In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.
This study reports the profile of Technological Pedagogical and Content Knowledge (TPACK) of Writing lectures from the students’ perspective. It described the students’ attitudes and opinion on the implementation of Technological Pedagogical and Content Knowledge (TPACK) during joining the teaching-learning activities of writing class. Adopting qualitative descriptive study framework, fifty students participated in fulfilling the questionnaires on the implementation of Technological Pedagogical and Content Knowledge (TPACK). Closed questionnaire was implemented as the research instrument in collecting the data. Closed questionnaire was used to measure 7 (seven) TPACK domains, namely: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Pedagogical Knowledge, 5. Technological Content Knowledge, 6. Pedagogical Content Knowledge, 7. Technological Pedagogical Content Knowledge. The results show that the ability of lecturers of writing class in applying TPACK is at enough criteria.
This article is the result of research on environmental degradation. Forests have a very important and vital function in human life, i.e., socially, economically, and other aspects. Therefore, forests need to be preserved and utilized to ensure it sustainability. Forest destruction due to illegal logging and other causes is a complex problem to solve and has long implications that also impact the future generation. This is a general condition of forest in Indonesia, specifically in the City and District of Bima, where the impact of forest destruction can be felt during the rainy and dry season. In the rainy season, there is flash flood, heat, and air pollution, meanwhile in the dry season it has an impact on fire, drought, and lack of clean water. The results of the study found that the pattern of forest destruction in the district and city of Bima was caused by illegal logging, forest encroachment, and land conversion. It mostly triggered by economic demands, low public awareness, and lack of socialization from the authorities. From this research, it is hoped that efforts will be born to reduce disaster risk, either through policies for prevention, action, diversion and / or physical development as well as awareness and increased ability to face disaster threats in the community of City and District of Bima. The result of the study will also be beneficial to emerge some efforts to prevent the forest destruction which is carried out in the form of conducting patrols, afforestation or reforestation, and installing strut or girdle wires.
Scientific literacy can prepare quality human resources who can develop the ability to think logically and creatively, solve problems, be critical, master technology and be adaptive in the face of change and face the times. A vital component to improving students' scientific literacy is understanding the Nature of Science (NoS), which must be emphasized in science learning. The purpose of this study is to obtain a comparison of content and explain aspects of NoS in science textbooks in Indonesia and Singapore. The research approach used is descriptive qualitative with content analysis design. This research focuses on science books for Junior High School Class IX Semester 1 Curriculum 2013 Revised Edition 2018, Integrated Science Books for Junior High School Class IX Curriculum 2013 Revised Edition 2018, and Lower Secondary Science Matters Textbook Volume B 2nd Edition 2013. The data collection techniques are by reviewing documents with non-test instruments in the form of observation guidelines for assessing textbooks based on the NoS aspect developed by Abd-El-Khalick et al., (2008). The data analysis technique uses the fixed comparison method by Moleong (2014). The results obtained are that the textbooks from the two countries have represented several relevant aspects of NoS. Still, the theoretically-driven elements have not been found in the three books, and the existing components have not been well described. Science textbooks in Singapore get a higher score than science textbooks in Indonesia. Still, the availability of the NoS aspect of science textbooks in Indonesia is more than that of science textbooks in Singapore.
Local and foreign tourists visit potential in Elo River rafting tourism evinces anincrease every year. Therefore, it is important to improve management andhuman resource skills. This community service (Pengabdian KepadaMasyarakat/PKM) aims to improve Elo River rafting tourism competitivenessthrough the development of integrated website, Statutes and Bylaws (AD/ART),Standard Operating Procedures (SOP), and enhancement of Englishcommunication skill. The service methods are applied using direct methods frompreparation, implementation, and evaluation. The results of activitiesimplementation indicate that the activities are well implemented in accordancewith the pre-determined targets and outcomes. The activities executed provide anillustration that it produces added values; thus it improves the competitiveness ofElo River operator association. Follow-up efforts of the implemented programsinclude cooperation between Universitas Tidar and the Elo River raftingassociation in the efforts of competitiveness improvement in terms of EnglishSkills and the administration of competence test for tour guides.
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