247 research outputs found
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The Utilization of Generative AI (Esisbot) for Advancing Comprehension of Indigenous Science in Higher Education
Full text linkThis study explores innovations in generative AI named Esisbot to support students in improving their understanding and insights into indigenous knowledge. In science, mathematics, and technology education, Indigenous knowledge is often overlooked and receives little attention. This topic is rarely considered in research on technology policy and the use of technology in education. Advanced technologies such as Chat GPT and generative AI are currently being considered. However, higher education policymakers have not yet prioritized improving the capabilities and role of generative AI in building databases of Indigenous scientific material for science, technology, engineering, and mathematics education is urgent needed. The methods of this research through empirical studies and use mixed methods in three universities as an example such as University Tadulako, UIN Walisongo Semarang, and University of Sarjanawiyata Tamansiswa. The data was obtained through indepth interviews wth 5 students in each location, classroom observation, and interviews with 3 lecturers and distributive questionnaires to 30 students each. While, the method of analysis uses descriptive analysis and inferential analysis, interpretation and triangulation. The statistical analysis using a paired sample t-test (t(29) = 6.781, p < 0.001) further supports the conclusion that Esisbot played a significant role in advancing learning outcomes. The findings indicate that Esisbot significantly benefits students by enhancing their comprehension of indigenous knowledge and improving their quality and capacity in understanding STEM within a local knowledge framewor
VAKSIN-Based Blended Learning in Moodle on Students’ Geometry Problem-Solving Skills
Full text linkAs institutions adapt to the "new normal" era, educators are challenged to design learning experiences that remain engaging, effective, and accessible. To respond to this need, the VAKSIN (Video Animation for Online Learning Systems) approach was developed as part of a blended learning model. This study aimed to determine whether blended learning using VAKSIN in Moodle is more effective than the online learning model in improving student problem solving. The study employed a posttest-only control design on students' bisectors in a geometry course. A saturated sampling technique was used to select all population members as samples. There are 80 subjects and data collection methods, including documentation and testing. Final semester testscores are used to test the sample class's normality, homogeneity, and balance before being subjected to treatment. Hypothesis testing was conducted using a t-test. The results of the data analysis revealed that the t-value for the experimental and control groups was tcount = 3.191084707 and ttable = 1.99084707. Since tcount > ttable, the null hypothesis (H0) was rejected. Thus, it can be concluded that blended learning using VAKSINN is effective in improving students' problem-solving abilities in learning mathematics on the geometry of lines and angles
Student Spatial Skill Profile Based on Cognitive Style in Solving Mathematical Problems through Mathematical Questions Posing
Full text linkThe purpose of this study was to describe the spatial skills of mathematics education students at PGRI Jombang University based on field-dependent and field-independent cognitive styles. This study is a qualitative study. The subjects of the study were 2 mathematics education students at PGRI Jombang University, with details of 1 field-dependent student (SFD) and 1 field-independent student (SFI). The main instrument in this study was the researcher himself, while the supporting instruments were the student spatial skills test sheet and interview guidelines. The results showed that SFI was able to understand horizontal invariance but had not been able to apply it to more complex problems, was able to mention changes in the position of elements in a simple object but not in a complex object, was able to unite objects into more complex configurations, was able to combine two simple objects but not yet able to more complex objects, and was unable to visualize an environment as a whole from different positions. While SFD is able to understand horizontal invariance in more complex problems, mention changes in the position of elements in a complex object, unite objects into simple configurations but not yet in more complex ones, combine two complex objects, and visualize an environment as a whole from different positions
Project Based Learning with Stem Approach to Alternative Energy Material as Effective Learning to Improve Problem Solving Skills
