Nonformal education is designed as an alternative or complement to formal education in the context of lifelong education. Nonformal education programs contribute to illiteracy in society, education for adults, and dropouts through life skills, work skills, and social or cultural development. One of the non-formal education programs is the equality education program implemented at the Community Learning Center (CLC). This paper aims to follow up on the management of the equality education program carried out at the Community Learning Center (CLC) Bantul Regency. The equivalency program consists of group A learning packages (equivalent to SD / MI), package B (equivalent to SMP / MTs) and package C (equivalent to SMA / K / MA). To find out about the management of the equality education program in Bantul Regency, researchers took two PKBM which are considered to have specializations in terms of institutional management. This research uses a qualitative research type that utilizes open interviews, observations, and documentation studies to obtain in-depth information about the Community Learning Center (CLC). The subjects of this study consisted of learning citizens, tutors, managers, and the community. The data shows that the number of people studying the equality program in Bantul Regency always increases every year, in 2015 there were 1682 people, in 2016 there were 1762 people, in 2017 there were 1768 people, and in 2019 there were 1826 people. The results show that the equality education program implemented and supported by skills programs can increase the interest of citizens to learn and can be used as provisions to find work. The Skills Program is structured according to real conditions in the surrounding environment to provide results for the progress of the institution, particularly in increasing community interest in continuing education in equality programs.
在终身教育的背景下，非正规教育被设计为正规教育的替代或补充。非正规教育项目通过生活技能、工作技能以及社会或文化发展，助长了社会文盲、成人教育和辍学现象。其中一个非正规教育项目是在社区学习中心(CLC)实施的平等教育项目。本文旨在跟踪班图尔县社区学习中心(CLC)开展的平等教育项目的管理情况。等效课程包括A组学习包(相当于SD / MI)， B组学习包(相当于SMP / MTs)和C组学习包(相当于SMA / K / MA)。为了了解班图尔县平等教育项目的管理情况，研究人员采用了两个被认为在机构管理方面具有专业化的PKBM。本研究采用定性研究类型，利用公开访谈、观察和文献研究来获得有关社区学习中心(CLC)的深入信息。本研究的研究对象包括学习型公民、导师、管理人员和社区。数据显示，班图尔摄政学习平等项目的人数每年都在增加，2015年有1682人，2016年有1762人，2017年有1768人，2019年有1826人。结果表明，通过技能项目实施和支持的平等教育项目可以提高公民的学习兴趣，并可以作为寻找工作的规定。技能项目是根据周围环境的实际情况构建的，旨在为该机构的进步提供结果，特别是在提高社区对平等项目继续教育的兴趣方面。
{"title":"Management of Nonformal Education Programs in The Community Learning Center (CLC) of Bantul Regency Management of Equality Education Program","authors":"Zidni Nuzula, Y. Suryono","doi":"10.1145/3452144.3452287","DOIUrl":"https://doi.org/10.1145/3452144.3452287","url":null,"abstract":"Nonformal education is designed as an alternative or complement to formal education in the context of lifelong education. Nonformal education programs contribute to illiteracy in society, education for adults, and dropouts through life skills, work skills, and social or cultural development. One of the non-formal education programs is the equality education program implemented at the Community Learning Center (CLC). This paper aims to follow up on the management of the equality education program carried out at the Community Learning Center (CLC) Bantul Regency. The equivalency program consists of group A learning packages (equivalent to SD / MI), package B (equivalent to SMP / MTs) and package C (equivalent to SMA / K / MA). To find out about the management of the equality education program in Bantul Regency, researchers took two PKBM which are considered to have specializations in terms of institutional management. This research uses a qualitative research type that utilizes open interviews, observations, and documentation studies to obtain in-depth information about the Community Learning Center (CLC). The subjects of this study consisted of learning citizens, tutors, managers, and the community. The data shows that the number of people studying the equality program in Bantul Regency always increases every year, in 2015 there were 1682 people, in 2016 there were 1762 people, in 2017 there were 1768 people, and in 2019 there were 1826 people. The results show that the equality education program implemented and supported by skills programs can increase the interest of citizens to learn and can be used as provisions to find work. The Skills Program is structured according to real conditions in the surrounding environment to provide results for the progress of the institution, particularly in increasing community interest in continuing education in equality programs.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123776724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to (1) produce SiGN (Synchronization Game for Metabolism Education) learning media products and (2) determine students' responses to the SiGN (Synchronization Game for Metabolism Education) learning media. This research is a type of RnD (reseach and development). The development model used in this study is ADDIE which consists of (1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. This research was conducted at SMAN 5 Surakarta as the subject of educational game research at the month of February 2020. Students' response data to the product development results were obtained from a questionnaire and analyzed using the Rasch model obtained from 111 students as research samples. This research has produced a media product in the form of an educational game application called SiGN (Synchronization Game for Metabolism Education) which can be installed on an Android OS mobile phone and declared feasible by media experts and material experts after product revisions according to the recommendations. This study also concluded that students' responses to the SiGN game were positive (enthusiastic), but the aspect of ease in operating the game still received the smallest rating from some students.
