Understanding is constructed or reconstructed by students actively. APOS theory (action, process, object, schema) is a theory that states that individuals construct or reconstruct a concept through four stages, namely: action, process, object, and scheme. APOS theory can be used to analyze understanding of a mathematical concept. This research is a qualitative research which aims to describe impulsive and reflective students’ understanding to linear equations system based on APOS theory. Data collection techniques were carried out by giving Matching Familiar Figure Test (MFFT) and concept understanding tests to 32 students of 8th grade in junior high school, then selected one subject with impulsive cognitive style and one subject with reflective cognitive style that can determine solutions set and solve story questions of linear equation system of two variables correctly, then the subjects were interviewed. The results show that there were differences between impulsive and reflective subjects at the stage of action in explaining the definition and giving non-examples of linear equation system of two variables, show the differences in initial scheme of two subjects. At the process stage, impulsive and reflective subjects determine solutions set of linear equation system of two variables. At the object stage, impulsive and reflective subjects determine characteristics of linear equation system of two variables. At the schema stage, impulsive and reflective subjects solve story questions of of linear equation system of two variables, show the final schematic similarity of two subjects.Keywords: understanding, APOS theory, linear equations system of two variables, impulsive cognitive style, reflective cognitive style.
The aims of this study was to analyze the components of environmental literacy in junior high school science textbooks curriculum 2013 published by the Ministry of Education and Culture VII, VIII and IX grade. The research method is descriptive qualitative with a content analysis approach. The main instrument for data collecting is the document content observation sheet. For data analysis, Miles and huberman's theory has been used. The results showed that the components of environmental literacy is not well covered in n junior high school science textbooks curriculum 2013 published by the Ministry of Education and Culture because all components of environmental literacy did not receive the same attention. Environmental literacy components that get attention in junior high school science textbooks such as knowledge of natural history and ecology, knowledge of environmental issues and problem, and cognitive skills. While the other components not enough attention, namely social-political-economic knowledge, affect and additional determinants of environmentally responsible behavior (ERB), and environmentally responsible behavior (ERB) can be developed by integrating environmental content into chapters in the science textbooks.
This study aimed to develop learning tools that are proper to use, where the learning tools developed are based on food security in a food chemistry course to increase the scientific attitude of undergraduate students of the science teacher candidates. The type of research used in this study is Research and Development. The proper learning tools are conducted by testing the validity and effectiveness of the product. This research was conducted on 23 undergraduate students at the
The purpose of this study was to improve science learning achievement using the Think Pairs Share (TPS) learning model for class IV at SD N Tirtosari. This study uses PTK method. Data collection techniques with interviews, observations, field notes, and tests. Sources of data are teachers and students as research subjects. The data analysis technique is descriptively taken from the average achievement score and the percentage of student completeness. Based on the research, it was concluded that the use of the TPS learning model could improve the learning achievement of fourth grade students at SD N Tirtosari. In the pre-action the average student achievement was 69.28 with a completeness percentage of 42.85%, in cycle I it increased from 5.86 to 75.14 with a completeness percentage of 57.14% because it was not in accordance with the percentage of success then proceed to cycle II . In cycle II there was an average increase of 11.71 so that the average student achievement was 86.85 with a completeness percentage of 100%. From this description it can be seen that there has been an increase from the pre-action stage, cycle I to cycle II.
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