Science as a field of science that investigates the universe is closely related to natural phenomena. Natural phenomena exist holistically, not independent, and interrelated. Why is integrated science learning so important? This multidisciplinary learning method can train students to think multidimensional, or holistic. This holistic mindset of learners will be used as a life skill in solving problems in their life. This paper will discuss students' ability to design thematic integration and transdisciplinary approaches in science. The ability to design is done in the development research of learning model: thinking, working, scaffolding, sharing (TWSS). The result of research thinking phase 46% student attitude excellent and 46% good. The five groups were able to design thematic integration, in which the two groups were able to design transdisciplinary integration. Through various assistance in the TWSS model phase, students can do the assigned tasks.
Competencies of nowadays biology pre-service teacher is an important key for the future education quality. This article aimed to discuss the effectiveness of Thinking Working Scaffolding Sharing (TWSS) model implementaton in Departement of Biology UM. This quantitative descriptive study used learning outcomes (professional and pedagogical competencies), attitudes, and group activity of biology pre-service teacher as determinant factors of the TWSS model effectiveness. The instrument to collect the data for those parameters were product assessment and observation sheet. Universitas Negeri Malang assessment guideline was utilized to determine the pre-service teachers’ competencies; meanwhile, the percentage calculation was employed as the data analysis procedure to proceed the data. The results informed: 1) the mean values of learning outcomes for professional and pedagogical competencies were 94 and 74, respectively; 2) 92% of students showed individual responsibility in completing their tasks (in which 46% was categorized as ‘excellent’ and the other 46% was considered as ‘good’); 3) 85% of students performed excellent attitude in their group work. Therefore, the implementation of TWSS model is effective to improve natural science competencies for biology pre-service teacher.
This research was conducted at the Department of Transportation of the City of Tasikmalaya. The selection of the object of this research is based on the existence of several problems. The first problem relates to training, and the second problem relates to compensation, which is suspected to have an effect on job satisfaction and employee performance. This study aims to determine, analyze and interpret the relationship between the direct and indirect effects of competence, training, compensation on job satisfaction and employee performance at the Department of Transportation of the City of Tasikmalaya. The research method used is a descriptive-correlation method with a quantitative approach with testing on 30 samples of respondents taken through an expert formula from Gay and Diehl in (Indrawan & Poppy, 2017) with 25% of the population of employees at the Department of Transportation of the City of Tasikmalaya. Based on the results of the study, it was found that Competence, Training, Compensation through Satisfaction simultaneously affected the Performance of the Tasikmalaya City Transportation Service Employees. worth 91.3% and others 8.7% caused by other variables that were not examined
This research aimed to develop the curriculum and module of natural science curriculum development for junior high school subject. This work is a research and development study. The development model used in this research was ADDIE. The results of validator assessment for the suitability of teacher’s qualification standard for the content knowledge = 3.8 (extremely valid). The suitability of teacher’s qualification standard for the content of pedagogical = 3.9 (extremely valid). Then the curriculum is developed into a module. The design of module is according to the principle of scaffolding. The most basic level contains the most complete example of cross-disciplinary integration. The second level is about the integration between sub-disciplines in science, the completeness of the example is reduced. Scaffolding at the highest level, fewer examples. The third level concerns aspects of pedagogical skills. Examples are given in two forms namely Curriculum 2013. Module 2 and 5 gaining 100% responses liked by the students are categorized practical. The hardest one to be understood is module 4. Module 2 is the most effective one in which the students achieved the highest score of 96. Module 3 is the most difficult one to be completed; the students’ mean was 47.
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