SEJ (Science Education Journal)

Development of E-Modules on Puberty Materials to Train Digital Literacy of Madrasah Ibtidaiyah Learners

2024-05-25T13:37:21+00:00

Digital literacy development is needed to live, learn and work in the era of digital technology. However, this literacy is lacking in schools. Therefore, this research aims to produce a puberty e-module using project-based learning that is feasible to improve students' digital literacy. The research design was adapted from Tessmer's formative evaluation model, which is limited to self-evaluation, expert review and one-to-one evaluation. Data collection techniques used e-module validation instruments by 3 experts and 2 practitioners and content readability assessments by students. The results showed the validation results in the aspects of design, format, material, language, presentation, and innovation were 94, 97, 94, 98, 94, and 98 with very valid criteria. In addition, the readability of the e-module content with very practical criteria. Thus, the puberty e-module using project-based learning developed is feasible to use to improve students' digital literacy.

Pengembangan literasi digital dibutuhkan untuk hidup, belajar, dan bekerja di era teknologi digital. Namun, literasi tersebut kurang dilatihkan di sekolah. Oleh karena itu, tujuan penelitian ini adalah menghasilkan e-modul pubertas menggunakan project-based learning yang layak digunakan untuk meningkatkan literasi digital peserta didik. Desain penelitian ini diadaptasi dari evaluasi formatif model Tessmer, yang dibatasi pada self evaluation, expert review dan one to one evaluation. Teknik pengumpulan data menggunakan instrumen validasi e-modul oleh 3 pakar dan 2 praktisi, serta penilaian keterbacaan isi oleh peserta didik. Hasil penelitian menunjukkan hasil validasi pada aspek desain, format, materi, kebahasaan, penyajian, dan inovasi berturu-turut sebesar 94, 97, 94, 98, 94, dan 98 dengan kriteria sangat valid. Selain itu, keterbacaan isi e-modul dengan kriteria sangat praktis. Dengan demikian, e-modul pubertas menggunakan project-based learning yang dikembangkan adalah layak digunakan untuk meningkatkan literasi digital peserta didik

The Influence Of The Project-Based Learning Model On The Scientific Creativity Of Physics Education Undergraduate Students At Madura Islamic University

2024-05-25T13:55:16+00:00

Scientific creativity is a skill needed in the 21st century. 21st-century skills are known as 4C skills, one of which is being creative to produce innovative work to answer the challenges of the Industrial Revolution era 5.0. The Project-based learning model is a learning model that can guide students to increase students' scientific creativity through a series of questions that direct and explore students' scientific knowledge and creativity. This research used a quasi-experimental research design with 36 students divided into control classes and experimental classes. This research aims to see how much influence the PjBL learning model has in increasing the scientific creativity of students in physics subjects in terms of the implementation of the model and the influence of the PjBL model. The instruments used to obtain data were essay test questions for pretest and posttest, and observation sheets to observe the implementation of learning in class. All test questions have been validated by experts and tried out to test the reliability of the questions, level of difficulty, and distinguishing power of the questions using the ANATES Essay Questions application. Concept mastery data (posttest) was analyzed by hypothesis testing (t-test) using the SPSS application. The results of the research show that: (1) There is a significant influence of using the Project-based learning model on students' mastery of physics concepts. A significance value of 0.031 (Sig < 0.05) was obtained at the 95% confidence level. (2) The implementation of the project-based learning model accompanied by probing prompting techniques is included in the good category

Implementation of Ethno-STEM Learning through the "Lompek Kodok" Game to Enhance Critical Thinking Ability

