The purpose of this research was to develop a research-based reference book and applied it through the problem-based learning (PBL) using reference books in learning activities. The method for the reference book used the ADDIE development models. The reference book's effectiveness test results were conducted using a purposive sampling technique, with a total sample of 55 students and analyzed by t-test. The research results showed that the reference books of the development results were validated by media experts and material experts. The integration of the development of reference books in learning activities has an impact on increasing student understanding as demonstrated through the pre-test and post-test scores that differ significantly with t-value> t-table (4.149> 2.045) at p <0.05. Therefore, the development of the insect's immune system book with the PBL model increasthe student learning outcomes significantly. Also, this research has been able to improve students' ability and competence in solving problems in insects' immune system subject matter.
The existence of laboratory activities in or outside the room can facilitate students in visualizing the imagination to be real. This study aims to determine the effect of using practicum methods on the students' representation ability and cognitive learning outcomes on the subject matter Classification of Living Things. This research was conducted at Junior High School 26 Bandar Lampung. The method uses a quasi-experimental method with Pretest-Posttest Non-Equivalent Control Group Design. A random sampling technique took the sample in this study, and the research subject uses class VII A as experiment class and VII B as a control class. The data in this study are quantitative data that were analyzed using the Independent sample t-test. Based on the results of this study, the effect of practicum methods on the students' representation ability is level 1, and 2 before the treatment then increases to levels 3, 4, and 5 after the practicum with the student answers that have made elements representation such as tables, graphs, icons, and images. Therefore, practicum methods can be used by science educators to facilitate students in conceptual understanding by using elements of representation.
Science teachers often conduct a teacher-centered learning process without analyzing the essential needs of each student. Yet, it may not support student to enhance their cognition ability in 21th century era. This study aimed to describe teachers' perception toward usage of electronic multi representation-STEM based worksheet. The study was conducted in February 2021, involving 245 student and 15 science teachers of junior high school. The research used a mixed method with Sequential Explanatory Design. Data were taken using Questionnaire, interview, and to analyze current student worksheet. Data were analyzed descriptively. The data analysis techniques are data collection, data reduction, data display, and verification. The result shows that student have a positive perception toward usage of the electronic multi representation-STEM based worksheet. Almost all the teachers did not use the STEM approach to teach science. The current worksheets has not completely train students' metacognitive abilities and the students` metacognition was in low category, teacher has not use proper learning strategies, method, and visualize concepts in multi representation. It can be concluded that a STEM-based multi-representation worksheet is needed to improve students` metacognitive abilities of junior high school
This study aims to explore the effect of 1) students' mind mapping towards concepts mastery; 2) students' learning styles towards concepts mastery; 3) interaction between mind mapping and learning styles towards concepts mastery and 4) students' mind mapping towards students' representation skills on the respiratory system. The sample of this study was 86 students of class VIII MTs N 1 Pesawaran, which is the selected technique randomly. The research instrument used the pretestposttest to know the students' mastery concepts and representation skills improvement and questionnaires to identify students' learning styles. The design used was a nonequivalent pretest-posttest control group design. Data of students' concepts mastery and representation skills in the form of pretest-posttest and n-gain analyzed using ANCOVA and Least Significant Difference Test (LSD). The results showed 1) students' mindmapping has a significant effect on students' concept mastery. 2) student learning styles have a significant influence on mastery of concepts. 3) there is no significant interaction between mind mapping and learning styles on the mastery of concepts. 4) there is a significant interaction between mind mapping and learning styles on representation skills.
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