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Two-Tier Test: Development of Critical Thinking Instruments for Ecosystem Concepts
Full text linkCritical thinking is necessary in improving the quality of education. Students' critical thinking includes interpretation, analysis, evaluation, inference, interpretation, and self-regulation. The two-tier test instrument was developed to determine students critical thinking skills in the ecosystem at class X MIPA di MAN 1 Bogor City. This research method used was based on 4D development model (Define, Design, Develop, and Disseminate). The instrument was tested on two expert validators and 35 students. To test the success rate of the test, validation, reliability, and item analysis were used. The item anlaysis used is the level of difficulty of the questions and differentiating power of answer choice. Based on the results of the product trial, 10 valid questions and 5 unvalid questions. The reliability test result was 0,671 which the interpretation that 45% of respondents considered the instrument developed to be reliable. In addition, 10 questions are in the difficult category and 5 questions are in the medium category. The differentiating power of answer choice results was 1 question in the very good category, 6 questions in the good category, 4 questions in the moderate category, and 4 questions in the poor category. The two-tier test instrument for ecosystem critical thinking in this study is declared valid and reliable so this can be used as an instrument in student’s learning
ADVANCED CHATBOT DEVELOPMENT TO IMPROVE STUDENT LITERACY AND NUMERACY SKILLS
Full text linkThe literacy and numeracy skills of prospective teacher students are still in the very low category. This is an indication that the opportunity to increase students' literacy and numeracy skills is still very high. The purpose of this study was to measure the increase in literacy and numeracy in science learning using the Advanced Chatbot media. This type of research is an experimental research with a pretest-posttest group design technique. The research was conducted at the students of Elementary School Teacher Education, Walisongo State Islamic University, Semarang and University of Sarjanawiyata Tamansiswa Yogyakarta, with a total of 57 students. The data acquisition technique used a test instrument. The literacy and numeracy indicators used are based on the achievements developed by PISA 2015 namely knowledge and skills to 1) use various numbers and symbols related to basic mathematical concepts to solve practical problems in various contexts of everyday life; and 2) analyze the information displayed in the form of graphs, tables, and charts. Then use the interpretation of these results to predict and make decisions. The test instrument was declared valid as seen from the level of difficulty and the suitability of the items. The results of the analysis show the mean value of n-Gain is 0.32 in the medium category. This means that there is an increase in student literacy and numeracy in science learning assisted by advanced chatbot media. In conclusion, advanced chatbots can be used as an alternative media for science learning which can effectively improve students' literacy and numeracy skills
Students' Mathematical Literacy Ability in Comparative Material Viewed from Students' Reasoning Ability
Full text linkAbstrakPenelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika pada materi perbandingan berdasarkan kemampuan penalaran siswa. Metode penelitian yang digunakan yaitu deskriptif kualitatif dengan sampel siswa kelas VII G SMP Negeri 1 Bodeh yang dipilih dengan cara purposive sampling. Subjek penelitian sebanyak 6 siswa dengan 2 siswa yang memiliki kemampuan penalaran tinggi, 2 siswa yang memiliki kemampuan penalaran sedang, dan 2 siswa yang memiliki kemampuan penalaran. Instrumen utama dalam penelitian ini adalah peneliti sendiri dan instrumen pendukung yang digunakan adalah soal tes dan pedoman wawancara. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu dengan tes, wawancara, serta dokumentasi untuk mengabadikan hal-hal penting yang berkaitan dengan penelitian. Teknik analisis data dilakukan dengan 3 tahapan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data menggunakan triangulasi sumber. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan penalaran tinggi berada pada level 5 kemampuan literasi matematis, siswa dengan kemampuan penalaran sedang berada pada level 4 kemampuan literasi matematis, dan siswa dengan kemampuan penalaran rendah berada pada level 2 kemampuan literasi matematis. AbstractThis study aims to describe the ability of mathematical literacy in comparative material based on students' reasoning ability. The research method used was descriptive qualitative with a sample of grade VII G students of SMP Negeri 1 Bodeh selected by purposive sampling. The research subjects were 6 students with 2 students who had high reasoning ability, 2 students who had medium reasoning ability, and 2 students who had reasoning ability. The main instruments in this study are the researchers themselves and the supporting instruments used are test questions and interview guidelines. The data collection techniques used in this study are tests, interviews, and documentation to capture important matters related to the research. Data analysis techniques are carried out in 3 stages, namely data reduction, data presentation, and drawing conclusions. The technique of checking the validity of the data uses source triangulation. The results showed that students with high reasoning ability are at level 5 mathematical literacy ability, students with medium reasoning ability are at level 4 mathematical literacy ability, and students with low reasoning ability are at level 2 mathematical literacy ability