No full textThis study aims to determine the effectiveness of STEM-PjBL learning in improving students' problem-solving abilities in alternative energy materials. This research was conducted in one of the high schools in the city of Bandung. Samples were obtained by rational sampling of 35 students in class X MIPA I (experimental class) and 35 students in class X MIPA II (control class). The method used is a quasi-experimental design with a non-equivalent control group design. Data collection technique is a description test in the form of pre-test and post-test. Based on data analysis it is known that the use of STEM-PjBL can improve students' problem solving skills (N-Gain = 0.65) in the experimental class compared to the control class (N)-Gain = 0.44). The t-test results with SPSS 22 with Sig. (2-value) less than 0.05 indicates that there is a significant difference in the increase in the problem solving ability of students in the experimental class and the control class. Based on these results, learning has a positive impact on students' problem solving abilities. STEM-PjBL learning can be used as an alternative teaching strategy at various school levels
Analysis Of Student Positioning In Group Discussions On The Material Of Functional Relations To Students Activeness
Full text linkGroup discussions are an effective teaching method for enhancing collaboration and student understanding through social interaction. In this process, each group member not only contributes ideas but also actively positions themselves within the group's social structure. Positioning theory explains that the position one adopts during interactions, whether consciously or unconsciously, influences roles, power, and the dynamics of the discussion, ultimately affecting the outcomes and contributions of each member. This research aims to describe the patterns of student positioning in group discussions on the topic of function relations. The research method employed is qualitative descriptive. Data were collected by recording group discussion-based learning over four sessions, then two groups were selected for further analysis of the interactions during the discussions. Positioning theory demonstrates how students position themselves based on the interactions during group discussions. The research reveals that novice students tend to participate passively, facilitator students play a role in providing for the needs of the discussion, while expert students often make statements to provide information. There is a change in student positioning from expert to beginner, beginner to expert, facilitator to beginner, and beginner to facilitator. Additionally, some expert students and facilitator students consistently maintain their respective positions
Mapping Research Trends In Teaching And Learning Trajectories In Science Learning
Full text linkOne of the success factors of science learning is determined by the teacher's role in designing learning. A good learning design at least contains three aspects that are mutually sustainable, namely teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment. This study aims to map research trends related to teaching and learning trajectory and authentic assessment in science learning. The method used was bibliometric analysis. The sample of articles used amounted to 662 Scopus indexed articles within the last five years. The results of the analysis were then mapped using VOSviewer to show the connections, patterns, correlations and density of research on the topics studied. The mapping results show that not much research has been conducted on teaching and learning trajectories and authentic assessment in science learning over the past five years. Thus, the results of this study are expected to provide a comprehensive picture of the development of research on teaching trajectory, learning trajectory, teaching and learning trajectory and authentic assessment and its implications for educators and or future researchers in designing more effective and innovative science learning designs in the future
Development of Differentiated Learning Tools As An Initiator of Independent Learning
Full text linkAbstractThis research aims to (1) understand the development of differentiated learning tools as initiators of independent learning, (2) assess the feasibility of differentiated learning tools as initiators of independent learning, and (3) determine the effectiveness of learning using differentiated learning tools as initiators of independent learning. The research adopted the Research and Development (R&D) methodology, employing data collection techniques such as documentation, observation, interviews, and questionnaires. The research yielded learning tools in the form of Syllabus (RPS), Lesson Implementation Plan (LKM), authentic evaluation instruments, and instruments for learning styles that are highly suitable according to experts. The effectiveness of the tools was evidenced by significantly high scores with a Sig (2-tailed) value less than 0.05. AbstrakPenelitian ini bertujuan untuk (1) Memahami cara mengembangkan perangkat pembelajaran berdiferensiasi sebagai inisiator merdeka belajar, (2) Mengetahui kelayakan perangkat pembelajaran berdiferensiasi sebagai inisiator merdeka belajar, (3) Mengetahui efektivitas pembelajaran menggunakan perangkat pembelajaran berdiferensiasi sebagai inisiator merdeka belajar. Jenis dari penelitian yang dipakai adalah penelitian Research and Developement (R&D). Teknik pengumpulan data menggunakan dokumentasi, observasi, wawancara, dan angket. Hasil penelitian perangkat pembelajaran berupa RPS, LKM, instrumen evaluasi autentik, dan instrumen untuk gaya belajar yang sangat layak digunakan menurut ahli serta perangkat efektiv dengan nilai yang sangat signifikan ditandai dengan skor Sig (2-tailed) kurang dari 0,05.Kata kunci: Perangkat pembelajaran berdiferensiasi; merdeka belajar
