Pub Date : 2019-07-31DOI: 10.15294/usej.v8i2.34047
W. Isnaeni, Andreas Priyono Budi Prasetyo, Diana Putri Ristianafi, H. Setiawan
Animal Physiology with Project Based Learning (Pj-BL) was created to support 4Cs students’ thinking skills (critical thinking, communication, collaborative and creativity). The study was aimed at qualitatively describing the 4Cs students’ skills. At least 63 ‘odd’ semester and 96 ‘even’ semester Unnes biology students at during the 2018/2019 academic year was involved. Data was collected by observation, interviews, and questionnaires. Qualitative data analysis with triangulation and descriptive qualitative techniques was implemented. Finding showed 4Cs student skills were significantly indentified during (1) the material briefings, (2) developing project proposals, (3) conducting research, writting a written report, enriching material and (4) orally sharing the findings.
{"title":"ANALYSING STUDENTS’ CRITICAL THINKING, COMMUNICATION, COLLABORATION, AND CREATIVITY SKILLS DURING ANIMAL PHYSIOLOGY COURSES","authors":"W. Isnaeni, Andreas Priyono Budi Prasetyo, Diana Putri Ristianafi, H. Setiawan","doi":"10.15294/usej.v8i2.34047","DOIUrl":"https://doi.org/10.15294/usej.v8i2.34047","url":null,"abstract":"Animal Physiology with Project Based Learning (Pj-BL) was created to support 4Cs students’ thinking skills (critical thinking, communication, collaborative and creativity). The study was aimed at qualitatively describing the 4Cs students’ skills. At least 63 ‘odd’ semester and 96 ‘even’ semester Unnes biology students at during the 2018/2019 academic year was involved. Data was collected by observation, interviews, and questionnaires. Qualitative data analysis with triangulation and descriptive qualitative techniques was implemented. Finding showed 4Cs student skills were significantly indentified during (1) the material briefings, (2) developing project proposals, (3) conducting research, writting a written report, enriching material and (4) orally sharing the findings.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86953441","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 : 2019-07-31DOI: 10.15294/usej.v8i2.35166
Arif Hidayat
Teacher education program design using Shulman’s Pedagogical Content Knowledge (PCK) is inadequate informing the professional capabilities of a future teachers to deal with technology integration to enhance teaching and learning in the 21st century. Adding Technology as another core component and its relationship to being Technological Pedagogical Content Knowledge (TPACK) by Mishra and Koehler (2005) is wide. The paper presents the case that preparing the instrument to measure TPACK for pre-service science teachers is one of the important aspects. The research aimed to define indicators and items development of the TPACK instrument for Indonesia's pre-service science teacher. Seven sub-domain indicators i.e.: Content Knowledge (CK), Pedagogy Knowledge (PK), Technology Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), TPACK itself, and items are developed according to its rational. The paper discusses the rationale and its background on 31 indicators with 116 items resulted from this research and seeking for further validation and other necessary statistical processes
{"title":"TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) INSTRUMENT FOR INDONESIA SCIENCE PRE-SERVICE TEACHER: FRAMEWORK, INDICATORS, AND ITEMS DEVELOPMENT","authors":"Arif Hidayat","doi":"10.15294/usej.v8i2.35166","DOIUrl":"https://doi.org/10.15294/usej.v8i2.35166","url":null,"abstract":"Teacher education program design using Shulman’s Pedagogical Content Knowledge (PCK) is inadequate informing the professional capabilities of a future teachers to deal with technology integration to enhance teaching and learning in the 21st century. Adding Technology as another core component and its relationship to being Technological Pedagogical Content Knowledge (TPACK) by Mishra and Koehler (2005) is wide. The paper presents the case that preparing the instrument to measure TPACK for pre-service science teachers is one of the important aspects. The research aimed to define indicators and items development of the TPACK instrument for Indonesia's pre-service science teacher. Seven sub-domain indicators i.e.: Content Knowledge (CK), Pedagogy Knowledge (PK), Technology Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), TPACK itself, and items are developed according to its rational. The paper discusses the rationale and its background on 31 indicators with 116 items resulted from this research and seeking for further validation and other necessary statistical processes","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76053257","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 : 2019-04-11DOI: 10.15294/usej.v7i3.23178
Litasari Aldila Ariwibowo, S. Saptono, Indah Urwatin Wusqo
The purpose of this research was to develop the science of winning track games that can accommodate communication skills. This research is development research using Borg, Gall and Gall research model which quoted from Sugiyono (2013), that there are ten steps in the implementation of research and development strategy. The study sample was purposive, they were students of SMP Negeri 3 Semarang. In a small-scale trial, 16 students were drawn from class VIII, and large-scale trials were conducted in class VII E. Data collection methods used were interviews, questionnaires, observation. The final data analysis includes media and material feasibility analysis, readability analysis of teachers and learners, and communication skills analysis. The conclusion are (1) Science winning track games is a media successfully developed and declared feasible (2) Science winning track games media is effective to identify communication skill of student. It proof by increasing the average score of the students from 66.67% in the first meeting to 100% in the third meeting.
