Journal Universitas Sarjanawiyata Tamansiswa (UST)
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Curiosity and digital communication of mildly autistic students with realistic mathematic learning approach using the Quizizz
No full textCommunication is a key factor in the exchange of emotions and information during interactions. In fact, in schools, most children with disabilities, such as autism, experience significant verbal communication difficulties. Only about 45% of students with autism can communicate verbally, while 55% still rely on nonverbal communication or assistance. Additionally, students with autism have limitations in expressing their emotions, making them highly prone to tantrums. This is one of the reasons why teachers in schools often hesitate to provide digital media to students with autism. Digital communication is also a form of communication skills, but it is based on Information and Communication Technology (ICT) to facilitate relationships and interactions with others. This study aims to explore how the curiosity and digital communication skills of students with autism can be enhanced through a realistic mathematics learning approach using Quizizz. This research employs a descriptive qualitative method, utilizing data collection techniques such as interviews, observations, and documentation. The findings, based on observational instruments conducted over three sessions, indicate that students' digital communication skills improved in each session, increasing from 44% to over 80%. Furthermore, the use of Quizizz also contributed to enhancing the verbal communication skills of students with autism. Through Quizizz, students with autism were able to practice self-expression, select answers, and even interact with their peers in game mode. This research provides valuable insights into how students with moderate autism respond to realistic and interactive mathematics learning while helping educators better understand their special needs and develop more effective teaching strategies
Comparative impacts of project-based learning and other strategies on creative thinking in STEAM education: A systematic literature review
No full textCreative thinking is the ability to generate and develop new ideas. It is considered a high-level thinking skill that plays a crucial role in the 21st century. According to the 2022 PISA results, the creative thinking skills of Indonesian students are categorized as low. The Project-Based Learning (PjBL) model, when integrated with the STEAM approach, offers a promising strategy to enhance creative thinking. This study aims to provide an overview of how various teaching strategies—particularly PjBL—compare to other approaches in fostering creative thinking through the STEAM framework, using a Systematic Literature Review. Following the PRISMA protocol, nine relevant articles were identified that addressed the research questions. The findings indicate that the PjBL-STEAM approach has a significantly more positive, profound, and sustainable impact on improving creative thinking skills across all educational levels compared to other pedagogical strategies. PjBL fosters creativity not only as an academic skill but also as a life competency, integrated with 21st-century social, emotional, and problem-solving abilities. This study offers direction for future research in evaluating effective learning models to enhance creative thinking
Analysis of seventh-grade students’ critical thinking skills in solving narrative problems using linear equation content
No full textStudents are required to think critically when solving math problems related to everyday life. However, many still do not pay enough attention to the importance of critical thinking skills in the education system, and teachers tend to guide students to solve problems correctly rather than express ideas or notions. The purpose of this research is to assess and describe students’ critical thinking skills in solving story problems involving linear equations, reviewed from the student’s initial abilities. The method used in this research is descriptive qualitative. The purposive sampling and snowball sampling techniques were used as methods for subject selection in this study. The research subjects consist of 6 seventh-grade students from SMP Negeri 3 Randudongkal selected based on specific criteria, where students had initial ability scores of 80-90, good communication, and were recommended by the teaching teacher. The triangulation used in this research is source triangulation. Written tests and in-depth interviews were used as data collection techniques in this study. The data analysis stage used was reducing data, presenting data, and deriving a conclusion. The analysis results obtained from the written critical thinking skills test and interviews in the research show a conclusion that students with high initial abilities can apply four out of six FRISCO critical thinking skill indicators, namely the indicators of Focus, Reason, Inference, and Clarity in solving story problems involving one-variable linear equations. However, they require a greater understanding and precision to apply the indicator of Situation and Overview. Most students failed to explain their knowledge during the interview, indicating a gap between their written and verbal critical thinking skills. This research can serve as a reference for further studies related to critical thinking skills and help teachers design lessons that pay more attention to the critical thinking abilities of students
Development of virtual lab-assisted guided inquiry teaching materials to improve science literacy on momentum and impulse material
