Martin Kustati, Nurhamsi Deswila, Besral Besral, Teuku Zulfikar
When one learns a certain language, he/she should also learn its culture. This is because languages and cultures are integrated. For example, to acquire meanings, language students need to understand the culture of the language they are learning. This study seeks to determine the challenges faced by English language learners in understanding Islamic beliefs and western cultures. This was a descriptive qualitative study that utilized semi-structured interviews to acquire data. Interviews were conducted with eight pupils from the Islamic boarding school Ar-Risalah in West Sumatra. The result of interviews showed that the majority of learners acknowledged that they experienced cross-cultural hurdles in English learning because of being culturally insensitive, misunderstanding of cultural contents in the language materials, and formal intervention regarding the textbook. Students are confused to differentiate cultures shared by Islamic values and Western cultures as those Islamic values are not vividly depicted in English textbooks. Therefore, students have difficulties understanding English. It is imperative that future research investigate this topic, since culture and language are inseparable, in which people learning a certain language are also required to learn its culture.
{"title":"Cross-Cultural Awareness: EFL Learners’ Barriers to Learning English","authors":"Martin Kustati, Nurhamsi Deswila, Besral Besral, Teuku Zulfikar","doi":"10.46843/jiecr.v4i1.517","DOIUrl":"https://doi.org/10.46843/jiecr.v4i1.517","url":null,"abstract":"When one learns a certain language, he/she should also learn its culture. This is because languages and cultures are integrated. For example, to acquire meanings, language students need to understand the culture of the language they are learning. This study seeks to determine the challenges faced by English language learners in understanding Islamic beliefs and western cultures. This was a descriptive qualitative study that utilized semi-structured interviews to acquire data. Interviews were conducted with eight pupils from the Islamic boarding school Ar-Risalah in West Sumatra. The result of interviews showed that the majority of learners acknowledged that they experienced cross-cultural hurdles in English learning because of being culturally insensitive, misunderstanding of cultural contents in the language materials, and formal intervention regarding the textbook. Students are confused to differentiate cultures shared by Islamic values and Western cultures as those Islamic values are not vividly depicted in English textbooks. Therefore, students have difficulties understanding English. It is imperative that future research investigate this topic, since culture and language are inseparable, in which people learning a certain language are also required to learn its culture.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322092","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}
Rusmansyah Rusmansyah, Leny Leny, Hana Nabilla Sofia
Scientific literacy is one of the basic skills to compete in an increasingly competitive life. Nevertheless, Indonesian students continue to have low levels of scientific literacy. This study aims to determine the difference in students' scientific literacy and cognitive learning outcomes in the experimental and control classes and to find students' responses to the ethnoscience-based PjBL model in learning. This quasi-experimental research applies a non-equivalent control group design. The samples were eleventh-grade science students at SMA Negeri 2 Banjarmasin in the even semester of the 2021/2022 academic year. The data were collected using test and non-test methods. The instruments were scientific literacy and cognitive learning tests and a response questionnaire as a non-test instrument. The data were analyzed using descriptive and inferential analysis. The results showed significant differences in scientific literacy and cognitive learning outcomes between students in the experimental and control classes. The ethnoscience-based PjBL model gets a very good response. This study concludes that implementing the ethnoscience-based PjBL model can improve students' scientific literacy and cognitive learning outcomes. This study contributes to chemistry learning by improving scientific literacy and learning outcomes through the ethnoscience-based PjBL model.
