Trisnawati Hutagalung, Dwi Friska Br. Girsang, Novhira Putri Paino
This research and development is to find out the product development process and feasibility, as well as to find out the effectiveness of the drama material development product using the Benime application for class XI students at SMA Negeri 1 Hamparan Perak. The process of developing drama material uses the Benime application in the form of audiovisual teaching materials using the stages of the R&D method by Borg and Gall with 8 research stages covering 1) potential and problems, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) small-scale trials, 7) product revisions, and 8) mass production. From the validation results obtained a score calculation from material experts of 82% very good "and media experts of 97% "very good". The results of the validation assessment of product feasibility have very good quality to use. one group pretest-posttest design 20 multiple-choice test questions. Data analysis used the Normalized Gain Test. The results showed that the total pretest score of all students was 1760 and the total posttest score of all students was 2485. The results were processed using the formula N-Gain and achieved a value of 0.58 with the interpretation of "Medium" this result there is a significant increase in student achievement by using Benime-based teaching materials in class XI students.
本研究和开发是为了找出产品的开发过程和可行性，以及找出戏剧材料开发产品的有效性，使用Benime应用程序在SMA Negeri 1 Hamparan Perak班的学生。开发戏剧材料的过程使用Benime应用程序，以视听教材的形式使用Borg和Gall的研发方法的阶段，包括8个研究阶段，包括1)潜力和问题，2)数据收集，3)产品设计，4)设计验证，5)设计修订，6)小规模试验，7)产品修订，8)批量生产。从验证结果中得到了材料专家82%的“非常好”和媒体专家97%的“非常好”的分数计算。产品可行性验证评估结果具有很好的使用质量。一组前测后测设计了20道选择题。数据分析使用归一化增益测试。结果显示，所有学生的前测总分为1760分，后测总分为2485分。
{"title":"Developing of Drama Teaching Materials with Benime Assisted for High School Students","authors":"Trisnawati Hutagalung, Dwi Friska Br. Girsang, Novhira Putri Paino","doi":"10.46627/silet.v4i1.202","DOIUrl":"https://doi.org/10.46627/silet.v4i1.202","url":null,"abstract":"This research and development is to find out the product development process and feasibility, as well as to find out the effectiveness of the drama material development product using the Benime application for class XI students at SMA Negeri 1 Hamparan Perak. The process of developing drama material uses the Benime application in the form of audiovisual teaching materials using the stages of the R&D method by Borg and Gall with 8 research stages covering 1) potential and problems, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) small-scale trials, 7) product revisions, and 8) mass production. From the validation results obtained a score calculation from material experts of 82% very good \"and media experts of 97% \"very good\". The results of the validation assessment of product feasibility have very good quality to use. one group pretest-posttest design 20 multiple-choice test questions. Data analysis used the Normalized Gain Test. The results showed that the total pretest score of all students was 1760 and the total posttest score of all students was 2485. The results were processed using the formula N-Gain and achieved a value of 0.58 with the interpretation of \"Medium\" this result there is a significant increase in student achievement by using Benime-based teaching materials in class XI students.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89824030","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. G. Prawiyogi, Retno Dwimarwati, Suhendi Afryanto, M. Imran
This research aims to examine the process in the Domyak Ritual and the values contained therein, that can be integrated into character education in Indonesia’s schools. The method used is a descriptive qualitative method with an ethno pedagogic approach. Data collection techniques used in this study were literature review, interview, observation and documentation. The results of the study can be explained, that the Domyak Ritual was born in 1920 and initially as a ritual ceremony requesting for rain. In the Domyak Ritual there are four parts, namely preparation, gending tatalu (activities hitting musical instruments), ngado’a (pray), and entertainment of various kinds of arts. The values contained in the Domyak Ritual are an attitude of responsibility, always starting activities with prayer, always maintaining community harmony and always keeping oneself and the environment clean. Therefore, the values contained in the Domyak Ritual are expected to be integrated into character education in schools.