Development of Learning Media Based on PLORA Animation Videos on Students’ Thinking Skills Social Arithmetic Material Class VII Junior High School
Full text link The laziness and coverage of the material as well as the boredom of students when watching learning videos need a solution. This study aims to develop PLORA animated video-based learning media on students' thinking skills of class VII social arithmetic material. This research applies Research and Development (R&D) research and development procedures by applying the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This media was developed with 3D animation video PLORA software to improve students' thinking skills. The research was conducted at SMPN 20 South Tangerang City. The practicality test of PLORA animation-based learning media was analyzed through a small class test with 5 students and a large class test with 28 students and 1 mathematics teacher. The results showed that the average validity test score by material and media experts was 83.76% and 92.37% so that overall validation obtained very valid criteria. The results of the small class trial showed a positive response from the subject and the results of the large class trial students obtained a score of 85.11% with very practical criteria and the teacher obtained a score of 80% with practical criteria. The development of PLORA animated video-based learning media on students' thinking skills in class VII junior high school social arithmetic material can be said to be valid and practical to be applied in the implementation of the mathematics learning process.Keywords: Learning Media, Animated Video, Social Arithmetic Material Rasa malas dan cakupan materi yang banyak serta kebosanan siswa pada saat menonton video pembelajaran perlu suatu solusi. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis video animasi PLORA pada kemampuan berpikir siswa materi aritmatika sosial kelas VII. Penelitian ini menerapkan prosedur penelitian dan pengembangan Research and Development (R&D) dengan mengaplikasikan model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Media ini dikembangkan dengan video animasi 3D software PLORA untuk meningkatkan kemampuan berpikir siswa. Penelitian dilaksanakan di SMPN 20 Kota Tangerang Selatan. Uji kepraktisan media pembelajaran berbasis animasi PLORA dianalisis melalui uji kelas kecil dengan 5 siswa dan uji kelas besar dengan 28 siswa dan 1 guru matematika. Hasil penelitian menunjukkan bahwa rata-rata skor uji kevalidan oleh ahli materi dan media sebesar 83,76% dan 92,37% sehingga secara keseluruhan validasi memperoleh kriteria sangat valid. Hasil uji coba kelas kecil menunjukkan respon yang positif dari subjek dan hasil uji coba kelas besar siswa memperoleh skor 85,11% dengan kriteria sangat praktis dan guru memperoleh skor 80% dengan kriteria praktis. Pengembangan media pembelajaran berbasis video animasi PLORA pada kemampuan berpikir siswa materi aritmatika sosial kelas VII SMP dapat dikatakan valid dan praktis untuk diterapkan dalam pelaksanaan proses pembelajaran matematika
Development Of Light And Optics Learning Multimedia Oriented Students Creative Thinking Skill
Full text linkLearning in the 21st century, teachers are required to be able to equip students with creative thinking skills. Achieving creative thinking skills can be supported by the use of multimedia. The purpose of this study is to develop learning multimedia on light and optical devices that are oriented towards students' creative thinking skills that can be used in both online and offlinelearning processes. This development research uses the Hanaffin and Peck development model which consists of three stages, namely needs analysis, design and development or implementation. Data collection was carried out using a questionnaire instrument and students' creative thinking pretest-posttest questions. The research sample consisted of 18 students at MTs Nurul Islam Batang Hari. The results showed that the multimedia is feasible and practical to develop valid for use as shown by the results of material validation with a percentage of 96.53 in the very valid category and media validation with a percentage of 91.54 in the very valid category. Multimedia is categorized as practical to use, shown in the results of the teacher's assessment, which is 90.4% in the very practical category. as well as being very effective inimproving creative thinking skills as shown by the N-Gain value which is 0.84 in the high category. It is hoped that future researchers will be able to implement