One of the factors that generate lack of students’ writing competence is the teaching methods used by the lecturer which is less desirable by the students. Micro learning comes as one of the alternatives to deliver the knowledge to the students which became the focus of this study on seeing the significance of the strategy in improving students’ ability to write English text. This is an experimental research involving 64 participants which was done in Universitas Muhammadiyah Sumatera Barat (UM Sumbar). The population of this study consisted of 124 students distributed across 4 classes. The sample selection was done using cluster random sampling, which resulted in one class being assigned as the experimental group and another class as the control group The data was gained by determining whether students have improved their writing scores (through writing rubric) by implementing micro teaching through pre-test and post-test. The researchers look for the statistical t-value with a significance level of <0.05. Furthermore, the researchers conduct further analysis through descriptive analysis using SPSS 24. The results of this research were obtained through a t-test with a significance level of 5% (0.05), yielding an observed t-value of 2.975, while the critical t-value was 2.306. These findings indicate that students' achievement in writing texts improved. Therefore, it can be concluded that micro-learning is an effective instructional method for enhancing the writing skills of English Education students at Universitas Muhammadiyah Sumatera Barat.
{"title":"Micro Learning for Undergraduate Students’ Writing Ability: An Effect on Writing English Text","authors":"Desna Fauziah, Erna Nawir, Susi Susanti, Robeeyah Bueraheng, Wahyu Ridhoni, Wenny Elsara","doi":"10.31849/lectura.v14i2.14463","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14463","url":null,"abstract":"One of the factors that generate lack of students’ writing competence is the teaching methods used by the lecturer which is less desirable by the students. Micro learning comes as one of the alternatives to deliver the knowledge to the students which became the focus of this study on seeing the significance of the strategy in improving students’ ability to write English text. This is an experimental research involving 64 participants which was done in Universitas Muhammadiyah Sumatera Barat (UM Sumbar). The population of this study consisted of 124 students distributed across 4 classes. The sample selection was done using cluster random sampling, which resulted in one class being assigned as the experimental group and another class as the control group The data was gained by determining whether students have improved their writing scores (through writing rubric) by implementing micro teaching through pre-test and post-test. The researchers look for the statistical t-value with a significance level of <0.05. Furthermore, the researchers conduct further analysis through descriptive analysis using SPSS 24. The results of this research were obtained through a t-test with a significance level of 5% (0.05), yielding an observed t-value of 2.975, while the critical t-value was 2.306. These findings indicate that students' achievement in writing texts improved. Therefore, it can be concluded that micro-learning is an effective instructional method for enhancing the writing skills of English Education students at Universitas Muhammadiyah Sumatera Barat.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135971464","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}
Most of the vocabulary in English has differences in written and spoken form, then it also takes time for the learners to recognize and memorize the new vocabularies that they have learned before they implement it in their conversation. The dual-coding theory believes when verbal and non-verbal stimuli are connected, it brings a deeper understanding and better imaging of certain things. The objectives of this study are to find out whether the use of nursery rhymes is significantly effective or not, and how effective the use of nursery rhymes is for vocabulary teaching processes based on the perspective of the dual-coding theory and the aspect of vocabulary knowledge to the elementary students. The participants of this study are 64 of the Year-3 students at MI Ushuluddin Singkawang in 2022/2023 of academic year divided into two groups, control and experimental group. The data were taken from the students’ pretest and posttest results and tools to measure the data were thirty numbers of short answer questions. The findings show nursery rhymes are significantly effective for the vocabulary teaching processes to the elementary students. Nursery rhymes not only run mechanically but also activate the students’ experiences, emotions, and thoughts through the process of repeating, reciting, then practicing related to the aspect of form, meaning, and use in vocabulary knowledge. All of these processes in the classroom bring a better recall for them specifically related to vocabulary learning.