{"title":"Integration of Local Wisdom Values “Domyak Ritual” in Character Education","authors":"A. G. Prawiyogi, Retno Dwimarwati, Suhendi Afryanto, M. Imran","doi":"10.46627/silet.v4i1.189","DOIUrl":"https://doi.org/10.46627/silet.v4i1.189","url":null,"abstract":"This research aims to examine the process in the Domyak Ritual and the values contained therein, that can be integrated into character education in Indonesia’s schools. The method used is a descriptive qualitative method with an ethno pedagogic approach. Data collection techniques used in this study were literature review, interview, observation and documentation. The results of the study can be explained, that the Domyak Ritual was born in 1920 and initially as a ritual ceremony requesting for rain. In the Domyak Ritual there are four parts, namely preparation, gending tatalu (activities hitting musical instruments), ngado’a (pray), and entertainment of various kinds of arts. The values contained in the Domyak Ritual are an attitude of responsibility, always starting activities with prayer, always maintaining community harmony and always keeping oneself and the environment clean. Therefore, the values contained in the Domyak Ritual are expected to be integrated into character education in schools.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80423530","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}
Harmanto, O. Jatiningsih, Listyaningsih, Siti Habinah
This research aims to discover how the Pancasila and civic education learning practices at junior high schools in Surabaya during the COVID-19 pandemic. The method this research uses is a quantitative approach with a survey design. The findings from this research are teachers and students are not ready for WFH and LFH. So, teachers use various channels in learning. For example, WhatsApp Group, Zoom, Google Classroom, and others. From this research, conclusions can be drawn, including (1) With the pandemic conditions requiring teachers to be able to adapt, from respondents who felt 13.5% less capable before the pandemic in mastering online learning, teachers were finally able to adjust supportive learning technology; (2) Mastery of teachers in online learning before the pandemic period resulted in very capably 7.9%, capable 78.7%, underprivileged 13.5%, unable 0%. The additional cost of internet access during online learning is between IDR 25,000 to IDR 100,000/month. This research novelties are tended to discuss the teachers’ readiness in Junior High School to Pancasila and civic education limited to Surabaya city.
本研究旨在了解在2019冠状病毒病大流行期间，泗水初中的Pancasila和公民教育学习实践情况。本研究使用的方法是一个定量的方法与调查设计。本研究发现，教师和学生都没有准备好进行WFH和LFH。因此，教师在学习中运用了多种渠道。例如，WhatsApp Group, Zoom, Google Classroom等。从本研究中可以得出如下结论:(1)在疫情条件要求教师能够适应的情况下，从认为疫情前掌握在线学习能力差13.5%的受访者中，教师最终能够调整支持性学习技术;(2)疫情前教师对在线学习的掌握程度:非常有能力的占7.9%，有能力的占78.7%，一般的占13.5%，没有能力的占0%。在线学习期间互联网接入的额外费用在每月25,000至100,000印尼盾之间。本研究的新颖之处在于探讨初中教师对潘卡西拉及仅限于泗水市的公民教育的准备。
{"title":"Online Learning Innovations in School: Case Study on Subject Teacher Conference of Junior High School Pancasila and Civic Education in Surabaya City","authors":"Harmanto, O. Jatiningsih, Listyaningsih, Siti Habinah","doi":"10.46627/silet.v4i1.203","DOIUrl":"https://doi.org/10.46627/silet.v4i1.203","url":null,"abstract":"This research aims to discover how the Pancasila and civic education learning practices at junior high schools in Surabaya during the COVID-19 pandemic. The method this research uses is a quantitative approach with a survey design. The findings from this research are teachers and students are not ready for WFH and LFH. So, teachers use various channels in learning. For example, WhatsApp Group, Zoom, Google Classroom, and others. From this research, conclusions can be drawn, including (1) With the pandemic conditions requiring teachers to be able to adapt, from respondents who felt 13.5% less capable before the pandemic in mastering online learning, teachers were finally able to adjust supportive learning technology; (2) Mastery of teachers in online learning before the pandemic period resulted in very capably 7.9%, capable 78.7%, underprivileged 13.5%, unable 0%. The additional cost of internet access during online learning is between IDR 25,000 to IDR 100,000/month. This research novelties are tended to discuss the teachers’ readiness in Junior High School to Pancasila and civic education limited to Surabaya city.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84249427","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}
Despite the expansion of e-learning and the adoption of innovative learning management systems to support students, higher education institutions are still struggling under the burden of digital exclusion, hence increasing the transactional distance between lecturers and students. The research was conducted at a South African Open Distance and eLearning university and attempted to (1) understand how the Moodle site is organized to influence transaction distance, (2) identify students’ perceptions of the Moodle site to enhance their academic writing skills, and (3) identify if Moodle is an enabler or disabler to their learning. This article uses a qualitative participatory action research design and draws on the theory of transactional distance. Using observations, open-ended evaluation questions, and a focus group discussion, the study found that students appreciated the communication and interaction facilitated by the lecturers. Despite the challenges that students experienced, the transactional distance was reduced between lecturers and students. Although the findings of this study cannot be generalized on a broader scale, findings are in line with similar studies, amplifying the critical role of the perceptions and challenges of first-year students in HEIs to bring about the required change.