科学素养是在竞争日益激烈的生活中竞争的基本技能之一。尽管如此，印尼学生的科学素养仍然很低。本研究旨在确定实验班和对照班学生科学素养和认知学习结果的差异，并找出学生在学习中对基于民族科学的PjBL模型的反应。本准实验研究采用非等效控制组设计。样本是2021/2022学年偶数学期SMA Negeri 2 Banjamasin的十一年级理科学生。使用测试和非测试方法收集数据。这些工具是科学素养和认知学习测试，以及作为非测试工具的回答问卷。数据采用描述性和推理性分析方法进行分析。结果显示，实验班和对照班的学生在科学素养和认知学习结果方面存在显著差异。基于民族科学的PjBL模型得到了很好的响应。本研究得出结论，实施基于民族科学的PjBL模型可以提高学生的科学素养和认知学习成果。本研究通过基于民族科学的PjBL模型提高科学素养和学习成果，为化学学习做出贡献。
{"title":"Improving Students' Scientific Literacy and Cognitive Learning Outcomes through Ethnoscience-Based PjBL Model","authors":"Rusmansyah Rusmansyah, Leny Leny, Hana Nabilla Sofia","doi":"10.46843/jiecr.v4i1.382","DOIUrl":"https://doi.org/10.46843/jiecr.v4i1.382","url":null,"abstract":"Scientific literacy is one of the basic skills to compete in an increasingly competitive life. Nevertheless, Indonesian students continue to have low levels of scientific literacy. This study aims to determine the difference in students' scientific literacy and cognitive learning outcomes in the experimental and control classes and to find students' responses to the ethnoscience-based PjBL model in learning. This quasi-experimental research applies a non-equivalent control group design. The samples were eleventh-grade science students at SMA Negeri 2 Banjarmasin in the even semester of the 2021/2022 academic year. The data were collected using test and non-test methods. The instruments were scientific literacy and cognitive learning tests and a response questionnaire as a non-test instrument. The data were analyzed using descriptive and inferential analysis. The results showed significant differences in scientific literacy and cognitive learning outcomes between students in the experimental and control classes. The ethnoscience-based PjBL model gets a very good response. This study concludes that implementing the ethnoscience-based PjBL model can improve students' scientific literacy and cognitive learning outcomes. This study contributes to chemistry learning by improving scientific literacy and learning outcomes through the ethnoscience-based PjBL model.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44572500","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}
Nyak Mutia Ismail, Veni Nella Syahputri, Septhia Irnanda
This study aimed at putting an experiment to young learners in acquiring through the use of gestures as the treatment process. This study was carried out under the procedure of the quasi-experimental approach with repeated measurement design. There were 35 primary school students involved in this study. The data were gathered through pretest-posttest. After the pretest was administered, the treatment process was carried out during the three following weeks by teaching the students verb vocabulary using gestures. The post-tests were then administered repeatedly in the 4th, 6th, and 7th week after the treatment to see the level of their memory retention. Later, the data obtained were analyzed using repeated test analysis. The results unveiled that the use of gestures can definitely enhance the students’ vocabulary intake. It implies that EFL teachers—especially those teaching youths—should consider integrating their teaching method with gestures, but they are expected to be more creative in generating understandable gestures to convey abstract verb vocabulary.
{"title":"Gestures in Prolonging Semantic Memory of Young EFL Learners: A Serial Retention","authors":"Nyak Mutia Ismail, Veni Nella Syahputri, Septhia Irnanda","doi":"10.46843/jiecr.v3i4.366","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.366","url":null,"abstract":"This study aimed at putting an experiment to young learners in acquiring through the use of gestures as the treatment process. This study was carried out under the procedure of the quasi-experimental approach with repeated measurement design. There were 35 primary school students involved in this study. The data were gathered through pretest-posttest. After the pretest was administered, the treatment process was carried out during the three following weeks by teaching the students verb vocabulary using gestures. The post-tests were then administered repeatedly in the 4th, 6th, and 7th week after the treatment to see the level of their memory retention. Later, the data obtained were analyzed using repeated test analysis. The results unveiled that the use of gestures can definitely enhance the students’ vocabulary intake. It implies that EFL teachers—especially those teaching youths—should consider integrating their teaching method with gestures, but they are expected to be more creative in generating understandable gestures to convey abstract verb vocabulary.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43719925","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}
E. Andriana, Putri Syafiila Daffa Fauzany, T. P. Alamsyah
This research explores learning 21st century that is oriented towards technological sophistication in the form of digital based multimedia innovation in Elementary School. This research that aims to find out how to develop, feasibility, and student response against e-LKPD based on scientific inquiry in Elementary School level science subject. This study uses research and development (RD) methods. In the collection of this research data using unstructured interviews, questionnaires, and documentation. Data analysis uses descriptive scale analysis. This development uses 4D model develop by Thiagarjan consists of 4 stages as Define, Design, Development, and Disseminate. Subject testing was conducted on 30 students of grade V Elementary School. The result namely validation of e-LKPD products based on scientific inquiry the results of material expert validators obtained an overall average of 95,38% into the category is very worthy, validation of linguists obtained an overall average of 96,36% into the category is very worthy, and media expert validation has obtained an overall average of 81,64% into the category is very worthy. The feasibility of e-LKPD products based on scientific inquiry science showed a positive respons from a student questionnaire result with an average percentage of 89,13% and 87,77%.