{"title":"The Dual-Coding Theory and Digital Media: The Effect of Nursery Rhymes on Teaching Vocabulary","authors":"Tiara Damayanti, Yohanes Gatot Sutapa Yuliana, Sudarsono Sudarsono","doi":"10.31849/lectura.v14i2.14125","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14125","url":null,"abstract":"Most of the vocabulary in English has differences in written and spoken form, then it also takes time for the learners to recognize and memorize the new vocabularies that they have learned before they implement it in their conversation. The dual-coding theory believes when verbal and non-verbal stimuli are connected, it brings a deeper understanding and better imaging of certain things. The objectives of this study are to find out whether the use of nursery rhymes is significantly effective or not, and how effective the use of nursery rhymes is for vocabulary teaching processes based on the perspective of the dual-coding theory and the aspect of vocabulary knowledge to the elementary students. The participants of this study are 64 of the Year-3 students at MI Ushuluddin Singkawang in 2022/2023 of academic year divided into two groups, control and experimental group. The data were taken from the students’ pretest and posttest results and tools to measure the data were thirty numbers of short answer questions. The findings show nursery rhymes are significantly effective for the vocabulary teaching processes to the elementary students. Nursery rhymes not only run mechanically but also activate the students’ experiences, emotions, and thoughts through the process of repeating, reciting, then practicing related to the aspect of form, meaning, and use in vocabulary knowledge. All of these processes in the classroom bring a better recall for them specifically related to vocabulary learning.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019965","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 : 2023-08-01DOI: 10.31849/lectura.v14i2.14787
Safitri Dwi Aryanti Muchsin Nur, Diki Rukmana
With the changes in the advancement of knowledge of technology there is the influence of globalization especially in the field of interaction tools namely gadgets. This can have an impact especially on elementary school children who use gadgets for a long time every day resulting in a decrease in the quality of interest in learning and social behavior. The purpose of this research is to determine the relationship between the use of gadgets and the social behavior and learning interest of elementary school students by looking for the factors causing the influence of these three variables especially students in class 1-6 in the city of Bekasi. The research instrument consisting of 35 questionnaire items was distributed using a survey research design at Sekolah Dasar (SD) Negeri Harapan Baru 1 Bekasi with a sample size of 100 students. Data processing used the SmartPls application to evaluate the outer model, inner model, analyze instrument validation and hypothesis testing. The findings of the analysis of the outer loading factor results obtained out of 35 items there were 7 question items that did not meet the requirements because they had an outer loading factor <0.700 so that only 28 statement items were used in the research. The results of the research hypothesis were that the original sample value was positive, the tendency for the correlation variable was one-way as seen from the p-value 0.000. In conclusion, there is a significant relationship of using gadgets on behavior and social interests.
随着技术知识进步的变化，全球化的影响尤其在交互工具即小工具领域。这尤其会对每天长时间使用电子产品的小学生产生影响，导致学习兴趣和社交行为的质量下降。本研究的目的是通过寻找导致这三个变量影响的因素，特别是在别卡西市1-6班的学生，来确定小工具的使用与小学生的社会行为和学习兴趣之间的关系。研究工具由35个问卷组成，采用调查研究设计，在Negeri Harapan Baru 1 Bekasi Sekolah Dasar (SD)发放，样本量为100名学生。数据处理使用SmartPls应用程序评估外部模型，内部模型，分析仪器验证和假设检验。外部负载因子结果分析发现，35个题项中有7个题项由于外负载因子<0.700而不符合要求，因此只使用了28个题项进行研究。研究假设的结果是原始样本值为正，从p值0.000可以看出相关变量的趋势是单向的。综上所述，电子产品的使用对行为和社会兴趣有显著的影响。
{"title":"Correlation of Gadget Use on Social Behavior and Learning Interest of Elementary School Students","authors":"Safitri Dwi Aryanti Muchsin Nur, Diki Rukmana","doi":"10.31849/lectura.v14i2.14787","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14787","url":null,"abstract":"With the changes in the advancement of knowledge of technology there is the influence of globalization especially in the field of interaction tools namely gadgets. This can have an impact especially on elementary school children who use gadgets for a long time every day resulting in a decrease in the quality of interest in learning and social behavior. The purpose of this research is to determine the relationship between the use of gadgets and the social behavior and learning interest of elementary school students by looking for the factors causing the influence of these three variables especially students in class 1-6 in the city of Bekasi. The research instrument consisting of 35 questionnaire items was distributed using a survey research design at Sekolah Dasar (SD) Negeri Harapan Baru 1 Bekasi with a sample size of 100 students. Data processing used the SmartPls application to evaluate the outer model, inner model, analyze instrument validation and hypothesis testing. The findings of the analysis of the outer loading factor results obtained out of 35 items there were 7 question items that did not meet the requirements because they had an outer loading factor <0.700 so that only 28 statement items were used in the research. The results of the research hypothesis were that the original sample value was positive, the tendency for the correlation variable was one-way as seen from the p-value 0.000. In conclusion, there is a significant relationship of using gadgets on behavior and social interests.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019968","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 : 2023-08-01DOI: 10.31849/lectura.v14i2.15085
