) building the critical thinking skills; (3) recognizing the
content of subject matter and building objectives based on the concept; (4) empowering students to become
experts in particular field of study; (5) allowing students to produce more than one solution; (6) presenting
uncertainty and need to develop assumptions; (7) motivating students to learn. PBL can be an innovation in the
development of teaching material Civic Education [15]. Several previous researches have proven the
effectiveness of PBL. This is supported by the previous research Rahayu and Endang conducted that the
development of learning material based on PBL including the teaching material on the natural sciences subject.
This research was conducted to know the development of learning material based on PBL to improve problem-
solving skills and students' science attitude. The result of this research indicates that PBL on teaching material
can improve students’ problem-solving skill and science attitude as well as worthy to use in learning [16]. The
other research found in classes relate to the research are: (1) PBL is very effective learning for teacher
certification classes; (2) PBL is an innovative learning strategy that can help teachers practice the problem
solving. PBL can be an innovation in the development of teaching material Civic education in
elementary school [17].
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2. METHOD
R&D is a process used to develop and validate the educational product. It is a development study
by creating a product conducted systematically by testing, validating, and evaluating so as to achieve the
effectiveness of product in line with the expected quality [18]. This research uses qualitative approach. It is
used to know the need of teaching material in class and qualitative with experimental method. This research is
conducted on eight elementary schools fourth grade in Surakarta. The reason is the fourth grade has used the
same curriculum.
3. RESULT
3.1. The Need for Teaching Material in Class
Textbook is very important teaching material for teacher. Both student and teacher are only guided
by the existing textbook. It is provided by school and only lent to the student. Some issues relate to the teaching
materials in Civic Education including: (1) there is no independent innovation from teacher to develop teaching
material; (2) the used book only oriented to the student's memory; (3) the available teaching material does not
support the student learning activities; (4) teacher still needs the additional references for the comprehension
of material.
3.2. Findings of PBL-Based Learning Materials of Civic Education to Improve Students' Civic
Knowledge
From the findings, it is set that the teaching material is the Civic Education textbook which is based
on Problem-Based Learning (PBL). It uses PBL syntax in student learning activities. Cognitive, affective, and
psychomotor achievement of students who are taught by using meta-cognitive approach through PBL model,
which is better than RL (Reciprocal Learning) model. PBL steps are as follows: (1) orienting students toward
problems; (2) organizing students to learn; (3) assisting independent and group investigations; (4) developing
and presenting the work and then exhibiting it; (5) analyzing and evaluating students’ problem-solving results
[19]. PBL-based Civic education material integrates PBL syntax into student learning activities.
The prototype of PBL-based teaching material is arranged based on PBL syntax. PBL syntax is
integrated into student learning activities.
Table 1. PBL Syntax Table is in PBL-Based Civic Education Teaching Material
The next step is the assessment of the products conducted by experts. Some experts provide value
and input. They are linguists, material experts, media expert, and two teachers in fourth grade and practitioners.
Besides, there is also a peer assessment. Here are the results of experts’ judgment:
Table 2. Experts’ Assessment Results on PBL-Based Civic Education Teaching Material
Experts Present
Linguists 92.5%
Presentation aspect 92.5%
Media Experts 95%
Material Experts 90%
Average 92%
From the result, the score is 92% indicating PBL-based Civic education teaching material is very
feasible used in learning Civic education in the classroom. The experts inputs then used as materials for the
improvement of PBL-based Civic education teaching material.
PBL Syntax Rubric in Teaching Material
Orienting students toward problems Let's Observe
Organizing students to learn Let's Think
Assisting independent and group investigations
Let's Read
Let's Work
Developing and presenting the work and then exhibiting it Let's Discuss
Analyzing and evaluating students’ problem-solving results Let's Write
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3.3. Fiels Trial Anaysis
The teaching material prototype of PBL-based civic education is conducted. Interview with students
and teachers are aimed to see shortcoming of the teaching material design as input to fix and improve.. The
assessment results of the PBL-based teaching material by the teachers show 85% point means that the product
of PBL-based teaching material is feasible. The teaching material has been revised, then consulted with teacher
and tested on a broad test. In board test uses the experimental method with Pretest-Postest Control Group
design. The average values of pretest and posttest are as follows:
Table 3. The Average Pretest and Posttest Value on Broad Test
School’s Name Al Irsyad Kristen Stabelan 1
Pretest 62.55 60.00
Posttest 80.45 79.58
The table above shows the difference between average posttest and pretest of Elementary School
Al Irsyad Surakarta and Kristen Stabelan 1 Surakarta. The both school is relatively similar and shows an
average increase. It can be concluded that the teaching material of PBL-based Civic Education is influential.
In a wide-ranging assessment by the teacher, the picture shows 90% indicating that the PBL-based teaching
material can be suitable to use.
