The aim of this study was to determine the influence of guided inquiry learning model toward the improvement of students"s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy"s society. This study used Research and Development method through pretest and posttest test before and after the guided inquiry learning was done. The objects of this study were 31 students who were following the integrated science lecture in 5 th semester which is prospective science teacher. The results showed that there was an improvement in students' scientific literacy after guided inquiry learning (was applied) as shown with a gain value of 0.16 (N-Gain = 0.16) which was included in the medium category. Based on this result, it can be concluded that there is the influence of guided inquiry learning model toward the improvement of students"s scientific literacy in integrated science learning on environmental conservation concept based on local wisdom of Baduy"s society.
This research reported Indonesian students’ perspectives on challenges in writing a critical academic essay and factors causing those challenges in a university in the UK. It was a qualitative method in nature and used a semi-structured interviewing technique with open-ended questions as the main method for data collection. The results indicate four main problems the participants’ encountered in relation to critical thinking realization in their essay writing which include clarity of ideas presented, lack of critical analysis, lack of critical evaluation, and lack of precision. This research also finds three important factors causing those problems of critical thinking realization by the students in their essay writings namely lack critical awareness, lack of understanding of the critical thinking concept, and differences of academic requirements between Indonesian and British context. This research is expectedly useful as an input in the re-design of syllabi and in the improvement of writing instruction that aims to promote especially international Indonesian students’ critical thinking in university-level education, in line with properly addressing students’ needs and developing CT pedagogy in the site.
Teaching for active learning has been widely recognized as a more effective teaching methodology than traditional transmission models of teaching. However, numerous studies have documented the persistence of traditional teaching methods despite the extensive research literature on the effectiveness of teaching for active learning and frequent efforts to train teachers to use this approach in their classrooms. In this article a team of lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) in Indonesia report on an action research project carried out at an elementary-level madrasah in the city of Cilegon. Members of the team gathered qualitative data through interviews, focus groups, and classroom observations in order to better understand the challenges teachers faced in teaching for active learning before designing and carrying out a collaborative intervention designed to help teachers use active learning strategies in a mathematics classroom.
AbstrakMetode pembelajaran aktif atau active learning kerap diakui lebih efektif dibandingkan model pengajaran transmisi tradisional. Namun, tidak sedikit pula studi yang mendokumentasikan keunggulan metode pengajaran tradisional, disamping banyaknya literatur tentang efektifitas active learning dan ramainya pelatihan aplikasi active learning di kelas. Dalam artikel ini, tim dosen Universitas Sultan Ageng Tirtayasa di Indonesia melaporkan penelitian tindakan kelas di Madrasah Ibtidaiyah di kota Cilegon. Tim dosen mengumpulkan data kualitatif melalui wawancara, diskusi kelompok, dan observasi kelas guna memahami kendala para guru dalam penerapan active learning. Tim ini kemudian merancang dan melakukan intervensi kolaboratif untuk membantu guru menerapkan strategi active learning di kelas Matematika.
This study is an autoethnography focused on providing an in-depth understanding of my personal experiences as an international doctoral student from Indonesia in a university in the United Kingdom. In this article, I share and discuss some challenging situations during my doctoral study particularly in writing a 5,000-word-essay for nine modules, which required me to explicitly perform critical thinking in my writing. I found that expressing my critical voice in writing was not easy, especially at the outset of my doctoral study period. I believe my previous education experiences neglected critical thinking pedagogy in the classroom, which is one of the most important factors causing this kind of difficulty of demonstrating critical thinking especially in writing.
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