Lisna Nurrohmawati, Y. Sastrawijaya, Efri Sandi
Contextual vocational education makes students able to link the skills acquired with their application in the real world so they will have appropriate competencies. Learning with teaching factory has a focus point, namely the application of competency-based learning patterns supported by production-based learning with link and match between vocational high schools and industry. This research was a mixed method research. This study used the goal oriented program evaluation model with Delphi method to obtain the opinion of experts to determine the standard of assessment that has been used to measure the implementation of teaching factory. The Delphi method used panelist discussions of experts from the multimedia industry and national teaching factory sources. The goal oriented evaluation model was used to measure program achievement based on the objectives of the teaching factory program applied to the Sekolah Menengah Kejuruan (SMK) level. The research was conducted at SMK that hold multimedia expertise competencies in Bogor Regency. The types of research instruments used were observation, interviews, and questionnaires. Validity test with Lawshe technique and reliability test using Chronbach Alpha. The research sample consisted of eleven schools with an average overall result in Bogor Regency was 82.23. Based on these values, it can be concluded that the implementation of the teaching factory in Bogor Regency is well implemented.
{"title":"Goal Oriented Evaluation Using the Delphi Method in Implementing Teaching Factory Multimedia","authors":"Lisna Nurrohmawati, Y. Sastrawijaya, Efri Sandi","doi":"10.31849/lectura.v14i2.15085","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.15085","url":null,"abstract":"Contextual vocational education makes students able to link the skills acquired with their application in the real world so they will have appropriate competencies. Learning with teaching factory has a focus point, namely the application of competency-based learning patterns supported by production-based learning with link and match between vocational high schools and industry. This research was a mixed method research. This study used the goal oriented program evaluation model with Delphi method to obtain the opinion of experts to determine the standard of assessment that has been used to measure the implementation of teaching factory. The Delphi method used panelist discussions of experts from the multimedia industry and national teaching factory sources. The goal oriented evaluation model was used to measure program achievement based on the objectives of the teaching factory program applied to the Sekolah Menengah Kejuruan (SMK) level. The research was conducted at SMK that hold multimedia expertise competencies in Bogor Regency. The types of research instruments used were observation, interviews, and questionnaires. Validity test with Lawshe technique and reliability test using Chronbach Alpha. The research sample consisted of eleven schools with an average overall result in Bogor Regency was 82.23. Based on these values, it can be concluded that the implementation of the teaching factory in Bogor Regency is well implemented.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88034788","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 : 2023-08-01DOI: 10.31849/lectura.v14i2.15101
Arya Miza Amin, Desi Sukenti
The reason for choosing the discovery learning model because it is an active learning model that can help the student’s writing skills. By using this learning model, students can learn to think, analyze, and solve problems. The purpose of the research is to find the effect of the discovery learning model on students’ ability in writing a poetry at Sekolah Menengah Atas (SMA) Negeri 1 Pangkalan Kerinci. This research was experimental research with a form of quasi-experimental design. The sample of this study was two classes, the control class and the experimental class, from Grade X SMA Negeri 1 Pangkalan Kerinci. The number of each class consisted of 32 students. In the experimental class, discovery learning is applied as a treatment, while the control class still uses a conventional learning model. The data analysis used descriptive statistics. The results of the study revealed that learning using the discovery learning model in students’ ability in writing poetry obtains the value of learning completeness at 86.7% which is higher than the conventional learning model. Based on the significant value of Sig (2-tailed) between discovery learning and the ability to write poetry is 0.000 < 0.0. It means that there is a significant effect between discovery learning and student’s ability in writing poetry. From the results of the study, it can be concluded that the writing ability in the poetry of SMAN 1 Pangkalan Kerinci students is high by using discovery learning.
