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PROJECT-BASED LEARNING (PjBL) CONTAINS SUSTAINABLE DEVELOPMENT GOALS (SDGs): STUDENTS’ METACOGNITIVE AWARENESS IMPROVEMENT EFFORTS
No full textStudents\u27 metacognitive awareness can be developed through Project-Based Learning (PjBL) implementation integrating Sustainable Development Goals (SDGs) as a significant aspect of the Kurikulum Merdeka. The purpose of this study is to improve metacognitive awareness through PjBL containing environment change material SDGs. The research method used was a quasi-experiment with a nonequivalent pretest-posttest control group design. The research study covers two groups, i.e., a control group and an experiment group of 36 students of class X of Senior High School respectively. The data-collecting technique used questionnaires and observation. The metacognitive awareness questionnaire adapts the Metacognitive Awareness Inventory (MAI) and a learning implementation observation sheet was used as a research instrument. The data analysis used was an Independent Sample T-Test and N-Gain trial. The Independent Sample T-Test result showed a significant 0.000 difference from the final questionnaire average score between the control and experiment classes. The experiment class students\u27 metacognitive awareness obtained an average score of 84.14 with the highest category and 0.433 of the N-Gain trial score belongs to the medium category. This improvement was supported by the learning implementation result of teachers and students with a very good category. This study was expected to be able to give an effective contribution for teachers to improve the biology learning quality by emphasizing on the students’ metacognitive awareness improvement. The next research shall expand coverage by engaging more schools and considering other factors such as learning methods and students’ learning facility
DEVELOPING TEACHING GUIDES FOR BIOLOGY-BASED COURSES: INTEGRATING PROJECT-BASED LEARNING, CASE STUDIES, AND 21ST CENTURY SKILLS FOR PRE-SERVICE TEACHERS
No full textThis study aims to develop teaching guides for biology-based courses, including Microbiology, Plant Anatomy, and Agribusiness, designed for pre-service teachers. These guides integrate project-based learning and case studies to cultivate 21st-century skills. Using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) within a Research and Development (R&D) framework, the guides were systematically developed and evaluated. Results show high feasibility, with average scores of 97% for content appropriateness, 95% for presentation quality, and 100% for language clarity, demonstrating their validity, practicality, and effectiveness
DEVELOPMENT OF REDOX REACTION LEARNING MEDIA BASED ON MULTIPLE REPRESENTATIONS
No full textThe use of Information & Communication Technology (ICT) media is widespread in education, thus necessitating the facilitation of chemistry learning activities that guide students to study redox materials. This research aims to design a learning media product—an android application—on redox reaction materials based on MLR and to determine the feasibility level of this learning media product. The research method employed is a modified 4-D model reduced to 3-D, which includes the stages of define, design, and develop. The research instruments include interview sheets, student needs questionnaires, student learning styles, validation by subject matter and media experts, as well as student responses. The final results of this research reveal that the Android application learning media product on redox materials based on MLR is deemed feasible. This is supported by the Aiken\u27s V coefficient value of 0.86 which is in the very feasible category, and limited development trials achieving an ideal percentage of 80.65%, falling into the feasible category
PROJECT-BASED LEARNING CONTAINS SUSTAINABLE DEVELOPMENT GOALS: THE EFFORTS TO IMPROVE STUDENTS’ SUSTAINABILITY AWARENESS
No full textStudents have a sustainability awareness level from a lack of knowledge, attitude, and behaviour. The purpose of this study is to implement SDGs-contained PjBL on Biotechnology material as one of the efforts to improve the students’ sustainability awareness. The research method is a quasi-experiment by nonequivalent control group design. The research sample is 32 students of the control class and 34 students of the experiment class of class-XII Senior High School. The data-collecting technique is using questionnaires and learning observations. The sustainability awareness questionnaire has 18 question items and consists of three indicators i.e., sustainability knowingness, sustainability attitudes, and sustainability behaviour adapted from the Sustainability Consciousness Questionnaire Short (SCQ-S). The data analysis uses an Independent Sample T-test and N-Gain Test. The result of the Independent Sample T-Test shows not that much significant difference between the experiment and control classes\u27 pretest average (0,509 > 0,025). The experiment and control classes\u27 posttest average results show not that much significant difference (0,000 < 0,025). The N-Gain score result of the experiment class shows students’ sustainability awarenessimprovement after conducting SDGs-contained PjBL in the medium category (N-Gain = 0,4869). The improvement follows the result of SDGs-contained PjBL implementation on 93% of teachers, and 90,96% of students in the excellent category. These research findings are obtained through SDGs-contained PjBL, students’ sustainability knowingness, and sustainability attitudes, especially on the social dimension which experiences higher improvement
