The education process in schools should be able to increase mastery of science and technology and provide training and science process skills that can improve the quality of human resources. Education is the main key to modernization and progress for a nation. In reality, 4C learning on 21st century skills has not been fulfilled properly. This needs to be addressed starting by developing a learning material such as lesson plans. The objective of assisting is to improve the competency of teachers in writing lesson plans. The target of the assisting activity was the teachers in SMPN 2 Baso, Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test. Data analysis techniques were descriptive statistical analysis and paired sample t-test. The result of this assisting is the implementation of assisting on the writing of lesson plan is effective to improve the 21st century skills and independent learning program in the school of teachers.
Learning physics shows that students' understanding of concepts is still low, and there are misconceptions. One solution to overcome this problem is to create conflict-cognitive-based physics teaching materials that integrate virtual laboratories. The purpose of this research was to produce valid cognitive conflict teaching materials. The type of research was development research using the Plomp model. The preliminary research instruments were in the form of concept tests and questionnaires. Meanwhile, a self-evaluation sheet was used at the development stage, and a validation sheet used three validators. The self-evaluation data analysis technique used percentage techniques, while the validity used the Aiken's V formula. At the preliminary research stage, it was found that more than 30% of students experienced misconceptions, and 40% of students did not understand the concept. From questionnaires to teachers, it was found that learning was still teacher-centred, and ICT facilities had not been used optimally. At the development stage, a prototype of teaching materials was designed using the cognitive conflict-based learning model stages. The self-evaluation test results obtained a score of 85, which was categorized as very good, while in the expert review test, the value of all components was 0.81 was categorized as very valid and capable of being tested for practicality and effectiveness tests in learning.
This paper reports how potential users are involved in the design of interactive learning media. This paper describes the responses of teachers and students about how learning media are applied in schools, a detailed description of the desired learning media and how learning media contribute to improve student learning outcomes. This research used quantitative and qualitative methods. The instruments were questionnaires and interview sheets for teachers and students. The data from research instruments of students included learning styles, responses to using learning media in the classroom, and responses to HOTS (Higher Order Thinking Skill) questions. The data from the teachers included their activities in the opening, core, and closure activity. In general, the media was expected to increase the enthusiasm and motivation of students in learning. For this reason, learning media that contains challenging questions and multimedia that attract students’ attention are developed based on media development indicators.
This research aims to see how effect of HOTS-oriented worksheets on heat and kinetic theory of gases on students' critical and creative thinking ability with guided inquiry model in grade XI SMA Al-Istiqamah Pasaman Barat. The type of research used is quasi-experimental. In this research, two classes were used as the sample class, where class XI IPA 1 was the experimental class and class XI IPA 2 was the control class. The difference in treatment between the two classes is that in the experimental class the product given is HOTS-oriented worksheets while in the control class the product given is conventional student worksheets in schools. For the treatment equation in the two classes, the learning model used is the guided inquiry learning model. The technique for collecting data was a written test with HOTS oriented questions. Critical and creative thinking skills are the basis for assessment in this research. The results of the study after being given treatment in both classes found that the highest skill score between the two classes was the value obtained by the experimental class. Based on the research that has been done, it is concluded that after being given treatment to the sample class, there is an increase in students' critical and creative thinking skills for each indicator. The improvement of students' critical and creative thinking skills on each indicator got higher results in the experimental class than the control class.
Along with the development of technology, the education system began to change from face-to-face learning to blended learning. Blended learning uses a combination of print and digital learning media. Most digital learning resources are e-books that replace the function of printed books and the role of the teacher in the classroom. The focus of research in this paper is how e-books can improve student skills in the 21st century. There has been a number of researches related to e-books and their use in high schools. In-depth literature study is needed to get a conclusion on how e-books affect students’ skills, especially after studying Physics. This research provides invaluable insight into how educators were maximizing the use of e-books so as to improve student learning outcomes which in turn impact 21st century skills. These studies describe a lot of data which enables other researchers to understand how teachers use and wish to use e-books. The analysis of these empirical results is used as the basis for developing e-books that have effective content and features that are relevant to e-book literacy.
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