The Effect of STEM-Fishbone diagram Learning on Critical Thinking Ability and Self-Efficacy: A Study on High School Students
Full text linkThe purpose of this study was to determine the effect of STEM-fishbone diagram learning on critical thinking skills and self-efficacy of high school (SMA) students. This type of research is Quasi-Experimental Design. The population in this study were all students of class XI SMA Al-Kautsar Bandar Lampung. The sampling technique used cluster random sampling, obtained class XI MIPA 5 (experimental class) and class XI MIPA 7 (control class). The collection technique used is in the form of tests and questionnaires. The research instrument used was a test of the ability to think critically and self-efficacy. The technique uses the MANOVA test. The results of the study stated that there was an influence of STEM-fishbone diagram learning on the critical thinking skills and self-efficacy of high school students in Bandar Lampung, besides that it was also known that there was an influence of STEM-fishbone diagram learning on the critical thinking skills of high school students in Bandar Lampung and there was an influence on learning STEM-fishbone diagram on self-efficacy of high school students in Bandar Lampung
Creative Thinking And Collaboration Skills: Improved Learning With The CORE Model Of Biology Subjects
Full text linkThis study aims to determine the improvement of creative thinking skills and collaboration skills by using the Connecting, Organizing, Reflecting, and Extending learning model in class XI IPA SMAN 1 Sukoharjo students. This research is quasi-experimental research using a pretest-posttest control group design. Collecting data using creative thinking and collaboration skills tests for students of class XI IPA SMAN 1 Sukoharjo. Samples were taken using the Cluster Random Sampling technique consisting of class XI IPA 2 and XI IPA 3. This study was tested using the MANOVA test. Data analysis shows significant results which means that there is an increase in creative thinking skills and collaboration using the Connecting, Organizing, Reflecting, and Extending learning model I in biology subject
Development of Rocky E-Module Wolfram Mathematica to Improve Students' Critical Thinking Skills
Full text linkKemampuan berpikir kritis perlu untuk dikembangkan dan ditingkatkan karena merupakan keterampilan yang harus dikuasai di abad 21. Namun pada kenyataannya, kemampuan berpikir kritis masih rendah. Hal ini didukung oleh beberapa penelitian yang menyebutkan bahwa tingkat kekmampaun berpikir kritis siswa di Indonesia masih tergolong rendah. Dalam penelitian ini bertujuan untuk mengembangakn suatu media pembelajaran berupa e-modul berbantuan wolfram mathematica yang layak (valid) digunakan dan mnegetahui tingkat efektivitas e-modul tersebut. Penelitian ini menggonakan model pengembangan ADDIE dengan tahapan analisys, design, development, implementation, evaluation. Media yang dikembangkan sebelum diuji cobakan divalidasi oleh validator ahli media dan ahli materi dengan hasil penilaian ahli media sebesar 84% dengan kategori “Sangat Baik” dan hasil penilaian ahli materi sebesar 88% dengan katagori “Sangat Baik” dengan artian e-modul layak (valid) digunakan dalam proses pembelajaran. Dari hasil uji coba penggunaan e-modul dapat disimpulkan bahwa e-modul efektif dalam meningkatkan kemampuan berpikir kritis siswa dilihat dari ketuntasan belajar siswa ≥ 75%, hasil belajar kelas eksperimen lebih baik dari kelas kontrol, dan terjadi peningkatan kemampuan berpikir kritis yang dihitung menggunakan uji N-Gain AbstractCritical thinking skills need to be developed and improved because it is a skill that must be mastered in the 21st century. But in reality, critical thinking skills are still low. This is supported by several studies which state that the level of critical thinking skills of students in Indonesia is still relatively low. This study aims to develop a learning media in the form of an e-module assisted by tungsten mathematica that is feasible (valid) to be used and to know the level of effectiveness of the e-module. This study uses the ADDIE development model with the stages of analysis, design, development, implementation, evaluation. The media that was developed before being tested was validated by media expert validators and material experts with the results of the media expert assessment of 84% in the "Very Good" category and the results of the material expert assessment being 88% in the "Very Good" category, meaning that the e-module is feasible (valid). ) is used in the learning process. From the results of trials using e-modules, it can be concluded that e-modules are effective in improving students' critical thinking skills seen from students' learning mastery 75%, experimental class learning outcomes are better than control classes, and an increase in critical thinking skills is calculated using the test N-Gai
