The learning system in the 4.0 revolution era that applies creativity, critical thinking, collaboration, communication skills, community and character skills, with several aspects and components of educational learning 4.0 So that to face learning in the industrial revolution 4.0, everyone must have critical thinking skills, knowledge and skills. digital literacy skills, information literacy, media literacy and mastering information and communication technology. Meanwhile, in facing the era of society 5.0, the world of education plays an important role in improving the quality of human resources. In addition to education, several elements and stakeholders such as the government, Community Organizations (Ormas) and the entire community also take part in welcoming the upcoming era of society 5.0. To answer the challenges of the industrial revolution 4.0 and Society 5.0 in the world of education, 21st century life skills or better known as the 4C (Creativity, Critical Thinking, Communication, Collaboration)
Mathematical literacy is defined as solving and using mathematics in various problems to solve problems in real life. This problem begins with identification and problem solving. Students will easily understand mathematics by applying their knowledge in various situations or contexts. this ability can be trained through Contextual teaching and Learning (CTL). This approach is one of the strategies that can improve students’ mathematical literacy. Because CTL can be used to connect real-world situations with mathematics so students can understand and solve problems. CTL is recommended to make students use mathematical knowledge in understanding, solving problems and communicating. However, not many teachers are aware that increasing students’ literacy skills can use CTL. Learning mathematics using this context is a means of increasing students’ mathematical knowledge. Students will be helped and feel happy when learning mathematics related to the context that exists in everyday life. Therefore, the use of contextual learning strategies is very important for teachers and students in improving mathematical literacy skills.
Hasil survei terbaru Programme for International Student Assesment (PISA) tahun 2015 terhadap kemampuan literasi sains di Indonesia sangat memprihatinkan. Indonesia memperoleh nilai rata-rata skor 493 dan berada di peringkat 62 dari 70 negara anggota. Meskipun demikian, kemampuan literasi sains pada jenjang madrasah ibtidaiyah belum tercakup dalam survey tersebut. Karena itu, artikel ini bertujuan untuk mengungkapkan kemampuan literasi sains peserta didik pada jenjang madrasah ibtidaiyah. Penelitian dilakukan dengan menggunakan pendekatan kuantitatif non eksperimental dengan metode deskriptif. Teknik pengumpulan data menggunakan instrumen Tes berbentuk soal pilihan ganda yang telah di validasi isi dan konstruk oleh ahli dan validasi empiris keterpakaian menggunakan program Anates V-4. Populasinya yakni peserta didik kelas V MIN Tanuraksan. Analisis data yang digunakan yakni dengan statiska deskriptif. Menurut PISA, literasi sains memiliki tiga dimensi yakni dimensi konteks, dimensi proses dan dimensi sikap. Mengacu pada tiga dimensi tersebut, hasil analisis penelitian ini menunjukkan bahwa kemampuan literasi sains peserta didik MIN Tanuraksan menunjukkan skor dengan kategori tinggi dengan presentase 62,16%.
Family is the main educational media for student development, in order to develop their potential both physically and spiritually by optimizing family's environment role as an educational environment. Some of these roles are as follows: paying attention to students' progress, engaging in learning activities, creating a learning atmosphere, providing learning guidance, and providing learning motivation to students. Learning achievement is students’ ability to achieve certain subjects matter according to the curriculum, time, and certain criteria. Student's learning achievement is affected by various factors from outside themselves (external). The achievements are essentially the results of interactions with their environment, which are family environment and school environment as the education center.
ABSTRAKBerdasarkan data Dinas Kesehatan Provinsi Sulawesi Tengah kasus kanker leher rahim yang terjadi sebanyak 140 kasus pada tahun 2015. Hasil data Puskesmas Singgani tahun 2015 pemeriksaan IVA yang dilakukan sebanyak 780 orang wanita usia subur (WUS) diantara umur 30-50 tahun dari jumlah keseluruhan WUS sebanyak 1330 orang. Tujuan penelitian ini adalah untuk mengetahui faktor-faktor yang berhubungan dengan perilaku WUS tentang deteksi dini kanker leher rahim metode IVA di Puskesmas Singgani. Desain penelitian ini adalah penelitian survei analitik dengan pendekatan cross sectional. Populasi dalam penelitian ini adalah wanita usia subur yang melakukan pemeriksaan di Puskesmas Singgani. Analisis yang digunakan dalam penelitian ini adalah analisis uji chi-square. Hasil penelitian ini menunjukkan bahwa tidak ada hubungan antara pengetahuan dengan perilaku WUS dengan nilai p = 0,443> 0,05, tidak ada hubungan antara pendidikan dengan perilaku WUS dengan nilai p = 0,488 > 0,05, tidak ada hubungan antara umur dengan perilaku WUS dengan nilai p = 0,265 > 0,05, tidak ada hubungan antara pekerjaan dengan perilaku WUS dengan nilai p = 0,393 > 0,05, tidak ada hubungan antara dukungan suami/keluarga dengan perilaku WUS dengan nilai p = 0,063 > 0,05, ada hubungan antara dukungan petugas kesehatan dengan perilaku WUS dengan nilai p = 0,002 < 0,05. Petugas kesehatan diharapkan memberikan informsasi tentang kanker leher rahim beserta pencegahannya. Agar masyarakat mengetahui dampak dan risiko tidak melakukan deteksi dini kanker leher rahim metode IVA.Kata Kunci: Perilaku, kanker leher rahim, metode IVA
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