Learning materials based on local wisdom are needed to make it easier for students to understand the material because it is close to the student environment. The study aims to measure the effectiveness of teaching materials based on local wisdom of agriculture in Binjai in improving the students' environmental literacy. The type of research was a quasi-experimental which use a nonequivalent control group in the pretest-posttest design. The sample of study were students of Senior High School grade X consisted of 36 students in the experiment group which used teaching materials based on local wisdom of agriculture in Binjai and 36 students in the control group used student handbooks. Material experts and technology experts to ensure the quality of teaching materials test teaching materials. Data collection was conducted through a test. The results showed that the teaching materials based on local wisdom of agriculture in Binjai effective in improving environmental literacy in the experimental group students based on the results of N gain value were 0.72 which has high criteria. It means teaching materials based on agricultural local wisdom of agriculture in Binjai can be used as one of the teaching materials in learning activities.
The phosphorus cycle is still unfamiliar for students in the biogeochemical cycle. When worked example provides an opportunity for students to be able to learn from existing examples, this study seek to uncover the conceptions and misconceptions about the phosphorus cycle that carried out in the implementation of worked example learning. This research was conduct in the form of descriptive research by analyzing the diagram made by students and interviews conducted on some students whose diagram indicated contain misconception. Results showed that worked examples can help students to get a conception of the phosphorus cycle through the identification of the components involved in the phosphorus cycle, the relationships between components, and training students to trace phosphorus atoms. Misconception occurred only in a small proportion of students (10.58%) due to students’ limitations in understanding the concepts of chemical molecules and plant physiology. It also influenced by the presented examples during classwork.
The purpose of this study is to develop teaching materials about coral reefs Tiga Natuna Island in Biology learning on ecosystem material in high schools. The research method used was descriptive analysis, and the research model used was ADDIE (analysis, design, development, implementation, and evaluation). However, the completion of this teaching material was still in the testing phase. The weak experimental method with the one-group pretest-posttest design was conducted in this testing phase. Sixteen students were selected by purposive sampling in grade X Public High School. Data was collected through instruments written tests. The test was arranged based on the indicator of environmental literacy on the knowledge aspect. Then, data was tested by N-gain. Based on the results of the testing of this teaching material obtained n-gain of 61.78 (medium category). The average pretest-posttest score of students was 50.16 and 85.61.
This preliminary research aims to give description about students’ perception towards field study or about the reasons for students like or dislike field study activity which has been occurred at schools and the potency to conduct field trip learning. This research used quantitative survey research method with deep explanation. The data collection used questionnaire and interview. The statements in the questionnaire were open and close statements, which showed positive and negative perception with 5 point-Likert scales. Index of appreciation of field study were determined using questionnaire information from 19 students in 12th grade. The result show that out of 19 respondents, most of the express positive perception towards field study with average indices = 57.06 (range 45.45 – 81.82; with standard deviation = 8.48). The students’ positive perception towards field study activity implies can give impact toward field skills acquisition such as identification or classification skills, monitoring or sampling or survey skills, teamwork skill, and problem-solving skills in the field.
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