Pub Date : 2020-12-21DOI: 10.15294/usej.v9i3.42276
Husnul Hidayah, N. Imtinan, S. Linuwih, M. P. Aji
Student worksheets are used as a learning resource that is concise and practical. The design of student worksheets that is concise and practical tends to be low in developing the stages of thinking processes. Physics learning that studies natural behavior always involves analytical thinking. The development of student worksheets based on analytical thinking design is the important goal in this study. Three stages are used to develop student worksheets with an analytical thinking design, that are differentiating, organizing, and attributing. Student worksheets design with the development of analytical thinking has been generated for momentum material. The differentiating stage includes identifying the quantity of moving object, defining the amount of momentum and estimating the velocity before and after the collision. The organizing stage includes the activities of analyzing and relating the momentum quantity to the collision phenomenon. While the attributing stage includes the activities of deducing the relation between momentum quantity and the collision phenomenon, also evaluating the law of conservation of linear momentum of a collision. The results of student worksheets validation obtained a percentage of 92.9%, so this learning resource is in a highly valid criteria. The design of student worksheets that develop analytical thinking skills can form the basis and support higher thinking skills.
{"title":"Design of Student Worksheets for The Collision Material to Develop Analytical Thinking Skills","authors":"Husnul Hidayah, N. Imtinan, S. Linuwih, M. P. Aji","doi":"10.15294/usej.v9i3.42276","DOIUrl":"https://doi.org/10.15294/usej.v9i3.42276","url":null,"abstract":"Student worksheets are used as a learning resource that is concise and practical. The design of student worksheets that is concise and practical tends to be low in developing the stages of thinking processes. Physics learning that studies natural behavior always involves analytical thinking. The development of student worksheets based on analytical thinking design is the important goal in this study. Three stages are used to develop student worksheets with an analytical thinking design, that are differentiating, organizing, and attributing. Student worksheets design with the development of analytical thinking has been generated for momentum material. The differentiating stage includes identifying the quantity of moving object, defining the amount of momentum and estimating the velocity before and after the collision. The organizing stage includes the activities of analyzing and relating the momentum quantity to the collision phenomenon. While the attributing stage includes the activities of deducing the relation between momentum quantity and the collision phenomenon, also evaluating the law of conservation of linear momentum of a collision. The results of student worksheets validation obtained a percentage of 92.9%, so this learning resource is in a highly valid criteria. The design of student worksheets that develop analytical thinking skills can form the basis and support higher thinking skills. \u0000 ","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"128 48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72652348","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 : 2020-11-30DOI: 10.15294/usej.v9i3.41541
M. S. Darmawan, F. Daeni, P. Listiaji
In the current pandemic era, learning process must be counduct online, including for assessment. To support online assessments, it is necessary to use information technology. A good and valid application for online assessment offered in this study is Quizizz. The purpose of this study is todetermine student responseapplication of online exams using the quizizz.The research subjects were students of science education, Universitas Negeri Semarang. The exam is a midterm of astronomy course. The method of research carried out includesthe applied method, responding to quizizz in conductinglearning assessments of multimedia learning. Theresults showed that students were very responsive tothe application of the quiz during the midterms, thoughthe mean score was still low (43.08% with a standard deviation of 15.83%), but students accepted the resultsand try to fix it. For the questionnaire, student responses to the use of Quizizz tend to be positive with the results of 8 statements getting positive responses of more than 50% of the total students.The Quizizz presents the problem with easeby analyzing the results of the detailed answers to help teachersor lecturers in carrying out the assessment.
