UNY Journal Collections (Universitas Negeri Yogyakarta)
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Automatic generation of physics items with Large Language Models (LLMs)
No full textHigh-quality items are essential for producing reliable and valid assessments, offering valuable insights for decision-making processes. As the demand for items with strong psychometric properties increases for both summative and formative assessments, automatic item generation (AIG) has gained prominence. Research highlights the potential of large language models (LLMs) in the AIG process, noting the positive impact of generative AI tools like ChatGPT on educational assessments, recognized for their ability to generate various item types across different languages and subjects. This study fills a research gap by exploring how AI-generated items in secondary/high school physics aligned with educational taxonomy. It utilizes Bloom\u27s taxonomy, a well-known framework for designing and categorizing assessment items across various cognitive levels, from low to high. It focuses on a preliminary assessment of LLMs ability to generate physics items that match the Bloom’s taxonomy application level. Two leading LLMs, ChatGPT (GPT-4) and Gemini, were chosen for their strong performance in creating high-quality educational content. The research utilized various prompts to generate items at different cognitive levels based on Bloom\u27s taxonomy. These items were assessed using multiple criteria: clarity, accuracy, absence of misleading content, appropriate complexity, correct language use, alignment with the intended level of Bloom\u27s taxonomy, solvability, and assurance of a single correct answer. The findings indicated that both ChatGPT and Gemini were skilled at generating physics assessment items, though their effectiveness varied based on the prompting methods used. Instructional prompts, particularly, resulted in excellent outputs from both models, producing items that were clear, precise, and consistently aligned with the Application level of Bloom\u27s taxonomy
The Effectiveness of Problem-Based Learning Assisted by Articulate Storyline Interactive Students\u27 Critical Thinking Skills
No full textThis study aims to reveal the impact of a problem-based learning model assisted by articulate storyline interactive media on high school biology students\u27 critical thinking skills. This research was conducted in April-July 2023. The research method used was a quasi-experiment with a nonequivalent control group design. The population is all grade X science students (grade X IPA) of SMA Negeri 1 Kawali, West Java in the 2022/2023 school year as many as 6 classes. The sampling technique used was the purposive sampling technique, with grade X IPA 1 class as the experimental class and X IPA 3 as the control class each containing 36 students. The data collecting instrument is a critical thinking skill test consisting of 13 description questions that had gone through validity and reliability tests with the results of the instrument validity test, namely eight significant questions and five very significant questions, and the reliability score r = 0.84 including the high category. The data analysis technique used was the one-way ANOVA test at a significance level of 0.05. The average N-gain score of critical thinking skills of the experimental class is 0.45 (medium) higher than the control class which is 0.19 (low). Based on the results of testing the research hypothesis, it can be concluded that there is an effect of a problem-based learning model assisted by articulate storyline interactive media on critical thinking skills at a significance level of 0.000. The theoretical implication is that critical thinking skills can be improved by using a problem-based learning model assisted by interactive learning media so that the problem-based learning model assisted by articulate storyline interactive media can be used as a teaching method to improve critical thinking skills
The Validity and Practical Test of STEM@Home Learning Design to Empower Student’s Science Literacy
No full textThe science, technology, engineering, and mathematics (STEM) approach is one of the approaches to teaching integrative science contextually and to promote science literacy, which is identified to remain low among Indonesian students. Applying STEM projects to grade 8 students has been challenging during the pandemic. Thus, there is a need to develop an online STEM project that accommodates learning at home or distance learning, is suitable during the pandemic, and incorporates training to improve science literacy. Therefore, we developed a STEM@Home Learning Design by adopting the Flower STEM-Approach Design using the topic of vibration, wave, and sound. This study aims to reveal the validity of the learning design by involving 44 reviewers (lecturers and teachers), followed by the practical test run by 117 reviewers of lecturers, teachers, and student teachers majoring in science education. A questionnaire consisting of 30 items on learning design, instructional setup, and student competencies was distributed online. On average, the respondents scored 4 to 5 on a 5-point scale of the STEM@Home Learning Design in each indicator (86.3%). It can be concluded that the STEM@Home Learning Design is feasible to proceed to the empirical study
Pemodelan Produksi Padi di Provinsi Jawa Timur dengan Regresi Non Parametrik B-Spline
