JEP (Jurnal Eksakta Pendidikan)
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Computational Thinking Analysis of 21st Century Professional Teacher Candidates In Solving Math Problems Viewed from The Four Foundations of CT
Full text linkComputational Thinking (CT) is a further development which is the latest innovation in mathematical problem-solving skills. Four foundations of CT make it easier for someone to solve problems effectively, efficiently, and optimally. This mixed methods research with an embedded design. Quantitative data were collected using tests and qualitative data through written interviews and an overview of the prospective teacher's thought processes in answering tests. The sample that became the research subject was selected using the purposive sampling method by selecting 28 pre-service teacher's mathematics in Professional Teacher Education (PTE) who attended CT lectures. The object of this research is the 4 CT foundations of prospective teachers in solving math problems. This study describes how CT skills solve problems. The test results show that the percentage of correct answers for each of the four CT foundations is more than 80%. It can be concluded that the knowledge and understanding of Computational Thinking for 21st-century professional teacher candidates in terms of 4 CT foundations are categorized as "very high". Based on the description of the student's answers, it was also concluded that the CT foundation is indeed the basis for thought processes in solving problems. It is the advantage of Computational Thinking.Computational Thinking (CT) is a further development which is the latest innovation in mathematical problem-solving skills. Four foundations of CT make it easier for someone to solve problems effectively, efficiently, and optimally. This mixed methods research with an embedded design. Quantitative data were collected using tests and qualitative data through written interviews and an overview of the prospective teacher's thought processes in answering tests. The sample that became the research subject was selected using the purposive sampling method by selecting 28 pre-service teacher's mathematics in Professional Teacher Education (PTE) who attended CT lectures. The object of this research is the 4 CT foundations of prospective teachers in solving math problems. This study describes how CT skills solve problems. The test results show that the percentage of correct answers for each of the four CT foundations is more than 80%. It can be concluded that the knowledge and understanding of Computational Thinking for 21st-century professional teacher candidates in terms of 4 CT foundations are categorized as "very high". Based on the description of the student's answers, it was also concluded that the CT foundation is indeed the basis for thought processes in solving problems. It is the advantage of Computational Thinking
Application of Case-Based Learning Model on Science-11 Class Learning Outcomes on Digestive System Disorders
Full text linkApplying an appropriate learning model affects learning quality because it can improve learning activities in the classroom and strengthen students' understanding to achieve learning objectives. This study aims to determine the effect of applying the case-based learning model on students’ cognitive, affective, and psychomotor learning outcomes and explain the response of science-11-grade students to the application of CBL in learning digestive system disorders. The subjects were 66 students from XI MIPA 1 (Control class) and XI MIPA 3 (treatment class) with the Quasi Experiment method. From the research results, it was concluded that there was a significant effect of CBL on cognitive product learning outcomes at the first and second meetings with a Sig. (2-tailed) 0.000 < 0.05. The N-gain value of experimental class students' cognitive product shows increased learning outcomes after learning with the CBL model. By applying the CBL model, cognitive process learning outcomes in the experimental class were higher than in the control class. Applying the CBL learning model affects affective and psychomotor learning outcomes and increases the positive response to 95.45%. The average percentage of student response questionnaire scores was 76.37%, meaning that students agreed that applying the CBL model can support their learning on digestive system disordersApplying an appropriate learning model affects learning quality because it can improve learning activities in the classroom and strengthen students' understanding to achieve learning objectives. This study aims to determine the effect of applying the case-based learning model on students’ cognitive, affective, and psychomotor learning outcomes and explain the response of science-11-grade students to the application of CBL in learning digestive system disorders. The subjects were 66 students from XI MIPA 1 (Control class) and XI MIPA 3 (treatment class) with the Quasi Experiment method. From the research results, it was concluded that there was a significant effect of CBL on cognitive product learning outcomes at the first and second meetings with a Sig. (2-tailed) 0.000 < 0.05. The N-gain value of experimental class students' cognitive product shows increased learning outcomes after learning with the CBL model. By applying the CBL model, cognitive process learning outcomes in the experimental class were higher than in the control class. Applying the CBL learning model affects affective and psychomotor learning outcomes and increases the positive response to 95.45%. The average percentage of student response questionnaire scores was 76.37%, meaning that students agreed that applying the CBL model can support their learning on digestive system disorder
