Pub Date : 2023-07-31DOI: 10.46627/sipose.v4i2.283
Novita Uriyah, Z. Supardi, Suryanti
This research aims to explain the effectiveness of the Predict-Observe-Explain (POE) learning model on elementary students' science process skills on temperature and heat material. This research was conducted on fifth-grade students at SDN Kalirungkut I/264. This research method is a quasi-experiment with a non-equivalent control group research design. The data was collected through test and non-test (observation) techniques. Based on the N-Gains score test, the score in the experimental group was 58.12697%, which is quite effective. Based on the analysis using effect size on experimental and control class students, it is known that the effect size value is 1.131611, which means that learning with the POE model on temperature and heat material has a high influence on students' science process skills. Based on the results of the research conducted, it can be concluded that the POE learning model is more effective than conventional learning of scientific process skills. This research will help students improve their fundamental scientific process skills using the POE model. In prior research, no one has tried to examine the topic of temperature and heat and no one has calculated the effectiveness of the POE model on science process skills using effect size.
{"title":"Effectiveness of POE Learning Model on Science Process Skills in Temperature and Heat of Elementary Students","authors":"Novita Uriyah, Z. Supardi, Suryanti","doi":"10.46627/sipose.v4i2.283","DOIUrl":"https://doi.org/10.46627/sipose.v4i2.283","url":null,"abstract":"This research aims to explain the effectiveness of the Predict-Observe-Explain (POE) learning model on elementary students' science process skills on temperature and heat material. This research was conducted on fifth-grade students at SDN Kalirungkut I/264. This research method is a quasi-experiment with a non-equivalent control group research design. The data was collected through test and non-test (observation) techniques. Based on the N-Gains score test, the score in the experimental group was 58.12697%, which is quite effective. Based on the analysis using effect size on experimental and control class students, it is known that the effect size value is 1.131611, which means that learning with the POE model on temperature and heat material has a high influence on students' science process skills. Based on the results of the research conducted, it can be concluded that the POE learning model is more effective than conventional learning of scientific process skills. This research will help students improve their fundamental scientific process skills using the POE model. In prior research, no one has tried to examine the topic of temperature and heat and no one has calculated the effectiveness of the POE model on science process skills using effect size.","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133779976","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}
Pub Date : 2023-07-31DOI: 10.46627/sipose.v4i2.284
M. G. Primaniarta, W. Subroto, M. Jacky
he ethnographic-based Outdoor learning method is a learning method that conducts learning outside the classroom with a cultural approach in an area. The purpose of this study was to determine the effect of the Outdoor learning method on the activities of fifth grade students. The type of experimental method used is True-experimental through the Posttest Only Control Group Design procedure. The population used was class V at SDN Sidotopo Wetan IV and SDN Sidotopo Wetan V. Trials of questionnaire validation tests for 32 respondents with the provisions of tcount>ttable decided that 10 questionnaire were validated and reliable. The class prerequisite test uses the year-end assessment value using the homogeneity test through SPSS 25 with a value of 0.105>0.005 so that it is homogeneous. Testing the hypothesis through the T-test on the analysis of learning activities using numbers obtained a value of 0.002<0.05 so that Ha decision was accepted. . Based on the results of the study, it can be interpreted that the Ethnographic-Based Outdoor learning method has a positive and significant effect on the activities learning of fifth grade students.