之所以选择发现学习模式，是因为它是一种主动的学习模式，可以帮助学生提高写作技能。通过这种学习模式，学生可以学会思考、分析和解决问题。本研究的目的是探讨发现学习模式对学生诗歌写作能力的影响。本研究为实验研究，采用准实验设计的形式。本研究的样本为两个班，对照组和实验班，来自X级SMA Negeri 1 Pangkalan Kerinci。每班32名学生。在实验班，发现学习作为一种治疗，而控制班仍然使用传统的学习模式。数据分析采用描述性统计。研究结果表明，在学生诗歌写作能力学习中，使用发现学习模式的学习获得的学习完整性值为86.7%，高于传统学习模式。基于发现学习与诗歌写作能力之间的Sig(双尾)显著值为0.000 <0.0. 这意味着发现学习对学生的诗歌写作能力有显著的影响。从研究结果可以看出，采用发现学习方法的SMAN 1 Pangkalan Kerinci学生的诗歌写作能力较高。
{"title":"The Effectiveness of the Discovery Learning Model on Poetry Writing Ability","authors":"Arya Miza Amin, Desi Sukenti","doi":"10.31849/lectura.v14i2.15101","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.15101","url":null,"abstract":"The reason for choosing the discovery learning model because it is an active learning model that can help the student’s writing skills. By using this learning model, students can learn to think, analyze, and solve problems. The purpose of the research is to find the effect of the discovery learning model on students’ ability in writing a poetry at Sekolah Menengah Atas (SMA) Negeri 1 Pangkalan Kerinci. This research was experimental research with a form of quasi-experimental design. The sample of this study was two classes, the control class and the experimental class, from Grade X SMA Negeri 1 Pangkalan Kerinci. The number of each class consisted of 32 students. In the experimental class, discovery learning is applied as a treatment, while the control class still uses a conventional learning model. The data analysis used descriptive statistics. The results of the study revealed that learning using the discovery learning model in students’ ability in writing poetry obtains the value of learning completeness at 86.7% which is higher than the conventional learning model. Based on the significant value of Sig (2-tailed) between discovery learning and the ability to write poetry is 0.000 < 0.0. It means that there is a significant effect between discovery learning and student’s ability in writing poetry. From the results of the study, it can be concluded that the writing ability in the poetry of SMAN 1 Pangkalan Kerinci students is high by using discovery learning.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019838","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 : 2023-08-01DOI: 10.31849/lectura.v14i2.14309
Sri Wahyuningsih, Mohamad Ghufron Mua’dib
In the globalization era, English has been an international language spoken by people throughout the world. To deal with this, English teaching has been conducted in educational sectors. Besides, parents play a main role in enhancing students’ English skills. The present study aims to elaborate on the role of parents in developing students’ English skills. This study is anchored in a qualitative case study method. The data were collected through semi-structured interviews with five Indonesian mothers aged 34 to 39 years. An interview guide was used as an instrument of the study to assist the authors during the process of the interview including support and roles provided by the parents in enhancing their English learning and some challenges they found. The findings reveal that Indonesian parents particularly mothers have roles in helping the success of their children’s English learning including facilitating children in accessing English learning resources, introducing English through daily interaction, facilitating children with English courses, and accompanying children in learning English at home. However, they also experienced some barriers to doing their roles such as the lack of knowledge in English, lack of English exposure in the community, and the need for being up to date with technological advancement. This study presents an implication that the need for parents to provide simultaneous efforts for enhancing a better linguistic environment at home and the need for collaborations from all aspects including school and society.