{"title":"DEVELOPING SCIENCE WINNING TRACK GAMES MEDIA TO IDENTIFY COMMUNICATION SKILLS OF PARTICIPANTS IN ECOSYSTEM TOPIC","authors":"Litasari Aldila Ariwibowo, S. Saptono, Indah Urwatin Wusqo","doi":"10.15294/usej.v7i3.23178","DOIUrl":"https://doi.org/10.15294/usej.v7i3.23178","url":null,"abstract":"The purpose of this research was to develop the science of winning track games that can accommodate communication skills. This research is development research using Borg, Gall and Gall research model which quoted from Sugiyono (2013), that there are ten steps in the implementation of research and development strategy. The study sample was purposive, they were students of SMP Negeri 3 Semarang. In a small-scale trial, 16 students were drawn from class VIII, and large-scale trials were conducted in class VII E. Data collection methods used were interviews, questionnaires, observation. The final data analysis includes media and material feasibility analysis, readability analysis of teachers and learners, and communication skills analysis. The conclusion are (1) Science winning track games is a media successfully developed and declared feasible (2) Science winning track games media is effective to identify communication skill of student. It proof by increasing the average score of the students from 66.67% in the first meeting to 100% in the third meeting. \u0000 \u0000 ","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75209513","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 : 2019-02-28DOI: 10.15294/usej.v8i1.31250
Andi Wahyudi, S. Liliasari, F. Supriyanti, N. Nahadi
The aim of this study was to develop and validate a test of students’ critical and creative thinking skills on enzyme. This study was conducted using development and validation methods through six steps, i.e. (1) defining the construct and formulating objectives, (2) formatting items, (3) constructing items, (4) creating a scoring guide, (5) Judging items by experts, and (6) calculating validity, reliability, level of difficulty and discrimination by empirical study. This test was constructed two-tier test, which consists of the first tier as a multiple choice and the second tier as the reason from the first tier option. The participants were 61 undergraduate chemistry students who studied enzyme in a chemistry department. The results showed that item CVI value was 0.86 and item Cronbachs’ Alpha value was 0.843 (very high category). Item difficulty index (P) was 0.501, and Item discrimination index (D) was 0.328 which showed that the level of difficulty item in the medium category and level of discrimination in the good category. Out of initial 14 items, 3 items were excluded after the analysis of CVI, item difficulty index and item discrimination index. The revised 11-item test was found to have sufficient validity, reliability, item difficulty index and item discrimination index to measurement of enzyme concept mastery, critical thinking skills, and creative thinking skills.
