IJORER : International Journal of Recent Educational Research
Not a member yet
397 research outputs found
Sort by
Description and Level of Difficulty in Learning Hematology for Medical Laboratory Technology (MLT) Students during One Year of the COVID-19 Pandemic
Get PDFThis research aims (1) to determine the description of learning difficulties and the percentage of supporting and inhibiting factors for learning hematology in the COVID-19 pandemic era, (2) to determine the success rate of learning hematology in the COVID-19 pandemic era. This research is a qualitative descriptive type, with research subjects from D4 Analyst students at the Universitas Muhammadiyah Semarang who study hematology. This data collection was carried out from February to March 2021. Data were collected from a questionnaire via Google Form. Based on the results of the study, the following findings were obtained: 1) description and percentage of supporting and inhibiting factors for hematology learning difficulties as follows: (1) health factors (53.33%), (2) cognitive factors (60%), (3) interest factors (50%). The average internal factor of hematology learning difficulties is 54,44% in the medium category. While the percentage of external factors of learning difficulties in hematology are as follows: (1) family factors (46.67%), (2) living place conditions (46.67%), (3) facilities (48.89%), (4) learning materials (54%). The average external factor of hematology learning difficulties is 49.06% in the medium category, 2) the success rate of learning hematology in the COVID-19 pandemic era with an average of 61.73 (medium). The study results can contribute in the form of information on the description of the factors of learning difficulties in the Hematology course in the COVID-19 pandemic era as a basis for finding solutions
Scientific Literacy Ability of Junior High School Students on Static Electricity and Electricity in Living Things
Get PDFJunior high school students need to have good scientific literacy skills to have sufficient competence to compete in the current and future era of information and globalization. Science is basic knowledge covering products, processes, and applications. One of the science materials is static electricity and electricity in living things. This study aimed to determine the literacy profile of junior high school students on static electricity and electricity in living things. The subjects of this study were junior high school students. This research uses a descriptive research method. Data collection instruments consist of scientific literacy instruments. The results showed that junior high school students’ average scientific literacy ability on static electricity and electricity in living things, in general, was low criteria. The achievement of scientific literacy ability in the first indicator to explain scientific phenomena obtained a score of 28.76% higher when compared to the second indicator evaluating and designing scientific investigations to obtain a score of 15.73%, while the third indicator to interpret data and scientific evidence obtained the lowest average score. of 10.13%. In general, the criteria for scientific literacy in all indicators are very low
Problem Based Learning With The SETS Method To Improve The Student’s Critical Thinking Skill of Senior High School
Get PDFThis study aims to improve students' critical thinking skills through the application of learning materials with the PBL-SETS method. They were developed with the 4D model. This research is pre-experimental used one group pretest and posttest design. Data collection methods used validation, observation, and test. The data analysis technique used is the paired sample T-test. The learning materials have a very valid category and it can be used to improve critical thinking skills. The average critical thinking post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 87%. The results of data analysis show that t-count = -21,967 and t-table = 1,693 (at df 32 and the significance level of 0.05). Research shows that the use of PBL with the SETS method affects increasing critical thinking skills. The responses of students towards learning by 88% (very good). Based on the results of this study it can be concluded that learning materials of the PBL model with the SETS method can improve the students’ critical thinking skill on fluid dynamic topic. PBL with SETS learning is expected to be able to make students more actively in the process of problem solving directly so that students are easier to develop critical thinking skill. From the indicator of critical thinking skills, students can more easily understand the concept and develop their critical thinking skill
Feasibility of Developing Direct Learning Models With a Life Based Learning Approach
Get PDFThis study aims to analyze the feasibility of the results of the learning model instrument, textbooks, student worksheets, assessment sheets, and learning implementation plans. This study uses the Dick and Carey development model. There are 7 steps in Dick and Carey's learning, including 1) Identifying learning objectives, 2) Conducting learning analysis, 3) Analyzing student characteristics and learning context, 4) Formulating specific learning objectives, 5) Developing learning instruments, 6) Developing strategies learning, 7) Developing and selecting learning materials, 8) Designing and developing evaluation and assessment, 9) Revising learning programs, 10) Implementing and developing evaluations. Based on the results of the study showed that the research instruments in the form of the results of the learning model, textbooks, student worksheets, assessment sheets, and learning implementation plans scored good criteria. The direct learning model with a life-based learning approach is suitable for use as a learning model in improving student learning outcomes. This can be shown by the validity of the instrument
Psychomotor Skills of Pre-service Teachers of Natural Science on Melde’s Experiment in Guided Inquiry Learning