{"title":"The Effect of Etnographic-Based Outdoor Learning Methods on Learning Activities Class V Elementary School in Social Sciences","authors":"M. G. Primaniarta, W. Subroto, M. Jacky","doi":"10.46627/sipose.v4i2.284","DOIUrl":"https://doi.org/10.46627/sipose.v4i2.284","url":null,"abstract":"he ethnographic-based Outdoor learning method is a learning method that conducts learning outside the classroom with a cultural approach in an area. The purpose of this study was to determine the effect of the Outdoor learning method on the activities of fifth grade students. The type of experimental method used is True-experimental through the Posttest Only Control Group Design procedure. The population used was class V at SDN Sidotopo Wetan IV and SDN Sidotopo Wetan V. Trials of questionnaire validation tests for 32 respondents with the provisions of tcount>ttable decided that 10 questionnaire were validated and reliable. The class prerequisite test uses the year-end assessment value using the homogeneity test through SPSS 25 with a value of 0.105>0.005 so that it is homogeneous. Testing the hypothesis through the T-test on the analysis of learning activities using numbers obtained a value of 0.002<0.05 so that Ha decision was accepted. . Based on the results of the study, it can be interpreted that the Ethnographic-Based Outdoor learning method has a positive and significant effect on the activities learning of fifth grade students.","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124964374","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}
Pub Date : 2023-07-31DOI: 10.46627/sipose.v4i2.275
Imas Nur Mazidah, W. Widodo, Tukiran
Research was conducted to describe and analyze the implementation of guided inquiry model of science learning in Indonesia. This research method uses qualitative methods with using secondary data. The sample in this research is 24 articles published in international and national journals. Based on the analysis of 24 articles on science learning using Interactive E-module with guided inquiry model in Indonesia, it can be seen that the guided inquiry model has a positive impact on student learning outcomes, it can improve students' critical thinking skills, students' science process skills, students' scientific literacy, aspects of problem solving skills, and also students' understanding of concepts. Based on that articles published exactly optimal it able combine with media or other methods example for interactive e-module, students won't be confused if they get the instruction from the teacher, and it require a lot of preparation and learning duration. Based on a literature review on the implementation of guided inquiry-based modules in 2016-2022 that has been implemented, it can be concluded that the guided inquiry model has a positive impact on science learning. Therefore, now researchers developed an interactive e-module based on guided inquiry in science learning to improve science process skills.
{"title":"Profile of the Implementation of Guided Inquiry-Based Interactive E-Module in Science Learning","authors":"Imas Nur Mazidah, W. Widodo, Tukiran","doi":"10.46627/sipose.v4i2.275","DOIUrl":"https://doi.org/10.46627/sipose.v4i2.275","url":null,"abstract":"Research was conducted to describe and analyze the implementation of guided inquiry model of science learning in Indonesia. This research method uses qualitative methods with using secondary data. The sample in this research is 24 articles published in international and national journals. Based on the analysis of 24 articles on science learning using Interactive E-module with guided inquiry model in Indonesia, it can be seen that the guided inquiry model has a positive impact on student learning outcomes, it can improve students' critical thinking skills, students' science process skills, students' scientific literacy, aspects of problem solving skills, and also students' understanding of concepts. Based on that articles published exactly optimal it able combine with media or other methods example for interactive e-module, students won't be confused if they get the instruction from the teacher, and it require a lot of preparation and learning duration. Based on a literature review on the implementation of guided inquiry-based modules in 2016-2022 that has been implemented, it can be concluded that the guided inquiry model has a positive impact on science learning. Therefore, now researchers developed an interactive e-module based on guided inquiry in science learning to improve science process skills.","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"44 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113956422","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}
Pub Date : 2023-07-31DOI: 10.46627/sipose.v4i2.280
Aliyatuz Zakiyah Darmawati, Raharjo, U. Azizah
This development research aims to describe the validity, practicality, and effectiveness of Flipped Classroom Model Learning Devices to Train Critical Thinking Skills of Grade IV Elementary School Students. The learning tools developed are teaching modules, Student Worksheets (LKPD), Student Teaching Materials (BAPD), and Critical Thinking Tests. The method used is the Thiagarajan 4D Research and Development model: Define, Design, Develop, and Dessiminate. The same research was previously conducted using the 2013 curriculum, with research subjects ranging from high school to university students. In this research, the development of learning tools used an independent curriculum with the subject of fourth-grade elementary school students. Data collection techniques are carried out through validation, observation, and tests. The results showed that the Tools Validity Score (TVS)) for teaching modules had 3.64 very good criteria, student worksheet had 3.54 very good criteria, Student Teaching Materials had 3.73 very good criteria, and a critical thinking test had 3.66 very good criteria. The practicality of learning tools in terms of the implementation of learning by the teacher in the class obtained 97.25% very good criteria, and the activeness of students obtained 84.65% very good criteria. While the effectiveness of learning tools obtained from the N-Gain analysis of pretest and posttest results obtained 0.57 moderate criteria. The results obtained indicate that the learning tools developed are very feasible as learning media for fourth grade students.
