The purpose of this study was to determine the validity of teaching materials for the learning curriculum for primary school teacher education. This research is included in research and development. Research and development procedures carried out in the development of learning curriculum teaching materials for primary school teacher education refer to Borg and Gall's development steps, namely 1) gathering information and preliminary research, 2) planning, 3) developing initial product forms, 4) conducting limited trial of the initial product to produce the main product, 5) revising the main product, 6) testing the main product, 7) revising the main product to produce the final product, 8) conducting field trials of the final product, 9) conducting revisions to the final product, and 10) disseminating and implementing the product. The ten steps are grouped into three steps, namely a preliminary study, development, and testing and dissemination. This article only focuses on the validity of content which is validated by experts. The experts involved are material experts and media experts. The content validity analysis technique used the Aiken's V index. Based on the results of Aiken's V analysis, a score of 0.918 was obtained, and it was interpreted as a fairly high coefficient because the score was between 0 and 1.00. So that the learning curriculum teaching materials for primary school teacher education are in the valid category.
The misconception is a common problem in the world of science learning. This study aims to reveal the types and causes of primary science misconception in the life processes and living things. Therefore, qualitative case studies were used in this study and the primary school students were subject to this study. The results showed that students who had misconceptions in the concept of living, classification, breathing, and microbe and disease. In addition, the causes of student misconceptions were the students' pre-concepts, humanist thinking, false reasoning, and associative thinking. Based on the findings of this study, it is recommended that learning must promote cognitive conflict to correct the student’s misconceptions.Keywords: misconception, primary science
Klotok as a river transportation mode is interesting to study. However, not much research focuses on how the role of klotok as a mode of transportation can attract tourists. Klotok becomes an icon as a river tourism icon because it presents a uniqueness for the audience. This study aims to describe how the role of klotok and its existence for the Banjar community. Interviews were conducted with three community groups, namely: klotok owners, traders, and visitors to the Siring Menara Pandang tourist destination. This is intended to provide a complete description of the function of klotok as a mode of water transportation, especially in river areas. The results of the study describe how klotok as a mode of water transportation is moored on the edge of the Martapura River, precisely Siring Menara Pandang. The choice of location is because Siring Menara Pandang is a public space that is used as well as a tourist destination. Revitalizing the river by prioritizing the river as a selling price to tourists has positioned klotok as a vital mode of transportation. Based on its development, klotok not only acts as a mode of river transportation but also as a choice of entertainment attractions for river tourism
The curriculum 2013 is one of the policies of the Indonesian government in improving the quality of human resources through education that is adjusted to the needs of the community. Changes in the learning process in the curriculum 2013 have an impact on the readiness of teachers to implement it. Based on the results of the FGD conducted with elementary school teachers in the Kuningan region, it was stated that most of the teachers still had difficulties in implementing the learning process that was in accordance with the learning process of the 2013 curriculum. This statement should be explored further on what were the causes of teacher difficulties in applying the learning process in accordance with the curriculum 2013. Therefore it is necessary to conduct research on the implementation of standard processes in the curriculum 2013 in elementary schools. The research method used in this study is case study. The study was conducted at public elementary schools located in Kuningan Regency, namely SD Negeri Dukuhdalem, Japara District, SD Negeri 1 Manislor, Jalaksana District, and SD Negeri 1 Purwawinangun, Kuningan District. There are two types of research instruments used, namely observation sheets and interview guides. The results of the study note that the main obstacle in carrying out the syllabus in the curriculum 2013 is the lack of socialization in changing syllabus content, teachers have difficulty in making lesson plans, especially to include activities that are in accordance with the scientific approach, there is a gap between the material needed and the source of material in the book. provided, in the classroom management aspect the obstacle faced is the teacher's lack of readiness to follow changes in the learning process in the curriculum 2013, the teacher is still unable to carry out the demands of the learning process that is in accordance with the curriculum 2013 in the assessment process, most teachers complained about the complexity of the assessment process. The obstacle often faced by teachers was that the assessment instruments were still limited
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