The Use of Learning Media "Fun Physics Learning” Based on Android to Improve Problem-Solving Skills of Students
Full text linkThe research is motivated by the low problem-solving skills of students in learning physics. This study aims to determine whether there is no increase in the effectiveness of using Android-based learning media “Fun Physics Learning” on students' problem-solving skills. This type of research used a quasi-experimental design with a non-equivalent control group design. The population used was all students of class X SMAS Mandiri Balaraja, while the research sample used two classes, class X for the experimental class and the control class. The instrument used is a test in the form of an essay, which the validator and student response sheets have validated to the Physics Scatter application. Data analysis showed that there was a significant increase in the results of students' problem-solving skills, which were shown in the pretest and post-test of the experimental class, where there was a significant increase in the N-Gain acquisition of 0.61 in the medium category. Based on the hypothesis test using the t-independent sample test, obtained t-count = 11.002 and t-table = 2.045 at a significant level of 0.05 and got a positive student response. It was concluded that using Android-based Physics Spread learning media can improve students' problem-solving skills and is effectively used in learning.The research is motivated by the low problem-solving skills of students in learning physics. This study aims to determine whether there is no increase in the effectiveness of using Android-based learning media “Fun Physics Learning” on students' problem-solving skills. This type of research used a quasi-experimental design with a non-equivalent control group design. The population used was all students of class X SMAS Mandiri Balaraja, while the research sample used two classes, class X for the experimental class and the control class. The instrument used is a test in the form of an essay, which the validator and student response sheets have validated to the Physics Scatter application. Data analysis showed that there was a significant increase in the results of students' problem-solving skills, which were shown in the pretest and post-test of the experimental class, where there was a significant increase in the N-Gain acquisition of 0.61 in the medium category. Based on the hypothesis test using the t-independent sample test, obtained t-count = 11.002 and t-table = 2.045 at a significant level of 0.05 and got a positive student response. It was concluded that using Android-based Physics Spread learning media can improve students' problem-solving skills and is effectively used in learning
Application of Problem-Based Learning to Improve Problem Solving Skills and Creative Thinking Skills of Class XI Students
Full text linkThe learning paradigm shift emphasizes the integration of 21st century skills into learning activities. SMAN 4 Malang as a driving school in Malang City has implemented Independent Curriculum in producing students who have the competence and character of the Pancasila Student Profile. The Pancasila Student Profile has relevance to the skills needed in the 21st century. Problem solving skills and creative thinking skills as dimensions of the Pancasila Student Profile are classified into the main abilities that students need to have to face the challenges of the 21st century. However, based on observations of problem-solving skills and creative thinking skills of students in class XI MIPA 3 are still low. Efforts can be made by implementing Problem-based Learning. This study aims to improve problem solving skills and creative thinking skills of XI grade students in Biology learning using Problem-Based Learning. This type of research is a Classroom Action Research which was conducted in two cycles. Each cycle includes planning, implementation, observation, and reflection stages. The research subjects were students of class XI MIPA 3 totaling 31 students. The research data in the form of qualitative data were reduced, grouped, and narrated. Quantitative data were analyzed descriptively inferentially using paired sample t test. The results showed a difference in the average problem-solving skills and creative thinking skills before and after PBL was applied, so this study proves that the application of PBL can improve students' problem-solving skills and creative thinking skills in Biology learning.The learning paradigm shift emphasizes the integration of 21st century skills into learning activities. SMAN 4 Malang as a driving school in Malang City has implemented Independent Curriculum in producing students who have the competence and character of the Pancasila Student Profile. The Pancasila Student Profile has relevance to the skills needed in the 21st century. Problem solving skills and creative thinking skills as dimensions of the Pancasila Student Profile are classified into the main abilities that students need to have to face the challenges of the 21st century. However, based on observations of problem-solving skills and creative thinking skills of students in class XI MIPA 3 are still low. Efforts can be made by implementing Problem-based Learning. This study aims to improve problem solving skills and creative thinking skills of XI grade students in Biology learning using Problem-Based Learning. This type of research is a Classroom Action Research which was conducted in two cycles. Each cycle includes planning, implementation, observation, and reflection stages. The research subjects were students of class XI MIPA 3 totaling 31 students. The research data in the form of qualitative data were reduced, grouped, and narrated. Quantitative data were analyzed descriptively inferentially using paired sample t test. The results showed a difference in the average problem-solving skills and creative thinking skills before and after PBL was applied, so this study proves that the application of PBL can improve students' problem-solving skills and creative thinking skills in Biology learning