{"title":"The Role of Parents in Enhancing Children’s English Skills: Evidence from Indonesia","authors":"Sri Wahyuningsih, Mohamad Ghufron Mua’dib","doi":"10.31849/lectura.v14i2.14309","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14309","url":null,"abstract":"In the globalization era, English has been an international language spoken by people throughout the world. To deal with this, English teaching has been conducted in educational sectors. Besides, parents play a main role in enhancing students’ English skills. The present study aims to elaborate on the role of parents in developing students’ English skills. This study is anchored in a qualitative case study method. The data were collected through semi-structured interviews with five Indonesian mothers aged 34 to 39 years. An interview guide was used as an instrument of the study to assist the authors during the process of the interview including support and roles provided by the parents in enhancing their English learning and some challenges they found. The findings reveal that Indonesian parents particularly mothers have roles in helping the success of their children’s English learning including facilitating children in accessing English learning resources, introducing English through daily interaction, facilitating children with English courses, and accompanying children in learning English at home. However, they also experienced some barriers to doing their roles such as the lack of knowledge in English, lack of English exposure in the community, and the need for being up to date with technological advancement. This study presents an implication that the need for parents to provide simultaneous efforts for enhancing a better linguistic environment at home and the need for collaborations from all aspects including school and society.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019839","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 : 2023-08-01DOI: 10.31849/lectura.v14i2.14316
Erlynda Christia Purba, Dewi Yana, Aulia Putri, Warno Edi
Audiobooks have received attention as learning media, and have been studied for language-learning benefits. However, Storynory audiobooks’ effects on listening skills are poorly studied. Understanding its effect can help educators and policymakers create effective instructional approaches. So, the objective of this study was to assess the potential impact of ‘Storynory’ audiobooks on the listening abilities. This study was carried out at SMA Kartini Batam on the odd semester of 2022/2023 academic year, employing a quantitative with quasi-experimental design. This study used two tests in collecting the data, namely a pre-test and a post-test. The study’s control group was comprised of 27 students, whereas the experimental group was composed of 19 students. The process of analyzing the data entailed the use of the Shapiro-Wilk technique to examine normality, the Levene Statistics test to evaluate homogeneity, and the t-test formula for the purpose of hypothesis testing. Based on the hypothesis testing, it was found that the t-value was 5.006, which exceeded the critical t-value of 2.101 (5.006 > 2.101). Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The findings indicate a moderate and statistically significant impact of Storynory implementation on the auditory aptitude of tenth-grade students at SMA Kartini Batam. This study provides evidence-based for teachers to improve listening instruction using Storynory Audiobook. Since this study was only carried out on a limited population, it is recommended that further researchers expand the population to provide a broader understanding of its effectiveness and generalization.
{"title":"Audiobook-Mediated Learning: Investigating the Effects of ‘Storynory’ on Listening Skill","authors":"Erlynda Christia Purba, Dewi Yana, Aulia Putri, Warno Edi","doi":"10.31849/lectura.v14i2.14316","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14316","url":null,"abstract":"Audiobooks have received attention as learning media, and have been studied for language-learning benefits. However, Storynory audiobooks’ effects on listening skills are poorly studied. Understanding its effect can help educators and policymakers create effective instructional approaches. So, the objective of this study was to assess the potential impact of ‘Storynory’ audiobooks on the listening abilities. This study was carried out at SMA Kartini Batam on the odd semester of 2022/2023 academic year, employing a quantitative with quasi-experimental design. This study used two tests in collecting the data, namely a pre-test and a post-test. The study’s control group was comprised of 27 students, whereas the experimental group was composed of 19 students. The process of analyzing the data entailed the use of the Shapiro-Wilk technique to examine normality, the Levene Statistics test to evaluate homogeneity, and the t-test formula for the purpose of hypothesis testing. Based on the hypothesis testing, it was found that the t-value was 5.006, which exceeded the critical t-value of 2.101 (5.006 > 2.101). Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The findings indicate a moderate and statistically significant impact of Storynory implementation on the auditory aptitude of tenth-grade students at SMA Kartini Batam. This study provides evidence-based for teachers to improve listening instruction using Storynory Audiobook. Since this study was only carried out on a limited population, it is recommended that further researchers expand the population to provide a broader understanding of its effectiveness and generalization.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136020090","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 : 2023-08-01DOI: 10.31849/lectura.v14i2.14472
Sofi Rahmania, Topik Hidayat, Bambang Supriatno
Recent research shows that students’ ability to read and create phylogenetic trees (tree thinking) is low, meanwhile phylogenetic analysis has become one of the demands on the 2016 version of the 2013 curriculum. Learning using phylogenetic trees is thought to be able to train critical thinking skills as the demands of the 21st century. However, the use of phylogenetic worksheets, especially on Spermatophyte classification, is often skipped in learning activities at School. This research aims to determine the improvement of students’ tree thinking and critical thinking skills after implementing phylogenetic worksheets in Spermatophyte learning as a visual representation of tree-thinking abilities. This research type was experimental research with one group pretest posttest design that involving 29 students. The research data collection methods were test and interview. The research instruments that used are 25 multiple choice questions of tree-thinking test instrument and 10 essay questions of critical thinking test instrument. Data then analyzed by N-Gain test. The interview was conducted to obtain supporting data. The results showed that learning by implementing phylogenetic worksheets was quite effective in increasing critical thinking skills and tree-thinking skills with an average increase of both in the medium category. As a result, the spermatophyte classification learning using phylogenetic worksheet can be used as an alternative learning activity because it can improve tree thinking and critical thinking skills.
