Pelatihan dalam bentuk pengabdian ini bertujuan untuk memberikan panduan terperinci tentang merancang dan mengembangkan sebuah pembelajaran abad 21 berupa e-learning. Melatih dan mempersiapkan instruksional terbaru dalam orientasi desain e-learning serta memberikan konsep dasar dan informasi tentang proses dan basis kompetensi yang berperan dalam e-learning. Merancang sekaligus mengelola e-learning menjadi keterampilan baru di abad 21 yang harus dimiliki guru. Metode kegiatan yang digunakan adalah pelatihan, pendampingan, penerapan, dan evaluasi. Peserta kegiatan pelatihan dan pendampingan adalah guru-guru IPA sekolah menengah pertama dari wilayah kabupaten Cirebon, Kota Cirebon, dan kabupaten Indramayu. Data berupa hasil pengamatan dan angket dianalisis secara deskriptif. Hasil pelatihan dan pendampingan yaitu guru-guru mampu menggunakan e-learning dengan baik. Guru-guru dapat membuat ruang pembelajaran di e-learning yang berisikan bahan ajar siswa. Penerapan e-learning di masingmasing sekolah masih memiliki keterbatasan sarana dan prasaran. Hasil respon angket menunjukkan respon positif terhadap kegiatan pelatihan dan pengabdian pembelajaran abad 21.
Science literacy skills of elementary school students in the era of 21st-century learning are indispensable, scientific literacy skills can be improved through the application of a scientific approach. This study aims to analyze the scientific literacy ability of elementary school students through the application of a scientific approach. The experimental method with a pretest-posttest group design was used in this study. Simple Random Sampling, consisting of an experimental class and a control class, was applied to elementary schools in Cirebon, Indonesia. The scientific literacy skills test (TOSLS) measures students' literacy skills, while the observational assessment measures students' responses to the scientific approach. The data analysis technique used independent sample T-Test and Mann-Whitney U. The results showed that students' learning activities in the application of scientific learning experienced an increase in scientific literacy skills with very strong criteria. Student learning activities in the experimental class have a higher percentage over the control class. The research hypothesis shows that there is a difference in the improvement of students' scientific literacy skills between the experimental class and the control class of elementary school students. Thus, the application of a scientific approach contributes to students' scientific literacy skills.
Local culture-based learning is a form of learning that combines school with community culture. This study aims to examine the differences in critical thinking skills between students who apply and do not apply the learning of local wisdom science in Cibulan Tourism and the response of students who apply to learn local wisdom science Cibulan Tourism. This research was conducted in April 2019 at SMA Negeri 1 Jalaksana, Kuningan Regency. The population of all X classes in SMA Negeri 1 Jalaksana was 200. The sampling technique used is purposive sampling. The sample consisted of X MIPA 1 totaling 31 and X MIPA 5 totaling 31 students. Pretest-posttest control group research design with data collection techniques using observation, tests, questionnaires, and documentation. The results showed that the percentage of experimental class student activity was better than the control class, with a difference of 5.1% at the second meeting. The improvement in critical thinking skills shows an average N-gain of 0.57 for the experimental class and 0.15 for the control class. Percentage of questionnaire students strongly agree 19%, Agree 35% and do not know 45% while disagreeing and strongly disagree 0%. Research conclusions: There was an increase in student learning activities at each meeting between the classes that applied and did not apply local wisdom-based learning Cibulan tourism local wisdom. Students respond well to applying local wisdom-based learning Cibulan tourism on ecosystem material with a percentage reaching 69% and included in the strong category. Local culture-based learning can improve students' critical thinking skills.
Learning is limited and not maximized in the use of technology in every school. In addition, learning that is still focused on the teacher as a learning resource, causes students to be less critical in understanding the existing problems, so that technology is needed, with the application of socio-scientific issue-based E-modules. The purpose of this study is to determine the effect of implementing E-modules based on socio-scientific issues in improving students' critical thinking skills. The method used in this research is quantitative research with a quasi-experimental approach. The research design used a pretest-posttest control group design, with class X MIPA 1 as the experimental class and class X MIPA 4 as the control class. The results showed that there was an increase in students' critical thinking skills in the experimental class which was higher than the control class with the average difference between the pretest and posttest results in the control class. This increase can be seen from the statistical paired samples as significant output. The results of the student response questionnaire showed a good category. The conclusion in this study is that the application of E-modules using android appy pie based on socio-scientific issues has an effect on increasing students' critical thinking skills.
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