Get PDFThis research aimed to describe the psychomotor skills of pre-service teachers of natural science on Melde’s Experiment through guided inquiry learning. Psychomotor skills were assessed by observation during students conduct the Melde’ s experiment. This research method used was descriptive quantitative in which the authors described the research variables from the collected data. The study was conducted on a pre-service natural science teacher who learns the Optic and Geometry Course. The data analysis uses descriptive statistical. The results showed that the psychomotor skills of pre-service teachers of natural science are categorized as very good in manipulation, good in precision and articulation; fair in imitation and naturalization domain. The lowest category of psychomotor indicators is naturalization. Naturalization is doing related activities according to the skills that are owned, a sample designing experiment with different variables. Different variables with the module make the prospective teacher’s students think hard to create the experimental draft, consequently, the experimental design and findings are not equal to the theory. Further research is expected to have a learning model that is capable of training better psychomotor skills
Blended Formula Four Di (4D) with Actor Network Theory to Increases the Outcome of Literacy Culture
Get PDFThe purpose of this research is to evaluate the effectiveness of the Blended Formula Four Di (4D) with Actor Network Theory in increasing the outcome of literacy culture is a case study that involves all school members. The obtained data were analysed by using qualitative descriptive methods. The analysis results inform that the Blended Formula Four Di (4D) with Actor Network Theory has proven to be effective in improving the outcome of literacy culture in schools. The application of "Blended Formula Four Di (4D) with Actor Network Theory to Increases The Outcome of Literacy Culture" is also able to improve literacy culture in SMAN 1 Ngimbang with indicators (1) increasing the number of visitors and borrowers in the library, (2) increasing the writing of the school residents, and (3) becoming the winner of the library competition
CCDSR Learning Model: Innovation in Physics Learning
Get PDFThe purpose of this research is to analyze the validity of the CCDSR learning model. The CCDSR learning model that was developed was validated by 3 experts in a discussion forum commonly called Focus Group Discussion (FGD). The results of the validator assessment indicate that the content and construct validity of the CCDSR learning model are very valid criteria. The valid CCDSR learning model means having several characteristics, namely meeting the need (need), state (the state of the art), having a strong theoretical and empirical foundation, and there is consistency between the components of the model. The CCDSR learning model is included in the criteria of validity, both content and construct so that it can be used as a guide in preparing plans to improve science process skills (SPS) and SPS learning for students of prospective physics teachers
Implementation of Integrated Science Model With Audiovisual Teaching Materials To Improve Students’ Learning Outcomes and Science Process Skills
Get PDFThis study aims to determine the effectiveness of the integrated science learning type connected to achieving basic competencies and improving science process skills. This study uses a 4-D development model that is defined, design, develop, and disseminate with one-group posttest design implemented in 5th-semester students of Chemistry Education, University of Bengkulu. The research instrument is a posttest question to measure learning outcomes and observation sheets to measure science process skills. The teaching materials used are sourced from part of the process and the results of the activity test of palm oil endophytic bacteria ethyl acetate extract against Fusarium oxysporum f.sp. by TLC-bioautography is packaged in the form of learning videos. The results showed that the Integrated Science type of Connected model was used effectively to improve student learning outcomes and science process skills
Development of Online Science Teaching Instrument Based on Scientific Approach Using PhET Simulation to Improve Learning Outcomes at Elementary School
Get PDFThe research aims to develop online science teaching instruments based on a scientific approach using a proper PhET simulation to improve learning outcomes for elementary school students. The developed equipment is the lesson plan, students’ activity sheet, learning materials, and assessment sheet of learning outcomes. The research plan is designed in One Group Pre-Test- Post-Test Design. The population in this study is all students of the fifth grade of State Elementary School Jagir I academic year 2019/2020. The results showed that there is a significant improvement in the results of online science studying through a scientific approach with the PhET simulation media. N-Gain value of class A is of 0.76 and class B is 0.70 with high criteria. The hypothesized test results showed no significant difference between class A and class B, student learning outcomes in the psychomotor area values class A in 80 when the average value of class B is 77.08, the learning results in affective domain values in class A is 80.00 in average and in class B is 80.31 with the 100% passing rate of the affective domain
Meeting Standards through Integrated Curriculum: Point of View by Sussan M. Drake and Rebecca C. Bruns
Get PDFThrough an integrated curriculum, it is expected that the fulfillment of a maximum standard of learning for students' problems while learning, the integrated curriculum will determine the content, processes, materials, and learning materials that teachers do to students in the classroom. Students who have problems are expected to be able to overcome the problem both those who lack achievement and are left behind, the evaluation carried out is also expected to be able to measure the ability of students to improve learning that has been done, besides it can be compared between one school to another with an evaluation. So we need a standard-based approach and an integrated curriculum, the second offers several strategies in developing an integrated curriculum that has been proven in its implementation, thirdly to validate an integrated curriculum by offering examples of integrated curricula that have proven to be successful