Analisis Kelayakan dan Kepraktisan Modul Praktikum Berbasis Literasi Sains untuk Pembelajaran IPA

Samsu, Nur Zahira; Mustika, Dona; Nafaida, Rizky; Manurung, Nurhasnah

doi:10.24815/jipi.v4i1.15546

Cited by 37 publications

(37 citation statements)

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“…Investigation activity refers to a problem that is being studied. The implementation of these activities can be through object observation, gathering and analyzing information, and making conclusions (Fadly, 2017a;Miaturrohmah & Fadly, 2020;Nursamsu, et al, 2020;Osborne, et al, 2004).This feature also invites students to think critically by investigating and finding everything related to scientific phenomena.…”

Section: Figure 1 Science Investigation Featurementioning

confidence: 99%

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Fadly

Miaturrohmah

2021

JPSI

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Argumentation skills have an important role in 21st-century learning because it can facilitate constructing the relationship between theory and understanding the concept of science. The development of textbooks based on argumentation skills can bridge science theories and ideas, especially with the Covid-19 pandemic, limiting social contact between communities and students so that they have to work and study from home. Textbooks can be a solution to assist students to learn independently. This study aims to determine the characteristics, practicality, and effectiveness of the developed argument-driven inquiry textbook (ADI). The research was conducted at MTsN 6 Ponorogo using the Research and Development (RD) method. Testing the practicality and effectiveness of textbooks was carried out using a randomized control group pretest-posttest design. The number of research samples consisted of 124 students taken through random sampling techniques divided into experimental and control classes. Data were obtained from questionnaires, and argumentation skills tests were analyzed using quantitative descriptive and qualitative descriptive to determine practicality, and inferential statistics (t-test) to evaluate the effectiveness of the textbooks being developed. The results showed that ADI-based textbooks: 1) have the characteristics of being able to encourage students to argue critically and be able to construct students' logic and creativity in relating environmental problems, scientific concepts, and scientific paradigms through multi-disciplinary integration; 2) has a practicality level of 84%, which means that the contents of the book are very good at motivating students to learn, relevant to the material, and easy to understand from the material and language aspects; 3) effective in improving students' argumentative skills is better than classes that are not based on ADI (α = 0.05) with an increase in the moderate category (N-Gain = 47.17%).

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Section: Figure 1 Science Investigation Featurementioning

confidence: 99%

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Fadly

Miaturrohmah

2021

JPSI

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“…Wilkinson (1999) suggests a way to measure students 'scientific literacy is by trying to find students' psychological aspects through constructivism-based learning (Salamon, 2007). Science literacy must be mastered by students, because it is related to the environment (Nursamsu, et al, 2020). Other research shows that virtual laboratory-based inquiry learning can improve the science literacy skills of prospective teacher students (Saputra, 2017).…”

Section: Figure 1 Scree Plot Eigenvaluementioning

confidence: 99%

Developing Assessment Instruments of PISA Model to Measure Students’ Problem-Solving Skills and Scientific Literacy in Junior High Schools

Rosana

Widodo²,

Setianingsih³

et al. 2020

JPSI

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This study aims at producing an assessment instrument of the PISA model to measure students’ problem-solving skills and scientific literacy in junior high schools that are valid, practical, and having potential effects. This research employed the design of development studies. The analysis used the Item Response Theory (IRT) Rasch model based on the junior high school students' responses to the developed PISA assessment instrument on natural science subjects. The result of this study was a test set of PISA model for the material of Vibration, Wave, and Sound consisting of 40 items. The test was valid in terms of content, constructs, and language according to the expert assessment, and practical based on small group trials. It also had a potential effect based on the students’ answers and questionnaires results in the field test. The qualitative analysis showed that the developed test had several potential effects, i.e. the development of students' problem-solving skills and scientific literacy so that they gained a relatively high ability to solve a test with the PISA model. The results of quantitative analysis through field test trials showed that there was a significant effect from the application of the PISA model test to enhance students’ scientific literacy and problem-solving skills in the junior high school with the Sig. value of 0.000 which was less than the significance level of 0.05 (α = 5%).

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“…One of the factors that influence the learning process is teaching materials, for example, the learning module (Mukaromah, 2018;Pratiwi et al, 2017). The learning module is one of the concepts of teaching materials packaged systematically and comprehensively that contains learning experiences that are planned and designed to help students learn (Imansari & Sunaryantiningsih, 2017;Kurniawan, 2019;Samsu et al, 2020). A module in the learning process will allow students to study independently (Andrinata et al, 2016;Setyadi & Saefudin, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the Learning Module Cooperative Learning Student Facilitator and Explaining

Rahmatullah

Syahril

Abdullah

2021

JET

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Low understanding of students impacts low student learning outcomes in subjects due to teacher-centered learning orientation. Students have not been able to learn independently and only rely on material explanations from the teacher. Available teaching materials have not been able to facilitate students to learn independently and thoroughly. This research aims to analyze the effectiveness of the cooperative learning module student facilitator and explain. The research used to research and development methods using the Four-D (4D) development model. The data collection methods used were questionnaires and tests. The method of analysis was carried out by descriptive and inferential analysis with the t-test. The results obtained from this study were the validity of the module based on cooperative type student facilitator, and explaining was declared valid on the material aspects in the module with a total validity score was 99.3%, and the module format aspect was declared valid with a total score of 91.7. The student facilitator type of cooperative learning module is practically based on the teacher's assessment with a practical score of 88.62% in the very practical category and 88.98% in the very practical category. The module effectiveness score increases the pretest score of 55.00 to 84.58 in the post-test score with the gain score in the medium category. Based on the findings of this study, it is concluded that the module based on cooperative type student facilitator and explaining is valid, practical, and effective to be used as a learning medium in the subject of estimating construction costs

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Analisis Kelayakan dan Kepraktisan Modul Praktikum Berbasis Literasi Sains untuk Pembelajaran IPA

Cited by 37 publications

References 0 publications

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Developing Assessment Instruments of PISA Model to Measure Students’ Problem-Solving Skills and Scientific Literacy in Junior High Schools

The Effectiveness of the Learning Module Cooperative Learning Student Facilitator and Explaining

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