{"title":"The Use of Quizizz As An Online Assessment Application for Science Learning in The Pandemic Era","authors":"M. S. Darmawan, F. Daeni, P. Listiaji","doi":"10.15294/usej.v9i3.41541","DOIUrl":"https://doi.org/10.15294/usej.v9i3.41541","url":null,"abstract":"In the current pandemic era, learning process must be counduct online, including for assessment. To support online assessments, it is necessary to use information technology. A good and valid application for online assessment offered in this study is Quizizz. The purpose of this study is todetermine student responseapplication of online exams using the quizizz.The research subjects were students of science education, Universitas Negeri Semarang. The exam is a midterm of astronomy course. The method of research carried out includesthe applied method, responding to quizizz in conductinglearning assessments of multimedia learning. Theresults showed that students were very responsive tothe application of the quiz during the midterms, thoughthe mean score was still low (43.08% with a standard deviation of 15.83%), but students accepted the resultsand try to fix it. For the questionnaire, student responses to the use of Quizizz tend to be positive with the results of 8 statements getting positive responses of more than 50% of the total students.The Quizizz presents the problem with easeby analyzing the results of the detailed answers to help teachersor lecturers in carrying out the assessment.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79870188","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 : 2020-11-21DOI: 10.15294/usej.v9i3.39023
M. Odewumi
Learning Space is imperative in content delivery in institutions of higher learning. However, despite its value and worth to instructional delivery, the awareness and integration to instruction in Nigeria University by the lecturers have not been significantly established. Therefore the objectives of this study were to examine the lecturers’ awareness of learning space and investigate the lecturers’ integration of learning space for instruction at the University of Ilorin, Nigeria. The study was of a descriptive nature and cross-sectional survey. 120 lecturers was sampled in the faculty of education, University of Ilorin, Nigeria. Stratified sampling procedure, was used to grouped lecturers along gender. The self designed questionnaire was administered to 120 lecturers of 60 males and 60 females. Mean scores was utilised to answer research questions. Research hypotheses were tested with t-test statistical analysis at 0.05 level of significance. The findings of the study were that lecturers had positive awareness and integration of learning space technology for instructions delivery at University of Ilorin Nigeria. The study further recommended that lecturers should be encouraged to have more knowledge of learning space for teaching and learning and they should be educated on how to use learning space for their various instructions.
{"title":"Lecturers Awareness and Integration of Learning Space Technology for Instructions in Nigeria","authors":"M. Odewumi","doi":"10.15294/usej.v9i3.39023","DOIUrl":"https://doi.org/10.15294/usej.v9i3.39023","url":null,"abstract":"Learning Space is imperative in content delivery in institutions of higher learning. However, despite its value and worth to instructional delivery, the awareness and integration to instruction in Nigeria University by the lecturers have not been significantly established. Therefore the objectives of this study were to examine the lecturers’ awareness of learning space and investigate the lecturers’ integration of learning space for instruction at the University of Ilorin, Nigeria. The study was of a descriptive nature and cross-sectional survey. 120 lecturers was sampled in the faculty of education, University of Ilorin, Nigeria. Stratified sampling procedure, was used to grouped lecturers along gender. The self designed questionnaire was administered to 120 lecturers of 60 males and 60 females. Mean scores was utilised to answer research questions. Research hypotheses were tested with t-test statistical analysis at 0.05 level of significance. The findings of the study were that lecturers had positive awareness and integration of learning space technology for instructions delivery at University of Ilorin Nigeria. The study further recommended that lecturers should be encouraged to have more knowledge of learning space for teaching and learning and they should be educated on how to use learning space for their various instructions.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86647304","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 : 2020-11-21DOI: 10.15294/usej.v9i3.39590
Masganti Sit, P. Lestari, Yusnaili Budianti
Understanding simple concepts (scientific concepts) was one of important understanding in aspects of cognitive development for early childhood. Children were trained to think actively and critically in order to understand they activities, namely by applying a constructivist approach or guided discovey learning. However in Azzahra Preschool Kindergarten has not applied a guided discovey learning. It considered to be a factor in children’s low understanding of science concepts. Therefore, this research aimed to improve the children's understanding of science concepts by applying guided discovery learning. This research used a classroom action research with two cycles. Subject of this research is all of children group B in Azzahra Preschool Kindergarten. And the results show that the guided discovery learning can improved children’s understanding of science concept. This is based on percentage score of children’s understanding of science concept which is increasing in each cycle. Other findings of this research showed that children were eager to learn, curiosity was increasing, and active to conduct experiments to discover various simple concepts. So, this research was recommended that apply the guided discovery learning model to develop various aspects of the child.
