The needs of the 21st century in education need the creating of young people to have life skills. The life skills can be trained through the learning process and identified through student learning outcomes. Learning outcomes are one of the factors in successful learning. Therefore, a solution is needed to optimize student learning outcomes in the learning process by using the teaching material in the form of the module. The objective of this research is to know the effectiveness of inquirybased learning module to improve learning outcomes. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi-experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry-based learning module and control one used modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.390 (middle) in the control class and 0.749 (high) in the experimental class. Based on the research result, it can be concluded that an inquiry-based learning module is effective to improve the learning outcomes.
The education in the 21 st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21 st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.
The development of cellular technology is very fast; this has led to technological advances in all fields where one of them is education. E-absent is an Android-based technology that serves to help student guardians report or notify student absence to the teacher and enter the necessary documents into the system. Then the teacher will send the subject matter and lesson assignments to students when students are absent, so students do not miss the lesson. This paper discusses system analysis and design using the Unified Modelling Language (UML), which makes it easier to describe the system as a whole. And the results of this study are an e-absence model that fits the needs of the school.
Effectiveness is part of the quality of the software. The level of system planning will determine the successful implementation of the system in an educational institution. The higher the level of increase, the higher the functionality and usability of the system. This research was made to measure the efficiency of learning media through GOES (Guide Objective Elementary School) mobile learning (m-learning) in elementary schools in DKI Jakarta. With this GOES m-learning, it can make it easier for students to get teaching material because students cannot attend school. Also besides, it can be a liaison that provides information about the development of children to school and without having to come to school. The research sites are in the 15th, 19th, 20th, 21st and 22nd DKI Elementary Schools. This research is descriptive in nature using a questionnaire that is tested using the t-test. The total questionnaire processed was 150 questionnaires out of 540 questionnaires distributed to teachers, distributed and students. The results of the questionnaire show that GOES m-learning can improve students' learning and facilitate students' assignments even if they are not present at school.
The challenges of the 21st-century life require that every individual must master 21st-century skills. The 21st-century learning and innovation (4C) skills are among the skills that rank first among other skills. Collaboration skills are part of 4C skills that are important for students to develop. The 2013 curriculum policy and STEM-based learning are solutions to the challenges of the 21st-century development. The results of a survey of 16 high schools in the city of Semarang, show that schools have not applied to learn with the STEM approach and have not specifically developed collaboration skills. The purpose of this study is to investigate the development of student collaboration skills through the application of STEM-based physics learning. The research method used was quasi experimental with a form of nonequivalent control group design. The subjects of this study were students of class X MIPA SMA 11 Semarang, class X MIPA 5 as an experimental class, and class X MIPA 7 as a control class. Retrieval of data using observation and documentation methods. Analysis of research data using observation sheet analysis with the help of SPSS and Microsoft Office Excel programs. The results showed that collaboration skills after applying STEM-based physics learning developed in the medium category.
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