No full textThe need for food is a primary requirement of society that must be fulfilled. One of the staple foods widely consumed by the Indonesian society is rice. Rice, which comes from paddy fields, is always cultivated to fufill the consumption needs of the community, especially in the surrounding areas. East Java is one of the largest contributors to rice production in Indonesia. Therefore, it is necessary to examine the influence of climate factors in several rice-producing regions in East Java, namely Tuban, Nganjuk, and Gresik regencies, on the level of rice production in those areas. The aim of this research is to analyze factors such as rainfall, humidity, temperature, and rice cultivation area on rice production quantity. The data was collected from BMKG (Meteorology, Climatology, and Geophysics Agency) and BPS (Central Statistics Agency) websites for the years 2020-2022 in Tuban, Nganjuk, and Gresik regencies. The analysis method used involves modeling non-parametric B-splines with various combinations of knot points from multiple predictor variables, resulting in the smallest Generalized Cross-Validation (GCV) among the possible knot points tested. The modeling results obtained the optimal knots for variable X1 (temperature) of order 2 with three knot points at values 23.45584, 24.32467, and 26.93116. The optimal knot for variable X2 (humidity) of order 2 was at one knot point with a value of 83.3828. The optimal knots for variable X3 (rainfall) of order 2 were two knot points with values of 5.177247 and 15.51238. The optimal knot for variable X4 (rice cultivation area) of order 2 was at one knot point with a value of 16,939.25. The minimum GCV value obtained was 18,462,458. The analysis results indicate that all variables have a significant influence, although for climate variables, there were some segments that were less significant, with an value adjusted R-Square of 0.98
Hypothetical Learning Trajectory of Sector Area and Arc Length Using the Clockwork Context
No full textStudents\u27 understanding on the concept of a circle especially the relationship between central angle, arc length, and sector area of the circle based on learning obstacle and learning trajectory need to be developed well by creating a good didactic design. Therefore, it is necessary to design hypothetical learning trajectories (HLT) for students in learning sector area and arc length using the clockwork context. The didactical design was developed through three stages, namely: (1) the preliminary design; (2) teaching experiment; and (3) retrospective analysis. This study focused on the first stage, since the main purpose of this research was to develop a series of learning activities to delve into the concept of sector area and arc length as proportional problem in the form of HLT. The HLT was designed using a realistic mathematics education (RME) approach. There are three anticipated learning obstacles in the design of the activities, including errors related to the concept of the relationship between arc length, circle circumference, sector area, and circle area; errors related to the concept of the relationship between the central angle, arc length, and sector area of a circle; as well as errors related to the connection of concepts in circle material with other mathematical material; and students\u27 difficulties in problem solving questions
Sequential explanatory technological pedagogical and content knowledge of madrasah teachers in Jambi
No full textThis study aims to describe the structural model of Sequential Explanatory Technological Pedagogical and Content Knowledge (TPACK) of Madrasah Teachers in Jambi Province.This research involved 132 teachers for surveys and 5 teachers for interviews. Descriptive statistics, t-test, Anova, and SEM-PLS were used in quantitative data analysis, while qualitative data was carried out using descriptive thematics. The findings show that Madrasah teachers\u27 TPACK is at a good category level. There are no differences in teachers\u27 TPACK levels based on gender, certification status, madrasa level, age, teaching experience, and field of study. Technological pedagogical knowledge (TPK) has a stronger influence on technological pedagogical and content knowledge (TPACK) compared to technological content knowledge (TCK) and pedagogical content knowledge (PCK). Teachers need support from schools and communities to increase TPACK knowledge in addition to from self-awareness to developing competence as well as several other information that have been discussed in the discussion of this research. Teachers should increase their TPACK knowledge so that they can confidently implement technology in their learning
An evaluation of teachers\u27 performance on gender and work experience with the charlotte danielson evaluation model
No full textThe performance teachers in the preliminary study still use teacher-centred methods, both teachers who have received certification and those who have not. On the other hand, the evaluation in schools is still on teacher performance related to learning design and the learning process in the class. Therefore, social, personality and professional competencies are still less reviewed. The purpose of this study is to evaluate teachers\u27 performance based on their gender and work experience in public senior high schools in Maluku Barat Daya (MBD) district. Four main components were used to assess teacher performance: lesson planning and preparation, class management, lesson implementation, and professional responsibility. Data was collected from twelve teachers using the Charlotte Danielson Evaluation Model. Simple qualitative and quantitative approaches were used to collect data. The results showed that both female and male teachers planned and designed lessons well. In class management, female teachers performed very well, while male teachers performed well. In implementation, female teachers performed very well, while male teachers were categorized as good. Professional responsibility was evaluated as good for both gender groups. The study also showed that gender affects class management and implementation performance, while work experience has no significant effect