Academic Procrastination, Self-Efficacy, and Task Value of Pre-Service Biology Teacher During Online Learnings
Full text linkAcademic procrastination, frequently linked to low self-efficacy and poor assignment performance, is more likely to occur when learning online. This study aims to reveal the level of academic procrastination, self-efficacy, and assignments by semester, areas of academic procrastination, and reasons for delaying assignments, as well as the relationship between academic procrastination, self-efficacy, and task value. This study uses a quantitative approach through a cross-sectional exploratory study. The sample in this study was semester 1, 3, 5, and 7 students who were taken through a stratified random sampling technique. Utilizing the survey method was the data collection methodology. The level of students is described using frequency distribution descriptive data. To use regression analysis to explain the connection between academic procrastination, self-efficacy, and task value. The reasons for procrastination were analyzed qualitatively. According to the findings, pre-service biology teachers who participated in online learning exhibited moderate levels of academic procrastination (37.8%), self-efficacy (39.1%), and task value (29.9%). More than half of the pre-service biology teachers polled stated they would prefer to postpone doing summaries of four pages of foreign language homework over twelve pages of Indonesian homework. Compared to creating a summary of the subject, more than half of biology education students said they would rather put off making a mind map. Reasons for postponing assignments varied among students. Furthermore, in academic procrastination, there is a negative simultaneous association between self-efficacy and task value
The Development of De Djawatan Local Potential-Based E-Module for Science Learning to Improve Science Process Skills of Junior High School Students
Full text linkScience process skills are the ability to study natural phenomena in certain ways to acquire knowledges and develop it in the future. Students who have science process skills will be able to solve problems, form concepts, and be able to develop creativity. Based on the previous studies, science process skills in science learning are still low. One of the factors that cause the low science process skills is the lack of teaching materials that facilitate the development of students' science process skills. One of the factors that cause students' science process skills to be low is the lack of teaching materials that facilitate the development of students' science process skills. This study aims to develop an De Djawatan's local potential-based e-module that is valid, practical, and effective to improve students' science process skills. This research was conducted according to the stages in the ADDIE model, namely analyze, design, develop, implement, and evaluate. The results of the study show that the local potential-based e-modules are included in the following criteria: (1) valid with a value of 85%; (2) very practical with a value of 89.2%; and (3) effective with moderate improvement category. Students showed a positive response with a percentage of 86%
STEM-Based LKPD Development and Contextual Problems to Improve Explanation, Concluding, and Evaluating Skills
Full text linkOne comprehensive and integrated learning approach is the STEM approach. This approach can improve students' critical thinking skills if supported by teaching materials, one of which is LKPD. This study aims to produce a valid, practical, and effective STEM-based LKPD product to improve students' critical thinking skills. The method used in this study is the research and development method. A validity test has been carried out consisting of a product validity test that is declared valid and suitable for use with a percentage of 80.9%. Practicality tests conducted by teachers obtained an average result of 83% and students of 87%. The effectiveness test is carried out with an n-gain test and an effect size test. Each of them obtained a result of 0.68 in the medium category and 2.7 in the high category. So, it can be concluded that STEM-based LKPD is effective in improving students' critical thinking skills
Effectiveness of Project Based Learning Integrated STEM in Physics Education (STEM-PJBL): Systematic Literature Review (SLR)
No full textThis study aims to review 36 articles from reputable international journals such as indexed by Scopus, Web of Science (WoS) and SINTA, which explains the Effectiveness of Project Based Learning Integrated STEM in Physics Education. The articles selected for review were the ones published in the last eight years, from 2015 to 2022. The research approach used was a Systematic Literature Review (SLR). This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, research approach and educational level. This study also analyzes the effectiveness STEM-PJBL in physics education based on the results of the reviewed research articles. The results show that the use of STEM-PJBL has a positive impact on cognitive, skills and attitude aspects and that STEM-PJBL can be integrated into media or materials teaching such as modulary,worksheet, the implementation of STEM with robots, as well as teacher awareness. So it can be used by teachers as input to apply STEM-PJBL in during physics learning