Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

Widowati, Asri; Nurohman, Sabar; Anjarsari, Putri

doi:10.15294/jpii.v6i1.4851

Cited by 41 publications

(39 citation statements)

References 14 publications

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“…The development of teaching materials based on potential problems can also be proven to improve students' understanding and applicability (18). A suitable instructional material can also result good criteria of learning outcomes, in line with (19) research that states the appropriate teaching materials proven to improve the motivation of learning from students. Students also show good motivation by showing their good response towards workbook because it can be used as self-study supplement and help understand science content in English.…”

Section: Resultssupporting

confidence: 56%

Developing Workbook Science plus English to Improve Students’ Mastery of Science Content in English

Pamelasari¹,

Yunus²,

Fibriana³

et al. 2018

IJET

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One of the challenges of teaching English for Science students in Indonesia is the training to comprehend science content in English. They need to have the skill to improve their science development knowledge by exploring it through latest information from scientific journals and text books. In fact, most of the students have limited English proficiency that results in the limited variety source of their literature references. Their pre-test result was not satisfactory by only reaching the average of 67. To overcome the problem, the workbook that integrated English skill and science content was developed to support the learning process. The design of research was Research and Development consisting of conducting need analysis, designing product, expert validation, revising product, trial in small scale level, and using the product in the learning process. The instrument to gather the data was the validation sheet for the expert containing indicators of valid criteria of workbook from the aspect of the material, language and media, the students' response questionnaire related to the use of workbook and science content in English test. The data were analyzed descriptively based on the data obtained from the research. The validation from the experts of language, material and media to produce a valid and feasible product showed that the workbook was feasible to be used as instructional material. The result showed that the expert of material, language and media gave the score of respectively 100, 92 and 92. The workbook also proved to be effective to improve the students' mastery of science content in English material with the average of 80. The workbook entitled Science plus English was designed to revise the previous instructional material and it has never been developed as instructional material. The novelty is the integration of English skill lesson and science content.

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Section: Resultssupporting

confidence: 56%

Developing Workbook Science plus English to Improve Students’ Mastery of Science Content in English

Pamelasari¹,

Yunus²,

Fibriana³

et al. 2018

IJET

View full text Add to dashboard Cite

show abstract

“…There are two main characteristics in providing learning materials to help students acquire scientific literacy, i.e. the organization of the main ideas and clear integration (Silberman, 2006;Gregory, 2007;Trefil & Hazen, 2007;Widowati et al, 2017). The potion is made from 11 herbal ingredients.…”

Section: Figure 3 Map Location Of Indigenous Knowledge Exploration Imentioning

confidence: 99%

Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation

Parmin

Sajidan

Ashadi

et al. 2017

JPII

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The scientific work independence is the core competency of student teacher of science. In this research, the effectiveness of the Science Integrated Learning Model (SIL) was measured in term of the scientific work independence of student teacher of science in changing the society's original knowledge into scientific knowledge. The changing was measured through Ethnoscience learning. The experimental method was used with the control group and experimental group in three different universities. The result of the t-test shows a correlation coefficient significance value at 0.000 < 0.05. Therefore, it concludes that there is not any difference between the experimental and control group. However, there is an effect of model application on the independence of the scientific work of student teacher of science.

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“…This approach can motivate students to become thinkers, grow curiosity, train in cooperation and solve problems (Widowati et al, 2017) According Gulo (2002) explains the inquiry stages to be done as follows:…”

Section: Introductionmentioning

confidence: 99%

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Wardani

Lindawati²,

Kusuma

2017

JPII

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Student's critical thinking and their learning result depend on learning design and student's activity. Most students use their spare time with playing game. Students are more challenged by the difficulty in playing game rather than facing the difficulty in understanding the lesson. This phenomenon is the basic reason of the researchers to develop a game that has the essence of the subject matter, namely Chemistry Board Game (CBG) or we can call it with Al Chemist Knight. This research aims to develop a suitable digital game based on android system. In this research media was used to improve the cognitive learning and critical thinking. It also has purpose to evaluate the response of learners in learning chemistry through alkane derived compound topic. The development of this game was adapted from the procedure of game development process in mobile 3D presentation. The collection of evaluation data model applied was pre test and post test in trial class. The result showed that in the pretest the learning result average was 34.35 with classical target of 5%. While the posttest learning result average was 80.51 with classical target of 85%. The n-gain factor was 0.703. Based on the result of the students questionnaire data analysis, 3.025 of students responded positively to the implementation of CBG. A CBG media makes an assessment of critical thinking, in which the indicator of critical thinking which are focusing on questions get 3,1 point, giving arguments get 2.95, asking and answering questions get 3.0, making decision get 3.05, and the average score of critical thinking indicator is 3.025 which belongs to good category. Based on the students' response questionnaire, we get the average score of 3.3 or 82.5% which is classified in good category.

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Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

Cited by 41 publications

References 14 publications

Developing Workbook Science plus English to Improve Students’ Mastery of Science Content in English

Developing Workbook Science plus English to Improve Students’ Mastery of Science Content in English

Science Integrated Learning Model to Enhance The Scientific Work Independence of Student Teacher in Indigenous Knowledge Transformation

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

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