{"title":"Improving The Understanding of Science Concept Through Guided Discovery Learning Model in Azzahra Preschool Kindergarten","authors":"Masganti Sit, P. Lestari, Yusnaili Budianti","doi":"10.15294/usej.v9i3.39590","DOIUrl":"https://doi.org/10.15294/usej.v9i3.39590","url":null,"abstract":"Understanding simple concepts (scientific concepts) was one of important understanding in aspects of cognitive development for early childhood. Children were trained to think actively and critically in order to understand they activities, namely by applying a constructivist approach or guided discovey learning. However in Azzahra Preschool Kindergarten has not applied a guided discovey learning. It considered to be a factor in children’s low understanding of science concepts. Therefore, this research aimed to improve the children's understanding of science concepts by applying guided discovery learning. This research used a classroom action research with two cycles. Subject of this research is all of children group B in Azzahra Preschool Kindergarten. And the results show that the guided discovery learning can improved children’s understanding of science concept. This is based on percentage score of children’s understanding of science concept which is increasing in each cycle. Other findings of this research showed that children were eager to learn, curiosity was increasing, and active to conduct experiments to discover various simple concepts. So, this research was recommended that apply the guided discovery learning model to develop various aspects of the child.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79556746","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 : 2020-11-21DOI: 10.15294/usej.v9i3.39610
N. W. Kusumaningrum, T. Purnomo
This study aims to determine the responses of students in receiving distance learning. This type of research is quantitative descriptive. This trial phase of research was conducted at Baureno 1 High School, tested to class X MIA 1, MIA 5, IPS 3 and IPS 4. The type of data obtained is interview and questionnaire data. Interviews were conducted with teachers of Physics, Language, and Sports and questionnaires were given to students. Based result on the analysis and discussion that has been done shows that 76.8% students of MIPA dan 73.6% students of IPS have a positive response to distance learning, but students do not agree on some other situations such as direct contact with the teacher is needed in learning. Supported in the questionnaire statement number 8 which only got a score of 75 for MIPA and 57 for IPS. This value indicates the smallest score compared to the values ​​of other statements. Therefore, it can be concluded that to support distance learning more effectively requires the ability of teachers to use ICT so that innovative and interactive learning can be created, and this can be proven by the results of interviews. In addition, learning methods and teacher skills are needed to increase students' understanding of the material being studied.
{"title":"Student Response in Receiving Distance Learning: Case Study at SMAN 1 Baureno","authors":"N. W. Kusumaningrum, T. Purnomo","doi":"10.15294/usej.v9i3.39610","DOIUrl":"https://doi.org/10.15294/usej.v9i3.39610","url":null,"abstract":"This study aims to determine the responses of students in receiving distance learning. This type of research is quantitative descriptive. This trial phase of research was conducted at Baureno 1 High School, tested to class X MIA 1, MIA 5, IPS 3 and IPS 4. The type of data obtained is interview and questionnaire data. Interviews were conducted with teachers of Physics, Language, and Sports and questionnaires were given to students. Based result on the analysis and discussion that has been done shows that 76.8% students of MIPA dan 73.6% students of IPS have a positive response to distance learning, but students do not agree on some other situations such as direct contact with the teacher is needed in learning. Supported in the questionnaire statement number 8 which only got a score of 75 for MIPA and 57 for IPS. This value indicates the smallest score compared to the values ​​of other statements. Therefore, it can be concluded that to support distance learning more effectively requires the ability of teachers to use ICT so that innovative and interactive learning can be created, and this can be proven by the results of interviews. In addition, learning methods and teacher skills are needed to increase students' understanding of the material being studied.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80138506","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 : 2020-09-26DOI: 10.15294/usej.v9i1.36880
Ema Rosiani, P. Parmin, M. Taufiq
This research aims to find out the influence of the application of the group investigation cooperative learning model on critical thinking skills and the scientific communication skills of students. True Experimental Design in the form of Posttest-Only Control Design is a research design applied to this research. Analysis of the data obtained showed that the correlation coefficient value of the critical thinking skills test data was r = 0.672. The results of the t-test analysis showed that t-count = 5.671 and t-table = 2.042, which means that there is an influence on the application of the cooperative learning type group investigation model in the experimental class as seen from the coefficient of determination (KD) of 33%. The value of the correlation coefficient in the analysis of students' scientific communication skills data is r = 0.9. The value obtained from the calculation of the t-test is t = 3,576 and t table = 3,182 which means that there is an influence on students' scientific communication skills after the implementation of the cooperative learning model group investigation type. The coefficient of determination of students' scientific communication skills is 81%. The conclusion that can be drawn from the research that has been carried out is that there is an influence on the ability to think critically and the scientific communication skills of students after the implementation of the cooperative learning model group investigation type in the learning process.