{"title":"21st Century Multimedia Innovation: Development of E-LKPD Based On Scientific Inquiry in Science Class","authors":"E. Andriana, Putri Syafiila Daffa Fauzany, T. P. Alamsyah","doi":"10.46843/jiecr.v3i4.242","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.242","url":null,"abstract":"This research explores learning 21st century that is oriented towards technological sophistication in the form of digital based multimedia innovation in Elementary School. This research that aims to find out how to develop, feasibility, and student response against e-LKPD based on scientific inquiry in Elementary School level science subject. This study uses research and development (RD) methods. In the collection of this research data using unstructured interviews, questionnaires, and documentation. Data analysis uses descriptive scale analysis. This development uses 4D model develop by Thiagarjan consists of 4 stages as Define, Design, Development, and Disseminate. Subject testing was conducted on 30 students of grade V Elementary School. The result namely validation of e-LKPD products based on scientific inquiry the results of material expert validators obtained an overall average of 95,38% into the category is very worthy, validation of linguists obtained an overall average of 96,36% into the category is very worthy, and media expert validation has obtained an overall average of 81,64% into the category is very worthy. The feasibility of e-LKPD products based on scientific inquiry science showed a positive respons from a student questionnaire result with an average percentage of 89,13% and 87,77%.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42790920","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 present research examines how teachers implement Culturally Responsive Teaching (CRT) as part of multicultural education in a higher education institution. The urgency of the current research lies in the fact that teachers of the 21st century need to equip students with the necessary skills and knowledge to survive in this interconnected world. However, it was evidenced that one of the challenges in implementing multicultural education is the lack of teachers' skills to be culturally responsive. Accordingly, it is essential to highlight the implementation of Culturally Responsive Teaching in the Indonesian setting. In doing so, a qualitative case study is employed to answer the research questions. The current research involves six multicultural classroom teachers as research participants with different characteristics. To gain a depth understanding of the teachers' attitudes, the researchers employed semi-structured interviews and observation as data collection techniques. Using thematic data analysis, the results indicated nine practices that reflect the implementation of Culturally Responsive Teaching in the higher education context. The nine practices are: giving more freedom to students in selecting the familiar topic, emphasizing preserving local wisdom, celebrating different perspectives in the discussion, allowing gaining and checking students' understanding, talking personally outside the class, focusing more on positive rather than negative, being a role model, being patient, and sharing the experience.