{"title":"Moodle as a Tool to Reduce Transactional Distance at an Open Distance and e-Learning University","authors":"Kershnee Sevnarayan","doi":"10.46627/silet.v4i1.165","DOIUrl":"https://doi.org/10.46627/silet.v4i1.165","url":null,"abstract":"Despite the expansion of e-learning and the adoption of innovative learning management systems to support students, higher education institutions are still struggling under the burden of digital exclusion, hence increasing the transactional distance between lecturers and students. The research was conducted at a South African Open Distance and eLearning university and attempted to (1) understand how the Moodle site is organized to influence transaction distance, (2) identify students’ perceptions of the Moodle site to enhance their academic writing skills, and (3) identify if Moodle is an enabler or disabler to their learning. This article uses a qualitative participatory action research design and draws on the theory of transactional distance. Using observations, open-ended evaluation questions, and a focus group discussion, the study found that students appreciated the communication and interaction facilitated by the lecturers. Despite the challenges that students experienced, the transactional distance was reduced between lecturers and students. Although the findings of this study cannot be generalized on a broader scale, findings are in line with similar studies, amplifying the critical role of the perceptions and challenges of first-year students in HEIs to bring about the required change.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75569293","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}
Poor task persistence is a major inhibitor of effective learning among students with hearing impairment. This study investigated the effect of strategic content learning (SCL) on poor task persistence of students with hearing loss in Nigeria. The study adopted a pretest-posttest control group design. A total of 117 participants from four special schools for hearing impaired in South-East Nigeria completed a task persistence scale at pre-treatment, post-treatment, and follow-up. Intervention was carried out for nine weeks using strategic content learning program manual. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results revealed that task persistence of hearing impaired college students of SCL group were significantly improved compared to those in waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant improvement in task persistence of participants in the experimental group was sustained. Result of the current study show that SCL is an effective strategy straining approach that can improve students’ task persistence in different areas of learning. Further studies could be conducted in Nigeria and other countries to investigate the efficacy of SCL in improving self-efficacy and volition among diverse populations of students.
{"title":"Developing Task Persistence Skills in College Students with Hard of Hearing Using Strategic Content Learning","authors":"Charity Neejide Onyishi","doi":"10.46627/silet.v4i1.187","DOIUrl":"https://doi.org/10.46627/silet.v4i1.187","url":null,"abstract":"Poor task persistence is a major inhibitor of effective learning among students with hearing impairment. This study investigated the effect of strategic content learning (SCL) on poor task persistence of students with hearing loss in Nigeria. The study adopted a pretest-posttest control group design. A total of 117 participants from four special schools for hearing impaired in South-East Nigeria completed a task persistence scale at pre-treatment, post-treatment, and follow-up. Intervention was carried out for nine weeks using strategic content learning program manual. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results revealed that task persistence of hearing impaired college students of SCL group were significantly improved compared to those in waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant improvement in task persistence of participants in the experimental group was sustained. Result of the current study show that SCL is an effective strategy straining approach that can improve students’ task persistence in different areas of learning. Further studies could be conducted in Nigeria and other countries to investigate the efficacy of SCL in improving self-efficacy and volition among diverse populations of students.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136292987","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}
Poor task persistence is a major inhibitor of effective learning among students with hearing impairment. This study investigated the effect of strategic content learning (SCL) on poor task persistence of students with hearing loss in Nigeria. The study adopted a pretest-posttest control group design. A total of 117 participants from four special schools for hearing impaired in South-East Nigeria completed a task persistence scale at pre-treatment, post-treatment, and follow-up. Intervention was carried out for nine weeks using strategic content learning program manual. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results revealed that task persistence of hearing impaired college students of SCL group were significantly improved compared to those in waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant improvement in task persistence of participants in the experimental group was sustained. Result of the current study show that SCL is an effective strategy straining approach that can improve students’ task persistence in different areas of learning. Further studies could be conducted in Nigeria and other countries to investigate the efficacy of SCL in improving self-efficacy and volition among diverse populations of students.