本研究旨在了解小组调查合作学习模式的应用对学生批判性思维能力和科学沟通能力的影响。真正的实验设计是应用于本研究的一种研究性设计，其形式为post - only Control Design。对获得的数据进行分析发现，批判性思维能力测试数据的相关系数值r = 0.672。t检验分析结果显示，t-count = 5.671, t-table = 2.042，从决定系数(KD)为33%来看，对合作学习型小组调查模式在实验班的应用存在影响。在学生科学沟通技能数据分析中，相关系数的值r = 0.9。由t检验计算得到的值为t = 3576, t表= 3182，说明实施小组调查式合作学习模式后，对学生的科学沟通能力有影响。学生科学沟通能力的决定系数为81%。从已经开展的研究中可以得出的结论是，在学习过程中实施合作学习模式小组调查式对学生的批判性思维能力和科学沟通能力都有影响。
{"title":"Cooperative Learning Model of Group Investigation Type on Students' Critical Thinking Skill and Scientific Communication Skills","authors":"Ema Rosiani, P. Parmin, M. Taufiq","doi":"10.15294/usej.v9i1.36880","DOIUrl":"https://doi.org/10.15294/usej.v9i1.36880","url":null,"abstract":"This research aims to find out the influence of the application of the group investigation cooperative learning model on critical thinking skills and the scientific communication skills of students. True Experimental Design in the form of Posttest-Only Control Design is a research design applied to this research. Analysis of the data obtained showed that the correlation coefficient value of the critical thinking skills test data was r = 0.672. The results of the t-test analysis showed that t-count = 5.671 and t-table = 2.042, which means that there is an influence on the application of the cooperative learning type group investigation model in the experimental class as seen from the coefficient of determination (KD) of 33%. The value of the correlation coefficient in the analysis of students' scientific communication skills data is r = 0.9. The value obtained from the calculation of the t-test is t = 3,576 and t table = 3,182 which means that there is an influence on students' scientific communication skills after the implementation of the cooperative learning model group investigation type. The coefficient of determination of students' scientific communication skills is 81%. The conclusion that can be drawn from the research that has been carried out is that there is an influence on the ability to think critically and the scientific communication skills of students after the implementation of the cooperative learning model group investigation type in the learning process.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86114862","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 : 2020-09-26DOI: 10.15294/usej.v9i1.35761
Nika Rosa Agustina, G. Priscylio, Fuad Abd. Rachman, Effendi Effendi
This study aims to improve student learning outcomes on chemistry subjects by applying the Teams Games Tournament (TGT) learning model for tenth-grade students. The method used is classroom action research that is carried out in three cycles, each cycle consisting of two meetings. Techniques of data collecting use the observation sheet and final testing cycle. Observation sheet was used to determine the activity of students and the test to determine student learning outcomes. Based on research, gained mastery learning outcomes of students increased from 45% before treatment (T0) to 55% in the first cycle (T1), 72.5% in the second cycle (T2) and 87.5% in the third cycle. Average student activity within the group at the first cycle of 53.43%, 57.18% for the second cycle and the third cycle of 64.47%. Average student learning outcomes at the first cycle of 70, 55, 72,125 for the second cycle and the third cycle of 74,6. Cooperative learning strategies are effective when the curricular knowledge taught in the school is drawn from all groups by playing. Based on these results, the researchers suggest to teachers who have the same problem in learning can apply learning model Teams Games Tournament (TGT).
