This research is motivated by the large number of elementary school classrooms that do not offer quality science experiences to students so that it has an impact on students' low understanding of the science concept. The RADEC (Read-Answer-Discuss-Explain And Create) learning model seems suitable for increasing students' understanding of science concepts. This learning model has scientific stages that encourage the cons-truction of students' knowledge. This study aims to analyze the increased understanding of the concept of electrical phenomena through the application of the RADEC learning model. The study involved twenty-eight grade 5 students in the 2019-2020 academic year. Quasi-experimental method with one-group pretest-postest design was used in this study. To find out the understanding of students' concepts about electrical phenomena, tests were carried out before and after the implementation. This study uses descriptive analysis to analyze data collected before and after implementation. From the results of the analysis, it is known that students' understanding of the concept of electrical phenomena after the implementation of the RADEC learning model is higher than before. Thus, it can be concluded that the application of the RADEC learning model can improve students' conceptual understanding of electrical phenomena.
This study aims to determine the differences in critical thinking skills and environmental care attitudes among learners using an integrated environment-based learning model with which using conventional learning model. The method used in this research is quasi experimentwith Nonequivalent Control Group Design. The population in this study were all fifthgrader students of Dayeuhkolot 07 State Elementary School, Bandung Regency with the sample used were 40 students. The experimental group were given a treatment using an environment-based learning model, while the control group were given a conventional learning model. The instrument used in this study was a test to get insights into the critical thinking skills and questionnaires to get insights into the attitude of environmental care. Data analysis used in this study was independent sample t-test. The results demonstrated that (1) There was a difference in critical thinking skills among learners using an integrated environment-based learning model compared to those using a conventional learning model. (2) There was a difference of environmental care attitude among learners using an integrated environment-based learning model compared to those using conventional learning model. Therefore, it can be concluded that the application of integrated learning model based on environment can improve critical thinking skill and environmental attitude of learners.
Getting the Adiwiyata predicate is one of the things that schools in Indonesia strive for. But not all schools quickly get this predicate. Preparation and school persistence must be severe to get the Adiwiyata predicate. Many points are assessed in the Adiwiyata program assessment, one of which is implementing curriculum and learning environmental education in schools, whether they are done or not. This study aims to analyze whether the school prepares itself to achieve the goal of being predicated Adiwiyata. This study distributed a questionnaire with 11 questions to principals and teachers of elementary schools in Subang City randomly in 5 districts in Subang. The questions were processed using the cluster analysis, and the level of readiness was analyzed at the point of environmental education-based curriculum implementation. It was found that there were still many schools that had not implemented the environmental education curriculum, both in an integrated manner and in independent subjects. Assistance is needed to carry out supporting learning activities for the Adiwiyata program assessment points. Keywords: environmental education curriculum, adiwiyata.
Global environmental damage emphasizes the importance of environmental education at schools. It is a tool for achieving sustainable development. Environmental education (EE) is integrated into several core subjects in the Indonesian primary school curriculum as a thematic learning. For the teachers, it is essential to be aware of planning and designing appropriate learning methods based on the physical, emotional, and cognitive stages primary students. Kamishibai seems suitable for EE learning at primary school. It can help students to understand EE content. The aim of this study was to analyze using Kamishibai in thematic learning to increase the students' knowledge of EE. The method used in this study was pre-experiment with the research design of the one-group pretest-posttest design. Nine 5th grade students participated in the study. To determine the students’ knowledge of EE, a test was administered before and after the Kamishibai implementation. As a result of the analysis, it was found that, after the implementation, the students’ knowledge of EE was higher than before implementation. The result also showed the students’ ability in retelling the story at the end of the Kamishibai implementation. These indicated that Kamishibai strengthened students' memory. In conclusion, Kamishibai increased students' knowledge of EE.
This research is motivated by conditions in the field which indicate that worksheet circulating in elementary schools contains learning activities that do not encourage students' thinking abilities to solve various contextual problems and provide subjectivity experiences to develop their attitudes. Therefore, a research was carried out that aims to develop problem-based learning (PBL) model worksheet in force material to improve problem-solving skills, self-confidence, and responsibility of students. This research method uses ADDIE (Analyze, Design, Develop, Implement, Evaluate) development method. The validated worksheet was tried out limited to one class. Participants in the study were 33 fourth grade students in the elementary schools in Dayeuhkolot District, Bandung Regency Indonesia. The data was collected using test instruments, validation sheets, and observation sheets that had been tested by experts. Data analysis using N-Gain. Based on the research results, it can be concluded that the problem-based learning model worksheet the topics of force developed can improve problem solving skills, self-confidence, and responsibility of students.
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