Journal of Authentic Research
Not a member yet
242 research outputs found
Sort by
Characteristics and Shifts in Meaning of Affixed Words in Short Messages on WhatsApp
No full textThe use of language or words when chatting on the WhatsApp application tends to use new terms or abbreviations, thus obscuring the characteristics of words and shifting the meaning of words. This study aims to describe the characteristics and shifting meanings of affixed words in short messages on WhatsApp. The method used in this study is a qualitative descriptive method. Based on the results of the research carried out, 22 affixed words and 22 random conversations were found, including affixed words that occurred in short messages on WhatsApp. The results of the study show that the interference of using affixed words in WhatsApp short messages is a shifting of the meaning of a word or having a new meaning. The words that underwent a shift in meaning experienced expansion (generalization), narrowing (specialization), deterioration (pejoration), improvement (amelioration), exchange of meaning (synesthesia), and meaning equivalence (association). To use words well, correctly, and correctly, we need to pay attention to affixes and word classes that have a role in forming a sentence. This results in a shift in the meaning of affixed words in the affixation of the basic form or also the process of forming words by affixing, adding, or attaching affixes in front of the basic form. The results of this study can be used as an additional reference and knowledge to be more accurate in using words and sentences without losing the meaning contained in it
Validitas Bahan Ajar Hidrokarbon Berbasis Model Inkuiri dengan Strategi Konflik Kognitif untuk Meningkatkan Kemampuan Berpikir Kritis
No full textKetersediaan bahan ajar hidrokarbon yang secara eksplisit membelajarkan kemampuan berpikir kritis masih jarang ditemukan. Kondisi tersebut menyebabkan rendahnya kemampuan berpikir kritis mahasiswa calon guru. Penelitian ini bertujuan mengembangkan prototipe berupa bahan ajar model inkuiri dengan strategi konflik kognitif yang valid dan efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian ini merupakan penelitian deskriptif kuantitatif dari validitas dan keefektifan bahan ajar berbasis inkuiri dengan strategi konflik kognitif yang merupakan hasil pengembangan dengan rancangan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Dua validator ahli, satu validator praktisi dan lima mahasiswa dilibatkan pada evaluasi validitas dan keterbacaan bahan ajar. Data penelitian dianalisis secara deskriptif-kuantitatif menggunakan persamaan N-gain. Hasil penelitian menunjukkan bahan ajar yang dikembangkan dinyatakan (1) valid (rerata= 90,31) dengan keterbacaan sangat baik (rerata= 90,22); dan (2) efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa (pretest= 31,3 dan posttest= 61,3) dengan peningkatan medium (n-gain= 0,4). Berdasarkan temuan tersebut, dapat disimpulkan bahwa bahan ajar berbasis inkuiri dengan strategi konflik kognitif dapat digunakan dalam pembelajaran untuk meningkatkan kemampuan berpikir kritis mahasiswa.
The Validity of the Hydrocarbon Teaching Materials based on Inquiry Learning Model with Cognitive Conflict Strategies to Improve Critical Thinking Ability
Abstract
The availability of instructional materials explicitly teaching critical thinking skills is still rare. This condition leads to a low level of critical thinking ability among prospective teachers. This research aims to develop a prototype in the form of an inquiry-based instructional material with cognitive conflict strategy that valid and effective to enhance prospective teachers’ critical thinking ability. This study is a quantitative descriptive research on the validity and effectiveness of inquiry-based instructional materials with cognitive conflict strategy, developed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Two expert validators, one practitioner validator, and five students were involved in evaluating the validity and readability of the instructional material. The research data were analyzed descriptively and quantitatively using the N-gain equation. The results of the study indicate that the developed instructional material is (1) valid (mean=90.31) with excellent readability (mean=90.22), and (2) effective in improving students' critical thinking ability (pretest=31.3 and posttest=61.3) with a medium level of improvement (n-gain=0.4). Based on these findings, it can be concluded that inquiry-based instructional materials with cognitive conflict strategy can be used in teaching to enhance prospective teachers' critical thinking ability