{"title":"Development of Learning Tools With Flipped Classroom Models to Train Critical Thinking Skills for 4th Grade Elementary School Students","authors":"Aliyatuz Zakiyah Darmawati, Raharjo, U. Azizah","doi":"10.46627/sipose.v4i2.280","DOIUrl":"https://doi.org/10.46627/sipose.v4i2.280","url":null,"abstract":"This development research aims to describe the validity, practicality, and effectiveness of Flipped Classroom Model Learning Devices to Train Critical Thinking Skills of Grade IV Elementary School Students. The learning tools developed are teaching modules, Student Worksheets (LKPD), Student Teaching Materials (BAPD), and Critical Thinking Tests. The method used is the Thiagarajan 4D Research and Development model: Define, Design, Develop, and Dessiminate. The same research was previously conducted using the 2013 curriculum, with research subjects ranging from high school to university students. In this research, the development of learning tools used an independent curriculum with the subject of fourth-grade elementary school students. Data collection techniques are carried out through validation, observation, and tests. The results showed that the Tools Validity Score (TVS)) for teaching modules had 3.64 very good criteria, student worksheet had 3.54 very good criteria, Student Teaching Materials had 3.73 very good criteria, and a critical thinking test had 3.66 very good criteria. The practicality of learning tools in terms of the implementation of learning by the teacher in the class obtained 97.25% very good criteria, and the activeness of students obtained 84.65% very good criteria. While the effectiveness of learning tools obtained from the N-Gain analysis of pretest and posttest results obtained 0.57 moderate criteria. The results obtained indicate that the learning tools developed are very feasible as learning media for fourth grade students.","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132789018","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}
Pub Date : 2023-07-12DOI: 10.46627/sipose.v4i2.285
Retno Megasafitri Irpan, M. Roesminingsih, M. Jacky
The purpose of the study was to describe the effect of digital literacy in online learning on student learning outcomes and identify the constraints of digital literacy in online learning on student learning outcomes at SDN Klurak Kec.Candi Kab.Sidoarjo. The research is an ex post facto research with a quantitative approach. Data were collected through questionnaires and learning outcomes test documents on 37 students at SDN Klurak Kec.Candi Kab.Sidoarjo. Data were analyzed using descriptive analysis and simple linear regression analysis. The results of the first study showed that the calculated t value was 0.625 < t table 2.030, so there was no effect of digital literacy in online learning on student learning outcomes at SDN Klurak Kec.Candi Kab.Sidoarjo. This is because students' understanding of digital media and the internet in online learning is very limited and does not lead to the use of digital media and the internet to find information. The second research result on digital literacy constraints in online learning on learning outcomes, including motivation/attitude and physical access. Motivation/attitude, including 4 students not having friends, 6 students not understanding the material, and 3 students having time problems, boredom, and sleepiness. Physical access, 5 students did not have a digital device, 5 students did not have a quota, and 3 students had problems with the signal..