No full textThe development of science and technology in the 21st century necessitates strong scientific literacy among students, yet Indonesian students' PISA scores in this area remain low. Conventional physics teaching materials often lack interactivity and fail to engage students actively, especially for abstract topics like momentum and impulse. This research addresses the gap by developing guided inquiry-based teaching materials assisted by virtual laboratories (V-Lab) for momentum and impulse, aiming to improve senior high school students' scientific literacy. The study employed a Research and Development (R&D) method focusing on the define, design, and develop stages. Module feasibility was assessed through validation by material and media experts using questionnaires (1-4 Likert scale), yielding quantitative scores and qualitative feedback. Initial field testing involved 32 10th-grade students and utilized readability questionnaires, learning interest questionnaires, and pre-post science literacy tests, analyzed descriptively. Results showed high feasibility: material expert validation at 91.6% (Very Good) and media expert validation at 84.0% (Very Good). Qualitative feedback affirmed the module's strengths and provided suggestions for refinement. Initial field testing indicated very good student readability (86.3%) and learning interest (82.0%). Science literacy improved from a pre-test average of 45.2% to a post-test average of 75.8%, with a Normalized Gain (N-Gain) of 0.56 (Medium effectiveness). The study concludes that the developed V-Lab assisted guided inquiry teaching materials are highly feasible and effective for enhancing students' science literacy. The module offers a valuable, interactive resource for physics education, with potential for wider applicatio
The influence of web-based projects on students digital creativity in physics education: a gender-based analysis
No full textThis study aims to examine the effect of web-based project learning on physics students' digital creativity in the Physics Learning Innovation course, with a focus on gender differences. Using a factorial experimental design, the study involved 37 students and two factors: web-based project learning method and gender. Data were collected through a project-based performance assessment rubric that measured students' digital creativity in four aspects: fluency, flexibility, originality, and elaboration. The data were analyzed using a two-way ANOVA to examine the effects of the learning method, gender, and their interaction on students' digital creativity. The results indicated no statistically significant difference in students' digital creativity between web-based project learning in 2023 and 2024 (p>0.05). These findings suggest a consistent impact of the learning model across different cohorts. In terms of gender, the results revealed no significant difference in digital creativity between male and female students (p>0.05). The interaction between learning method and gender was not significant (p>0.05), indicating that they have independent effects. This research contributes to understanding the effectiveness of web-based learning to enhance digital creativity in physics education, as well as recommends wider application of this method in science and technology courses
Analisis kemampuan berpikir kritis berdasarkan gaya belajar siswa kelas V pada pembelajaran IPAS SD Negeri 10 Kelapa Kampit Belitung Timur
No full textThis study aims to: 1) analyze the level of critical thinking ability of fifth grade students based on visual learning style; 2) auditory; 3) kinesthetic. This research uses a qualitative descriptive method. The research subjects came from class V SDN 10 Kelapa Kampit Belitung Timur based on the results of questionnaire data processing with Rasch Model assisted by WinSteps Software, 6 subjects were selected, namely 2 people with visual learning styles, 2 people with auditory learning styles, and 2 people with kinesthetic learning styles. Then the subject was given a test in the form of a written description question, then the answers were analyzed and an interview was conducted. Data analysis techniques by collecting data, data reduction, data presentation, and conclusion drawing. The data collection techniques of this research are test and non-test techniques in the form of learning style questionnaires, critical thinking ability tests, and in-depth interviews on research subjects. The results showed that: 1) students with visual learning styles are able to fulfill 5 indicators of critical thinking ability. Students with visual learning styles are included in the very high level critical thinking category with a percentage of 84% and 92%; 2) students with auditory learning styles are able to fulfill 4 indicators of critical thinking ability. Students with auditory learning styles are included in the high level critical thinking category with a percentage of 76% and 80%; 3) students with kinesthetic learning styles are only able to fulfill 2 indicators of critical thinking ability. Students with kinesthetic learning styles belong to the low-level critical thinking category with a percentage of 32% and 40%.Penelitian ini bertujuan untuk: 1) menganalisis tingkat kemampuan berpikir kritis siswa kelas V berdasarkan gaya belajar visual; 2) auditori; 3) kinestetik. Penelitian ini menggunakan metode deskriptif kualitatif. Subjek penelitian berasal dari kelas V SDN 10 Kelapa Kampit Belitung Timur berdasarkan hasil pengolahan data angket dengan Rasch Model berbantu Software WinSteps, terpilih 6 orang subjek yaitu 2 orang dengan gaya belajar visual, 2 orang dengan gaya belajar auditori, dan 2 orang dengan gaya belajar kinestetik. Selanjutnya