Pub Date : 2023-12-13DOI: 10.32939/tarbawi.v19i2.3168
Aan Putra, Z. Zulkardi, R. Putri, Elly Susanti, D. S. Nusantara
A tourism route is a sequence of tourist attractions visited. Students are familiar with tour activities and often plan tourism routes to visit several tourist attractions. Students' experience and knowledge about tourism routes can be used as a context for teaching the rule of product. Therefore, this research aims to design a learning trajectory for the rule of product using the Indonesian Realistic Mathematics Education (PMRI) approach in the Kerinci nature tourism route context. The research method used is design research with a validation study type, which consists of three stages: preparation and design, teaching experiment, and retrospective analysis. The subjects involved in this research were 11 third-semester mathematics education students at a university in Jambi, Indonesia. The instruments include learning video recordings, student work results, field notes, and test sheets. The research results show that learning trajectories designed in the context of tourism routes can help students discover, understand, and use the rule of product in solving relevant mathematical problems. The learning tracjectory consists of four activities: making a list of Kerinci tourist attractions, determining the location of several tourist attractions on a sketch map, arranging tourist attractions in tourism routes, and solving problems regarding possible tourism routes. This research shows that the designed learning trajectory is vital in helping students discover and understand the rule of product and apply them to solving relevant problems.
{"title":"Teaching the Rule of Product using Nature Tourism Routes","authors":"Aan Putra, Z. Zulkardi, R. Putri, Elly Susanti, D. S. Nusantara","doi":"10.32939/tarbawi.v19i2.3168","DOIUrl":"https://doi.org/10.32939/tarbawi.v19i2.3168","url":null,"abstract":"A tourism route is a sequence of tourist attractions visited. Students are familiar with tour activities and often plan tourism routes to visit several tourist attractions. Students' experience and knowledge about tourism routes can be used as a context for teaching the rule of product. Therefore, this research aims to design a learning trajectory for the rule of product using the Indonesian Realistic Mathematics Education (PMRI) approach in the Kerinci nature tourism route context. The research method used is design research with a validation study type, which consists of three stages: preparation and design, teaching experiment, and retrospective analysis. The subjects involved in this research were 11 third-semester mathematics education students at a university in Jambi, Indonesia. The instruments include learning video recordings, student work results, field notes, and test sheets. The research results show that learning trajectories designed in the context of tourism routes can help students discover, understand, and use the rule of product in solving relevant mathematical problems. The learning tracjectory consists of four activities: making a list of Kerinci tourist attractions, determining the location of several tourist attractions on a sketch map, arranging tourist attractions in tourism routes, and solving problems regarding possible tourism routes. This research shows that the designed learning trajectory is vital in helping students discover and understand the rule of product and apply them to solving relevant problems.","PeriodicalId":503801,"journal":{"name":"Tarbawi : Jurnal Ilmu Pendidikan","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181819","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}
Dayah is a religious educational institution that has been a hallmark of the Aceh government since the sultanate. Throughout its existence, Dayah's presence in Aceh faded due to changes in the national education system which was general and conventional. Historically, the revitalization of Dayah emerged after the establishment of the Dayah Institute at the Aceh Province level which houses the Dayah Education Department at the regency and administrative city levels. The Dayah Education Department in Aceh emerged as a result of Aceh's special autonomy rights after obtaining a peace agreement with the Government of the Republic of Indonesia. The Dayah Education Department is a unique legal entity because it is not owned by other provinces in Indonesia. This article is included in field research that uses a qualitative approach. The method used is a phenomenological study of the existence of the Dayah Education Department, especially in East Aceh. Data was obtained through interviews, documentation, and direct observation. The research results show that the Dayah Education Department in East Aceh has an important role in improving the quality of Dayah in East Aceh, such as improving facilities and infrastructure; life skills training for students, as well as improving the quality of teachers and educational staff.