{"title":"Implementation of Phylogenetic Worksheet to Improve Students’ Tree Thinking and Critical Thinking Skills on Spermatophyte Classification","authors":"Sofi Rahmania, Topik Hidayat, Bambang Supriatno","doi":"10.31849/lectura.v14i2.14472","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14472","url":null,"abstract":"Recent research shows that students’ ability to read and create phylogenetic trees (tree thinking) is low, meanwhile phylogenetic analysis has become one of the demands on the 2016 version of the 2013 curriculum. Learning using phylogenetic trees is thought to be able to train critical thinking skills as the demands of the 21st century. However, the use of phylogenetic worksheets, especially on Spermatophyte classification, is often skipped in learning activities at School. This research aims to determine the improvement of students’ tree thinking and critical thinking skills after implementing phylogenetic worksheets in Spermatophyte learning as a visual representation of tree-thinking abilities. This research type was experimental research with one group pretest posttest design that involving 29 students. The research data collection methods were test and interview. The research instruments that used are 25 multiple choice questions of tree-thinking test instrument and 10 essay questions of critical thinking test instrument. Data then analyzed by N-Gain test. The interview was conducted to obtain supporting data. The results showed that learning by implementing phylogenetic worksheets was quite effective in increasing critical thinking skills and tree-thinking skills with an average increase of both in the medium category. As a result, the spermatophyte classification learning using phylogenetic worksheet can be used as an alternative learning activity because it can improve tree thinking and critical thinking skills.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136020575","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 : 2023-08-01DOI: 10.31849/lectura.v14i2.15030
Rahmat Ramadansur, Al Khudri Sembiring, Ramanda Rizky, Nelvariza Nelvariza
Critical thinking skills are one of many skills that should be acquired by students in the 2013 curriculum, and it allows students to be able to think critically in learning. However, the delicacy of the learning methods or models used in biology learning was found since the teacher mostly used lecture methods and assignments. In order to overcome these problems and achieve educational goals, the role of teachers who acquire appropriate learning methods and models according to the subject they teach is very important, and the Contextual Teaching and Learning is one of many appropriate methods that can be used. Therefore, this study aims at determining the impact of the Contextual Teaching and Learning regarding to students’ critical thinking skills at Sekolah Menengah Atas Negeri (SMAN) 16 Pekanbaru. Moreover, a quantitative research was used as the method of the research. According to the data analysis, it was found that the average score of the critical thinking test in the control class was 2.33 and it was classified into moderate. In other hand, and the average score in the experimental class was 2.53 and it was categorized as high. As a result, the Contextual Teaching and Learning was able to give siginificant influence related to students critical Thinking Skills. This was occured since the method is focused on describing the competencies that teachers should achieve first at the beginning of learning.