{"title":"Infusing Culturally Responsive Teaching in Higher Education: Insights for Multicultural Education in Indonesia","authors":"Laela Hikmah Nurbatra, M. Masyhud","doi":"10.46843/jiecr.v3i4.321","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.321","url":null,"abstract":"The present research examines how teachers implement Culturally Responsive Teaching (CRT) as part of multicultural education in a higher education institution. The urgency of the current research lies in the fact that teachers of the 21st century need to equip students with the necessary skills and knowledge to survive in this interconnected world. However, it was evidenced that one of the challenges in implementing multicultural education is the lack of teachers' skills to be culturally responsive. Accordingly, it is essential to highlight the implementation of Culturally Responsive Teaching in the Indonesian setting. In doing so, a qualitative case study is employed to answer the research questions. The current research involves six multicultural classroom teachers as research participants with different characteristics. To gain a depth understanding of the teachers' attitudes, the researchers employed semi-structured interviews and observation as data collection techniques. Using thematic data analysis, the results indicated nine practices that reflect the implementation of Culturally Responsive Teaching in the higher education context. The nine practices are: giving more freedom to students in selecting the familiar topic, emphasizing preserving local wisdom, celebrating different perspectives in the discussion, allowing gaining and checking students' understanding, talking personally outside the class, focusing more on positive rather than negative, being a role model, being patient, and sharing the experience.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49207808","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}
R. Rasimin, M. Zuhri, Muhammad Hamsah, N. Nurchamidah, A. Rosyad
This study aims to analyze the effectiveness of the Multi-Matobe learning strategy in enhancing elementary-school students' critical thinking skills. The research population was elementary school students in Salatiga, Indonesia. Using purposive sampling, 160 students were chosen as samples. The research has a Randomize Pretest-Posttest Control Group Design. Students' critical thinking skills are measured by a validated test containing real religious tolerance issues. Data were analyzed using Paired Samples t-test. The results showed that the integration of Multi-Matobe learning is effective in enhancing students' critical thinking skills. The contribution of this research is that students can think critically and have a tolerance to face global competition by integrating the Multi-Matobe strategy in schools.
{"title":"Effectiveness of Multi-Matobe Integration in Social Studies Learning to Enhance Critical Thinking Skills","authors":"R. Rasimin, M. Zuhri, Muhammad Hamsah, N. Nurchamidah, A. Rosyad","doi":"10.46843/jiecr.v3i4.336","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.336","url":null,"abstract":"This study aims to analyze the effectiveness of the Multi-Matobe learning strategy in enhancing elementary-school students' critical thinking skills. The research population was elementary school students in Salatiga, Indonesia. Using purposive sampling, 160 students were chosen as samples. The research has a Randomize Pretest-Posttest Control Group Design. Students' critical thinking skills are measured by a validated test containing real religious tolerance issues. Data were analyzed using Paired Samples t-test. The results showed that the integration of Multi-Matobe learning is effective in enhancing students' critical thinking skills. The contribution of this research is that students can think critically and have a tolerance to face global competition by integrating the Multi-Matobe strategy in schools.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45037687","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}
S. Sumiyati, Aini Indriasih, Muhrom Ali Rozai, Mohammad Haryono
The research objective is multimedia whiteboard animation's impact on understanding and completing the preparation of non-basic education (non-pendas) students' scientific work at UPBJJ UT Semarang. The research objects are 123 non-pendas students taking scientific work courses at UPBJJ UT Semarang, which are explored using a questionnaire. The research used a qualitative analysis of the completion of the preparation of scientific papers using the Whiteboard Animation learning media. The learning process showed the average good and very good answers of 63.41% in the high category, 68.09% in the very high category for content of learning materials, and 60.16% in the high category for the impact of Whiteboard Animation. Overall, students' perception of the Whiteboard Animation-based learning process is very effective, proven by: 1) 85 students (69.10%) uploaded their scientific work before the lecture was over, 2) the average value of students' perceptions for all indicators was high. The limitations are the difficulty of controlling respondents because the experiment was carried out by students online. The factors assessed are only learning media. To determine whether students will pass or fail, it is not the tutor in charge of this course but the students. Even though students have uploaded scientific papers, they cannot determine it.