{"title":"The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students","authors":"Nika Rosa Agustina, G. Priscylio, Fuad Abd. Rachman, Effendi Effendi","doi":"10.15294/usej.v9i1.35761","DOIUrl":"https://doi.org/10.15294/usej.v9i1.35761","url":null,"abstract":"This study aims to improve student learning outcomes on chemistry subjects by applying the Teams Games Tournament (TGT) learning model for tenth-grade students. The method used is classroom action research that is carried out in three cycles, each cycle consisting of two meetings. Techniques of data collecting use the observation sheet and final testing cycle. Observation sheet was used to determine the activity of students and the test to determine student learning outcomes. Based on research, gained mastery learning outcomes of students increased from 45% before treatment (T0) to 55% in the first cycle (T1), 72.5% in the second cycle (T2) and 87.5% in the third cycle. Average student activity within the group at the first cycle of 53.43%, 57.18% for the second cycle and the third cycle of 64.47%. Average student learning outcomes at the first cycle of 70, 55, 72,125 for the second cycle and the third cycle of 74,6. Cooperative learning strategies are effective when the curricular knowledge taught in the school is drawn from all groups by playing. Based on these results, the researchers suggest to teachers who have the same problem in learning can apply learning model Teams Games Tournament (TGT).","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86802486","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 : 2020-07-31DOI: 10.15294/usej.v9i2.39285
A. Wijayanti, Khusnul Fajriyah, Wawan Priyanto
This study aims to determine the effectiveness of the saintific approach based on STEM education to improve scientific literacy. This research was conducted with an experimental method in which the sample consisted of one experimental class that received a treatment, namely given learning with a scientific approach based on STEM (Science, Technology, Engineering, and Mathematics) education and one control class given learning with a scientific approach, then in the end of learning is analyzed its effectiveness by calculating the magnitude of the increase (N-Gain) of scientific literacy, as well as the responses of prospective teacher students at Universitas PGRI Semarang to the learning process that has been carried out. It was concluded that the saintific approach based on STEM education was effective in increasing the scientific literacy of elementary school teacher candidates. The average value of N-gain for the the experimental class was obtained 0.61 in the high category and the control class was 0.34 in the medium category. The learning processes applied saintific approach based on STEM education get very good response, especially in an effort to improve scientific literacy of elementary school teacher candidates.
{"title":"Implementation of Saintific Approach Based on STEM Education to Increase Scientific Literacy","authors":"A. Wijayanti, Khusnul Fajriyah, Wawan Priyanto","doi":"10.15294/usej.v9i2.39285","DOIUrl":"https://doi.org/10.15294/usej.v9i2.39285","url":null,"abstract":"This study aims to determine the effectiveness of the saintific approach based on STEM education to improve scientific literacy. This research was conducted with an experimental method in which the sample consisted of one experimental class that received a treatment, namely given learning with a scientific approach based on STEM (Science, Technology, Engineering, and Mathematics) education and one control class given learning with a scientific approach, then in the end of learning is analyzed its effectiveness by calculating the magnitude of the increase (N-Gain) of scientific literacy, as well as the responses of prospective teacher students at Universitas PGRI Semarang to the learning process that has been carried out. It was concluded that the saintific approach based on STEM education was effective in increasing the scientific literacy of elementary school teacher candidates. The average value of N-gain for the the experimental class was obtained 0.61 in the high category and the control class was 0.34 in the medium category. The learning processes applied saintific approach based on STEM education get very good response, especially in an effort to improve scientific literacy of elementary school teacher candidates.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"158 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80021526","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 : 2020-07-31DOI: 10.15294/usej.v9i2.40861
Ahmad Fatih Musyarrof, S. E. Nugroho, H. Hartono, M. Masturi
The concept of physics can be understood through learning activities. Everyone has their own learning styles. For students, teaching and learning activities in the classroom physics with certain learning methods will slightly affect their learning styles. This article is intended to describe how students' learning styles in physics teaching and learning activities that required by certain learning methods. The subjects used were 66 students of Temanggung senior high school at grade 11 who were taught with the Discovery-Learning teaching method. Learning styles that used to classify are Honey-Mumford learning styles. The learning style is divided into 4 groups: Activists, Reflectors, Theorists, and Pragmatists. As the result, most students belong to the reflector learning styles.