Needs Analysis to Develop Physics Learning E-Modules on Static Electricity Material
Full text linkScience and technology continue to experience developments in education at the school level, giving rise to demands and improvements in the learning process. In the 21st century, students need the right learning resources in order to understand the lesson well. It is necessary to do a needs analysis to develop learning media. This study aims to analyze the need for e-module development for physics learning. The urgency of this research is due to the difficulties faced by students in understanding physics concepts and solving physics problems. The problem discussed in this study is the need for effective learning media that can improve learning outcomes and students' interest in physics. The solution proposed is the development of an e-module learning physics on static electricity that can help students understand concepts and improve problem solving and critical thinking skills. This type of research is qualitative descriptive research. Research data collection instruments in the form of a questionnaire analysis of teacher needs, and a questionnaire analysis of student needs. The results of this study are the use of learning media on static electricity material in the four schools is very low. They only rely on textbooks as the only source in the learning process, so that students in the four schools may experience limitations in the exposure of information and learning experiences. Limitations in the use of textbooks can hinder creativity, interactivity, and in-depth understanding in learning, so it is necessary to develop e-modules as learning media for this material.Science and technology continue to experience developments in education at the school level, giving rise to demands and improvements in the learning process. In the 21st century, students need the right learning resources in order to understand the lesson well. It is necessary to do a needs analysis to develop learning media. This study aims to analyze the need for e-module development for physics learning. The urgency of this research is due to the difficulties faced by students in understanding physics concepts and solving physics problems. The problem discussed in this study is the need for effective learning media that can improve learning outcomes and students' interest in physics. The solution proposed is the development of an e-module learning physics on static electricity that can help students understand concepts and improve problem solving and critical thinking skills. This type of research is qualitative descriptive research. Research data collection instruments in the form of a questionnaire analysis of teacher needs, and a questionnaire analysis of student needs. The results of this study are the use of learning media on static electricity material in the four schools is very low. They only rely on textbooks as the only source in the learning process, so that students in the four schools may experience limitations in the exposure of information and learning experiences. Limitations in the use of textbooks can hinder creativity, interactivity, and in-depth understanding in learning, so it is necessary to develop e-modules as learning media for this material
Development of Critical and Creative Skills-Based Interactive Learning Media for High School Physics Learning
Full text linkScience and technology, which continue to experience development in education at the school level, raise demands and improvements in the learning process. In the 21st century, critical and creative thinking skills are needed for students. Therefore, interactive learning media are developed to make students more active and can make improvements to students' critical and creative thinking skills. The development of interactive learning media aims to create interactive learning media based on critical and creative thinking skills on valid and practical circular motion material. This study used the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The validation test resulted in the developed interactive learning media obtained a result of 0.78 with a reasonably valid category. The validation results showed that the interactive learning media was not yet valid, so it needed to be revised based on the validator's suggestions to make the product more valid. After revision, the product was declared usable. The results of the practicality test conducted on high school physics teachers in Padang obtained 91% results, indicating that interactive learning media is practical to use. Based on the results of the validation test and practicality test, interactive learning media based on critical and creative thinking skills in circular motion material is declared valid and practical.Science and technology, which continue to experience development in education at the school level, raise demands and improvements in the learning process. In the 21st century, critical and creative thinking skills are needed for students. Therefore, interactive learning media are developed to make students more active and can make improvements to students' critical and creative thinking skills. The development of interactive learning media aims to create interactive learning media based on critical and creative thinking skills on valid and practical circular motion material. This study used the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The validation test resulted in the developed interactive learning media obtained a result of 0.78 with a reasonably valid category. The validation results showed that the interactive learning media was not yet valid, so it needed to be revised based on the validator's suggestions to make the product more valid. After revision, the product was declared usable. The results of the practicality test conducted on high school physics teachers in Padang obtained 91% results, indicating that interactive learning media is practical to use. Based on the results of the validation test and practicality test, interactive learning media based on critical and creative thinking skills in circular motion material is declared valid and practical