{"title":"How to Use Multimedia Whiteboard Animation for Scientific Works Companying? (Case Study in UPBJJ UT Semarang)","authors":"S. Sumiyati, Aini Indriasih, Muhrom Ali Rozai, Mohammad Haryono","doi":"10.46843/jiecr.v3i4.294","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.294","url":null,"abstract":"The research objective is multimedia whiteboard animation's impact on understanding and completing the preparation of non-basic education (non-pendas) students' scientific work at UPBJJ UT Semarang. The research objects are 123 non-pendas students taking scientific work courses at UPBJJ UT Semarang, which are explored using a questionnaire. The research used a qualitative analysis of the completion of the preparation of scientific papers using the Whiteboard Animation learning media. The learning process showed the average good and very good answers of 63.41% in the high category, 68.09% in the very high category for content of learning materials, and 60.16% in the high category for the impact of Whiteboard Animation. Overall, students' perception of the Whiteboard Animation-based learning process is very effective, proven by: 1) 85 students (69.10%) uploaded their scientific work before the lecture was over, 2) the average value of students' perceptions for all indicators was high. The limitations are the difficulty of controlling respondents because the experiment was carried out by students online. The factors assessed are only learning media. To determine whether students will pass or fail, it is not the tutor in charge of this course but the students. Even though students have uploaded scientific papers, they cannot determine it.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48074294","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}
A. Widiyatmoko*, M. Taufiq, A. Purwinarko, Indah Urwatin Wusqo, M. S. Darmawan
The purpose of this study is to analyze the effect of "Environmental Pollution Game-Based Learning (EPGBL)" on improving students’ conceptual understanding and environmental awareness. EPGBL is an android-based learning media that can be used in science learning, particularly for environmental pollution concepts. Quasi-experimental research with pretest and posttest group design was utilized to answer the research questions in this study. The average percentage of correct responses in the pre-test is 61.33, meanwhile, the percentage of correct responses in the post-test is 73.33. This result showed that the percentage of correct responses in the post-test is higher than in the pre-test. The results showed that EPGBL can improve students' conceptual understanding of environmental pollution concept. The average score of the students' environmental awareness character is 3.98 that include in the good criteria. In conclusion, EPGBL is effective in improving students' conceptual understanding and environmental awareness.
{"title":"The Effect of Environmental Pollution Game-Based Learning on Improving Students' Conceptual Understanding and Environmental Awareness","authors":"A. Widiyatmoko*, M. Taufiq, A. Purwinarko, Indah Urwatin Wusqo, M. S. Darmawan","doi":"10.46843/jiecr.v3i4.344","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.344","url":null,"abstract":"The purpose of this study is to analyze the effect of \"Environmental Pollution Game-Based Learning (EPGBL)\" on improving students’ conceptual understanding and environmental awareness. EPGBL is an android-based learning media that can be used in science learning, particularly for environmental pollution concepts. Quasi-experimental research with pretest and posttest group design was utilized to answer the research questions in this study. The average percentage of correct responses in the pre-test is 61.33, meanwhile, the percentage of correct responses in the post-test is 73.33. This result showed that the percentage of correct responses in the post-test is higher than in the pre-test. The results showed that EPGBL can improve students' conceptual understanding of environmental pollution concept. The average score of the students' environmental awareness character is 3.98 that include in the good criteria. In conclusion, EPGBL is effective in improving students' conceptual understanding and environmental awareness.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42246128","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}
S. Syahmani, Jahidah Rahmatilah, A. Winarti, M. Kusasi, R. Iriani, Y. D. Prasetyo
The limitations of teaching materials in the implementation of distance learning coupled with students’ low problem-solving ability led to the need to develop teaching materials in the form of guided inquiry to improve students’ ability to solve problems. This development research aims to determine the validity, practicality, and effectiveness of the Guided Inquiry Lesson Based on Ethnoscience (GILBE) e-module. This development research employs the Research and Development (RD) approach with a 4D development model, meaning define, design, develop, and disseminate. GILBE e-module on colloid material was piloted on 16 students SMA at Central Kalimantan in the limited trial and 30 students SMA at South Kalimantan in the broad trial. The validity test was measured using a validation sheet. The practicality test was measured using a readability questionnaire, student and teacher responses, and the effectiveness test was measured using a problem-solving ability test instrument in the form of ten essay questions. Descriptive and inferential statistical analysis was used to analyze the data. The findings revealed that the designed e-module matched valid, practical, and effective. The effectiveness is based on the p-value 0.05 in the limited and broad trial of the N-gain of students’ problem-solving abilities in the high category and can be used in the chemistry learning process. Further research will develop teaching materials for higher-order thinking that apply the GILBE model, which is of higher quality.
