Effectiveness of Science Learning Model Containing Balinese Local Wisdom in Improving Character and Science Literacy of Junior High School Students

Sanjayanti, Ni Putu Ayu Hervina; Suastra, I Wayan; Suma, Ketut; Adnyana, Putu Budi

doi:10.53894/ijirss.v5i4.750

Cited by 5 publications

(4 citation statements)

References 58 publications

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“…Such reasons necessitate the need to use this strategy alongside other methods to get the desired results. The students better understood their own performance's flaws and strengths (Handayani & Genisa, 2019;Sanjayanti, Suastra, Suma, & Adnyana, 2022).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Dahal

Luitel²,

Pant³

et al. 2022

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This study used a self-and peer-assessment activity in Moodle, a learning management system, to investigate the self-and peer-assessment abilities of student-teachers. To enhance self- and peer-assessment in some author-taught courses, students submitted online texts graded by their peers using a grading scale determined by course facilitators as a rubric or aspects approved by course facilitators. This study aimed to design and investigate self-, and peer-assessment activities among 18 students (10 boys and 8 girls) enrolled in one of Kathmandu University Schools of Education’s MPhil/Ph.D. program in STEAM (Science, Technology, Engineering, Arts and Mathematics) in Nepal in 2021. The objective was to identify the most effective strategies for involving student-teachers in the learning and assessment processes using self- and peer-assessment as a learning and assessment tool using action research as a research methodology. This study followed the procedures of planning, intervening, evaluating effectiveness, and sharing learning processes within the action research framework. In order to achieve the research objectives, this article discussed some of the Workshop activity’s key strengths and applications within cognitive and constructivist theoretical frameworks, among others. The article concluded by outlining the key advantages of self-and peer assessment in increasing student engagement and improving higher-order skills. These are analytical, and evaluation skills developed through the process of grading self- and peer submissions on a variety of criteria (aspects). The findings show that students are responsible for learning, have metacognitive skills, and use a dialogical, shared teaching and learning model. For higher education, it is a useful tool for self-and peer- assessment.

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Section: Introductionmentioning

confidence: 99%

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Dahal

Luitel²,

Pant³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…A firm attitude based on evidence and facts makes students' personalities critical and openminded individuals to all existing possibilities. This kind of attitude is a reference in forming the character of students with achievements as solvers in learning that adapts problems as a phenomenon that is considered an interdisciplinary application of science [43]- [46]. Apart from that, it provides training and experience for students in dealing with various problems appropriately and wisely.…”

Section: Figure 2 Percentage Increasing In Stagementioning

confidence: 99%

Increasing Student Literacy Through The 4th Stages of The Case Method In Solving Problems

Mihardi,

Derlina,

Siregar

et al. 2024

Proceedings of the 5th International Conference on Innovation in Education, Science, and Culture, ICIESC 2023, 24 October 2023,

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The application of the case method stage indicators forms the basis of student literacy habits. Experience following the stages of the case method directs students to gradually explore the case-solving activities given. Improving student solving skills through literacy optimization shows an important influence of the case method applied as a flow of learning activities. Applied the stages of the case method, it will be analyzed which stages are more dominant in influencing case-solving skills through literacy activities. Tests were carried out with descriptive analysis and linear regression analysis. The valuation instrument is prepared by adapting the valuation process. There are 4 stages in the case method, namely: Problem/Dilemma Selection; Presentation Issues; Preparation Issues; and Curricular Issues. The four stages have specific specifications for improving literacy skills. The literacy used in presenting solutions to given cases is more likely to be applied in 2 stages (Preparation Issues-and Curricular Issues). At this stage, the increase in literacy reaches 60% with an average per work indicator. The percentage of this achievement is obtained based on the treatment given in solving cases through structured training through various systematic procedures and strict supervision of learning activities. Adjustments need to be made in monitoring activities for the settlement of proposed cases to achieve acceptable solutions. The solutions provided need to be tested and go through an evaluation process from various literacies that are analyzed in concluding. By following the stages of this process, students become trained and experience an increase in problem-solving literacy, although they have not yet become accustomed to providing solutions individually.

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“…Furthermore, similar research objectives and methodological approaches have been conducted previously in other regions of Indonesia. Sanjayanti et al (2022) analyze the effectiveness of the science learning module with local Balinese wisdom to improve junior high school students' character and scientific literacy in Bali, Indonesia. This research employed a descriptive analysis and MANOVA test, confirming the appropriateness of the mo-dule.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the Local Knowledge-Based Module (LKBM) to Improve Students’ Scientific Literacy and Thinking Skills

Uslan,

Abdullah,

Imami

et al. 2024

JPII

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Scientific literacy is an essential 21st-century skill that students must master. Scientific literacy is the proficiency to engage with scientific ideas and knowledge that shapes the student’s ability to interpret and evaluate data within scientific inquiry and make decisions regarding natural change, human activities, and technology. In addition to scientific literacy, thinking skills are crucial in the current era. Thinking skills help students solve social, scientific, and practical problems. Therefore, the current research objective is to test the effectiveness of the local-based knowledge module as a learning media to enhance student scientific literacy and thinking skills in Kupang Regency. 78 elementary school students in Kupang, Indonesia, were involved. They were selected based on the random sampling method and divided into experimental and control groups. The data were collected before using the module, during the use of the module, and after using the module. The instrument used to collect the data was tested for validity and reliability with expert validation. The collected data was then analyzed with SPSS 16 package software. Descriptive analysis and MANOVA were performed. The results indicate that the students’ average scores in scientific literacy and thinking skills are enhanced after they use the module. It is emphasized by the significance of the MANOVA analysis, which indicates the difference in score between the group of students who use the local-based knowledge module and those who do not. Based on the results, the module effectively enhances students’ scientific literacy and thinking skills. Therefore, this module can be used by teachers at the learning level to improve their scientific literacy and thinking skills.

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Effectiveness of Science Learning Model Containing Balinese Local Wisdom in Improving Character and Science Literacy of Junior High School Students

Cited by 5 publications

References 58 publications

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Enhancing Student-Teachers Assessment Skills: A Self-and Peer-Assessment Tool in Higher Education

Increasing Student Literacy Through The 4th Stages of The Case Method In Solving Problems

The Effectiveness of the Local Knowledge-Based Module (LKBM) to Improve Students’ Scientific Literacy and Thinking Skills

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