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The Effect of The ROPES Learning Model with the Assistance of Crocodile Physics on Students’ Critical Thinking Skills in Mechanical Waves Material
Full text linkBased on the results of a preliminary study at SMA Negeri 2 Garut it is known that students' activeness is still lacking and students' critical thinking skills are classified as low. In addition, limited laboratory space makes learning less than optimal because it rarely does practicum. One effort that can be done to overcome this problem is to apply the ROPES learning model. Laboratory space limitations can be overcome by practicing crocodile physics. The purpose of this study was to determine the effect of the ROPES learning model assisted by crocodile physics on students' critical thinking skills in mechanical wave material in class XI MIPA SMA Negeri 2 Garut in the 2022/2023 academic year. This study used a quasi-experimental method with a nonequivalent control group research design. Instrument of students' critical thinking skills is carried out by giving tests in the form of essays with each question consisting of one indicator of critical thinking. The results of t-test at the significance level (α=0,05) show that tcount>ttable which means H0 is rejected, so it can be concluded that the ROPES learning model assisted by crocodile physics has a significant effect on critical thinking skills in mechanical wave material
Development of Integrated Biodiversity Student Worksheets With Computational Thinking
Full text linkComputational thinking is used in learning to improve problem-solving skills in Biology subjects. Classroom learning emphasizes students memorizing biological science concepts in problem-solving, resulting in students' computational thinking skills needing to be improved. So, efforts to overcome this so that students are actively involved in the learning process and to improve students' computational thinking skills in understanding biodiversity material are by providing teaching materials such as LKPD. This study combines the concept of biodiversity with computational thinking components in worksheets so that students can develop computational skills while understanding Biology concepts. This development research aims to develop student worksheets by integrating computational thinking into biodiversity material. This development research was conducted using the 4-D method through 4 stages: define, design, develop, and disseminate. Data was collected using a questionnaire instrument by two validators consisting of language experts, material experts, and teaching material experts, as well as a readability test instrument by three teachers and ten students in class X at SMAN 3 Depok. The results of this study are in the form of student worksheets, which were successfully developed and suitable for use in learning because they obtained a valid category based on assessments from validators and a highly valid category from biology teachers and students
Development Magnetic Science Park Props Based On Science Literacy To Improve Understanding Concept Of Magnetic Force In Grade IV Elementary School
Full text linkTeaching aids are tools that help teachers convey abstract material to be more concrete in classroom learning. The props in the development research aim to form science literacy skills to make it easier for grade IV elementary school students to understand the concept of magnetic force. This research is based on the level of understanding of students' concepts related to magnetic force which is still low, due to the lack of variation in the use of media/tools in science learning in the classroom and the lack of student learning motivation. This research is a development research (D&D) with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) which aims to produce valid and effective science literacy-based teaching aids. The research subjects were fourth grade students at SDN Bandung city. Data were obtained from observations, interviews, questionnaires, expert validation to see the validity of the teaching aids, and test results to see the effectiveness of the teaching aids. The results showed that the average value of the validity of teaching aids by material experts was 96.8% and media experts amounted to 97.9%, while by learning experts amounted to 97.5%. Based on the results of the pretest and posttest, it shows an increase in understanding of the concept of magnetic force after using science literacy-based teaching aids with an average score from 26 to 78 which can be said to be quite effective
Educative Web-Based Virtual as a Learning Media For Training Scientific Attitude In High School Student
Full text linkMedia is important in learning, especially with the development of science and technology. This study aims to design and develop a virtual laboratory based on web education as a learning media and to train the scientific attitudes of high school students. The type of research used in Research and Development (R&D) refers to the nine stages of Borg and Gall. The feasibility test of web education uses a validation questionnaire of material experts, language experts, media experts, and educator response questionnaires. The study results showed that material experts comprised 87.5%, language experts comprised 94%, media experts comprised 91.5%, and educator response questionnaires comprised 85.33%. So, web-educative biology is a very feasible category. The effectiveness of the media in training scientific attitudes is known to have an average n-gain value of 0.59 (moderate) for the experimental class and 0.39 (moderate) for the control class. Based on the results of the t-independent test, a sig of 0.00 <α value (0.05) was obtained, which means that H1 is accepted and H0 is rejected. It is concluded that the web-based educational Virtual Laboratory is effective in training the scientific attitudes of high school students and is suitable for use as a biology learning medium
Learning Cycle 7E: a Learning Model to Improve Junior High School Students’ Problem-Solving Skills in Science Subjects
Full text linkThis research aims to determine the effect of the Learning Cycle 7E model on the problem-solving skills of junior high school students in the context of ecology and biodiversity in Indonesia. The research method used is a quasi-experimental design with a pretest-posttest nonequivalent control group design. The research sample consists of 64 students from Junior High School in East Jakarta, with each class comprising 32 students selected through simple random sampling. Based on the hypothesis test using the independent sample t-test, there is an effect of the Learning Cycle 7E model on the problem-solving skills of junior high school students in the context of ecology and biodiversity in Indonesia. The results of this study imply that the Learning Cycle 7E model can be an alternative for enhancing students' problem-solving skills in the context of ecology and biodiversity in Indonesia
Development of Allexium Pterydophyta and Spermatophyta to Develop Student Identification Skills
