CT skills are one of the skills required by students in facing the real world problems in 21st century era. They can be trained by using several approaches in science learning context. However, there is a little study focused to investigate the impact of IA toward CT skills. This present study investigated the implementation of IA to enhance students’ CT skills. The experimental study, which was one group pretest posttest design, has been conducted to garner data from participants. There were 36 students (grade XI) who contributed as participants and they came from one public senior high school in Indonesia. In order to obtain data, an instrument related to CT skills was developed dealing with physics concepts. This finding revealed that students’ CT skills enhanced in medium category based on normalized gain (N-gain). A consideration of the implication of this present study is a deep insight in students’ CT skills in Indonesian high schools.
Purpose-The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students' science process skills and science attitudes. Design/Methodology/Approach-The pre-experimental design, which is a mixed method approach is used in the study that included a pretest-posttest one group model and descriptive quantitative. Findings-As a result of data analysis that STEM learning significantly enhances students' science process skills and attitudes toward inquiry instruction. This study examines how participation in a semester long inquiry-based STEM learning project that involves interdisciplinary skills, sociological research on attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students. Research Limitations/Implications-Quantitative research is needed to determine the more common effects of learning outcomes. However, this study only determines a self-assessment on science attitudes. The other one is a limitation on the participants and reviewing aspects of learning with more variables in order to obtain more optimal results. Practical Implications-The results of this study have practical implications in terms of hands-on activities. The learning model can be used to explain the concept of multidisciplinary studies and particularly to students and their parents. It will be a useful model for lecturers, personal tutors, and any other practitioners involved in hands-on activities. Originality/Value-This paper innovative at a conceptual level of education development for students, graduates, and it is very simple descriptive papers. It will be of value to anybody with an interest in education competitiveness issues.
Famous scientific characters and knowledge are well developed and developed in the context of education in schools. This study aims to optimize the use of inquiry models based on neuroscience approaches in learning physics to improve students’ character and scientific knowledge. This research is a quasi-experimental study conducted in one of the senior high schools in the tenth grade located in Bima Regency. The instrument used consisted of two tests to see an increase in scientific knowledge and a non-test to observe an increase in student character. Method This study uses one group pretest-posttest design and descriptive analysis techniques. The results of the research through the N-Gain normalization test showed that students ‘scientific knowledge increased in the medium category and the students’ character developed well according to the implications after the application of inquiry learning through the neuroscience approach to learning physics.
This study aims at finding out the characteristics of Differential Item Functioning (DIF) and Differential Test Functioning (DTF) on school final-exam for Math subject based on Item Response Theory (ITR). The subjects of this study were questions and all of the students' answer sheets chosen by using convenience sampling method and obtained 286 responses consisted of 147 male and 149 female students' responses. The data of this study collected using documentation technique by quoting the response of Math school final-exam participants. The data analysis of this study was Item Response Theory approach with model 2P of Lord's chisquare DIF method. This study showed that from 40 question items analysed theoretically using Item Response Theory (ITR), affected Differential Item Functioning (DIF) gender was ten items and affected DIF location (area) was 13 items. Meanwhile, Differential Test Functioning (DTF) was benefitted for female and least profitable to citizen.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.