{"title":"Role and Contribution of Education Department of Dayah in Enhancing the Quality of Dayahs in East Aceh","authors":"Basri Basri, Zainuddin Zainuddin, Mudawali Mudawali","doi":"10.32939/tarbawi.v19i1.1576","DOIUrl":"https://doi.org/10.32939/tarbawi.v19i1.1576","url":null,"abstract":"Dayah is a religious educational institution that has been a hallmark of the Aceh government since the sultanate. Throughout its existence, Dayah's presence in Aceh faded due to changes in the national education system which was general and conventional. Historically, the revitalization of Dayah emerged after the establishment of the Dayah Institute at the Aceh Province level which houses the Dayah Education Department at the regency and administrative city levels. The Dayah Education Department in Aceh emerged as a result of Aceh's special autonomy rights after obtaining a peace agreement with the Government of the Republic of Indonesia. The Dayah Education Department is a unique legal entity because it is not owned by other provinces in Indonesia. This article is included in field research that uses a qualitative approach. The method used is a phenomenological study of the existence of the Dayah Education Department, especially in East Aceh. Data was obtained through interviews, documentation, and direct observation. The research results show that the Dayah Education Department in East Aceh has an important role in improving the quality of Dayah in East Aceh, such as improving facilities and infrastructure; life skills training for students, as well as improving the quality of teachers and educational staff.","PeriodicalId":503801,"journal":{"name":"Tarbawi : Jurnal Ilmu Pendidikan","volume":"193 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368304","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 : 2023-06-26DOI: 10.32939/tarbawi.v19i1.2601
Toni Haryanto, Indah Kencanawati
Ethnoscience is one of the activities in transforming indigenous science into scientific science that can be implemented in the biology learning process. The implementation of the ethnoscience stage in biology learning perhaps can improve students' critical thinking skills, which is the aim of this research. This research is experimental research using a pretest-posttest control group design. The research population consisted of 36 students. The sample selection used a random sampling technique consisting of 2 classes (experimental and control), each class consisting of 18 students. Research data was obtained through pretest and posttest. There are 10 questions with 5 indicators of critical thinking skills through a minimal structure essay test. The results of the research show that there is an increase in students' critical thinking skills in understanding concepts that integrate native community knowledge into scientific knowledge through the ethnoscience stage compared to critical thinking skills that do not go through ethnoscience-based learning in biology learning. Therefore, ethnoscience-based learning is recommended to be applied in the learning process in other subjects such as biotechnology and bioappliance to help improve critical thinking skills and other skills in simplifying content-rich biological material.
{"title":"Improving Critical Thinking Skills of Prospective Biology Teacher Students through Ethnoscience-Based Biology Learning","authors":"Toni Haryanto, Indah Kencanawati","doi":"10.32939/tarbawi.v19i1.2601","DOIUrl":"https://doi.org/10.32939/tarbawi.v19i1.2601","url":null,"abstract":"Ethnoscience is one of the activities in transforming indigenous science into scientific science that can be implemented in the biology learning process. The implementation of the ethnoscience stage in biology learning perhaps can improve students' critical thinking skills, which is the aim of this research. This research is experimental research using a pretest-posttest control group design. The research population consisted of 36 students. The sample selection used a random sampling technique consisting of 2 classes (experimental and control), each class consisting of 18 students. Research data was obtained through pretest and posttest. There are 10 questions with 5 indicators of critical thinking skills through a minimal structure essay test. The results of the research show that there is an increase in students' critical thinking skills in understanding concepts that integrate native community knowledge into scientific knowledge through the ethnoscience stage compared to critical thinking skills that do not go through ethnoscience-based learning in biology learning. Therefore, ethnoscience-based learning is recommended to be applied in the learning process in other subjects such as biotechnology and bioappliance to help improve critical thinking skills and other skills in simplifying content-rich biological material.","PeriodicalId":503801,"journal":{"name":"Tarbawi : Jurnal Ilmu Pendidikan","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368488","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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