No full textThe limitations of direct observation-based learning media often hinder the development of prospective teachers' identification skills. This study aims to develop students' identification skills in Allexium Pteridophyta, Bryophyta, and Spermatophyta. This developmental research uses the Borg and Gall research model. Data collection uses observation and interview sheets, questionnaires, and post-test questions on students' identification skills. The sampling technique was convenience sampling, with a population of 56 prospective teachers. The study found that the Allexium media was declared valid by experts using STEM improvements as a reference, and the media was equipped with original plant parts. The results of the practicality test based on responses from lecturers and students showed that Allexium was rated practical, with an average score of 90%. The results of the trial of use using the t-test showed that the Sig. (2 tailed) value < α (0.05), then Ha was accepted. This shows that the use of real plant parts in Allexium media is effective for students' identification skills. In further research, it is expected that the addition of plant collections and analysis of the application of question cards can be carried out so that its effectiveness in supporting the completeness of Allexium can be determined
Improving Critical Thinking Skills through Problem-Based Learning Models with Argumentation in the Group Theory Course
No full textArgumentation is one of the factors considered in measuring critical thinking skills. This study aims to evaluate the effectiveness of the Argumentationbased Problem-Based Learning model in enhancing the critical thinking skills of prospective mathematics teachers. This study used a post-test only control design involving 53 prospective mathematics teacher students at UPGRIS, consisting of two classes, namely the experimental class and the control class with a purposive sampling technique. The data collection technique was carried out through a critical thinking ability test. The data analysis technique used was a prerequisite test analyzing with a paired sample t-test hypothesis test, independent sample t-test and N-gain. The results showed that the experimental class experienced an increase in critical thinking skills in the group theory course. The critical thinking skills of the experimental class with the Problem Based Learning and Argumentation model learning were better than the control class with a sig <0.05. The increase in students' critical thinking skills increased significantly with a moderate category (N-gain = 0.47). The indicator of critical thinking skills in the criteria stating that there are problems in the information provided experienced the greatest increase, while the indicator of constructing valid arguments experienced the lowest increase. There was an increase in the ability of prospective teachers in constructing arguments but in the low criteria. The ability to construct arguments needs to be given special attention in efforts to improve critical thinking skills
Development of Learning Media Using Ethnomathematics-Based Augmented Reality on Cube and Block Material
Full text linkThe use of technology in Indonesian education is still quite far behind. Therefore, researchers conducted research aimed at developing android-based learning media using ethnomathematics-based Augmented Reality on cube and block material that is suitable for use and knowing student learning outcomes. This type of research is Research and Development using the ADDIE development model which includes 5 steps, namely Analysis, Design, Development, Implementation, and Evaluation. Research instruments in the form of media validation questionnaires, material validation questionnaires, and learning outcomes tests. Media development using Blender 2.90.1 and Unity Engine 2018 4.36 software. Data analysis was carried out by normality, homogeneity, t-test, and learning due diligence. The results of this study can be concluded that (1) the percentage of validation of media experts is 91.5%, and material experts are 93%. (2) data from the field shows that the learning outcomes of students who obtain android-based learning media using ethnomathematics-based Augmented Reality are better than students who use lecture learning methods (conventional learning)
Smart Apps Creator: Mathematics Scientific-Based Interactive Multimedia for Improving Acceleration Program Students’ HOTS
Full text linkIt was found that the use of learning media in the form of modules and learning videos is not interactive so they make students feel bored and less active when the learning process. It causes students to have difficulty solving HOTS-type questions. Thus, this study aims to develop scientific-based interactive mathematics multimedia to increase the HOTS of accelerated students on similarity and congruence materials with the help of the Smart Apps Creator. This study uses the R&D method with the ADDIE model. The data analysis technique in this research is descriptive and uses paired samples t-test. The instruments are a questionnaire for material and media expert validation, a questionnaire for teacher and student responses, a pre-test, and a post-test. The results of the validation of the material expert obtained the "Eligible" interpretation, the media expert obtained the "Very Eligible" interpretation obtained the "Eligible" interpretation. The results of the teacher's response, the student's response to the limited test, and the group test obtained the interpretation of "Very Eligible". By using the paired samples t-test, show a significance level of 0.000 was obtained where 0.000 < 0.05, which means that there was an increase in the HOTS of class VIII-J students after using the developed interactive mathematics multimedia. Based on the results obtained, the interactive mathematics multimedia developed can be used as a learning media for students
The Effectiveness of Problem-Based Learning on Ecosystem Content toward Critical Thinking in Terms of Students' Metacognitive Awareness
No full textThis research aims to determine the effect of applying the PBL model on students' critical thinking abilities and to describe students' critical thinking abilities on the interaction of living things and their environment in terms of metacognitive awareness. The design in this research is a quasi-experiment using the Pretest-Posttest Control Group Design technique. Samples were taken using purposive sampling technique. Metacognitive awareness data was obtained through the Metacognitive Awareness Inventory (MAI) questionnaire which was analyzed descriptively. The population of this research was class VII students at SMPN 43 Bandar Lampung with a sample of 27 class VII 1 students as the experimental class and 25 class VII 2 students as the control class. The average N-Gain value for the experimental class was 0.65, the "medium" criterion. The N-Gain homogeneity test is Sig.0.250> 0.05. Test the hypothesis with the Sig value. (2-tailed) 0.00 < 0.05. The effect size test result was 1.18 with the criteria "large". Based on these results, it shows that the use of the PBL model is effective in improving students' critical thinking skills on the interaction of living things and their environment. The results of the analysis between metacognitive awareness and critical thinking skills descriptively show that more than half of the students who are at the 'developed' metacognition level consist of students who are in the medium and high critical thinking categories