{"title":"THE DEVELOPMENT AND VALIDATION OF CRITICAL AND CREATIVE THINKING SKILLS TEST IN ENZYME FOR UNDERGRADUATE CHEMISTRY STUDENTS","authors":"Andi Wahyudi, S. Liliasari, F. Supriyanti, N. Nahadi","doi":"10.15294/usej.v8i1.31250","DOIUrl":"https://doi.org/10.15294/usej.v8i1.31250","url":null,"abstract":"The aim of this study was to develop and validate a test of students’ critical and creative thinking skills on enzyme. This study was conducted using development and validation methods through six steps, i.e. (1) defining the construct and formulating objectives, (2) formatting items, (3) constructing items, (4) creating a scoring guide, (5) Judging items by experts, and (6) calculating validity, reliability, level of difficulty and discrimination by empirical study. This test was constructed two-tier test, which consists of the first tier as a multiple choice and the second tier as the reason from the first tier option. The participants were 61 undergraduate chemistry students who studied enzyme in a chemistry department. The results showed that item CVI value was 0.86 and item Cronbachs’ Alpha value was 0.843 (very high category). Item difficulty index (P) was 0.501, and Item discrimination index (D) was 0.328 which showed that the level of difficulty item in the medium category and level of discrimination in the good category. Out of initial 14 items, 3 items were excluded after the analysis of CVI, item difficulty index and item discrimination index. The revised 11-item test was found to have sufficient validity, reliability, item difficulty index and item discrimination index to measurement of enzyme concept mastery, critical thinking skills, and creative thinking skills.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78871455","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 : 2019-02-28DOI: 10.15294/usej.v8i1.29381
D. Fatmawati, Ahmad Fauzi
Mastering statistic consepts to be applied in research is crucial competency for Biologi Education students. This research aimed to observe the competency level of Biology Education students in implementing their statistical knowledge. The population of this survey research was the students in seventh semester of Department of Biology Education, Faculty of Teacher Training and Education, Universitty of Muhammadiyah Malang. Meanwhile, the sample were 41 students which comprised of 31 females and ten males. The quantitative data gained was analyzed descriptively to observe the statistical mastering concept of students in general. In addition, one-way ANOVA test was also conducted to determine whether there was a significant difference among students with difference academic levels in mastering statistical concepts. The findings showed that the statistical competencies of Biology Education students were low. Furthermore, the students with low, fair, and high academic abilities had no significant difference in mastering statistical concepts. Based on the findings, it is a demanding task for lecturers to creat the most proper learning design in their lectures which boost students’ self-eficacy as well as their motivation and positive attitude so that it will ease them to be engaged in statistical learning.
{"title":"STATISTICS MASTERING PROFILE OF STUDENTS IN BIOLOGY EDUCATION STUDY PROGRAM","authors":"D. Fatmawati, Ahmad Fauzi","doi":"10.15294/usej.v8i1.29381","DOIUrl":"https://doi.org/10.15294/usej.v8i1.29381","url":null,"abstract":"Mastering statistic consepts to be applied in research is crucial competency for Biologi Education students. This research aimed to observe the competency level of Biology Education students in implementing their statistical knowledge. The population of this survey research was the students in seventh semester of Department of Biology Education, Faculty of Teacher Training and Education, Universitty of Muhammadiyah Malang. Meanwhile, the sample were 41 students which comprised of 31 females and ten males. The quantitative data gained was analyzed descriptively to observe the statistical mastering concept of students in general. In addition, one-way ANOVA test was also conducted to determine whether there was a significant difference among students with difference academic levels in mastering statistical concepts. The findings showed that the statistical competencies of Biology Education students were low. Furthermore, the students with low, fair, and high academic abilities had no significant difference in mastering statistical concepts. Based on the findings, it is a demanding task for lecturers to creat the most proper learning design in their lectures which boost students’ self-eficacy as well as their motivation and positive attitude so that it will ease them to be engaged in statistical learning.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85340459","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 : 2018-09-05DOI: 10.15294/USEJ.V7I2.22091
Endin Mujahidin, Ruhenda Ruhenda, Syamsuddin Ali Nasution
The aim of this study was to design the visual storytelling teaching model addressed to self-reliance and implement it for increasing self-reliance of elementary students. This self-reliance study was focused on three main parameters which were self-command in daily activities, self-confidence and self-decision. This study was performed by survey, teaching materials designing and teaching delivery method implementation. The developed teaching materials were serial stories in animated pictures. Self-reliance was classified in three categories which were very good, good and enough. The result showed that average score of self-reliance of 1,805 students (from 6 schools) for three parameters above was in enough categories. After coaching by storytelling teaching model that involved 287 students and 12 teachers, the score of self-reliance were come up into good categories. The score increased 1.00 and 0.79 point for younger and older class respectively. This visual storytelling strategy was effective for self-reliance development in Indonesia and teachers should be involved intensively more than delivering only. Materials developed in this study are recommended to be applied as co-curricular activities or introduce in regular curriculum.The beneficial of this study is information on the importance of interesting teaching method and role of teacher in building self-reliance.