subjek diberi tes berupa soal uraian tertulis, kemudian jawaban tersebut dianalisis dan dilakukan wawancara. Teknik analisis data dengan mengumpulkan data, reduksi data, penyajian data, dan penarikan kesimpulan. Teknik pengumpulan data penelitian ini yaitu teknik tes dan non tes berupa angket gaya belajar, tes kemampuan berpikir kritis, dan wawancara mendalam pada subjek penelitian. Hasil penelitian menunjukkan bahwa: 1) siswa dengan gaya belajar visual mampu memenuhi 5 indikator kemampuan berpikir kritis. Siswa dengan gaya belajar visual termasuk kategori berpikir kritis tingkat sangat tinggi dengan persentase 84% dan 92%; 2) siswa dengan gaya belajar auditori mampu memenuhi 4 indikator kemampuan berpikir kritis. Siswa dengan gaya belajar auditori termasuk kategori berpikir kritis tingkat tinggi dengan persentase 76% dan 80%; 3) siswa dengan gaya belajar kinestetik hanya mampu memenuhi 2 indikator kemampuan berpikir kritis. Siswa dengan gaya belajar kinestetik termasuk kategori berpikir kritis tingkat rendah dengan persentase 32% dan 40%
PENGARUH CONTENT MARKETING DAN INFLUENCER MARKETING TERHADAP KEPUTUSAN PEMBELIAN PRODUK SKINCARE WHITE TOMATO BY ATHENA PADA PENGGUNA TIKTOK GEN Z DI SURABAYA
No full textThe purpose of this study is to analyze the effects of influencer and content marketing on the purchasing behavior of Athena's White Tomato product among Generation Z TikTok users in Surabaya. 105 respondents were included in the quantitative study using the eksplanatory research approach and the purposive sample technique. Data collection is done using an online questionnaire, and analysis is done using SEM-PLS software from SmartPLS. The study's findings indicate that both influencer and content marketing have a positive and significant impact on consumers' purchasing decisions. Digital marketing strategies based on social media are quite effective at attracting Gen Z, who are very active on TikTok
Pengaruh model pembelajaran kontekstual berbantuan google earth terhadap kemampuan berpikir spasial siswa
No full textPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kontekstual berbantuan Google Earth terhadap kemampuan berpikir spasial siswa kelas XI Sekolah Menengah Atas Negeri 2 Malang. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimen (eksperimen semu atau quasi-Experiment) dengan menerapkan The Nonequivalent Control Group Design yaitu memberikan pre-test sebelum dilakukan perlakuan serta diberikan post-test setelah dilakukan perlakuan pada masing-masing kelompok. Teknik pengumpulan data yang digunakan adalah observasi, dokumentasi dan tes berbentuk pilihan ganda. Uji coba instrumen penelitian ini menggunakan uji validitas, reliabilitas yang melibatkan siswa kelas XII Ilmu Pengetahuan Sosial. Teknik analisis data menggunakan uji normalitas, uji homogenitas, uji hipotesis dengan uji independent sample t-test. Dari hasil penelitian dapat disimpulkan bahwa model pembelajaran kontekstual berbantuan Google Earth berpengaruh terhadap kemampuan berpikir spasial siswa kelas XI Sekolah Menengah Atas Negeri 2 Malang, terbukti dari nilai signifikansi sebesar 0,000 ≤ 0.05 yang diambil dari nilai rata-rata kelas eksperimen lebih besar 67,95 dibanding kelas kontrol 50,20, artinya H₀ ditolak.
The effect of contextual learning assisted by google earth on students’ spatial thinking skills
This study aims to examine the effect of a contextual learning model assisted by Google Earth on the spatial thinking skills of eleventh-grade students at State Senior High School 2 Malang. The study employed a quantitative approach using an experimental research design, specifically a quasi-experimental method, by applying the Nonequivalent Control Group Design. This design involved administering a pre-test prior to the treatment and a post-test after the treatment for each group. Data collection techniques included observation, documentation, and multiple-choice tests. The research instruments were tested for validity and reliability involving twelfth-grade students in the Social Sciences stream. Data analysis techniques consisted of normality tests, homogeneity tests, and hypothesis testing using an independent samples t-test. The results indicate that the contextual learning model assisted by Google Earth has a significant effect on the spatial thinking skills of eleventh-grade students at State Senior High School 2 Malang, as evidenced by a significance value of 0.000 ≤ 0.05. The mean score of the experimental group (67.95) was higher than that of the control group (50.20), indicating that H₀ was rejected.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kontekstual berbantuan Google Earth terhadap kemampuan berpikir spasial siswa kelas XI SMA Negeri 2 Malang. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksperimen (eksperimen semu atau quasi Experiment) dengan menerapkan The Nonequivalent Control Group Design yaitu memberikan pre-test sebelum dilakukan perlakuan serta diberikan post-test setelah dilakukan perlakuan pada masing-masing kelompok. Teknik pengumpulan data yang digunakan adalah observasi, dokumentasi dan tes berbentuk pilihan ganda. Uji coba instrumen penelitian ini menggunakan uji validitas, reliabilitas yang melibatkan siswa kelas XII Ips. Teknik analisis data menggunakan uji normalitas, uji homogenitas, uji hipotesis dengan uji independent sample t-test. Dari hasil penelitian dapat disimpulkan bahwa model pembelajaran kontekstual berbantuan Google Earth berpengaruh terhadap kemampuan berpikir spasial siswa kelas XI SMA Negeri 2 Malang, terbukti dari nilai signifikansi sebesar 0,000 ≤ 0.05 yang diambil dari nilai rata-rata kelas eksperimen lebih besar 67,95 dibanding kelas kontrol 50,20, artinya H₀ ditolak.  
