The COVID-19 pandemic has changed the learning system in schools. The learning that initially took place in class spontaneously turned into online learning. This change requires teachers to be more creative in designing learning. This study aims to improve students’ critical thinking skills through online problem-based learning integrated into science, technology, engineering, and mathematics (PBL-STEM). The research was conducted on students of class X IPA (Natural Science) in a high school in Cianjur with a Non-Equivalent Pretest-Posttest Control Group design. The research data were collected using a test of critical thinking skills in six valid essay questions with a reliability coefficient of 0.913. Besides, students’ responses to the application of PBL-STEM learning were collected through a questionnaire. The collected data were processed descriptively and inferentially. The results showed that the online application of PBL-STEM went well, and there was an increase in critical thinking skills with an N-gain of 72%. The highest gain is on the indicator of explanation, and the lowest is evaluation. The results of the significance test showed that the increase in students’ critical thinking skills through PBL-STEM learning was more significant than PBL learning. Students also responded well to the implementation of PBL-STEM in learning during the COVID-19 pandemic by 81%.
This study aims to enhance critical thinking skill through science context-based inquiry learning (SCOIL). This study is a quasi-experimental research with pretest and posttest control group design. The SCOIL was carried out in seventh-grade junior high school in Bogor with 56 students consisted of 24 boys and 36 girls. Data were collected by giving out critical thinking skill tests, observing the teaching and learning process, and students’ activities. Those data were analyzed descriptively and inferentially. Syntax of SCOIL was namely observation, investigation, representation, conclusions, and communication. The result of the SCOIL model implementation showed increased activity with high category and N-gain critical thinking skill was categorized at the medium level. The significance test showed the critical thinking skills of students with the SCOIL model are greater than the guided inquiry learning model. It can be concluded that the SCOIL model can enhance the critical thinking skills of junior high school students.
This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of knowledge, way of Investigating, way of thinking, and interaction of science, technology and society. The Middle science textbooks still dominate with science as a way of knowledge. Middle School science textbook that used to support science teaching should be provide balance on all four aspects of science literacy. Therefore, The development that focusing on middle school science textbooks based on science literacy need to be implemented.
Literasi sains siswa Indonesia masih rendah dan buku yang selama ini digunakan belum melatih siswa untuk memahami hakekat sains. Oleh karena itu, literasi sains siswa perlu ditingkatkan melalui bahan ajar yang menyajikan fenomena alam dan permasalahan yang terjadi di sekitar siswa. Tujuan penelitian adalah mengembangkan bahan ajar bermuatan konteks kelautan untuk meningkatkan literasi sains siswa. Penelitian ini merupakan pengembangan dengan metode four step material teaching development. Efektivitas bahan ajar bermuatan konteks kelautan terhadap peningkatan literasi sains siswa dilakukan melalui pretest dan posttest literasi sains kepada 30 siswa kelas VII SMP Agribinta Kabupaten Cianjur. Pengumpulan data menggunakan: 1) lembar validasi ahli untuk menentukan kelayakan bahan ajar; 2) tes keterpahaman untuk menentukan pemahaman siswa terhadap bahan ajar; 3) tes literasi sains untuk menentukan literasi sains siswa, dan 4) angket untuk menjaring sikap siswa terhadap bahan ajar. Data yang diperoleh selanjutnya dianalisis secara deskriptif kuantitatif. Data pretest dan posttest dihitung N-gain kemudian dikategorisasikan. Hasil penelitian menunjukkan: 1) hasil validasi ahli diperoleh nilai rata-rata 3,85, 2) bahan ajar bermuatan konteks kelautan dapat meningkatkan literasi sains siswa dengan rata-rata hasil pretest sebesar 32,00; posttest sebesar 60,70; N-gain sebesar 42,11% (kategori sedang), serta 3) sikap sains siswa termasuk kategori tinggi.
This study aims to develop a teaching book based on context to improve students' critical thinking skills on environmental pollution materials. The research method used in this study was Research and Development (R & D) with ADDIE design (Analysis, Design, Development, Implementation, and Evaluation). The instruments used in this study consisted of expert validation sheets which were used to validate teaching materials by experts, questions about readability of teaching books, questionnaires to determine students' and teachers' responses to teaching book, and instruments of critical thinking skills. The results showed that teaching books had a good level of validation in aspects of content, presentation, and language, students' responses to teaching books were very good, the teaching book assisted teachers in the learning process, and improve students 'critical thinking skills on environmental pollutions after using teaching book with N-gain of 0.33 (moderate). This indicates that context-based teaching book is useful for developing students' critical thinking skills on environmental pollution material.
One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. A descriptive study, followed by a developmental research has been done to determine the factors that caused the weakness, and to find the right solution. In addition, this research involving 25 teachers as subject, has also examined how far the treatment was able to overcome the problems. The descriptive research showed that almost all of the teachers were not skillful enough to teach integrated science. This was due to the teachers' background, in which not all of them studied the integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by a government) on integrated science teaching, but it apparently has not succeeded. The eight steps of learning approach has been developed and implemented along the training were: (1) Building common perception on science literacy; (2) integrated science analysis based on current curriculum and lesson analysis; (3) presentation; (4) designing lesson plan in groups; (5) simulation; (6) designing lesson plan individually; (7) evaluation-reflection; and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans as well as the understanding of integrated science concepts eventually improved much better. Only three teachers have to follow remedial in making lesson plan since they could not meet the requirements.
Enviromental preservation plays an important role in the sustainability of living ecosystems. Environmental damage is caused by irresponsible human behavior so that environmental damage enters a very concerning stage. Therefore, environmental literacy needs to be developed from an early age in elementary school students as candidates for future generations who act as active agent of change. This is done with various effort through the educational process and begins with filtering information about student environmental literacy disparities, especially in Bogor City based on environmental schools and public schools. In this study using a survey method, using purposive random sampling technique. The population in this study was determined based on the category of environmental schools (SBL) and public schools (SU). Then, from the school category, respondents were selected based on the grade level. The high class level categories are grade 5 and 6, while the low class level categories are grade 3 and 4. Based on the analysis of the result of the answers to questionnaire, it was found that the environmental literacy of elementary school students in Bogor City for each school category has carried out environmental awareness activities. As for the measurement based on disposition toward the environment, the assessment of students environmental literacy was categorized as good, even among them very good for several indicators of environmental literacy.
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