Development of Integrated Natural Science Teaching Materials Webbed Type with Applying Discourse Analysis on Students Grade VIII in Physics Class

Sukariasih, Luh

doi:10.1088/1742-6596/846/1/012028

Cited by 8 publications

(8 citation statements)

References 1 publication

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“…This analysis indicates that the integration of science learning materials is still low even though the title is already an integrated science book. The results of this analysis are relevant to the results of initial studies from other researchers (Rahmania et al, 2017;Sukariasih, 2017). On the other hand, from the analysis of student performance assessment, it can be stated that the 21st-century skills of students are still in the low category with an average score of 49.61.…”

Section: Introductionsupporting

confidence: 52%

“…A theme is identified and used in the webbed model to integrate content from sub-disciplines (Carroll & McCulloch, 2018). The webbed model is a pattern of integration using a theme to integrate and connect several interrelated sub-disciplines (Sukariasih, 2017;Mulyani et al, 2020). Thematic learning can be considered efficient because students are actively involved in learning in a coherent and holistic context, linking the concepts they learn to their environment and real-life examples (Twiningsing et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Asrizal

Yurnetti

Usman

2022

JPII

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Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.

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Section: Introductionsupporting

confidence: 52%

Section: Introductionmentioning

confidence: 99%

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Asrizal

Yurnetti

Usman

2022

JPII

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“…Bahan ajar dapat berupa bahan ajar cetak maupun bahan ajar elektronik. Hasil penelitian tentang pengembangan bahan ajar berupa diktat menunjukkan kriteria valid dan praktis, hal tersebut sejalan dengan penelitian [19], [21]. Tingkat efektivitas bahan ajar dalam kategori baik hal tersebut dapat dilihat berdasarkan hasil keterlaksanaan pembelajaran.…”

Section: Discussionunclassified

“…Melalui bahan ajar siswa dapat mempelajari hal-hal yang dibutuhkan dalam upaya mencapai tujuan pembelajaran [19]. Bahan ajar harus sesuai dengan tujuan yang ingin dicapai baik dalam bentuk pengetahuan, keterampilan, sikap, atau pengalaman lainnya [20], [21].…”

Section: Landasan Teoriunclassified

Pengembangan Diktat Fisika Berbasis Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

Nisa

Ashari

Kurniawan

2019

Radiasi

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Research on the development of physics-based dictates based on Problem Based Learning has been carried out to determine the feasibility of the developed physics dictates, students 'responses to the developed physics dictates, and increasing students' critical thinking. The type of research used is a development that refers to the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were the students of class XI MIPA 2 of SMA Negeri 11 Purworejo, totaling 30 students. The material developed is Dynamic Fluid. Data collection techniques This study was conducted using interviews, observation, questionnaires, tests, and documentation. The data obtained in the form of qualitative and quantitative data, while the data analysis using the Percentage Agreement. Based on the results of the study, the average score obtained from expert lecturers was 3.47, and physics teachers were 3.27 with "quite good" interpretation. The average of the learning outcomes of the two 99% observers with "very good" interpretation. Achievement of learning outcomes obtained an average of 88.62 for the post-test has reached KKM (76). Student responses to the product by 79% with the interpretation "pretty good". The improvement of students' critical thinking skills using the Problem Based Learning textbooks is very high, this is indicated by the magnitude of the normal gain of 0.845. Thus the physics textbook of XI MIPA High School-based Problem Based Learning can be used as an alternative physics teaching material on the subject of Dynamic Fluid.

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“…Furthermore, the material was arranged based on the stages of food experiments from the introduction to analyzing the data and present the reports. Some similar research used the method as an initial stage of teaching media development [10], [11].…”

Section: Experimental Food Book Materials Identificationmentioning

confidence: 99%

Development of the Experimental Food Book as a Research Guide for Food and Nutrition Student

Emilia¹,

Fridiaty²,

Hanum³

et al. 2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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Product development is an essential activity in the food industry and it is a required competency of food and nutrition student. The objective of the study was to develop the experimental food book as a research guide for food and nutrition student. The study used research and development method with 4D (define, design, develop and dissemination) research model was conducted from May to October 2018 in Medan City. The experimental food book has been designed according to the food and nutrition students need and validated by food and nutrition, educational and media experts. The book consists of the early presentation of necessary information on methods, planning, and evaluation for those who will be doing food experimental. Moreover, how to report the results. The food experimental food could be used as a research guide for food and nutrition student.

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Development of Integrated Natural Science Teaching Materials Webbed Type with Applying Discourse Analysis on Students Grade VIII in Physics Class

Cited by 8 publications

References 1 publication

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Pengembangan Diktat Fisika Berbasis Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

Development of the Experimental Food Book as a Research Guide for Food and Nutrition Student

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