EFEKTIVITAS PENERAPAN GOOD AGRICULTURAL PRACTICES BUDIDAYA TEMBAKAU TERHADAP PRODUKTIVITAS TEMBAKAU DI KECAMATAN TLOGOMULYO, KABUPATEN TEMANGGUNG
No full textThis research was conducted in Tlogomulyo District, Temanggung Regency by analyzing the effectiveness of the application of Good Agricultural Practices (GAP) of tobacco and analyzing the effect of the application of Good Agricultural Practices (GAP) on tobacco productivity. The research method used is quantitative method, the sampling technique is done randomly or using random sampling technique as many as 96 respondents of tobacco farmers who are then analyzed using simple linear regression. The results showed that the level of effectiveness of the application of Good Agriculture Practices (GAP) tobacco is in the category of quite effective with a total score of 46.205% and the application of Good Agriculture Practices (GAP) has a positive and significant effect on tobacco productivity in Tlogomulyo District, Temanggung Regency. From the data analysis, the effectiveness of the application of Good Agricultural Practices (GAP) has a positive and significant effect from several indicators ranging from the right time, the right price, the right quality, and the right place to affect tobacco productivity in Tlogomulyo District, Temanggung Regency. Based on the results of the study, it is expected that farmers and local governments pay more attention and apply Good Agriculture Practices (GAP) to the cultivation of tobacco plants so that tobacco productivity continues to increase.
PELATIHAN PENGEMBANGAN APLIKASI CAP CUT UNTUK PENGUATAN KEBHINEKAAN GLOBAL SEKOLAH DASAR
No full textPara guru profesional saat ini memanfaatkan aplikasi cap-cut untuk komunikasi massa, belum memanfaatkan untuk pembelajaran inovatif, kreatif, efektif, menyenangkan berbasis TIK atau PIKEM BATIK. Data awal menunjukkan bahwa para guru masih terbatas pengetahuan dan keterampilan menggunakan aplikasi cap cut, dan belum pernah mendapatkan pelatihan pengembangan aplikasi cap cut. Guru mempunyai kebutuhan pengetahuan dan keterampilan aplikasi cap cut untuk pembelajaran. Tujuan pelatihan memberikan pengetahuan dan keterampilan analisis, perancangan, pengembangan, pemanfaatan, dan penilaian penerapan aplikasi cap cut dalam P5 secara berkelanjutan dan akuntabel. Pelaksanaan dengan menerapkan metode workshop, diawali dengan pembekalan teori dan praktik pengembangan dan selanjutnya dituntun melalui kegiatan pendampingan berkelanjutan. Pelatihan pengembangan aplikasi Cap Cut untuk pembelajaran penguatan kebhinekaan global bagi guru-guru SD di wilayah Kabupaten Trenggalek Jawa Timur, memperoleh hasil yang memuaskan dilihat dari 100% peserta pelatihan berhasil membuat animasi CapCut dengan konten Kebhinekaan Global. Presentasi hasil kerja menunjukkan konten tersaji lebih akurat dan menarik secara visual.Professional teachers currently utilize cap-cut application for mass communication, not yet utilizing it for innovative, creative, effective, fun learning based on ICT or PIKEM BATIK. Preliminary data shows that teachers are still limited in knowledge and skills using the cap cut application, and have never received training in the development of the cap cut application. Teachers have the need for knowledge and skills in the application of cap cuts for learning. The purpose of the training is to provide knowledge and skills in analyzing, designing, developing, utilizing, and assessing the implementation of cap cut applications in P5 in a sustainable and accountable manner. The implementation by applying the workshop method, begins with the provision of development theory and practice then guided through continuous mentoring activities. The Cap Cut application development training for learning to strengthen global diversity for elementary school teachers in the Trenggalek Regency area, East Java, obtained satisfactory results as seen from 100% of the trainees who succeeded in making Cap Cut animations with Global Diversity content. The presentation of the work results shows that the content presented is more accurate and visually appealing.