本研究旨在(1)制作SiGN (Synchronization Game for Metabolism Education)学习媒体产品;(2)确定学生对SiGN (Synchronization Game for Metabolism Education)学习媒体的反应。这项研究是一种RnD(研究与开发)。本研究使用的开发模型是ADDIE，由(1)分析，(2)设计，(3)开发，(4)实施，(5)评估组成。该研究是作为教育游戏研究的主题于2020年2月在SMAN 5 Surakarta进行的。通过问卷调查获得学生对产品开发结果的反应数据，并使用111名学生作为研究样本的Rasch模型进行分析。本研究以教育游戏应用SiGN (Synchronization game for Metabolism Education)的形式制作了一款媒体产品，可以安装在Android操作系统的手机上，并根据建议进行产品修订，经媒体专家和材料专家宣布可行。本研究还得出结论，学生对SiGN游戏的反应是积极的(热情的)，但在操作游戏的易用性方面仍然得到了一些学生的最低评价。
{"title":"Analysis of Student Response Using Rasch Modeling to The Android-Based Educational Game Learning Media \"SiGN\" (Synchronization Game for Metabolism Education)","authors":"S. Cahyani, B. Sugiharto, S. Santosa","doi":"10.1145/3452144.3453841","DOIUrl":"https://doi.org/10.1145/3452144.3453841","url":null,"abstract":"This study aims to (1) produce SiGN (Synchronization Game for Metabolism Education) learning media products and (2) determine students' responses to the SiGN (Synchronization Game for Metabolism Education) learning media. This research is a type of RnD (reseach and development). The development model used in this study is ADDIE which consists of (1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. This research was conducted at SMAN 5 Surakarta as the subject of educational game research at the month of February 2020. Students' response data to the product development results were obtained from a questionnaire and analyzed using the Rasch model obtained from 111 students as research samples. This research has produced a media product in the form of an educational game application called SiGN (Synchronization Game for Metabolism Education) which can be installed on an Android OS mobile phone and declared feasible by media experts and material experts after product revisions according to the recommendations. This study also concluded that students' responses to the SiGN game were positive (enthusiastic), but the aspect of ease in operating the game still received the smallest rating from some students.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115518147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Efforts to advance access and opportunities to continue secondary education in better schools is one of the strategies carried out by the Government of Indonesia for students in eastern Indonesia, such as Papua and West Papua through affirmation programs. The movement from the original location to the destination location for the affirmation causes students to be able to adapt with new conditions, therefore this study aims to determine the adaptability of affirmation students to improve their information literacy skills. This study used a correlational design and was carried out by distributing questionnaires to 93 affirmation students. This study used regression analysis to determine the relationship between adaptability and information literacy capabilities. The results showed that the significance value between adaptability and information literacy was 0,000, which means that there is a very significant relationship between the two variables. Students who took part in the affirmation program felt an improvement in their information literacy skills. This was because the affirmation destination schools had better technology access than their original schools. The affirmation program is very suitable to be carried out to advance the equal distribution of the quality of human resources in Indonesia, bearing in mind that Indonesia is an archipelago.