{"title":"Development of Guided Inquiry Lesson Based on Ethnoscience E-Modules to Improve Students’ Problem-solving Ability in Chemistry Class","authors":"S. Syahmani, Jahidah Rahmatilah, A. Winarti, M. Kusasi, R. Iriani, Y. D. Prasetyo","doi":"10.46843/jiecr.v3i4.363","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.363","url":null,"abstract":"The limitations of teaching materials in the implementation of distance learning coupled with students’ low problem-solving ability led to the need to develop teaching materials in the form of guided inquiry to improve students’ ability to solve problems. This development research aims to determine the validity, practicality, and effectiveness of the Guided Inquiry Lesson Based on Ethnoscience (GILBE) e-module. This development research employs the Research and Development (RD) approach with a 4D development model, meaning define, design, develop, and disseminate. GILBE e-module on colloid material was piloted on 16 students SMA at Central Kalimantan in the limited trial and 30 students SMA at South Kalimantan in the broad trial. The validity test was measured using a validation sheet. The practicality test was measured using a readability questionnaire, student and teacher responses, and the effectiveness test was measured using a problem-solving ability test instrument in the form of ten essay questions. Descriptive and inferential statistical analysis was used to analyze the data. The findings revealed that the designed e-module matched valid, practical, and effective. The effectiveness is based on the p-value 0.05 in the limited and broad trial of the N-gain of students’ problem-solving abilities in the high category and can be used in the chemistry learning process. Further research will develop teaching materials for higher-order thinking that apply the GILBE model, which is of higher quality.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44713787","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 study describes the effectiveness of hybrid learning using e-learning media during the Covid-19 pandemic, especially in mathematics. This research is descriptive quantitative research using a survey method, focusing on learning evaluation using e-learning media. The research population was all students of Madrasah Ibtidaiyah Miftahul Huda Pedaganga Tiris Probolinggo who were taught mathematics using hybrid learning methods. The research sample is the sixth-grade students of Madrasah Ibtidaiyah Miftahul Huda Pedaganga Tiris Probolinggo who were selected using a simple random sampling technique considering the homogeneity of the population. The data collection instrument used a hybrid learning questionnaire. Data analysis used descriptive statistics. The results of the study describe students assessing mathematics learning using e-learning media as very effective. Although there are also students who consider hybrid learning ineffective, absolutely no one considers it very ineffective. Based on the results of the analysis and research findings regarding the effectiveness of the implementation of hybrid learning using e-learning madrasah in mathematics subjects, it shows that learning using e-learning madrasah is quite effective to implement. This is because many parties support this learning, but several factors can hinder learning, so it must be considered so that learning can run smoothly.
{"title":"Effectiveness of Hybrid Learning Assisted in e-Learning Media in Mathematics Learning at Elementary School","authors":"M. Bali, Zulfatul Aliyah, Didik Humaidi","doi":"10.46843/jiecr.v3i4.340","DOIUrl":"https://doi.org/10.46843/jiecr.v3i4.340","url":null,"abstract":"This study describes the effectiveness of hybrid learning using e-learning media during the Covid-19 pandemic, especially in mathematics. This research is descriptive quantitative research using a survey method, focusing on learning evaluation using e-learning media. The research population was all students of Madrasah Ibtidaiyah Miftahul Huda Pedaganga Tiris Probolinggo who were taught mathematics using hybrid learning methods. The research sample is the sixth-grade students of Madrasah Ibtidaiyah Miftahul Huda Pedaganga Tiris Probolinggo who were selected using a simple random sampling technique considering the homogeneity of the population. The data collection instrument used a hybrid learning questionnaire. Data analysis used descriptive statistics. The results of the study describe students assessing mathematics learning using e-learning media as very effective. Although there are also students who consider hybrid learning ineffective, absolutely no one considers it very ineffective. Based on the results of the analysis and research findings regarding the effectiveness of the implementation of hybrid learning using e-learning madrasah in mathematics subjects, it shows that learning using e-learning madrasah is quite effective to implement. This is because many parties support this learning, but several factors can hinder learning, so it must be considered so that learning can run smoothly.","PeriodicalId":34307,"journal":{"name":"Journal of Innovation in Educational and Cultural Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41353278","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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