This research aimed at describing the effectiveness of the local culture-based 7E learning cycle model in improving students' critical thinking skills in chemistry learning. It was an experimental research with post-test only control group design. The population was the eleventh-grade students of senior high schools in Singaraja, Indonesia. The sample included 111 students; 57 students as the experimental group and 54 students as the control group. The students in the experimental group learned through the local culture-based 7E learning cycle model, whereas the ones in the control group learned through the discovery learning model. The data on the students' critical thinking skills were collected through the critical thinking skills test. The data were analyzed through descriptive and inferential analysis, namely: Independent Sample T-Test for normal and homogeneous data, but Mann-Whitney U-Test for not normal and/or not homogeneous data. The results showed that the average score of students' critical thinking skills on the experimental and control groups were 64,5 and 55,3 respectively. The average score of the students' critical thinking skills on the experimental and control groups in the high-level school were 70.0 and 58.4, respectively, but in low-level school, they were 58.7 and 50.8 respectively.
Penelitian ini bertujuan untuk mendeskripsikan perbedaan kemampuan berpikir kreatif fisika siswa yang belajar dengan model pembelajaran problem-based learning dengan flipped classroom (PBLFC), model pembelajaran tradisonal dengan flipped classroom (PTFC), dan model pembelajaran tradisional dengan direct instruction (DI). Jenis penelitian ini adalah eksperimen semu (quasi-experiment) dengan desain one way pretest-posttest non-equivalent control group design. Sampel terdiri 86 siswa SMA yang terbagi dalam 3 kelas. Kelas eksperimen 1 menerapkan PBLFC, kelas eksperimen 2 dengan PTFC dan kelas kontrol dengan pembelajaran DI. Data kemampuan berpikir kreatif dikumpulkan dengan 15 butir soal esai dengan materi usaha dan energi, serta momentum dan impuls. Data yang terkumpul dianalisis dengan analisis deskriptif dan ANAKOVA. Hasil penelitian ini mengungkapkan adanya perbedaan yang signifikan pada kemampuan berpikir kreatif fisika antara siswa yang belajar dengan PBLFC, PTFC, dan DI. Hasil Uji BNt (Beda Nyata terkecil) menunjukkan bahwa kemampuan berpikir kreatif fisika siswa yang belajar dengan PBLFC lebih tinggi dibandingkan dengan PTFC dan DI. Pembelajaran aktif dengan flipped classroom perlu dikembangkan dalam pembelajaran fisika untuk mendorong kemampuan berpikir kreatif siswa. THE EFFECT OF PROBLEM-BASED LEARNING FLIPPED CLASSROOM TOWARDS PHYSICS CREATIVE-THINKING ABILITYThis study was aimed at describing the differences in the creative-thinking abilities of the students who learn physics using the problem-based learning model with flipped classroom (PBLFC), traditional learning model with flipped classroom (TLFC), and traditional learning models with direct instruction (TLDI). A quasi-experimental with a one-way pretest-posttest non-equivalent control group design was used in this study. The sample consisted of 86 high school students divided into 3 classes. The experimental class 1 implemented PBLFC, experimental class 2 implemented TLFC, and the control class implemented TLDI learning. The data on the ability to think creatively were collected using 15 essay item tests with material on effort and energy, and momentum and impulses. The data then were analyzed by descriptive analysis and ANACOVA. The results of this study show that there are significant differences in the ability to think creatively between physics students who study with PBLFC, TLFC, and TLDI. Least Significant Difference (LSD) test results show that the creative thinking abilities of students who learn physics with PBLFC are higher than those with TLFC and TLDI. Active learning with flipped classroom needs to be developed in physics learning to encourage students' creative-thinking abilities.