{"title":"The Role of Adaptation Patterns to Improve Information Literacy Skills of Students from Affirmation Program","authors":"S. Hafida, H. Prayitno, Sutama, M. Musiyam","doi":"10.1145/3452144.3453770","DOIUrl":"https://doi.org/10.1145/3452144.3453770","url":null,"abstract":"Efforts to advance access and opportunities to continue secondary education in better schools is one of the strategies carried out by the Government of Indonesia for students in eastern Indonesia, such as Papua and West Papua through affirmation programs. The movement from the original location to the destination location for the affirmation causes students to be able to adapt with new conditions, therefore this study aims to determine the adaptability of affirmation students to improve their information literacy skills. This study used a correlational design and was carried out by distributing questionnaires to 93 affirmation students. This study used regression analysis to determine the relationship between adaptability and information literacy capabilities. The results showed that the significance value between adaptability and information literacy was 0,000, which means that there is a very significant relationship between the two variables. Students who took part in the affirmation program felt an improvement in their information literacy skills. This was because the affirmation destination schools had better technology access than their original schools. The affirmation program is very suitable to be carried out to advance the equal distribution of the quality of human resources in Indonesia, bearing in mind that Indonesia is an archipelago.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115898585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to determine the effect of illustrated story book based learning media on the understanding of mathematical concepts by third grade primary school students. The method used in this study is quasi-experimental research. The aspect measured in this study is comparing two study groups. The experimental group is the one using instructional media based on illustrated story books and the control group is that using conventional learning media. The population of data in this study are third grade primary school students (54 students) at Sukoharjo district elementary school in the 2018/2019 school year. The population is divided into two classes, namely 28 students for the experimental class and 26 students for the control class. Data sampling was done by cluster random sampling. Data collection techniques consisted of tests and observations. The data were analysed using t-test and descriptive statistics. The results revelaed that illustrated story books based learning media influence the understanding of mathematical concepts. The learning outcomes of third grade primary school students showed a significant value of less than 0.05 which is equal to 0,000.
{"title":"The Effects of Learning Media Based on Illustrated Story Books on Understanding Mathematical Concepts of Primary Schools","authors":"T. Dewi, Gunarhadi, Riyadi","doi":"10.1145/3452144.3453777","DOIUrl":"https://doi.org/10.1145/3452144.3453777","url":null,"abstract":"The purpose of this study is to determine the effect of illustrated story book based learning media on the understanding of mathematical concepts by third grade primary school students. The method used in this study is quasi-experimental research. The aspect measured in this study is comparing two study groups. The experimental group is the one using instructional media based on illustrated story books and the control group is that using conventional learning media. The population of data in this study are third grade primary school students (54 students) at Sukoharjo district elementary school in the 2018/2019 school year. The population is divided into two classes, namely 28 students for the experimental class and 26 students for the control class. Data sampling was done by cluster random sampling. Data collection techniques consisted of tests and observations. The data were analysed using t-test and descriptive statistics. The results revelaed that illustrated story books based learning media influence the understanding of mathematical concepts. The learning outcomes of third grade primary school students showed a significant value of less than 0.05 which is equal to 0,000.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120981080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to develop the concept of learning to complete artifact-based learning activities, through the Scientific Reading Based Project model. The SRBP model has a special character that focuses on projects by emphasizing information from the scientific literature. Students interpret and analyze the knowledge obtained from scientific articles to complete artifacts for learning. Ideas and creativity are realized in the form of learning artifacts that are arranged collaboratively. The research method uses Research-Based Design (DBR), this research was carried out for 2 years in 3 cycles with participants in semester 2, 3, and 4 taking courses on the basic concepts of Natural Sciences 1, 2 and 3. Qualitative-based data analysis. Portfolios, observations and interviews. The results showed a positive change in constructing the theory in compiling artifact-based activities. The SRBP model is more precisely implemented in learning that drives projects with the help of reading comprehension.
