The purpose of this study was to obtain class-based assessment instrument that can measure the critical thinking skills of students in learning chemistry using a model of contextual teaching and learning . The research method used is a research and development (R & D) with the design of the study one group pretest-posttest. The study was conducted on 34 students of class X at one of the public high schools in Bandung with the object of research in the form of assessment tools consisting of critical thinking skills test consisting of 15 multiple choice questions grounded, 3 pieces of essays, and 6 pieces of matter worksheets, observation sheet, guidance interviews, and questionnaires . The results showed that the multiple choice questions have reasoned highest validity deduce indicators and consider the results of deduction,� low reliability, level of difficulty between easy to difficult , and significant distinguishing features. Essay has the highest validity indicators ask and answer questions with high reliability, moderate difficulty level, and significant distinguishing features. Student Worksheet has the highest validity indicators ask and answer questions with very high reliability, level of difficulty between easy to moderate, and significant distinguishing instrument developed to measure students' critical thinking skills about the views of validity, with the highest validity of multiple choice questions grounded is number 4 and 13, the highest validity essay is number 1a and 1b, and the highest validity LKS numbers 1, 2, and 3. Contextual teaching and learning can be supportive in improving students' critical thinking skills that can be seen from curiousity stages through observation sheet.Keywords: class-based assessment; critical thinking skills; contextual.
{"title":"THE DEVELOPMENT OF CLASS-BASED ASSESSMENT TO MEASURE STUDENT CRITICAL THINKING ON CHEMICAL LEARNING USING THE CONTEXTUAL TEACHING AND LEARNING MODEL","authors":"N. Nahadi, W. Siswaningsih, Sarah Fadilla","doi":"10.25134/ijli.v1i1.1278","DOIUrl":"https://doi.org/10.25134/ijli.v1i1.1278","url":null,"abstract":"The purpose of this study was to obtain class-based assessment instrument that can measure the critical thinking skills of students in learning chemistry using a model of contextual teaching and learning . The research method used is a research and development (R & D) with the design of the study one group pretest-posttest. The study was conducted on 34 students of class X at one of the public high schools in Bandung with the object of research in the form of assessment tools consisting of critical thinking skills test consisting of 15 multiple choice questions grounded, 3 pieces of essays, and 6 pieces of matter worksheets, observation sheet, guidance interviews, and questionnaires . The results showed that the multiple choice questions have reasoned highest validity deduce indicators and consider the results of deduction,� low reliability, level of difficulty between easy to difficult , and significant distinguishing features. Essay has the highest validity indicators ask and answer questions with high reliability, moderate difficulty level, and significant distinguishing features. Student Worksheet has the highest validity indicators ask and answer questions with very high reliability, level of difficulty between easy to moderate, and significant distinguishing instrument developed to measure students' critical thinking skills about the views of validity, with the highest validity of multiple choice questions grounded is number 4 and 13, the highest validity essay is number 1a and 1b, and the highest validity LKS numbers 1, 2, and 3. Contextual teaching and learning can be supportive in improving students' critical thinking skills that can be seen from curiousity stages through observation sheet.Keywords: class-based assessment; critical thinking skills; contextual.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46134854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to analyze the improvement of students' naturalist intelligence through outdoor activities on plant morphology learning, to analyze the difference of result between pre test and post test on plant morphology learning, and to reveal students� response to the application of plant morphology learning. The research method used is a weak experimental research design with the one-group pretest-posttest design. This study used only one experimental class given treatment to assess the effect of the treatment, without comparison with the control class. The instrument used is questions of naturalist intelligence. The results of this research are: 1) There is a difference of result between pre test and post test on student's naturalist intelligence before and after plant morphology learning using outdor activities; 2) There is improvement of students' naturalist intelligence through outdoor activities learning; 3) Positive response came from students on the application of outdoor activites learning.Keywords: naturalist intelligence; outdoor activities; plant morphology.
{"title":"IMPROVING STUDENT'S NATURALIST INTELLIGENCE THROUGH OUTDOOR ACTIVITIES ON PLANT MORPHOLOGY LEARNING","authors":"L. Lismaya","doi":"10.25134/ijli.v1i1.1283","DOIUrl":"https://doi.org/10.25134/ijli.v1i1.1283","url":null,"abstract":"The purpose of this research is to analyze the improvement of students' naturalist intelligence through outdoor activities on plant morphology learning, to analyze the difference of result between pre test and post test on plant morphology learning, and to reveal students� response to the application of plant morphology learning. The research method used is a weak experimental research design with the one-group pretest-posttest design. This study used only one experimental class given treatment to assess the effect of the treatment, without comparison with the control class. The instrument used is questions of naturalist intelligence. The results of this research are: 1) There is a difference of result between pre test and post test on student's naturalist intelligence before and after plant morphology learning using outdor activities; 2) There is improvement of students' naturalist intelligence through outdoor activities learning; 3) Positive response came from students on the application of outdoor activites learning.Keywords: naturalist intelligence; outdoor activities; plant morphology.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47533763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to find out: (1) how the readiness of teachers in Indonesia especially at� SMP Negeri 3 Kuningan, West Java �in teaching Integrated Social Studies in terms of the management of learning and (2) any constraints faced by Indonesian teachers in teaching Integrated Social Studies. �The method used in this research is qualitative method. The results showed that the readiness of Indonesia teachers in teaching Integrated Social Studies in terms of learning management of 80,15 % included in the ready category. Constraints faced by teachers in the field of teaching Integrated Social Studies, among others (1) Less united geography, economic, historical and sociological concepts in the minds of teachers (2) Limitations of supporting facilities of Integrated Social Studies learning at schools.Keywords:� teacher�s �readiness;� teaching; �integrated social studies.