本研究的目的是描述在线学习中的数字素养对学生学习成果的影响，并确定在线学习中的数字素养对SDN Klurak Kec学生学习成果的制约因素。候选材料Kab.Sidoarjo。本研究采用定量方法进行事后研究。通过问卷调查和学习成果测试对我校37名学生进行数据收集。候选材料Kab.Sidoarjo。数据分析采用描述性分析和简单线性回归分析。第一项研究的结果显示，计算出的t值为0.625 < t table 2.030，因此在线学习中的数字素养对SDN Klurak Kec学生的学习成果没有影响。候选材料Kab.Sidoarjo。这是因为学生在在线学习中对数字媒体和互联网的理解非常有限，并没有导致他们使用数字媒体和互联网来查找信息。第二个关于在线学习中数字素养对学习成果的制约因素的研究结果，包括动机/态度和物理访问。动机/态度，包括4名学生没有朋友，6名学生不理解材料，3名学生有时间问题，无聊和困倦。物理访问，5名学生没有数字设备，5名学生没有配额，3名学生有信号问题。
{"title":"The Influence of Digital Literacy in Online Learning on Student Learning Outcomes","authors":"Retno Megasafitri Irpan, M. Roesminingsih, M. Jacky","doi":"10.46627/sipose.v4i2.285","DOIUrl":"https://doi.org/10.46627/sipose.v4i2.285","url":null,"abstract":" \u0000 \u0000 \u0000 \u0000 \u0000The purpose of the study was to describe the effect of digital literacy in online learning on student learning outcomes and identify the constraints of digital literacy in online learning on student learning outcomes at SDN Klurak Kec.Candi Kab.Sidoarjo. The research is an ex post facto research with a quantitative approach. Data were collected through questionnaires and learning outcomes test documents on 37 students at SDN Klurak Kec.Candi Kab.Sidoarjo. Data were analyzed using descriptive analysis and simple linear regression analysis. \u0000The results of the first study showed that the calculated t value was 0.625 < t table 2.030, so there was no effect of digital literacy in online learning on student learning outcomes at SDN Klurak Kec.Candi Kab.Sidoarjo. This is because students' understanding of digital media and the internet in online learning is very limited and does not lead to the use of digital media and the internet to find information. \u0000The second research result on digital literacy constraints in online learning on learning outcomes, including motivation/attitude and physical access. Motivation/attitude, including 4 students not having friends, 6 students not understanding the material, and 3 students having time problems, boredom, and sleepiness. Physical access, 5 students did not have a digital device, 5 students did not have a quota, and 3 students had problems with the signal.. \u0000 \u0000 \u0000 \u0000","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133646543","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}
Pub Date : 2023-03-31DOI: 10.46627/sipose.v4i1.272
Mawarti Nyoto Prawiro, Hendratno, B. Purwoko
This study introduces a novel approach by utilizing distinct thematic worksheets with a scientific framework to actively engage 5-6-year-old children in critical thinking through the scientific process. The worksheets appreciate cognitive development, analytical skills, and higher-order thinking. This innovative method encourages active participation and the development of cognitive and analytical abilities in children. The research focuses on the development of scientific-based thematic worksheets to enhance the cognitive and language abilities of 5-6-year-old children in PAUD, specifically at the Soleh Children Education Park (TAPAS) in Taman District, Sidoarjo Regency. The study employed a quantitative approach with a one-group pretest-posttest design, involving 21 children as research participants. The development process followed the Research and Development (R&D) framework, comprising 10 stages. Data collection included the validation of the worksheets by subject matter and media experts to assess their feasibility. The findings highlight the effectiveness of the scientific-based thematic worksheets, as demonstrated by significant improvements in the cognitive and language abilities of the 5-6-year-old students at TAPAS. Overall, this study contributes to early childhood education by introducing an innovative educational resource that enhances critical thinking skills and promotes deeper understanding among young learners.
{"title":"Development of Scientific-Based Thematic Worksheets to Improve Cognitive and Language Abilities of Children Aged 5-6 Years","authors":"Mawarti Nyoto Prawiro, Hendratno, B. Purwoko","doi":"10.46627/sipose.v4i1.272","DOIUrl":"https://doi.org/10.46627/sipose.v4i1.272","url":null,"abstract":"This study introduces a novel approach by utilizing distinct thematic worksheets with a scientific framework to actively engage 5-6-year-old children in critical thinking through the scientific process. The worksheets appreciate cognitive development, analytical skills, and higher-order thinking. This innovative method encourages active participation and the development of cognitive and analytical abilities in children. The research focuses on the development of scientific-based thematic worksheets to enhance the cognitive and language abilities of 5-6-year-old children in PAUD, specifically at the Soleh Children Education Park (TAPAS) in Taman District, Sidoarjo Regency. The study employed a quantitative approach with a one-group pretest-posttest design, involving 21 children as research participants. The development process followed the Research and Development (R&D) framework, comprising 10 stages. Data collection included the validation of the worksheets by subject matter and media experts to assess their feasibility. The findings highlight the effectiveness of the scientific-based thematic worksheets, as demonstrated by significant improvements in the cognitive and language abilities of the 5-6-year-old students at TAPAS. Overall, this study contributes to early childhood education by introducing an innovative educational resource that enhances critical thinking skills and promotes deeper understanding among young learners.","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"78 7-8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114013867","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}
Pub Date : 2023-03-31DOI: 10.46627/sipose.v4i1.273
Tantri Ardianti, B. Purwoko, U. Izzati
The ability to recognize geometric shapes is still lacking, such as children who have not been able to classify objects based on shape, color, and color pattern. This study uses a quantitative approach with a quasi-experimental design. The experimental design used was a nonequivalent control group design with 32 children as research subjects carried out at RA Ashyubbani Changing. this study used parametric statistical data analysis techniques using the ANOVA test. The conclusions of this study indicate that there is an effect of playing with plasticine on the ability to recognize geometric shapes in group A Kindergarten. The results showed a correlation coefficient 0.526 with a significance level of 0.006 which is less than 5%; this shows that there is an effect of playing with plasticine on the ability to recognize geometric shapes in group A kindergarten children. Playdough activities can improve children's abilities to recognize geometric shapes both in grouping objects based on shape, color, and color pattern.