{"title":"Enhancement of Artifact Based Activities Learning in Natural Science Through Scientific Reading Based Project (SRBP) Model for Preservice Teacher Using Design Based Research (DBR)","authors":"Kartika Chrysti, Rokhmaniyah, M. Chamdani","doi":"10.1145/3452144.3452210","DOIUrl":"https://doi.org/10.1145/3452144.3452210","url":null,"abstract":"This study aims to develop the concept of learning to complete artifact-based learning activities, through the Scientific Reading Based Project model. The SRBP model has a special character that focuses on projects by emphasizing information from the scientific literature. Students interpret and analyze the knowledge obtained from scientific articles to complete artifacts for learning. Ideas and creativity are realized in the form of learning artifacts that are arranged collaboratively. The research method uses Research-Based Design (DBR), this research was carried out for 2 years in 3 cycles with participants in semester 2, 3, and 4 taking courses on the basic concepts of Natural Sciences 1, 2 and 3. Qualitative-based data analysis. Portfolios, observations and interviews. The results showed a positive change in constructing the theory in compiling artifact-based activities. The SRBP model is more precisely implemented in learning that drives projects with the help of reading comprehension.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122685426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Sauhenda, Marnina, Lay Riwu, N. Habeahan, Zem Santo
The purpose of this study is to develop an instrument for assessing written language skills by writing descriptive texts based on local wisdom. The assessment instrument that was developed was in the form of a task that was designed to attract students to be able to speak written language through writing descriptive text. The development model used in this research is the R2D2 development model. The validation results of the validators on the six components that have been developed reached 84% of the validators stated that the assessment instrument that had been developed was feasible to be implemented in learning to write descriptions. The results of the validity and reliability tests show that each item of the task developed is valid and reliable. Besides, 88% of students' responses and impressions stated that they were very interested in the assignment that had been designed and developed in the assessment instrument. Based on the results of validation from experts, validity, reliability, and student responses, it can be concluded that the instrument for assessing the language skills of writing text descriptions based on local wisdom that has been developed is feasible to be implemented in learning to write descriptive texts.
{"title":"Development of Language Capability Assessment Instrument In Writing Descriptive Text Based on Local Wisdom","authors":"A. Sauhenda, Marnina, Lay Riwu, N. Habeahan, Zem Santo","doi":"10.1145/3452144.3453739","DOIUrl":"https://doi.org/10.1145/3452144.3453739","url":null,"abstract":"The purpose of this study is to develop an instrument for assessing written language skills by writing descriptive texts based on local wisdom. The assessment instrument that was developed was in the form of a task that was designed to attract students to be able to speak written language through writing descriptive text. The development model used in this research is the R2D2 development model. The validation results of the validators on the six components that have been developed reached 84% of the validators stated that the assessment instrument that had been developed was feasible to be implemented in learning to write descriptions. The results of the validity and reliability tests show that each item of the task developed is valid and reliable. Besides, 88% of students' responses and impressions stated that they were very interested in the assignment that had been designed and developed in the assessment instrument. Based on the results of validation from experts, validity, reliability, and student responses, it can be concluded that the instrument for assessing the language skills of writing text descriptions based on local wisdom that has been developed is feasible to be implemented in learning to write descriptive texts.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126267554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. D. Suryaratri, Santi Yudhistira, Daariin Ulayya
Teaching is a profession full of change and challenge. Therefore, teachers' resilience is crucial in teaching and learning processes. High school teachers in Jakarta need to be able to adapt stressful situation, cope with changes and bounce back positively. Furthermore, the capacity to be resilience in the workplace is likely to fluctuate based on the environment surround. This study aims to understand the influence of social support towards high school teachers' resilience in an urban context such as Jakarta. There were 142 teachers from public school (SMA N) participated in this study. The teachers came from six areas of Jakarta. The research uses a quantitative method approach with regression data analysis to test the hypothesis. The data were collected from social support scale (The Multidimensional Scale of Perceived Social Support by Zimet., et al, (1988) and resilience scale from Connor-Davidson Resilience Scale (2003). The results show a positive significant influence of social support received by the teachers towards their resilience. Meaning that the higher the social support from people such as family, friends, and significant others to the teachers, the higher their ability to bounce back positively. The social support contributes 16.5% of the resilience while the remaining 83.5% are from other factors that have not been examined. This can be interpreted that the more social support received by the teacher will likely increase teachers' resilience and to survive the difficulties and obstacles. This study implies that by optimizing surrounding resources such as professional staff/counselors in schools to obtain social support improving the level of teachers' resilience.