本研究旨在了解：（1）印度尼西亚教师的准备情况，尤其是� SMP Negeri 3 Kuningan，西爪哇�（2）印尼教师在综合社会研究教学中面临的任何限制。�本研究所采用的方法是定性方法。结果显示，印尼教师在综合社会研究教学中的学习管理准备度为80.15%，属于准备度类别。教师在综合社会研究教学领域面临的制约因素，包括（1）教师心目中地理、经济、历史和社会学概念不太统一（2）学校综合社会研究学习配套设施的局限性。关键词：� 教师�s�准备就绪� 教学�综合社会研究。
{"title":"INVESTIGATING TEACHERS� READINESS IN TEACHING INTEGRATED SOCIAL STUDIES: INDONESIAN CASES","authors":"Pupu Rahmat","doi":"10.25134/ijli.v1i1.1280","DOIUrl":"https://doi.org/10.25134/ijli.v1i1.1280","url":null,"abstract":"This research aims to find out: (1) how the readiness of teachers in Indonesia especially at� SMP Negeri 3 Kuningan, West Java �in teaching Integrated Social Studies in terms of the management of learning and (2) any constraints faced by Indonesian teachers in teaching Integrated Social Studies. �The method used in this research is qualitative method. The results showed that the readiness of Indonesia teachers in teaching Integrated Social Studies in terms of learning management of 80,15 % included in the ready category. Constraints faced by teachers in the field of teaching Integrated Social Studies, among others (1) Less united geography, economic, historical and sociological concepts in the minds of teachers (2) Limitations of supporting facilities of Integrated Social Studies learning at schools.Keywords:� teacher�s �readiness;� teaching; �integrated social studies.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44640644","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}
Writing skill becomes a concern nowadays since it is an important skill in communication and becomes the hallmark of a creative, imaginative, and educated nation. Yet, in fact, students� writing skills are generally low which can be seen from the lack of quality of writing produced. This is caused by some factors, including the lack of time allocation provided by the teacher to practice writing, the lack of teachers� creativity in using learning models that can stimulate students to write, and the low of students� reading habits. Hence, this study aims to identify the effectiveness of Discovery Learning (DL) model in improving students� fiction writing. This research is a quasi experimental with nonequivalent control group design. The sample of research was the fourth grader of elementary school in Purwakarta sub-district. The data in this research were collected through writing test, observation, and interview. Moreover, students� writing skills were assessed by using writing rubric which has been validated by expert lecturers. Further, the data were then analyzed by using inference statistics including normality test, homogeneity test, and t-test. The results revealed that discovery learning model is effective in improving students� fiction writing which can be seen from students� post test score. This is because discover learning model allows students to explore, classify, and utilize more data to improve their imagination, their vocabulary selection, and their creativity as well.Keywords: discovery learning model; writing skill; fiction writing.
{"title":"THE EFFECTIVENESS OF DISCOVERY LEARNING MODEL IN IMPROVING STUDENTS� FICTION WRITING","authors":"Isah Cahyani, Lia Yulindaria","doi":"10.25134/ijli.v1i1.1281","DOIUrl":"https://doi.org/10.25134/ijli.v1i1.1281","url":null,"abstract":"Writing skill becomes a concern nowadays since it is an important skill in communication and becomes the hallmark of a creative, imaginative, and educated nation. Yet, in fact, students� writing skills are generally low which can be seen from the lack of quality of writing produced. This is caused by some factors, including the lack of time allocation provided by the teacher to practice writing, the lack of teachers� creativity in using learning models that can stimulate students to write, and the low of students� reading habits. Hence, this study aims to identify the effectiveness of Discovery Learning (DL) model in improving students� fiction writing. This research is a quasi experimental with nonequivalent control group design. The sample of research was the fourth grader of elementary school in Purwakarta sub-district. The data in this research were collected through writing test, observation, and interview. Moreover, students� writing skills were assessed by using writing rubric which has been validated by expert lecturers. Further, the data were then analyzed by using inference statistics including normality test, homogeneity test, and t-test. The results revealed that discovery learning model is effective in improving students� fiction writing which can be seen from students� post test score. This is because discover learning model allows students to explore, classify, and utilize more data to improve their imagination, their vocabulary selection, and their creativity as well.Keywords: discovery learning model; writing skill; fiction writing.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47625696","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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