This study aimed to overview learning strategies to create learning innovation that can improve students' high-order thinking and communication skills in science learning. This research was classified as a systematic review. The data used in this study was secondary. This study's 15 secondary data sources consist of books, proceedings, and scientific articles in reputable journals. The data analysis using Miles & Huberman analysis technique. Data analysis includes data reduction, data presentation, and conclusion. The result of this study is that problem-based learning and inquiry-based instruction is learning strategies that can improve students' high-order thinking skills. The learning strategy that can improve students' communication skills is problem-based learning. High-order thinking skills and communication skills can influence each other. It was hoped that with this research, innovative learning centered on learning models and learning media could be developed so that students have high-order thinking and communication skills with good categories in future education.
Today, the increasing use of technology and mobile applications in education was interesting. This research was a systematic review study with limited 30 articles from 2012 to 2021. It aims to answer research questions about what mobile devices used in learning and what learning approaches are used in science learning to improve higher-order thinking skill and communication skills. The findings of this study were in line with the research objectives: First, the most appropriate mobile devices used to achieve learning objectives are mobile phones, followed by PDAs, tablets, iPad, laptops, e-books, and iPods. Second, the learning approach used in science learning to improve higher-order thinking skills and communication skills are a collaborative learning approach, inquiry learning, projectbased learning, problem-based learning, game-based learning, and flipped classroom learning. It was hoped that this research can be an illustration for other researchers to create innovative learning approaches. Some research that can be done next based on this research is how mobile learning in social learning or comparing the two, further research on the most appropriate learning media for mobile learning, and research on the effectiveness of implementing approach strategies in mobile learning.
<p><span lang="EN-US">Higher-order thinking skills (HOTS) and collaboration skills are critical for all students, starting from early to senior high school. This study aimed to describe HOTS and collaboration skills in online learning according to gender, type of school, and grade level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. The respondent of this study was 331 students who were obtained randomly from junior and senior high school in Indonesia. The results showed students’ HOTS in online learning; the mean score of the students was 3.82 (moderate). While collaboration skills, the mean score of the students was 3.95 (moderate); collaboration skills domains are positively related to HOTS. According to gender, type of school, and education level, there was no significant difference between students’ HOTS and collaboration skills. Based on these findings, teachers can teach to maximize learning, even though it was online, to improve HOTS and collaboration skills in online learning. This can also influence the policies to be taken by higher education to equip prospective educators to adjust themselves in providing learning to students in different conditions and situations.</span></p>
The purpose of this study is to get an overview of the Science Process Skills of students in learning using the Guided Inquiry-based Colloidal System module. The type of research used is library research with descriptive analysis. The data used in this study are secondary data, i.e. scientific journals which are in the form of articles. The data collection method is in the form of a documentation method with data analysis techniques, namely content analysis. Based on the results of a journal review that has been done, it is obtained that the use of the Guided Inquiry-Based Colloidal System module in learning especially in practical activities can bring up the Science Process Skills of students well. Each Science Process Skill indicator appears with different percentages in either category.
The purpose of the study is to predict the best quality of tempeh gembus from the mount of tofu waste, whey, duration of immersion, and total of yeast for fermentation process. The design of experiment in Taguchi method with 4 factors and 3 levels are used in experimental process. Thus, 9 total of experimental procedure is performed in this process. To assess the quality of the tempeh gembus, the sensory evaluation are introduced in sharp, taste, and the color. Then, the best result of tempe gembus is 2 kg of tofu waste soaked in 3 liters of whey water, for 72 hours, and the amount of yeast is 15 gr. Moreover, for continuation of this research process is the test of tempe gembus with the best quality as an effort in cholesterol reducing level in blood.
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