{"title":"The Influence of Social Support towards High School Teachers' Resilience in Jakarta, Indonesia","authors":"R. D. Suryaratri, Santi Yudhistira, Daariin Ulayya","doi":"10.1145/3452144.3452241","DOIUrl":"https://doi.org/10.1145/3452144.3452241","url":null,"abstract":"Teaching is a profession full of change and challenge. Therefore, teachers' resilience is crucial in teaching and learning processes. High school teachers in Jakarta need to be able to adapt stressful situation, cope with changes and bounce back positively. Furthermore, the capacity to be resilience in the workplace is likely to fluctuate based on the environment surround. This study aims to understand the influence of social support towards high school teachers' resilience in an urban context such as Jakarta. There were 142 teachers from public school (SMA N) participated in this study. The teachers came from six areas of Jakarta. The research uses a quantitative method approach with regression data analysis to test the hypothesis. The data were collected from social support scale (The Multidimensional Scale of Perceived Social Support by Zimet., et al, (1988) and resilience scale from Connor-Davidson Resilience Scale (2003). The results show a positive significant influence of social support received by the teachers towards their resilience. Meaning that the higher the social support from people such as family, friends, and significant others to the teachers, the higher their ability to bounce back positively. The social support contributes 16.5% of the resilience while the remaining 83.5% are from other factors that have not been examined. This can be interpreted that the more social support received by the teacher will likely increase teachers' resilience and to survive the difficulties and obstacles. This study implies that by optimizing surrounding resources such as professional staff/counselors in schools to obtain social support improving the level of teachers' resilience.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125470363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research and development aim to develop a Lesson Plan Based on Backward Design that is feasible to improve the critical thinking of elementary school students. Research and development refer to Borg & Gall's theory. The study population was fifth-grade educators at Elementary School Dr. Wahidin Husodo in Metro, Lampung. The sample was determined using a purposive sampling technique of seven educators from different elementary schools. Data was collected through a questionnaire, observation and test results. The results showed that the Lesson Plan that developed was feasible to use and showed that it could improve students' critical thinking. This is proved by the increase in student learning outcomes and students' critical thinking skills after using a backward design lesson plan.
{"title":"The Development of Lesson Plan Based on Backward Design to Improve Students' Critical Thinking at Elementary School","authors":"A. Ambarita, Frida Destini, Dodo Septiawan","doi":"10.1145/3452144.3452153","DOIUrl":"https://doi.org/10.1145/3452144.3452153","url":null,"abstract":"This research and development aim to develop a Lesson Plan Based on Backward Design that is feasible to improve the critical thinking of elementary school students. Research and development refer to Borg & Gall's theory. The study population was fifth-grade educators at Elementary School Dr. Wahidin Husodo in Metro, Lampung. The sample was determined using a purposive sampling technique of seven educators from different elementary schools. Data was collected through a questionnaire, observation and test results. The results showed that the Lesson Plan that developed was feasible to use and showed that it could improve students' critical thinking. This is proved by the increase in student learning outcomes and students' critical thinking skills after using a backward design lesson plan.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"3 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120807354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In STEM-based learning students use science, technology, engineering, and mathematics in real interactions that connect schools, the world of work, and the global world to develop STEM literacy that enables students to be able to compete in the 21st century. The STEM learning approach by integrating its four components is able to produce students 'thinking activities that are useful to help raise students' critsical thinking which is characterized by the ability to solve problems, make decisions, analyze assumptions, evaluate, and conduct investigations. Evaluation tools have an important role in the learning process. The purpose of this study was to analyze critical thinking skill items on solubility and solubility product (Ksp) material using the Rasch model in terms of validity, reliability, and item difficulty level. The method used is descriptive quantitative with 106 participants students from three High School in Surakarta. Data collection techniques in this study are documentation. The number of items as many as 30 questions obtained results, namely the validity of the suitability level of items that are fit as many as 30 questions. Student reliability 0.44 is weak, item reliability 0.97 is good and reliability between students with item 0.47 is sufficient. The level of difficulty of the questions is very difficult, difficult and easy is dominated by questions categorized as difficult. In conclusion, the analysis of critical thinking skill items on solubility and solubility product (Ksp) material using the Rasch model is valid, reliable, and the level of difficulty items was very good. So the questions that have been analyzed can be used to determine critical thinking skills.