this multimedia development into experimental research or classroom action research so that it can produce a more accurate effect on multimedia which can improve students' creative thinking skillsKeywords: Creative Thinking, Development, Multimedia and Light and Optics. Pembelajaran pada abad 21, Guru dituntut untuk mampu membekalisiswa dengan keterampilan berpikir kreatif. Pencapaian keterampilan berpikir kreatif dapat didukung dengan penggunaan multimedia.Tujuan dari penelitian ini adalah untuk mengembangkan multimedia pembelajaran pada materi cahaya dan alat optik berorientasi keterampilan berpikir kreatif siswa yang dapat digunakandalam proses pembelajaran baik secara daring atau luring. Penelitian pengembangan ini menggunakan model pengembangan Hanaffin and Peck yang terdiri dari tiga tahap yaitu analisis kebutuhan, desain dan pengembangan atau implementasi. Pengumpulan data dilakukan dengan menggunakan instrument angket dan soal pretest-posttest berpikir kreatif siswa. Sampel penelitian terdiri dari 18 siswa di MTs Nurul Islam Batang Hari. Hasil penelitian menunjukkan bahwa multimedia tersebut layak dan praktis untuk dikembangkan valid untuk digunakan ditunjukkan dengan hasil validasi materi dengan persentase 96,53 berada pada kategori sangat valid dan validasi media dengan persentase 91,54 berada pada kategori sangat valid. Multimedia dikategorikan praktis digunakan ditunjukkan pada hasil penilaian guru yaitu senilai 90,4 % berada pada kategori sangat praktis. serta sangat efektifdalam meningkatkan keterampilan berpikir kreatif ditnjukkan dengan nilai N-Gain yang 0,84 kategori tinggi. Diharapkan kepada peneliti selanjutnya agar dapat mengimplementasikan pengembangan multimedia ini kedalam penelitian eksperimen atau penelitian Tindakan kelas sehingga dapat menghasilkan pengaruh yang lebih akurat mengenai multimedia yang dapat meningkatkan keterampilan berpikir kreatif siswa
Fluidmistar Media in Inquiry to Improve the Creative Thinking Skills of Senior High School Students
Full text linkLearning media an important role in supporting the learning process as a tool for students to gain mastery of the material. This study aims to produce valid fluidmistar media and analyze the increase in students' creative thinking skill after using fluidmistar learning media. Research and development is a method specifically using the ADDIE development model. The data collection technique used was a test of creative thinking skills and a student response questionnaire. The results of the expert's assessment stated that fluidmistar media was feasible to use improve creative thinking skills through inquiry learning. The implementation of fluidmistar media in inquiry learning was applied to students of senior high school in Sragen, Central Java with a total sample of 58 students. Student responses to the Fluidmistar learning media obtained good category. The results of students' positive responses indicate that the developed media to improve students' creative thinking skill and positive responses. The increase in creative thinking skill can be seen based on the pretest and posttest score tested through the N-gain test obtained at 0.74 in the high category. Fluidmistar learning media is suitable for use in inquiry learning to improve students' creative thinking skills on dynamic fluid material.Keywords: fluidmistar media; inquiry; creative thinking skillMedia pembelajaran memberikan peranan penting dalam menunjang proses pembelajaran sebagai alat bantu bagi siswa untuk mencapai penguasaan materi. Penelitian ini bertujuan untuk menghasilkan media fluidmistar yang valid dan menganalisis peningkatan kemampuan berpikir kreatif siswa setelah implementasi menggunakan media pembelajaran fluidmistar. Penelitian dan pengembangan merupakan metode yang khusus menerapkan model pengembangan ADDIE. Teknik pengumpulan data yang digunakan adalah tes keterampilan berpikir kreatif dan angket respon siswa. Hasil penilaian ahli menyatakan bahwa media fluidmistar layak digunakan untuk meningkatkan kemampuan berpikir kreatif melalui pembelajaran inkuiri. Implementasi media fluidmistar dalam pembelajaran inkuiri diterapkan pada siswa salah satu SMA Muhammasiyah 2 Gemolong Jawa Tengah dengan jumlah sampel 58 siswa. Hasil validasi ahli media diperoleh hasil rekomendasi dari aspek data dan grafik (90%), kombinasi warna (92%), pemilihan teks (88%), relevasi konten (86%), presentasi audio visual (85%) and efektivitas media pembelajaran (87%). Media Fluidmistar dinyatakan layak digunakan sebagai media pembelajaran konsep fluida. Respon siswa terhadap media pembelajaran Fluidmistar diperoleh kategori baik. Hasil respon positif siswa menunjukkan bahwa media yang dikembangkan dapat meningkatkan keterampilan berpikir kreatif siswa dan respon positif. Peningkatan keterampilan berpikir kreatif dapat dilihat berdasarkan skor pretest dan posttest yang diuji melalui uji N-gain diperoleh sebesar0,74 dengan kategori tinggi. Media pembelajaran fluidmistar cocok digunakan dalam pembelajaran inkuiri untuk meningkatkan kemampuan berpikir kreatif siswa pada materi fluida dinamis