2024-05-26T13:43:28+00:00

The research on the implementation of Etno-STEM learning involves four indicators of Science, Technology, Engineering, and Mathematics based on the culture local wisdom of the surrounding community. This study is crucial for investigating the enhancement of students' critical thinking abilities, as this approach has the potential to broaden insights into the effectiveness of classroom learning and student responses to it. Thus, it can provide a reference for developing learning approaches on how incorporating local values into STEM education can improve academic outcomes and student engagement. This research aims to describe the improvement of students' critical thinking abilities taught with Ethno STEM through the traditional game of Lompek Kodok. It also aims to describe students' responses to the implementation of Ethno-STEM learning. The research was conducted at SMA Negeri 04 Kota Bengkulu with a total of 225 10th-grade students during the first semester of the academic year 2023/2024. The research type used in this study is Pre-Experimental, and the design used is One Group Pretest-Posttest Design. The instruments used were a critical thinking ability test and a response questionnaire for 33 students selected using purposive sampling techniques. The instruments used are critical thinking ability tests and response questionnaires. Data analysis techniques that will measure the improvement of critical thinking abilities include Descriptive Analysis and Inferential Analysis with N-Gain. Meanwhile, descriptive statistical analysis will be used to measure student responses. The research results show that the N-Gain value in class X MIPA 3 is 0,75, indicating that the class is in the high category. Additionally, students' responses to this research are categorized as very good, with percentages as follows: 80% for the attitude towards the process aspect, 87% for interest level, and 82% for clarity towards the process aspect. Overall, Ethno STEM learning can improve students' critical thinking abilities.

Development Of Learning Tools In The Cooperative Think Pair Share (TPS) Model Integrated With Huyula Values Reviewed From The Cognitive Aspect

2024-05-26T00:46:19+00:00

This study aims to describe the validity and practicality of the learning tool of the Think Pair Share (TPS) cooperative model integrated with huyula values (cooperation). This development research implemented the ADDIE model involving 25 students in grades VIII-3, SMP Negeri 1 TAPA. The results showed that (1) the learning tools developed obtained a percentage of 3.48% with valid categories. (2) the implementation (practicality) of learning obtained a percentage of 88.98% with the "very good" category, and the response of students obtained 83.91% with the "good" category.

The Effect Of Remedial Learning Using Augmented Reality Media On Student Learning Interest In Cell Material

2024-05-29T14:28:08+00:00

Cell material that has the character of Higher Order Thinking Skills (HOTS) and the lack of use of teaching media is one of the causes of students' difficulties in understanding it. In addition, it also has an impact on remedial learning. The purpose of this study is to determine the effect of remedial learning with augmented reality teaching media on students' learning interest in cell material. The research method uses a quantitative approach of the pre-experimental type with a form of research in the form of one group pre-test post-test. The technique used in data retrieval is the purposive sampling technique. The study sample was grade XI2 students of SMA Negeri 1 Seputih Mataram who experienced remedial cell material with a total of 18 individuals (10 men and 8 women) from 34 individuals who experienced remedial in general. The instrument used in the study was a questionnaire with the Guttman type. The aspects studied are 5 indicators of student learning interest: pleasure, focus, a sense of interest in the lesson, great curiosity, and involvement in the teaching and learning process. While the aspects assessed in this study amounted to 20. Based on research, the use of augmented reality media in remedial learning has increased. This can be seen from the average percentage value before treatment of 55.23% which is included in the low category and has increased by 64.94% which is included in the medium category. This proves that remedial learning using augmented reality-based teaching media can increase student interest in learning.

Three Basic Skills of Rectilinear Motion Chart Interpretation; What Do Students Already Have and How Should They Be?

2024-06-01T14:14:24+00:00

This study focuses on identifying high school students' skills in interpreting kinematics graphs of linear motion. The research was implemented by quantitative method to 70 students. The data collection technique was carried out by giving a direct test of 26 multiple choice questions adopted from TUG-K. The students' skills identification was reviewed based on three basic graphing skills, the results showed that 39% of students were skilled in reading graphs directly, 47% of students were skilled in interpreting the slope/gradient of the line and 37% of students were skilled in interpreting the area under the curve. This study found that students did not have full graphing skills. In the case of transforming one graph to another that requires a combination of two or more basic skills, the percentage success score decreased, 37% in the combination of basic skills 1-2 and 31% in the combination of 1-3. The combination of basic skills that requires a more complex thinking process is the main reason for students' failure to answer the questions correctly. The results of this study can be the basis of information for further research in improving students' skills in linear motion graphs.