{"title":"EFFECTIVE SELF-RELIANCE TEACHING MODEL USING VISUAL STORYTELLING FOR ELEMENTARY STUDENTS IN INDONESIA","authors":"Endin Mujahidin, Ruhenda Ruhenda, Syamsuddin Ali Nasution","doi":"10.15294/USEJ.V7I2.22091","DOIUrl":"https://doi.org/10.15294/USEJ.V7I2.22091","url":null,"abstract":"The aim of this study was to design the visual storytelling teaching model addressed to self-reliance and implement it for increasing self-reliance of elementary students. This self-reliance study was focused on three main parameters which were self-command in daily activities, self-confidence and self-decision. This study was performed by survey, teaching materials designing and teaching delivery method implementation. The developed teaching materials were serial stories in animated pictures. Self-reliance was classified in three categories which were very good, good and enough. The result showed that average score of self-reliance of 1,805 students (from 6 schools) for three parameters above was in enough categories. After coaching by storytelling teaching model that involved 287 students and 12 teachers, the score of self-reliance were come up into good categories. The score increased 1.00 and 0.79 point for younger and older class respectively. This visual storytelling strategy was effective for self-reliance development in Indonesia and teachers should be involved intensively more than delivering only. Materials developed in this study are recommended to be applied as co-curricular activities or introduce in regular curriculum.The beneficial of this study is information on the importance of interesting teaching method and role of teacher in building self-reliance.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81193566","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 : 2018-07-31DOI: 10.15294/usej.v7i2.23290
Muhammad Iqbal Saman, S. Koes-H, S. Sunaryono
The purpose of this study was to design scaffolding that is connected to an ICT system (e-scaffolding) which was implemented with blended learning to improve students’ physics problem solving skills (PSS). The research method used is Borg & Gall research method and the effectiveness test used is T-test in analyzing whether there are differences physics PSS in the experimental and control classes. This article describes scaffolding systems that focus in procedural types which using prompt questions and facts found during the implementation of this product. The results showed that the developed e-scaffolding was appropriate to be used for several examinations after being evaluated by experts and practitioners. In a limited implementation, e-scaffolding has proven not to be out of the social constructivist scope and adapted to the actual abilities of students. At effectiveness test, e-scaffolding is able to connect between students in solving problems both in synchronous and asynchronous collaboration. In addition, e-scaffolding is able to split problem categories that students are experts and beginners, giving shape to performance and increasing students’ physics PSS. So, it can be concluded that e-scaffolding has been successfully developed. Suggestions for further research have been presented in this article.
{"title":"PROCEDURAL E-SCAFFOLDING IN IMPROVING STUDENTS’ PHYSICS PROBLEM SOLVING SKILLS","authors":"Muhammad Iqbal Saman, S. Koes-H, S. Sunaryono","doi":"10.15294/usej.v7i2.23290","DOIUrl":"https://doi.org/10.15294/usej.v7i2.23290","url":null,"abstract":"The purpose of this study was to design scaffolding that is connected to an ICT system (e-scaffolding) which was implemented with blended learning to improve students’ physics problem solving skills (PSS). The research method used is Borg & Gall research method and the effectiveness test used is T-test in analyzing whether there are differences physics PSS in the experimental and control classes. This article describes scaffolding systems that focus in procedural types which using prompt questions and facts found during the implementation of this product. The results showed that the developed e-scaffolding was appropriate to be used for several examinations after being evaluated by experts and practitioners. In a limited implementation, e-scaffolding has proven not to be out of the social constructivist scope and adapted to the actual abilities of students. At effectiveness test, e-scaffolding is able to connect between students in solving problems both in synchronous and asynchronous collaboration. In addition, e-scaffolding is able to split problem categories that students are experts and beginners, giving shape to performance and increasing students’ physics PSS. So, it can be concluded that e-scaffolding has been successfully developed. Suggestions for further research have been presented in this article.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"222 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73821903","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 : 2018-07-31DOI: 10.15294/usej.v7i2.23202
U. Lathifa
This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution
本研究旨在(1)计算理解概念、有误解和不理解概念的学生比例;(2)识别学生对酸碱概念的误解;(3)检验PDEODE(预测-讨论-解释-观察-讨论-解释)教学策略在纠正学生酸碱概念误解方面的有效性。本研究采用描述性和预实验的一组前测后测设计。样本由IPA 4 MAN 1 Kudus的11年级学生37名组成。使用改进的CRI(确定性响应指数)技术识别误解，并通过半结构化访谈进行探索，以获得深入的信息。通过配对样本t检验分析PDEODE教学策略的有效性。本研究结果表明:(1)经PDEODE教学策略修复后，学生对酸碱概念的误解程度有显著改变;(2)学生对酸碱特征、酸碱理论、酸碱强度、中和反应、溶液pH等子概念的误解共有45种
{"title":"CORRECTING STUDENTS’ MISCONCEPTION IN ACID AND BASE CONCEPT USING PDEODE INSTRUCTION STRATEGY","authors":"U. Lathifa","doi":"10.15294/usej.v7i2.23202","DOIUrl":"https://doi.org/10.15294/usej.v7i2.23202","url":null,"abstract":"This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80176429","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 : 2018-07-31DOI: 10.15294/USEJ.V7I2.23226
Y. Andayani
This research employs Ex Facto approach to analyse the relation between prospective teachers’ critical thinking tendency (CTT) and their critical thinking skills (CTS) towards their learning outcome. The subject of this research the fifth semester students of Chemistry Education, Faculty of Teaching, Universitas Mataram academic year of 2017/2018. The research focuses on the teaching of Chemical Physics III subject to 40 people who are chosen under purposive sampling method. The variable of attribute is the use of project-based learning and CTT while the dependent variable is the CTS and students’ learning outcome. The data of CTT were obtained through questionnaires focusing on the matter while the students’ CTS and learning outcome were measured using essay tests. The analysis of the data utilizes Pearson correlation test. The result of the test showed significant relevance between CTT and CTS (rcount ; 0.341 > rtable ;0.312). Meanwhile, the total of CTT and learning outcome do not show significant coexistence (rcount ; 0.096 < rtable ;0.312), even though the indicator of open-mindedness displayed a significant coherence to learning outcome (rcount ; 0.449 > rtable ;0.312). Based on the result, to sum up, there is a significant relation between critical thinking tendency and critical thinking skills.
{"title":"THE CORRELATION OF PROSPECTIVE TEACHERS’ TENDENCY OF CRITICAL THINKING AND THEIR CRITICAL THINKING SKILLS TOWARDS THEIR LEARNING OUTCOMES","authors":"Y. Andayani","doi":"10.15294/USEJ.V7I2.23226","DOIUrl":"https://doi.org/10.15294/USEJ.V7I2.23226","url":null,"abstract":"This research employs Ex Facto approach to analyse the relation between prospective teachers’ critical thinking tendency (CTT) and their critical thinking skills (CTS) towards their learning outcome. The subject of this research the fifth semester students of Chemistry Education, Faculty of Teaching, Universitas Mataram academic year of 2017/2018. The research focuses on the teaching of Chemical Physics III subject to 40 people who are chosen under purposive sampling method. The variable of attribute is the use of project-based learning and CTT while the dependent variable is the CTS and students’ learning outcome. The data of CTT were obtained through questionnaires focusing on the matter while the students’ CTS and learning outcome were measured using essay tests. The analysis of the data utilizes Pearson correlation test. The result of the test showed significant relevance between CTT and CTS (rcount ; 0.341 > rtable ;0.312). Meanwhile, the total of CTT and learning outcome do not show significant coexistence (rcount ; 0.096 < rtable ;0.312), even though the indicator of open-mindedness displayed a significant coherence to learning outcome (rcount ; 0.449 > rtable ;0.312). Based on the result, to sum up, there is a significant relation between critical thinking tendency and critical thinking skills.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73035550","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 : 2018-07-31DOI: 10.15294/USEJ.V7I2.25479
I. D. Pursitasari, S. Nuryanti, Amran Rede
Critical thinking skills should be trained and practiced in the learning process. This study aimed to describe the use of Innovative-Thematic Based Integrated Science (ITBIS) Learning Program to improve critical thinking skills of junior high school students in Palu. The study conducted in the 7th grade from one of Palu public schools and one of Palu private schools. Data were collected by observation sheet of learning performance and students activity, also test instrument for measuring students’ critical thinking skills. The data of learning performance and students activity were analyzed quantitatively, whereas the data of critical thinking skills were analyzed using descriptive and inferential statistics. The result showed that lTBIS learning can be done well either in public school and private school with average 98,03% and 90,20% respectively. ITBIS learning also improve students activity in the learning process. The average of critical thinking skills improvement (N-gain) was 68% (public school) and 63% (private school), and there were no significant differences between both of them. It showed that lTBIS learning can be used to build critical thinking skills of junior high school students.
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