{"title":"Item Analysis of an Instrument to Measure Chemistry Students' Critical Thinking Skills Based on Science, Technology, Engineering and Mathematics (STEM) on Solubility and Solubility Product (KSP) material using the Rasch model","authors":"Agustin Kumala Dewi, S. Rahardjo, S. B. Utomo","doi":"10.1145/3452144.3452150","DOIUrl":"https://doi.org/10.1145/3452144.3452150","url":null,"abstract":"In STEM-based learning students use science, technology, engineering, and mathematics in real interactions that connect schools, the world of work, and the global world to develop STEM literacy that enables students to be able to compete in the 21st century. The STEM learning approach by integrating its four components is able to produce students 'thinking activities that are useful to help raise students' critsical thinking which is characterized by the ability to solve problems, make decisions, analyze assumptions, evaluate, and conduct investigations. Evaluation tools have an important role in the learning process. The purpose of this study was to analyze critical thinking skill items on solubility and solubility product (Ksp) material using the Rasch model in terms of validity, reliability, and item difficulty level. The method used is descriptive quantitative with 106 participants students from three High School in Surakarta. Data collection techniques in this study are documentation. The number of items as many as 30 questions obtained results, namely the validity of the suitability level of items that are fit as many as 30 questions. Student reliability 0.44 is weak, item reliability 0.97 is good and reliability between students with item 0.47 is sufficient. The level of difficulty of the questions is very difficult, difficult and easy is dominated by questions categorized as difficult. In conclusion, the analysis of critical thinking skill items on solubility and solubility product (Ksp) material using the Rasch model is valid, reliable, and the level of difficulty items was very good. So the questions that have been analyzed can be used to determine critical thinking skills.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121408976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Skills for living in the world are 21st century skills based on information, information, and communicate literacy. ICT literacy supports education successfully due to the fact that ICT literacy on education is lower than general ICT usage. E-learning engages ICT tools to increase transfer of knowledge, then e-learning usage is expected to improve ICT literacy especially on education. The purpose of this study is to determine ICT literacy through the assessment of school e-learning effectiveness. The questionnaire consisted of students' ICT literacy tests based on PISA (2012) and the assessment of e-learning effectiveness according to The European Association of Distance Teaching Universities. The results showed students' ICT literacy of high level school is 34.95%, middle level school is 34.95%, and lower level school is 34.95% while the assessment of school e-learning effectiveness is around 43.07%. We determined the impression of the students' ICT literacy with the assessment of school e-learning effectiveness. This study shows that there is an influence between ICT literacy of students towards the assessment of e-learning effectivity at school (sig <0.05). The results of the research have shown that the effectiveness of using e-learning in the learning process needs to be optimized to improve students' ICT literacy.
{"title":"ICT Literacy among High School Students Based on E-Learning Effectivity in Surakarta","authors":"Amy Mukaromatun Luthfiana, Sarwanto, A. Marzuki","doi":"10.1145/3452144.3453738","DOIUrl":"https://doi.org/10.1145/3452144.3453738","url":null,"abstract":"Skills for living in the world are 21st century skills based on information, information, and communicate literacy. ICT literacy supports education successfully due to the fact that ICT literacy on education is lower than general ICT usage. E-learning engages ICT tools to increase transfer of knowledge, then e-learning usage is expected to improve ICT literacy especially on education. The purpose of this study is to determine ICT literacy through the assessment of school e-learning effectiveness. The questionnaire consisted of students' ICT literacy tests based on PISA (2012) and the assessment of e-learning effectiveness according to The European Association of Distance Teaching Universities. The results showed students' ICT literacy of high level school is 34.95%, middle level school is 34.95%, and lower level school is 34.95% while the assessment of school e-learning effectiveness is around 43.07%. We determined the impression of the students' ICT literacy with the assessment of school e-learning effectiveness. This study shows that there is an influence between ICT literacy of students towards the assessment of e-learning effectivity at school (sig <0.05). The results of the research have shown that the effectiveness of using e-learning in the learning process needs to be optimized to improve students' ICT literacy.","PeriodicalId":107308,"journal":{"name":"Proceedings of the 4th International Conference on Learning Innovation and Quality Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130056480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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