INFORMATION COMMUNICATION TECHNOLOGY (ICT) BASED SCIENCE LEARNING TO INCREASE STUDENT CREATIVITY
No full textThis research aims to explore the use of Information and Communication Technology (ICT) in science learning to enhance student creativity, focusing on analyzing electronic teaching materials used at the secondary education level. Through a Systematic Literature Review (SLR) approach following PRISMA guidelines, this study identified and analyzed 32 scientific articles from Sinta, Scopus, and ScienceDirect databases relevant to the topic. The analysis showed that e-modules were the most widely used electronic teaching materials, with significant contributions to the improvement of 21st century skills, including creativity, critical thinking, and collaboration. This research also highlights the effectiveness of the project-based learning model in supporting students\u27 creative skills development. By providing deep insight into the mechanisms of enhancing creativity through ICT integration in science learning, this study contributes to a better understanding of the role of technology in education and offers recommendations for more innovative teaching practices in the future
ARGUMENTATION SKILLS AND SELF-REGULATION OF STUDENTS USING PROBLEM BASED LEARNING COMBINED WITH DEBATES BASED ON SOCIOSCIENTIFIC ISSUES ON ENVIRONMENTAL CHANGE MATERIAL
No full textLack of self-confidence and self-monitoring to think, act and communicate scientifically are related to argumentation skills. This study aimed to determine differences: (1) students\u27 argumentation skills, (2) students\u27 self-regulation, (3) argumentation skills and students\u27 self-regulation using Problem Based Learning (PBL) combined with debates based on Socio-scientific issues (SSI) on environmental change material. The method used is a quasi-experiment with a posttest only control group design. The population in this study was class X SMA N 2 Karanganyar 2022/2023, and the sample used was class XE2 and class XE7. The sample technique used is cluster random sampling. Collecting data on argumentation skills uses a test, while collecting data on self-regulation uses a questionnaire. The data analysis technique used the t test and teh manova test. It was concluded that there were significant differences: (1) students\u27 argumentation skills, (2) students\u27 self-regulation, (3) argumentation skills and students\u27 self-regulation using Problem Based Learning (PBL) combined with debates based on Socio-scientific issues (SSI) on environmental change material. The research results can be used as a reference related to PBL learning, debate method, argumentation skills and students’ self-regulation abilitie
META-ANALYSIS OF THE EFFECT OF LEARNING CYCLE 5E MODEL ON PHYSICS LEARNING
No full textAlong with the rapid development of science and technology, education is increasing. The improvement of education has encouraged the development of learning methods, techniques, approaches and models that allow students to play an active role in constructing their knowledge. One of them is the 5E learning cycle model. This study aims to analyse the effect of the 5E learning cycle model on physics learning in terms of education level, grade level, research type, subject matter and learning needs. The method used is a quantitative meta-analysis of SINTA accredited national articles, proceedings and international articles with the latest ten years, namely 2013-2023. Data analysis using effect size. The results of the analysis show that overall the learning cycle 5E model has an effect on physics learning with a high effect interpretation. Therefore, the learning cycle 5E model as a whole can improve students\u27 learning achievement and can be used as an alternative in learning, especially physics. Thus, students can learn actively, effectively and can develop their creativity in solving problems. Thus, the 5E learning cycle model is very influential and effective in learning in general, especially in physics learning and can be applied to 21st century skills
A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN HIGH SCHOOL PHYSICS LEARNING
No full textImplementing formative assessment (FA) in physics learning has been widely acknowledged as an effective strategy for enhancing learning process and student performance. Unfortunately, there was a dearth of thorough research on formative assessment in high school physics learning, including publication opportunities, physics topics evaluated by prior studies, and forms of formative assessment investigated by prior studies. This review mapped studies on formative assessment in physics subjects in the high school context. The research method used was a systematic review by analyzing relevant research results from the Scopus databases that published over the past decade (from 2014 to 2023). A total of 17 articles were examined in this study. This study found that Q1 ranked journals were where the most articles with FA topics in high school physics subjects were published. Mechanics was the most common physics topic investigated by previous research. Technology-based formative assessment was the most common form of FA used by previous studies. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to do research or facilitate the implementation of formative assessment in physics class
MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH FISIKA DI PESANTREN MELALUI MODEL ARGUMENT LEARNING AND ISLAMIC VALUES ON PESANTREN (ALIVP)
No full textAbstrakPembelajaran fisika yang menekankan kemampuan pemecahan masalah siswa juga harus difasilitasi bagi siswa di pesantren, karena pesantren memiliki banyak kegiatan dan lingkungan yang erat kaitannya dengan fisika, terutama mengenai suhu. Penelitian ini bertujuan untuk mengeksplorasi kemampuan pemecahan masalah siswa di pesantren sebelum dan sesudah mengikuti pembelajaran menggunakan model Argumentative Learning and Islamic Values in Pesantren (ALIVP). Penelitian ini menggunakan mix method dengan desains embedded experiment. Data diperoleh melalui tes kemampuan pemecahan masalah dan wawancara semi terstruktur. Data penelitian kuantitatif kemudian dianalisis melalui uji-t, effect size dan N-gain. Sedangkan data kualitatif dianalisis menggunakan pengumpulan data, verifikasi data, reduksi data, dan penarikan kesimpulan. Hasilnya menunjukkan bahwa sebelum intervensi, kemampuan pemecahan masalah siswa berada pada level pemula, sedangkan setelah pembelajaran model ALIVP, mereka mencapai level ahl. Hal ini dikuatkan dengan data kuantitatif yang menunjukkan ada perbedaan signifikan dalam kemampuan pemecahan masalah siswa sebelum dan sesudah intervensi model ALIVP, dengan ukuran efek sebesar 4,03 yang berarti memberikan efek yang sangat besar serta nilai N-gain sebesar 0,71 atau berada pada kategori tinggi dengan persentase sebesar 71%. Hasil ini menunjukkan bahwa model ALIVP sangat efektif dalam meningkatkan kemampuan pemecahan masalah siswa Improving Physics Problem Solving Ability in Pesantren Through the Argument Learning and Islamic Values on Pesantren (ALIVP) ModelAbstractPhysics learning which emphasizes that students have problem-solving abilities should also be facilitated to students in Islamic boarding schools, because Islamic boarding schools have many activities and the Islamic boarding school environment which are closely related to physics, especially regarding temperature. This research aims to explore the problems solving abilities of students at Islamic boarding schools before and after participating in learning using the argument learning and Islamic values in Pesantren (ALIVP) model. A mixed-method approach with an embedded experimental design was employed. Data were collected using problem-solving tests and semi-structured interviews. The quantitative data were analyzed using t-tests, effect size, and N-gain, while qualitative data were processed through stages of collection, verification, reduction, and conclusion drawing. The results indicate that prior to the intervention, students\u27 problem-solving skills were at a novice level, whereas post-ALIVP model learning, they reached an expert level. Quantitative findings revealed significant differences in students\u27 problem-solving skills pre- and post-ALIVP model intervention, with an effect size of 4.03, indicating a substantial impact and an N-gain score of 0.71, categorizing as high with a 71% improvement rate. These results suggest that the ALIVP model is highly effective in enhancing students\u27 problem-solving skills
Improving Science Literacy through Virtual Experiments in Inquiry-based Learning: A Quasi-Experimental Analysis on the Concept of Optical Instruments
No full textIn PISA 2022, it was shown that Indonesian students\u27 scores declined from 396 in 2018 to 383. This was evident in the 2022 National Assessment, where the science literacy ability at the high school level dropped by 4.59%. The low ability is mainly in optics, particularly optical instruments, indicating that students can only recognize the concept if they understand it. This study aims to determine the effect of inquiry-based learning on science literacy skills and Improvement in science literacy aspects. The research method used quasi-experimental with a nonequivalent control group design. The research population consisted of 199 students of grade XI at SMA Negeri 4 South Tangerang City, with a sample of 70 students: 35 students in class XI IPA 3 (experimental group) and 35 students in class XI IPA 4 (control group). The Mann-Whitney test results (Asymp Sig. 2-tailed < 0.05) showed a significant difference in science literacy skills between the experimental and control groups. The N-gain score indicated increased science literacy skills in the experimental group by 0.3 (medium category), while the control group was 0.10 (low category). Improvement occurred in the competence aspect by 0.33 and the knowledge aspect by 0.33 for the experimental group, while the control group in the competence aspect was 0.10 and the knowledge aspect was 0.13. Inquiry-based learning in this study has an effect and can improve students\u27 science literacy skills