Learning tools are thing that used to help students learn more effectively and efficiently. This study aimed to determine the effectiveness of learning tools to support the science learning process. The Subjects of this study are articles obtained through the search site https://scholar.google.co.id that relevant to the issue. There were 3 selection steps to collect articles used as the main data sources. The first selection based on the title of the article. The second selection arranged through abstract scanning. The third selection conducted by reading the entire contents of the article. Through the selections, 40 accredited articles that analyse learning tools, especially in science education (Physics 65.85%, Chemistry 4.88%, and Biology 29.27%) obtained as the data source. The articles are analysed descriptively to determine the effectiveness of using learning tools in science learning to improve student competency. The learning tools in the articles consisted of innovative tools developed (72.5%) and conventional tools available in schools (27.5%). The learning tools in the articles applied at various levels of education, from elementary school to university. Based on analysis data, the use of learning tools was 100% effective in support science learning, characterized by an increase in student competence after the use of tools in learning. Competencies that developed through the use of learning tools are knowledge (53.3%), attitude (20%), skills (18.3%), mindset (1.68%), metacognitive (1.68%), creativity (1.68%), problem-solving (1.68%), and motivation (1.68%). The benefits that reached from the use of learning tools, specifically in science lessons, have implications for improving student competency.
Penelitian ini bertujuan untuk mendeskripsikan peningkatan literasi sains siswa SMP setelah diterapkan model pembelajaran Levels of Inquiry. Jenis penelitian ini adalah kuantitatif-deskriptif dengan rancangan one group pretest-posttest design. Populasi penelitian yaitu seluruh siswa kelas VIII SMP Negeri 4 Singaraja. Sampel penelitian menggunakan teknik cluster random sampling dan diperoleh sejumlah 31 siswa kelas VIII B3. Data penelitian adalah data peningkatan literasi sains siswa yang dikumpulkan dengan pemberian instrumen tes literasi sains sejumlah 20 butir soal tes pilihan ganda diperluas. Data peningkatan literasi sains dan peningkatan setiap aspek kompetensi literasi sains dianalisis secara kuantitatif dan dideskripsikan berdasarkan kualifikasi N-gain score ternormalisasi. Adapun data pengetahuan awal (pretest) dan literasi sains (posttest) dianalisis secara kuantitatif dan dideskripsikan berdasarkan kualifikasi penilaian acuan patokan (PAP). Kesimpulan hasil penelitian yaitu (1) peningkatan literasi sains memperoleh kualifikasi sedang (<g>=0,33), (2) ditinjau dari peningkatan setiap aspek kompetensi literasi sains yaitu aspek menjelaskan fenomena ilmiah memperoleh kualifikasi rendah (<g>=0,23), aspek mengevaluasi dan merancang penyelidikan ilmiah memperoleh kualifikasi rendah (<g>=0,17) dan aspek menginterpretasikan data dan bukti secara ilmiah memperoleh kualifikasi sedang (<g>= 0,39).
The purpose of the study was to analyze the effect of Problem-Based Learning (PBL) integrated with local wisdom on Higher-Order Thinking Skills (HOTS) and students' scientific attitudes. Local wisdom used is a tourist objects on the island of Lombok. The topic of learning is the interaction of living things on Senggigi Beach, Sesaot Forest, and Mount Rinjani. The research method used is quantitative with a posttest only control group design. The population of this study includes 6 classes with 172 7th grade students at SMP Negeri 16 Mataram. Samples were taken using cluster random sampling technique, class 7C became the experimental class (32 students), while class 7F became the control class (21 students). The HOTS test instrument is in the form of an essay while the student's scientific attitude instrument is in the form of an observation sheet. Statistical analysis used one-way MANOVA and analyzed using SPSS 25 application. Hypothesis test results showed differences in HOTS and students' scientific attitudes with PBL models and conventional learning. The mean of HOTS and scientific attitude in the experimental class is superior to the control class. The test of between-subjects effects for the HOTS variable and scientific attitude shows differences in HOTS and scientific attitudes due to differences in learning models. Therefore, the PBL model integrated with local wisdom has an effect on HOTS and students' scientific attitudes.
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