Developing Website-based Interactive Learning Media Integrated with Kirchhoff's Law Experimental Tools
Full text linkUnderstanding the correct concept is a fundamental goal of learning physics. One material that is still vulnerable to conceptual understanding is Kirchhoff's law. For that, we need media that can bridge the understanding of the concept of this material. Media development by integrating real experimental tools with digital technology is the right solution to answer this problem. Integrated interactive Google site with tool practice form senior high school tool simplification designed for upgrade understanding concept science high school students on the material Kirchhoff's law electricity dynamic. Development used R&D with 4D stages (Define, Design, Development, Disseminate). Media implementation used limited tests with some students and implementation through one class in a high school in Bandung. Data analysis used the Rasch model. Based on the results of Rasch Model analysis, students tested have a medium category, and the given predictions in the Google Sites were high and low. Based on the analysis results of student responses to tools, students who used the tool directly agreed and strongly agreed that it and Google Sites could improve their conceptual comprehension skills.Understanding the correct concept is a fundamental goal of learning physics. One material that is still vulnerable to conceptual understanding is Kirchhoff's law. For that, we need media that can bridge the understanding of the concept of this material. Media development by integrating real experimental tools with digital technology is the right solution to answer this problem. Integrated interactive Google site with tool practice form senior high school tool simplification designed for upgrade understanding concept science high school students on the material Kirchhoff's law electricity dynamic. Development used R&D with 4D stages (Define, Design, Development, Disseminate). Media implementation used limited tests with some students and implementation through one class in a high school in Bandung. Data analysis used the Rasch model. Based on the results of Rasch Model analysis, students tested have a medium category, and the given predictions in the Google Sites were high and low. Based on the analysis results of student responses to tools, students who used the tool directly agreed and strongly agreed that it and Google Sites could improve their conceptual comprehension skills
Development of STEM-Integrated Static Fluid E-Modules to Improve Students' Creative Thinking and Science Process Skills
Full text linkThe 21st century learninghould apply the skills of grade 21 students which include the 4C skills, namely creative thinking, critical thinking, communication, and collaboration. This skill is needed in solving a problem. The learning outcomes show the low ability of students to think creatively and scientifically. The STEM integrated e-module is the solution to this problem. The purpose of this study was to determine the initial studies, the validity and practicality of using STEM integrated e-modules. This research method uses research and development research using the Hannafin and Peck development model. Research instruments include needs analysis instruments, validation questionnaires and practicality. The data analysis technique used is descriptive statistics. Based on the data that has been analyzed there are three research results. First, the results of the needs analysis obtained an average value of 69.4 in the good category. Second, product validation results obtained an average value of 84.1 with a very good category. Third, the product practicality results obtained an average value of 93 in the very good category. The implication of the results of this study is that teachers must construct students' skills through e-modules. The meaning of the results of this study is that the STEM integrated e-module is valid and practical for use in learning.The 21st century learninghould apply the skills of grade 21 students which include the 4C skills, namely creative thinking, critical thinking, communication, and collaboration. This skill is needed in solving a problem. The learning outcomes show the low ability of students to think creatively and scientifically. The STEM integrated e-module is the solution to this problem. The purpose of this study was to determine the initial studies, the validity and practicality of using STEM integrated e-modules. This research method uses research and development research using the Hannafin and Peck development model. Research instruments include needs analysis instruments, validation questionnaires and practicality. The data analysis technique used is descriptive statistics. Based on the data that has been analyzed there are three research results. First, the results of the needs analysis obtained an average value of 69.4 in the good category. Second, product validation results obtained an average value of 84.1 with a very good category. Third, the product practicality results obtained an average value of 93 in the very good category. The implication of the results of this study is that teachers must construct students' skills through e-modules. The meaning of the results of this study is that the STEM integrated e-module is valid and practical for use in learning