3.4. The Effectiveness Test of PBL-Based Civic Education Teaching Material
Two schools used this experimental test are Elementary School Muhammadiyah 6 Surakarta as the
control class and Integrated Islamic Elementary School Ar Risalah as the experimental class. After fulfilling
the prerequisite analysis tests (the normality test with Kolmogorof Smirnov and homogeneity test) then the
data analysis is conducted with independent t test. Here are the pretest and posttest results on the
effectiveness test:
Table 4. The Average Pretest and Posttest Values on Effectiveness Test
Class Experimental Control
Pretest 63.68 61.08
Posttest 80.50 72.00
The table above shows that there is a significant difference between pretest and posttest in both the
control group and the experimental group. The difference in the experimental group is 13.14, while the control
group is 12. It indicates that the experimental group is higher increase than the control group. The results of t
test between posttest of experimental class and the control class show a mean difference (sig (2 tailed):
0.00 < 0.05)
4. DISCUSSION
PBL allows students to find information and build their own knowledge to solve a problem. The
problem-based learning strongly supports the use of self-directed, collaborative, meta-cognitive thinking skills,
adequate recognition of information, all of which are competencies in a career [20]. Trianto states that the
problem-based learning has advantages where the problem is realistically studied with students’ life,
accumulates student inquiring attitudes so that the retention of students’ concepts becomes stronger [21]. Thus,
it is expected to foster problem-solving abilities. PBL has students’ performance significantly improved after
applying problem-based learning, especially on the knowledge (cognitive), affective, and psychomotor aspects
[22]. It is very helpful in learning to develop students’ competence especially in civic knowledge. Utomo,
Wahyuni and Hariyadi explain that problem-based learning can build students' own knowledge whereas the
group learning can facilitate students to collaborate, exchange ideas, teach each other and solve problems in
many different ways implying that PBL is contextually meaningfull [23]. Tillman connects the problems in
real life with very important academic content because this is an opportunity for student to see the relationship
between phenomena and the theory in learning [24].
PBL starts with an unstructured problem that has more than one answer [25]. Problem solving is
needed in daily life. With the problem solving in learning, teachers can observe the different and diverse
development of students’ thinking. Students can learn carefully how to solve a problem and go beyond learning
barriers. Students will try to identify the problem and find the starting point of the cause, after which the student
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will define their own learning objectives. Even in a group work, they will try to face ideas and problem-solving
techniques as well as share knowledge. Problem-based learning may implicate individual and group activities,
stimulating and inciting curiosity, intrinsic motivation, self-guided study and personal and group reflection
[26]. Referring to the findings of a research conducted by Ari and Katranci they show that problem solving in
PBL can improve students' thinking ability and provide permanent learning [27]. Mat, et al explained that PBL
was designed to help students to acquire critical thinking skills, problem solving skills, and to apply the
knowledge in problem solving [28]. The obstacles in preparing the PBL is that it takes a lot of time to train
students to solve real-life problems.
The problems given in the form of the open ended questions. The aim is to make that students are
able to provide varied answers. Students will try to provide answers according to how they view the problem.
Husain et al said if open questions have characteristics that can test the critical thinking skills and analysis
students to support their views and lead to the ability to make decisions [29]. That way will help students to be
more critical in respond every information that they get. The teacher can use it as a material for student
discussion. Yew and Goh state that open metacognitive questions can be an effective way for teachers to
facilitate discussion and development of students' collective knowledge verbally [30]. For the examples of open
ended cases in everyday; Dina comes from a poor family, she does not go to school because she has to help
her parents to work. The question is ‘what do you think about Dina who is not in school?’ This question can
stimulate students to develop their metacognitive by finding out the solution. In addition, it can be a material
for teachers to conduct discussion activities. Teachers as facilitators must be able to guide students to discuss
and research to find a bright spot. In this case, active interaction between teachers and students is needed. This
is reinforced by Alrahlah's opinion says if in PBL between student and tutor influence each other [31]. By
carrying out the approach, students are more actively to explore the concept of knowledge and solve daily
problems [32]. The teacher must be able to be a motivator so that students are interested in learning process,
and students who are enthusiastic can make the teacher recognize the character of the student well.
5. CONCLUSION
The findings in this research are divided into three stages: the preliminary study, the development
stage, and the product effectiveness test stage. The conducted preliminary study aims to find information
related to teaching materials used currently in classes such as the description of the currently used teaching
materials and analysis of the need of PBL-based Civic education teaching materials. The preliminary study
results show that the currently used teaching materials in classes have not yet been able to meet the needs of
students. Therefore, the development of PBL-based Civic education teaching materials is needed. At the
product development stage, broad and limited tests are conducted. In the limited test, the findings still lack of
the presentation of PBL-based civic knowledge teaching materials. In the broad test, the average difference
between before and after using PBL-based civic knowledge teaching materials points out a difference. The
pretest and posttest results show a significant increase. The assessment of teachers in the limited test and broad
test also show the number 85% and 90% indicating the civic knowledge teaching material can be considered
worthy to use. In the effectiveness test, pretest and posttest have been conducted in order to get the value of
80.50 in the experimental class. In the control group is 72.00. The result of t test shows 0,000 < 0.05, this
indicates that H0 is rejected and can be concluded that PBL-based civic knowledge teaching material on the
effectiveness of PBL improve students’ civic knowledge. It indicates that the PBL-based civic knowledge
teaching materials can improve students’ civic knowledge.
ACKNOWLEDGEMENTS
In this research, a lot of people provide motivation, advice, and support for the researcher. In this
valuable chance, the researcher intends to express her gratitude and appreciation to all of them. Thanks to
teachers and students in elementary schools of Surakarta. The researcher also thanks to the headmaster for
allowing me to conduct the research. Finally we want to thank everybody who is important to successful
realization of this research.
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