CIRSA: Designing Instructional Kits to Empower 21st Century Skill

Abstract

Research about scientific literacy and metacognitive in the learning process is one of the main aspects of education with a vision to strengthening 21 st century skills. This study aimed to produce a learning design as a product of a scientific approach-based cooperative integrated reading and composition (CIRSA) media with a vision of empowering science literacy and metacognitive. The research method employed was a 4D research and development model (define, design, develop, disseminate). However, the research was limited up to the develop stage. The research result indicates that the product of CIRSA learning development in form of syllabus, lesson plan, learner worksheet, and evaluation instruments were within the category of very valid and feasible to be used as a learning media for Biology as a subject at the junior high school level. The research result is expected to contribute in the empowerment of scientific literacy and metacognitive.

Relationship Between Academic Ability and Environmental Problem-Solving Skill: A Case Study at Adiwiyata Schools in Tangerang City, Indonesia

“…This will likely positively impact the conditions of the local community within and around the school environment if students possess adequate problem-solving skills. It can also be used as an important indicator of the success of a learning process when students are able to apply what they have learned in daily life (Cremin, 2009;Djamahar, Ristanto, Sartono, Ichsan, & Muhlisin, 2018;Ristanto, 2009). The three schools developed students' abilities in solving various environmental issues through participation in various school environment-focused maintenance activities; and in doing so, the students are able to apply these abilities in aid of their local community.…”

Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing

“…This effort can be seen from the growing development of the curriculum used to improve the previous one (curriculum 2013 became 2013 revised). This curriculum change was influenced by the changes in the educational paradigm apply globally (Rukmini & Saputri, 2017;Djamahar, Ristanto, Sartono, Ichsan, & Muhlisin, 2018). Some of the paradigm changes that can be suspected are; the paradigm of science as products turns into science as a process, learning as an instructive activity becomes learning as a facilitative activity, and conceptual assessment changes into authentic assessment (Rahadian, 2016;Lestari, Mertha, & Kusmiyati, 2019).…”

“…This is explained in a learning and teaching, motivation, and the role of feedback theories. However, no single approach is comprehensive enough or perfectly cover the learning process (Taras, 2010;Djamahar, et al, 2018;Ristanto, Zubaidah, Amin, & Rohman, 2018a).…”

Pengaruh Pembelajaran Berbasis Masalah Menggunakan Media Sosial E-Learning Terhadap Hasil Belajar Siswa Sekolah Menengah Pada Sistem Pencernaan

“…. Penyebab konsep fisiologi tersebut dikatakan sulit adalah karakteristik materi, cara mengajarkan materi, dan modal awal peserta didik (Djamahar, et al, 2018;Lazarowitz, 1992). Pembelajaran Biologi yang identik dengan hafalan (Lestari, et al, 2019) pada akhirnya membuat guru menerapkan cara mengajar materi dengan menggunakan metode ceramah dengan harapan peserta didik dapat menghafalnya sendiri, salah satunya adalah materi Sistem Pencernaan.…”

“…Penggunaan metode ini dapat melupakan salah satu intisari penting dalam materi ini, yaitu memberikan masalah nyata dalam kehidupan peserta didik sehari-hari seperti pada gangguan atau kelainan sistem pencernaan manusia (Susilowati et al, 2013). Jika intisari materi yang memberikan masalah nyata kepada peserta didik dapat dimanfaatkan dengan baik, pembelajaran dapat menjawab tuntutan abad ke-21 terhadap Pendidikan (Djamahar, et al, 2018. Tuntutan abad ke-21 terhadap dunia pendidikan menginginkan peserta didik memiliki potensi diri agar bisa menjadi insan berguna di masyarakat kelak . Potensi diri tersebut meliputi keterampilan berpikir kritis, kreatif, mampu menciptakan inovasi, dan mampu bekerja sama untuk menyelesaikan masalah yang terjadi pada masyarakat (Rotherham & Willingham, 2009).…”