The Problem-Based Learning with Argumentation (PBLA) model is a development model of Problem-Based Learning (PBL) added to the Toulmin Argumentation activity to increase the critical thinking skill in junior high school. The research aims to determine the feasibility of PBLA in terms of its validity and effectiveness. The research samples are two groups of students (class 1 and class 2) with 26 students in each class. Before learning to use PBLA, each class was given a pretest, and after learning to use PBLA were also given a posttest. PBLA validity data were obtained through validity sheets and analyzed through expert agreement. PBLA effectiveness data was obtained through critical thinking skill tests and analyzed by paired t-test, n-gain, and two-average similarity test. The results showed that the content validity and the construct validity categorized as valid with a score of 3.5 and 3.3. The reliability scores obtained are 77.10% and 77.67%. The critical thinking skill data showed a significant increase in critical thinking skill at α = 5%, the average n-gain was categorized high, and there was a similarity in increasing critical thinking skills for the two classes. In conclusion, PBLA is effective in increasing critical thinking skills for junior high school students
The purpose of this study was to determine the change in students computational logical thinking ability after the implementation of Scracth for Arduino (S4A) in block programming learning. The population in this research were all students of physics application for computer (Aplikom) course, consisted of 9 student academic year 2018, Department of Physics Education, Faculty of Teacher Training and Education, University of Muhammadiyah Purworejo. This study employed a quasi-experimental design with pretest-posttest one group design. The result of the research showed that the average of students computational logical thinking ability of block programming before implementation scratch for arduino was 69% and after implementation was 74,86%. It means that student's ability of computational logical thinking increase. This is indicated by the increased ability to make conclusion or make prediction based on the correlation between cases was 17,4%. It was also showed that there was an increased in compiling analysis and synthesis of several cases by 6,7%.
<p><span>Comprehensive monitoring in virtual laboratory learning needs a task model. This model was design based on inquiry skills, social and scientific communication of prospective physics teachers. The development of these three skills is still a problem in recent research on virtual laboratory learning. This research was research and development (RD) using a preliminary study (literature studies, field surveys, and preparation of the initial product) and development of the model (within limited testing). Respondents were 54 prospective physics teachers and five physics lecturers from several universities in Indonesia. The analysis was done by descriptive qualitative, and quantitative. There are two essential parts of the task model. The first part consists of six inquiry steps, which describe the interactions between students with their virtual experiments. The second part consists of three inquiry steps that analyze how students communicate their virtual experiments through verbal, picture, and diagrammatic representations. Based on these findings, the task model's design is essential to develop inquiry skills, social and scientific communication for prospective physics teachers. The researcher can use this task model in the next step of RD.</span></p>
Penelitian ini dilakukan guna mengetahui kevalidan, keefektifan, dan kepraktisan dari e-modul supaya dapat benar-benar layak digunakan untuk meningkatkan kemampuan literasi sains peserta didik. Jenis peneitian ini yaitu pengembangan dengan model penelitian 4D yaitu (1) pendefinisian, (2) perancangan, (3) pengembangan dan (4) penyebarluasan. Penelitian ini dilaksanakan di SMA Negeri 11 Purworejo dengan subjek penelitian pada uji coba terbatas 5 peserta didik dan uji coba luas pada X MIPA 3 yang berjumlah 20 peserta didik. Berdasarkan hasil penelitian diperoleh: (1) hasil validasi oleh dua dosen validator ahli terhadap e-modul menggunakan aplikasi 3D PageFlip Professional mendapatkan skor rata-rata 3,13 dengan uji reliabilitas pada validasi ini menunjukkan 97,25 %. (2) hasil kepraktisan yang dinilai oleh dua observer selama pembelajaran mendapatkan skor rata-rata 3,72 dari keseluruhan aspek dan masuk dalam kategori sangat praktis dengan uji reliabilitas 98 %. (3) hasil keefektifan ditinjau dari 3 aspek yaitu hasil pretest posttest dan N-gain, respon peserta didik, dan aktivitas peserta didik. Nilai hasil pretest menunjukkan nilai rata peserta didik yaitu 59,1 dan nilai posttest menujukan nilai rata peserta didik yaitu 83,3 dan memperoleh kriteria N-gain 0,58 dengan kategori sedang. Respon peserta didik memperoleh presentase 95 % dengan kategori sangat baik. Aktivitas peserta didik yang dinilai oleh dua observer memiliki kategori aktivitas yang sangat baik. Dengan demikian e-modul menggunakan aplikasi 3D PageFlip Professional dalam penelitian ini dinyatakan valid, efektif dan praktis sehingga layak untuk meningkatkan kemampuan literasi sains sains peserta didik
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