The Implementation of Occupational Health and Safety Using Zerosicks in Indonesia Vocational Education
No full textThis study aims to determine (1) the implementation of occupational health and safety (OHS) using the Zerosicks method in vocational education and (2) the significant relationship between each aspect of the countenance stake evaluation model. The model consists of 3 stages: input (Antecedent), process (Transaction), and output. Then, the population in this study involved 727 students with a sample size of 258.03, and this research was conducted in April-June 2021 at the Prambanan Muhammadiyah Vocational High School. Furthermore, the data analysis techniques used were quantitative descriptive and SEM (Structural Equation Modeling). The study findings reveal that (1) the antecedent stage, encompassing environment, hazard, risk, knowledge, and standardization indicators, is evaluated as excellent by teachers and predominantly good by students. In the Transaction stage, focusing on risk management control, solution, implementation, and culture indicators, teachers rate it as good to perfect, while students generally rate it as very good to good. Moreover, the output stage, comprising control and OHS behavior awareness indicators, is deemed outstanding by both teachers and students. (2) The indicators of the model are valid and achievable following the results of the confirmatory factor analysis, and the structure of the theoretical model fulfils the Goodness of Fit criteria for empirical data because it has six criteria. Furthermore, an antecedent has a significant effect on Transaction and OHS Output, while a Transaction has a significant effect on OHS Output
The implementation of tolerance values through multicultural education program
No full textThis research aimed to delineate the strategies for fostering tolerance among students through multicultural education at Sanggar Anak Alam Nitiprayan in Yogyakarta. Employing a qualitative methodology with a case study approach, the investigation was conducted within the premises of Sanggar Anak Alam Nitiprayan located in Bantul, Yogyakarta. Data gathering methods encompassed interviews, observations, and documentation, with subjects selected purposively. Triangulation was utilised to ensure data validity. Analysis followed the qualitative data analysis technique advocated by Miles & Huberman, involving stages of data collection, reduction, presentation, and conclusion drawing. The study yielded two principal findings: firstly, the integration of tolerance values into the school curriculum through multicultural education, and secondly, the cultivation of tolerance within classrooms via daily encounters, class agreements, communal prayer, and storytelling activities. Identified obstacles included diverse student potentials, varying parental attitudes, parental indoctrination conflicting with the SALAM curriculum, student non-compliance with agreements, facilitators adopting a lecturing rather than a facilitating role, and difficulties transferring students from formal educational backgrounds faced in adapting to the new environment
Need analysis for innovation in integrated learning models for micro-teaching course: Explanatory sequential design
No full textOne of the keys to successful learning model development is conducting a comprehensive needs analysis on actual performance, desired performance, and causes of performance gaps. This research aims to analyze student performance needs so that they can become a credible basis for consideration when designing the syntax of learning experiences for integrated learning models for micro-teaching courses. Researchers used an explanatory sequential design when completing the study, so quantitative research became the main focus for data collection and analysis, which was emphasized by qualitative studies. There were 107 research respondents, namely 75 students, two lecturers, and 30 physical education teachers. Data on actual performance, desired performance, and causes of performance gaps on the variables of teaching skills, analytical thinking skills, academic integrity, and transformational leadership were collected using 12 statements. Qualitative data was collected using semi-structured interviews. Data were analyzed descriptively and with Kruskal-Wallis to test differences in actual performance and desired performance of the three groups of respondents. Meanwhile, for qualitative data, researchers used thematic analysis. The results of the Kruskal-Wallis test prove that there are no significant differences between the three groups of respondents in actual performance (0.365\u3e 0.05) or desired performance (0.758\u3e 0.05). Students, lecturers, and teachers agree that teaching skills, analytical thinking skills, academic integrity, and transformational leadership are important requirements in developing integrated learning models. Meanwhile, the causes of performance gaps are not limited to lack of training experience, lack of opportunity to analyze problems and make decisions, lack of role models, or lack of support from lecturers and colleagues in lectures. Thus, in developing the model, the performance tasks designed must be able to overcome this performance gap by increasing students\u27 experience in operational and clinical exercises during lecture