{"title":"The Effects of Playing Playdough on the Ability to Recognize Geometric Shapes in Kindergarten","authors":"Tantri Ardianti, B. Purwoko, U. Izzati","doi":"10.46627/sipose.v4i1.273","DOIUrl":"https://doi.org/10.46627/sipose.v4i1.273","url":null,"abstract":"The ability to recognize geometric shapes is still lacking, such as children who have not been able to classify objects based on shape, color, and color pattern. This study uses a quantitative approach with a quasi-experimental design. The experimental design used was a nonequivalent control group design with 32 children as research subjects carried out at RA Ashyubbani Changing. this study used parametric statistical data analysis techniques using the ANOVA test. The conclusions of this study indicate that there is an effect of playing with plasticine on the ability to recognize geometric shapes in group A Kindergarten. The results showed a correlation coefficient 0.526 with a significance level of 0.006 which is less than 5%; this shows that there is an effect of playing with plasticine on the ability to recognize geometric shapes in group A kindergarten children. Playdough activities can improve children's abilities to recognize geometric shapes both in grouping objects based on shape, color, and color pattern.","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130078779","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}
Pub Date : 2023-03-31DOI: 10.46627/sipose.v4i1.176
Sujarwo, Muchamad Arif Al Ardha, Chung Bing Yang
Communication is very important in the training process. The trainers are not only requiring good knowledge but also good communication skills. This study aimed to determine the interpersonal communication knowledge level based on gender, age, coaching experience, and background. The research method was a quantitative approach with descriptive and comparative statistics with percentage techniques. The research samples were 27 volleyball coaches in junior high school extracurriculars (20 males and 7 females aged 36.37 ± 8.56 years old). The instrument in this study was developed to measure the coaches’ interpersonal communication knowledge. The results showed that there are significantly different in coaches’ interpersonal communication knowledge based on the age groups and coaching experience groups (p value <0.05). Coaches in the oldest group (> 40 years old) has the highest score compared with other groups (83.00 ± 6.75). Furthermore, coaches who have experience in coaching more than 20 years also achieve the highest score compared to other groups (82.20 ± 7.07). The conclusion, most coaches have good interpersonal communication knowledge. However, coaching experience could contribute the interpersonal communication knowledge better.