{"title":"Diversities of Students’ Learning Style in Discovery Learning Method and Their Ability in Physics Problem Solving","authors":"Ahmad Fatih Musyarrof, S. E. Nugroho, H. Hartono, M. Masturi","doi":"10.15294/usej.v9i2.40861","DOIUrl":"https://doi.org/10.15294/usej.v9i2.40861","url":null,"abstract":"The concept of physics can be understood through learning activities. Everyone has their own learning styles. For students, teaching and learning activities in the classroom physics with certain learning methods will slightly affect their learning styles. This article is intended to describe how students' learning styles in physics teaching and learning activities that required by certain learning methods. The subjects used were 66 students of Temanggung senior high school at grade 11 who were taught with the Discovery-Learning teaching method. Learning styles that used to classify are Honey-Mumford learning styles. The learning style is divided into 4 groups: Activists, Reflectors, Theorists, and Pragmatists. As the result, most students belong to the reflector learning styles.","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86005161","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 : 2020-07-31DOI: 10.15294/usej.v9i2.23325
Lana Fahira Nikmah, A. V. Amalia
This research aims to the characteristics and feasibility of Alternative Energy Simulation (ASEA) Teaching Aids, also to analyze the effectiveness of ASEA props to improve students' critical thinking skills in global warming material. The research method is Research and Development method from Thiagarajan, this research is restricted until Develop phase only. The result of validation got percentage 93.89% for media validation and 95.45% for material validation with eachof the criteria was very feasible. For the limited trials, 32 students from VII D SMP N 37 Semarang were given the treatment, with percentage of increasing critical thinking skills 50% moderate and 50% which mean that the Alternative Energy Simulation (ASEA) teaching aid was effective to be used in the science learning process
本研究旨在研究替代能源模拟(Alternative Energy Simulation, ASEA)教具的特点和可行性，并分析ASEA教具对提高学生在全球变暖材料中的批判性思维能力的有效性。研究方法是Thiagarajan的研究与开发方法，本研究仅限于开发阶段。培养基验证率为93.89%，物质验证率为95.45%，各标准均非常可行。在有限的试验中，32名来自三宝垄分校的学生接受了治疗，其中50%的比例增加了批判性思维技能，50%的比例增加了中等水平，这意味着替代能源模拟(ASEA)教学辅助工具在科学学习过程中是有效的
{"title":"The Development of Alternative Energy Simulation Tools to Improve Critical Thinking Skills at Global Warming Materials","authors":"Lana Fahira Nikmah, A. V. Amalia","doi":"10.15294/usej.v9i2.23325","DOIUrl":"https://doi.org/10.15294/usej.v9i2.23325","url":null,"abstract":"This research aims to the characteristics and feasibility of Alternative Energy Simulation (ASEA) Teaching Aids, also to analyze the effectiveness of ASEA props to improve students' critical thinking skills in global warming material. The research method is Research and Development method from Thiagarajan, this research is restricted until Develop phase only. The result of validation got percentage 93.89% for media validation and 95.45% for material validation with eachof the criteria was very feasible. For the limited trials, 32 students from VII D SMP N 37 Semarang were given the treatment, with percentage of increasing critical thinking skills 50% moderate and 50% which mean that the Alternative Energy Simulation (ASEA) teaching aid was effective to be used in the science learning process","PeriodicalId":30735,"journal":{"name":"USEJ Unnes Science Education Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82343191","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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