Note-taking Roundhouse diagrams strategy is a students' conceptual framework for interesting notes. This study aims to improve student retention on body defense system material through note-taking roundhouse diagram strategy. The method used was the one-group pretest-posttest design. The sample in this study was taken by simple random sampling technique. The number of samples in this study was 30 students. The instrument used in the study was a test instrument used multiple choice. This research was conducted during six meetings. Three meetings using roundhouse diagram with pretest and posttest. After four weeks, three more meetings were held to collect the second posttest (retest). The data were analyzed by t-test statistical analysis. Based on the results of the t-test statistical analysis at a significant level α = 0.05, it can be seen that t count > t table for short-term retention and long-term retention. The retention category also showed very satisfying results. Average results of N-gain score for short and long-term retention too very good. It can be included, the note-taking roundhouse diagram strategy on the body's defense system concept can improve student retention.
One of the overlapping curriculum designs indicates the mismatch of teaching materials with the cognitive level process and student development, impacting the unstructured qualification of mastery of the material. On the other hand, the breadth and depth of teaching materials in the curriculum must be following students' mental development and level of cognitive processes. This study aims to collect the opinions of science teachers in junior high schools and biology teachers in high schools about the learning continuum design on reproducing living things. The method used is a survey. The study population is a hypothetical population with a convenience sample. The sample involved in this study were 111 teachers in Bantul Regency and Yogyakarta City. The data collection method used a questionnaire distributed through four subject teachers' conference (MGMP). The data obtained were analyzed using descriptive analysis. The results showed several sub-aspects of reproduction of living things that cannot be taught in elementary schools. The material for propagating fungi, protists, bacteria, and viruses starts in grade VII with a cognitive level of C1 (remembering), after previously students received material about types of animals and plants in grade VI (elementary school). Furthermore, the material on reproductive anatomy and physiology can only be given to class IX with cognitive level C2 (understanding) and continued in class X and XI with cognitive level C4 (analyzing). Especially for reproductive anatomy and physiology, fungi were introduced to class VII with C1 level cognitive processes (remembering). This teacher opinion generates a learning continuum grid that can help policymakers improve educational curriculum.
This study aims to determine the teachers' opinion who teach science in elementary schools regarding the continuum of learning design on organisms diversity aspect. The method used in this research was a survey by giving a questionnaire to the teacher. The study population in this study was a hypothetical population with convenience samples. The number of samples used was as many 156 teachers in Bantul district and Yogyakarta city. The results showed that the teacher believed that the diversity aspects of organisms taught starting in classes V and VI Elementary School (ES) with the cognitive process level or competency level (CL) were "remembering" (C1) and "understanding" (C2). The cognitive level of "remembering" (C1) is taught in classes V and VI of elementary school, while the cognitive level of "understanding" (C2) is taught starting from classes V and VI of elementary school (ES), class VIII of junior high school (JHS), and class X of senior high school (SHS).
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