This study was intended to: (1) describe the results of the development of the Life Skill integrated Science-PBL module, (2) analyze the feasibility of the Life Skill integrated Science-PBL module, and (3) oversee the effectiveness of the module to improve critical thinking skills of students at the secondary school level. The development model used was the 4D Thiagarajan model which consisted of four stages of development, namely define, design, develop, and disseminate. The study sample was taken as many as 97 students from three different schools. The data collection instruments were questionnaires, observation sheets, and tests of critical thinking skills. The feasibility test involved material and media expert lecturers, as well as practitioners. The effectiveness of the module was measured by finding a normalized gain score for the pretest-posttest conducted during a field trial or implementation trial. The results suggested that the Life Skill integrated Science-PBL module was suitable for use in the learning process based on the results of the validation of experts and practitioners. The calculation of the N-gain obtained the value of 0.72, which meant that the Life Skill integrated Science-PBL module was effective in improving students' critical thinking skills. The results of the questionnaire analysis of student and teacher responses showed that overall, the module received good responses.
The purpose of this study is to analyze the mathematical representation capabilities of junior high school students. This research has been conducted at SMP Negeri 16 Kupang School Year 2019/2020. The method used in the study was a descriptive analysis method, which involved 76 students as samples. The student's mathematical representation ability test instrument used as many as 3 questions in the form of descriptions. The results revealed that students' mathematical representation skills in Comparative materials had an average score of 72.51. Students' mathematical representation ability on symbol representation indicators with an average of 85.33 is higher than the verbal representation and image representation indicators; image representation indicator with a score of 60 is still below average; and verbal representation indicators have an average of 72.66. There are several factors that affect the level of ability of mathematical representation of students, including students still find it difficult to convert mathematics symbols into images, turn math problems into mathematical symbols or models and convey mathematical ideas using their own language and words. The ability of students to solve math problems using symbol and verbal representation is quite satisfactory while students use image representation is not maximal.
In accordance with the paradigm of 21st century education, teachers are required to facilitate students with the learning process which addresses the improvement of students’ higher thinking skill. The community service which was conducted in MTs Al Ikhlas Soe, East Nusa Tenggara was aimed at: 1) culturing as well as developing students’ literacy in school; 2) improving students’ capacity in literacy; 3) managing students’ knowledge and higher thinking skill, as considerable as 4) elevating teachers’ professionalism so that learning process can be more effective and efficient. The methods used were lecture, discussion, brainstorming, simulation, and assignment. The materials delivered were about the arrangement and development of literacy-oriented teaching materials. The product produced from the training was implemented in learning process on VII graders. This was aimed to observe whether there was an improvement gained after the training given. The participants of this community service were 13 teachers and 34 students of MTs Al Ikhlas Soe. The results showed that teachers’ skill in arranging teaching materials has been improved. Furthermore, students’ understanding about the concept or their knowledge related to the materials has been upgraded after experiencing the implementation of literacy-oriented learning.
This study aims to determine the feasibility of developing LKS-based ARIAS models on the subject of triangles and quadrilateral. This research and development or Research and Development (R & D). The population in this study were all junior high school students of all VII grade studentsof SMP Muhammadiyah Kupang in consisting of 153 students. While the random sampling technique. The results showed teh development of learning and learning with ARIAS-based LKS models on the subject of triangles and quadrilateral meeting the validity criteria and feasible to use, namely syllabus with validation value of 4,34, RPP with validation value of 4,30 and LKS with validation value of 3,39 accumulated from the assesment conducted by the validator, and the evaluation of each prototypeof syllabus, RPP, and LKS with on the average4,01 which was declared very or feasible to use. The results of student responses on the worksheetwith the ARIAS model as a whole got a very good response with the achievement of an average assesment score test with a value of 83,33% witch was declaredeffective.
The aim of this study was to develop valid mathematics learning media, practical, and effective categories with mind mapping learning method. This learning media was developed to improve students understanding concept in mathematics at SMP N 16 Kupang City. This study was Reaserch and Development (R&D). Products here were lesson plan (LP) and students’ worksheet (SW). The design of this study was ADDIE (Analyze, Design, Development, Implement,andEvaluate). The instrument here was validation sheet, students’ responsive questionary, and concept understanding test sheet. The result in term of valid category, this learning media was valid and the validation score for the first learning media was 3.42 and the second learning media 3,58. In term of practical category, this learning media was practical, so it can be used, and the average score of students’ responsive questionary was 84. In term of effectiveness, this learning media was very effective with score of 80%. Therefore, the development of learning media with mind mapping method to improve students concept understanding in mathematics for students at SMPN 16 Kupang city in this study was valid, practical, and effective, so it can be implemented in the learning process.
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