批判性思维技能是2013年课程中学生应该掌握的众多技能之一，它使学生能够在学习中进行批判性思考。然而，我们发现在生物学习中使用的学习方法或模式的微妙之处，因为老师主要使用的是讲课方法和作业。为了克服这些问题，实现教育目标，教师根据自己所教授的学科获得合适的学习方法和模式，这是非常重要的，而情境教学就是众多合适的方法之一。因此，本研究旨在确定上下文教学对北坎巴鲁16号Sekolah Menengah Atas Negeri学生批判性思维技能的影响。此外，本文还采用了定量研究的方法。通过数据分析发现，控制班的批判性思维测试平均分为2.33分，属于中等。另一方面，实验班的平均成绩为2.53分，属于高。结果表明，情境教学对学生批判性思维能力有显著的影响。之所以会出现这种情况，是因为该方法侧重于描述教师在学习开始时首先应该达到的能力。
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Project based learning (PjBL) is a learning model which can encourage students to be more involved in their learning and to think critically. The purpose of this study is to produce project based science learning module for grade 5 Sekolah Dasar (SD)/Madrasah Ibtidaiyah (MI) as a product of this research. This research was a Research and Development (R&D) which was utilized the 4D model. The result showed that the module validation by material experts obtain a percentage of 75%, by linguists the percentage was 83.9%, and by media experts the percentage was 85, 5% so that the module made are declared feasible to be used in the classroom. Individual trials on 5 students the result was 88%. In the small group trial of 10 students the result was 92.8% and in the large group trial of 20 students the result was 96.7%. The results of initial observations and final observations showed an increase in students’ critical thinking skills with an average difference in individual trials of 21.80000, an average difference in small group trials of 21.40000 and average difference in large group trials of 21.55000. Apart from looking at the average differences in individual trials, small group trials, and large group trials, the average difference was also found in the experimental class which was treated with the control class which was not given treatment during the large group test, which was 10.60000. In conclusion, project based science learning module is effective in improving critical thinking skills of elementary students.
基于项目的学习(PjBL)是一种鼓励学生更多地参与学习和批判性思考的学习模式。本研究的目的是为五年级的Sekolah Dasar (SD)/Madrasah Ibtidaiyah (MI)制作基于项目的科学学习模块作为本研究的产物。本研究为研究与开发(R&D)，采用四维模型。结果表明，材料专家的模块验证率为75%，语言学家的模块验证率为83.9%，媒体专家的模块验证率为85.5%，表明所制作的模块在课堂上使用是可行的。对5名学生进行单独试验的结果是88%在10名学生的小组试验中，结果为92.8%，在20名学生的大组试验中，结果为96.7%。初始观察和最终观察的结果显示，学生的批判性思维能力有所提高，个体试验的平均差异为21.8万，小组试验的平均差异为21.4万，大组试验的平均差异为21.5万。除了观察个体试验、小群体试验和大群体试验的平均差异外，在实验组和对照组中也发现了平均差异，实验组在大群体试验中接受了治疗，对照组在大群体试验中没有接受治疗，这是10.60万。综上所述，基于项目的科学学习模块对提高小学生的批判性思维能力是有效的。
{"title":"Development of Project Based Science Learning Module to Improve Students’ Critical Thinking Skill","authors":"Yuliyanti Rahma Putri, Retno Triwoelandari, Yono Yono","doi":"10.31849/lectura.v14i2.15074","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.15074","url":null,"abstract":"Project based learning (PjBL) is a learning model which can encourage students to be more involved in their learning and to think critically. The purpose of this study is to produce project based science learning module for grade 5 Sekolah Dasar (SD)/Madrasah Ibtidaiyah (MI) as a product of this research. This research was a Research and Development (R&D) which was utilized the 4D model. The result showed that the module validation by material experts obtain a percentage of 75%, by linguists the percentage was 83.9%, and by media experts the percentage was 85, 5% so that the module made are declared feasible to be used in the classroom. Individual trials on 5 students the result was 88%. In the small group trial of 10 students the result was 92.8% and in the large group trial of 20 students the result was 96.7%. The results of initial observations and final observations showed an increase in students’ critical thinking skills with an average difference in individual trials of 21.80000, an average difference in small group trials of 21.40000 and average difference in large group trials of 21.55000. Apart from looking at the average differences in individual trials, small group trials, and large group trials, the average difference was also found in the experimental class which was treated with the control class which was not given treatment during the large group test, which was 10.60000. In conclusion, project based science learning module is effective in improving critical thinking skills of elementary students.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135971469","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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