Development of Edmodo-Based E-learning on Newton’s Laws
Full text linkThe application of learning technology in the digital era, for example, the use of learning, has potential advantages to help educators and students achieve learning goals. Learning activities are still conventional and using less attractive learning media affect students' interest and learning motivation, so learning media are needed to increase motivation and help students to understand the material optimally. This study aims to determine the validity of Edmodo-based e-learning media in Newton's Law courses. This type of research is Research and Development (R&D) with a 4D research design (Define, Design, Development, and Disseminate). This research is limited to the development stage. The respondents of this study were two teachers who were subject experts and media experts. The study results show that Edmodo-based e-learning on Newton's Laws is due to the validity of the learning media. Subject expert validity is in the very good category, with a score of 4.77. Media expert validity is in the good category, with a score of 3.90. The results of this study have implications for the readiness of learning media to support the achievement of learning objectives in Newton's Laws subjects.The application of learning technology in the digital era, for example, the use of learning, has potential advantages to help educators and students achieve learning goals. Learning activities are still conventional and using less attractive learning media affect students' interest and learning motivation, so learning media are needed to increase motivation and help students to understand the material optimally. This study aims to determine the validity of Edmodo-based e-learning media in Newton's Law courses. This type of research is Research and Development (R&D) with a 4D research design (Define, Design, Development, and Disseminate). This research is limited to the development stage. The respondents of this study were two teachers who were subject experts and media experts. The study results show that Edmodo-based e-learning on Newton's Laws is due to the validity of the learning media. Subject expert validity is in the very good category, with a score of 4.77. Media expert validity is in the good category, with a score of 3.90. The results of this study have implications for the readiness of learning media to support the achievement of learning objectives in Newton's Laws subjects
The Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues in Plants
Full text linkLearning in the 21st century is supported by mastery of technology. The utilization of technology in education can be implemented in the use of electronic teaching materials, one of which is E-Handout. The purpose of this study was to describe the needs analysis, validity and practicality of the results of the Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues In Plants. This research is categorized as research and development (R&D) based on the 4D model. Data collection used teacher and students needs instruments, validity and practicality questionnaires. The research subjects were 3 experts and 12 students of class XI MIPA at SMA Negeri 1 Alalak. The results showed that first, the results of the needs analysis were "good" (77.83), meaning that E-Handout teaching materials need to be developed on the Sub-Concept of Structure and Function of Tissues in Plants. Second, E-Handout have a validity of "very valid" (88.45), meaning that E-Handout is very valid and in accordance with learning objectives, language, format and media. Third, the practicality results are "very good" (91.88), meaning that the E-Handout is very practical and easy to read by students. This shows that the E-Handout developed is valid and practical so that it can be used as teaching material as needed. The implication of the research results is that students can learn independently anytime and anywhere using E-Handout via laptop or smartphone.Learning in the 21st century is supported by mastery of technology. The utilization of technology in education can be implemented in the use of electronic teaching materials, one of which is E-Handout. The purpose of this study was to describe the needs analysis, validity and practicality of the results of the Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues In Plants. This research is categorized as research and development (R&D) based on the 4D model. Data collection used teacher and students needs instruments, validity and practicality questionnaires. The research subjects were 3 experts and 12 students of class XI MIPA at SMA Negeri 1 Alalak. The results showed that first, the results of the needs analysis were "good" (77.83), meaning that E-Handout teaching materials need to be developed on the Sub-Concept of Structure and Function of Tissues in Plants. Second, E-Handout have a validity of "very valid" (88.45), meaning that E-Handout is very valid and in accordance with learning objectives, language, format and media. Third, the practicality results are "very good" (91.88), meaning that the E-Handout is very practical and easy to read by students. This shows that the E-Handout developed is valid and practical so that it can be used as teaching material as needed. The implication of the research results is that students can learn independently anytime and anywhere using E-Handout via laptop or smartphone