This research about development of three tier diagnostic tests Based on e-learning to identify student misconceptions of student in physics education department Universitas Syiah Kuala. This research uses ADDIE model and random sampling techniques. The sample in this study was physics education students in odd semester 2018/2019 consisting of first semester students in class A, B, and C with 56 students. The instrument used in the form of test validation. The data obtained were analyzed using validity, reliability, difference power, difficulty level, normality test, homogeneity and t-test. The results showed that the misconceptions of class A and C students were remediated compared to class B. This indicates that e-learning based three-tier diagnostic tests are effectively used to identify student misconceptions.
In the 21st century, people must have soft skills so that they can enter the workplace. One of the skills which must be acquired by students is critical thinking skills. Students’ low level of critical thinking skills is caused by the use of learning style that does not promote their thinking skills so that the students are not able to identify a problem, observe, and consider an observation result. Besides, the students are not able to make consideration, draw a conclusion, identify and consider a term. The purpose of this study is to analyse the effect of problem-based video animation instructions to improve students’ critical thinking skills. A quasi-experimental with one group pretest-posttest design was used in this study. The data were analysed using N-gain and analysed using the Wilcoxon test at a significant level of 0.05. The result of the study is p < α, which is 0.001 < 0.05. The conclusion of this study is about students’ critical thinking skills in terms of basic clarification, giving reasons for a decision, concluding and further clarification. This criterion indicates that the problem-based video animation instruction model is effective to improve students’ critical thinking skills.
Critical thinking skills are competencies that are expected to be possessed by every student in 21st century learning. One of the efforts that can be made to improve students' critical thinking skills is to apply the flipped classroom learning model. This study aims to determine the effect of students' critical thinking skills through the application of the blended learning model of the flipped classroom. The research approach used is quantitative with a quasi-experimental type of research, the research design used is pretest-posttest non-equivalent control group design. Sampling used a total sampling technique from the entire population of 102 students of class XI IPA at SMAN 1 Peulimbang. The instrument used to measure critical thinking skills is in the form of essay questions accompanied by an assessment rubric. Data on critical thinking skills were analyzed by parametric statistics using the independent sample t test. The results showed that the value of < 0.05, then there was an effect of students' critical thinking skills after the application of the blended learning model of the flipped classroom on the respiratory system material
Learning science in Junior High School in Pidie district has not yet developed the ability to think scientifically. Leanears have not been able to do a problem analisis and argue with the evisidence and experience of the investigation. That are not given the opportunity to have learning activities that could improve their thinking, and then the equipment used in the process of teaching and learning on the concept of plants and animals reproduction are inediquate. It is proved by the laboratory space that has not been used and incompleted equipment. This study aims to determine the differences in the implementation of integrated STEM learning and STEM Silo on the ability to think scientifically on plant and animal reproduction concept in class IX Pidie State Junior High School. The approach used in this study was quantitative, the type of research was applied research; the method used is quasi-experimental, with the Nonrandomized control group pretest-posttest design. The population in this study amounted to 236 students and the sample to 75 students. The research procedure consisted of giving pretest, giving STEM integrated treatment in the experimental class and STEM silo in the control class, and giving posttest. The instrument for measuring scientific thinking ability is to use essay tests accompanied by rubrics. Data analysis consisted of normality test, independent t-test and ANOVA test. The results of the study showed there are diffences in the average value of scientific thinking integrated STEM class that is76.74 and STEM silos 61.64. The research is aimed at differing students ability to scientific thinking. The students are taught by using integeted STEM learning and STEM silo in the reproduction of animal plant material grade IX SMP
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