{"title":"Developing Task Persistence Skills in College Students with Hard of Hearing Using Strategic Content Learning","authors":"C. Onyishi","doi":"10.46627/silet.v3i2.187","DOIUrl":"https://doi.org/10.46627/silet.v3i2.187","url":null,"abstract":"Poor task persistence is a major inhibitor of effective learning among students with hearing impairment. This study investigated the effect of strategic content learning (SCL) on poor task persistence of students with hearing loss in Nigeria. The study adopted a pretest-posttest control group design. A total of 117 participants from four special schools for hearing impaired in South-East Nigeria completed a task persistence scale at pre-treatment, post-treatment, and follow-up. Intervention was carried out for nine weeks using strategic content learning program manual. Data collected were analyzed using repeated-measures analysis of variance, chi-square, and t-test. Results revealed that task persistence of hearing impaired college students of SCL group were significantly improved compared to those in waitlist control group at the end of the intervention. Follow-up tests conducted after three months and six months revealed that the significant improvement in task persistence of participants in the experimental group was sustained. Result of the current study show that SCL is an effective strategy straining approach that can improve students’ task persistence in different areas of learning. Further studies could be conducted in Nigeria and other countries to investigate the efficacy of SCL in improving self-efficacy and volition among diverse populations of students.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89521912","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 aims to determine the effectiveness of Student Worksheets (LKM) based on 21st-century learning skills in entrepreneurship courses. The research methodology employed a set pre-test and post-test design with limited studies of students in business education programs selected based on the abilities of up to 15 low-, intermediate, and high-ability students. Pre-test and post-test are used to determine students' critical thinking skills. Data were analyzed descriptively and quantitatively. The results showed that student worksheets based on 21st-century learning skills in entrepreneurship courses were effective as teaching materials since the pre-test and post-test data were normally distributed and the average N-Gain results were in the high category.
{"title":"The The Effectiveness of Student's Worksheet Based On 21st Century Learning Skills to Improve Critical Thinking Skills","authors":"Renny Dwijayanti, E. Soesilowati, P. Handayati","doi":"10.46627/silet.v3i3.111","DOIUrl":"https://doi.org/10.46627/silet.v3i3.111","url":null,"abstract":"This study aims to determine the effectiveness of Student Worksheets (LKM) based on 21st-century learning skills in entrepreneurship courses. The research methodology employed a set pre-test and post-test design with limited studies of students in business education programs selected based on the abilities of up to 15 low-, intermediate, and high-ability students. Pre-test and post-test are used to determine students' critical thinking skills. Data were analyzed descriptively and quantitatively. The results showed that student worksheets based on 21st-century learning skills in entrepreneurship courses were effective as teaching materials since the pre-test and post-test data were normally distributed and the average N-Gain results were in the high category.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84617378","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 pandemic of COVID-19 has made several change to the learning process in Indonesia. Because of the less effective online learning, the Indonesian Ministry of Education and Culture creates new policies by allowing offline learning, but with a limited system or hybrid learning. The purpose of this study was to find out how the implementation of hybrid learning in schools, where placed at a Public Junior School in Indonesia. The type of this research is a qualitative research using interview and observation techniques involving the Principal, Deputy Principal for Curriculum, English Teachers, Social Sciences Teachers, and Science Teachers. The data obtained will be analyzed with Miles and Huberman technique. This implementation has several stages, namely the preparation/planning, the implementation, and the evaluation. During this pandemic, online and hybrid learning process has had a big impact. The positive impact is to make teachers more literate towards digital technology which makes them more creative and innovative in choosing learning media platforms, and student’s skills were improve in using technology.