{"title":"An Investigation of Volleyball Extracurriculars Coaches’ Interpersonal Communication Knowledge","authors":"Sujarwo, Muchamad Arif Al Ardha, Chung Bing Yang","doi":"10.46627/sipose.v4i1.176","DOIUrl":"https://doi.org/10.46627/sipose.v4i1.176","url":null,"abstract":"Communication is very important in the training process. The trainers are not only requiring good knowledge but also good communication skills. This study aimed to determine the interpersonal communication knowledge level based on gender, age, coaching experience, and background. The research method was a quantitative approach with descriptive and comparative statistics with percentage techniques. The research samples were 27 volleyball coaches in junior high school extracurriculars (20 males and 7 females aged 36.37 ± 8.56 years old). The instrument in this study was developed to measure the coaches’ interpersonal communication knowledge. The results showed that there are significantly different in coaches’ interpersonal communication knowledge based on the age groups and coaching experience groups (p value <0.05). Coaches in the oldest group (> 40 years old) has the highest score compared with other groups (83.00 ± 6.75). Furthermore, coaches who have experience in coaching more than 20 years also achieve the highest score compared to other groups (82.20 ± 7.07). The conclusion, most coaches have good interpersonal communication knowledge. However, coaching experience could contribute the interpersonal communication knowledge better. ","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126733693","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}
Pub Date : 2023-03-31DOI: 10.46627/sipose.v4i1.274
Uzlifatul Rusydiana, W. Widodo, N. Suprapto
Scientific literacy can be interpreted as a person's ability to study science and then implement it in everyday life so that he is able to act wisely as a person or as a social being. This study aims to produce a picture story book learning tool that is valid, practical, and effective to improve the science literacy skills of 4th grade elementary school students. The research method used is R&D with a static-group pretest-posttest design. The sample is grade 4 students with 30 students as the control and 30 students as the experimental class. The data were collected by using validation, observation, questionnaire, and test sheets. The results showed that the scientific literacy test results had increased. The mean pretest score for the control class was 55.1 and posttest score for the control class was 67.4. The average pretest score for the experimental class was 59.07 and posttest score for the experimental class was 86.8. The N-Gain mean for the control class was 0.27 and 0.70 for the experimental class in the medium category. It can be concluded that the picture story book and supporting tools are valid, practical, effective, and can be used to train the scientific literacy skills.
{"title":"The Development of Picture Story Book to Improve the Science Literacy Skills of Grade 4 Elementary School Student","authors":"Uzlifatul Rusydiana, W. Widodo, N. Suprapto","doi":"10.46627/sipose.v4i1.274","DOIUrl":"https://doi.org/10.46627/sipose.v4i1.274","url":null,"abstract":"Scientific literacy can be interpreted as a person's ability to study science and then implement it in everyday life so that he is able to act wisely as a person or as a social being. This study aims to produce a picture story book learning tool that is valid, practical, and effective to improve the science literacy skills of 4th grade elementary school students. The research method used is R&D with a static-group pretest-posttest design. The sample is grade 4 students with 30 students as the control and 30 students as the experimental class. The data were collected by using validation, observation, questionnaire, and test sheets. The results showed that the scientific literacy test results had increased. The mean pretest score for the control class was 55.1 and posttest score for the control class was 67.4. The average pretest score for the experimental class was 59.07 and posttest score for the experimental class was 86.8. The N-Gain mean for the control class was 0.27 and 0.70 for the experimental class in the medium category. It can be concluded that the picture story book and supporting tools are valid, practical, effective, and can be used to train the scientific literacy skills.","PeriodicalId":275322,"journal":{"name":"Studies in Philosophy of Science and Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129890537","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}
Pub Date : 2023-03-31DOI: 10.46627/sipose.v4i1.277
I. H. Sumarwi, Suryanti, Z. Supardi
The purpose of this study was to describe the validity, practicality, and effectiveness of interactive multimedia on alternative energy materials to increase students' understanding of class III SD. This study uses the Research and Development method and the Borg and Gall development model. Trials at the development stage were carried out twice, namely small group trials and large group trials. Small group trials were carried out using 6 students with different intelligence criteria. Large group trials were conducted on all third grade students at SDN Totosan I with a total of 20 students. Research subjects in large group trials were selected using a random sampling technique. The research instrument consists of: (1) the validation instrument uses a validation sheet filled with two expert validators; (2) practical instruments using learning implementation sheets; (3) the effectiveness instrument uses test sheets and student response questionnaires. The results showed that the validity of alternative energy interactive multimedia obtained a validity percentage of 85% (very valid). The practicality of alternative energy interactive multimedia is 95% (practical). Effectiveness in terms of students' comprehension tests obtained and in terms of student responses obtained 90%, and in terms of student response questionnaires obtained 92% (very interesting), so that interactive multimedia is effectively used in learning.
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