{"title":"Implementation of Hybrid Learning and Its Impacts at A Public Junior School in Indonesia","authors":"Fanani Riski Dwi, N. Suprapto, Z. Supardi","doi":"10.46627/silet.v3i3.116","DOIUrl":"https://doi.org/10.46627/silet.v3i3.116","url":null,"abstract":"The pandemic of COVID-19 has made several change to the learning process in Indonesia. Because of the less effective online learning, the Indonesian Ministry of Education and Culture creates new policies by allowing offline learning, but with a limited system or hybrid learning. The purpose of this study was to find out how the implementation of hybrid learning in schools, where placed at a Public Junior School in Indonesia. The type of this research is a qualitative research using interview and observation techniques involving the Principal, Deputy Principal for Curriculum, English Teachers, Social Sciences Teachers, and Science Teachers. The data obtained will be analyzed with Miles and Huberman technique. This implementation has several stages, namely the preparation/planning, the implementation, and the evaluation. During this pandemic, online and hybrid learning process has had a big impact. The positive impact is to make teachers more literate towards digital technology which makes them more creative and innovative in choosing learning media platforms, and student’s skills were improve in using technology.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80011355","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 aims to describe the profile of critical thinking based on argumentation learning in senior high school. This study used a quantitative descriptive study with a subject of 30 students. Subjects were asked to choose the correct answer based on the questionnaire and questions about critical thinking. The results from the questionnaire showed that students' critical thinking skills are 43% in the low category; 47% in the medium category, and 10% students in the high category. As evidenced by the average test results of critical thinking skills, the results obtained are 57.5 in the low category. In the indicator of formulating problems, the results obtained are 57.5 with low critical thinking categories; indicators provide arguments and analyze results 50 with low critical thinking categories; and the result deduction indicator is 60 with medium critical thinking category.Therefore, it can be recommended that the first step to improving critical thinking skills is to conduct argumentation-based learning so that students can convey arguments in physics learning and students' critical thinking skills can increase, so that it's expected to produce competent students according to 21st-century learning.
{"title":"Critical Thinking Profile of Senior High School Students in terms of Argumentation-Based Learning","authors":"Rizki Nur Fadillah, Budi Jatmiko, Wahono Widodo","doi":"10.46627/silet.v3i3.174","DOIUrl":"https://doi.org/10.46627/silet.v3i3.174","url":null,"abstract":"This study aims to describe the profile of critical thinking based on argumentation learning in senior high school. This study used a quantitative descriptive study with a subject of 30 students. Subjects were asked to choose the correct answer based on the questionnaire and questions about critical thinking. The results from the questionnaire showed that students' critical thinking skills are 43% in the low category; 47% in the medium category, and 10% students in the high category. As evidenced by the average test results of critical thinking skills, the results obtained are 57.5 in the low category. In the indicator of formulating problems, the results obtained are 57.5 with low critical thinking categories; indicators provide arguments and analyze results 50 with low critical thinking categories; and the result deduction indicator is 60 with medium critical thinking category.Therefore, it can be recommended that the first step to improving critical thinking skills is to conduct argumentation-based learning so that students can convey arguments in physics learning and students' critical thinking skills can increase, so that it's expected to produce competent students according to 21st-century learning.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80067179","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 aims to determine the effectiveness of STEM-based guided inquiry learning on physics science literacy. This study uses a research and development (R & D) development model with a one group pretest-posttest design. The sample used was class XI students with three replications. The data collection technique is in the form of a science literacy test sheet. Then analyzed with a quantitative and qualitative descriptive approach. The research data shows that the learning model developed is theoretically valid by three expert validators. The effectiveness of learning tools is shown by the science literacy scores of students who have increased after applying the STEM-based guided inquiry learning model. Based on the discussion of the research results, it can be concluded that the learning tools developed are effectively applied in schools to train students' science literacy in sound wave material.
{"title":"The Effectiveness of STEM-Based Guided Inquiry Learning to Train Science Literacy of Physics","authors":"Vichi Cahyo Eko Saputro, Wasis, T. Prastowo","doi":"10.46627/silet.v3i3.179","DOIUrl":"https://doi.org/10.46627/silet.v3i3.179","url":null,"abstract":"This study aims to determine the effectiveness of STEM-based guided inquiry learning on physics science literacy. This study uses a research and development (R & D) development model with a one group pretest-posttest design. The sample used was class XI students with three replications. The data collection technique is in the form of a science literacy test sheet. Then analyzed with a quantitative and qualitative descriptive approach. The research data shows that the learning model developed is theoretically valid by three expert validators. The effectiveness of learning tools is shown by the science literacy scores of students who have increased after applying the STEM-based guided inquiry learning model. Based on the discussion of the research results, it can be concluded that the learning tools developed are effectively applied in schools to train students' science literacy in sound wave material.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74299865","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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