Abstract:This study aims to integrate the local wisdom of the traditional engklek game into problem-solving-based mathematics learning at the elementary school level. The method used in this study is a mixed-method with an explanatory design. The data analysis technique used in this study was random sampling and data collection was carried out by distributing observation sheets about student process skills, student learning interest questionnaires and conducting interviews with students and teachers at the school. Base… Show more
“…This type of research is a mixed-method with an explanatory sequential type, i.e., qualitative and quantitative data are analyzed sequentially and separately (Kamid et al, 2021a;Kamid et al, 2021b;Syaiful et al, 2021). Sequential explanatory design is done by collecting quantitative data first for further analysis.…”
The purpose of this study was to describe students' creative thinking skills in a problem-based learning model with scaffolding in the Biochemistry course. This research is mixed method research with an explanatory sequential research design with a sample of 173 students from the study programs of Chemistry Education and Chemistry, Universitas Jambi. In this study, the researchers only used the experimental class. The sampling technique used is total sampling and purposive sampling. Data were collected using observation sheets, test instruments, interview instruments, and response questionnaires. Quantitative data analysis used is hypothesis testing in the form of ANOVA test with Post-Hoc Scheffe test and T-test. The findings of this study indicate that the ANOVA test results showed a significant difference in the average creative thinking (cognitive) test results and student response questionnaire results in scaffolding-based integrated biochemistry learning. In addition, there is also a significant effect between cognitive test results on student responses in scaffolding-based integrated biochemistry learning. So it can be concluded that there are differences in the creative thinking skills of chemistry education students and pure chemistry students in using scaffolding integrated problem-based learning models in Biochemistry courses.
“…This type of research is a mixed-method with an explanatory sequential type, i.e., qualitative and quantitative data are analyzed sequentially and separately (Kamid et al, 2021a;Kamid et al, 2021b;Syaiful et al, 2021). Sequential explanatory design is done by collecting quantitative data first for further analysis.…”
The purpose of this study was to describe students' creative thinking skills in a problem-based learning model with scaffolding in the Biochemistry course. This research is mixed method research with an explanatory sequential research design with a sample of 173 students from the study programs of Chemistry Education and Chemistry, Universitas Jambi. In this study, the researchers only used the experimental class. The sampling technique used is total sampling and purposive sampling. Data were collected using observation sheets, test instruments, interview instruments, and response questionnaires. Quantitative data analysis used is hypothesis testing in the form of ANOVA test with Post-Hoc Scheffe test and T-test. The findings of this study indicate that the ANOVA test results showed a significant difference in the average creative thinking (cognitive) test results and student response questionnaire results in scaffolding-based integrated biochemistry learning. In addition, there is also a significant effect between cognitive test results on student responses in scaffolding-based integrated biochemistry learning. So it can be concluded that there are differences in the creative thinking skills of chemistry education students and pure chemistry students in using scaffolding integrated problem-based learning models in Biochemistry courses.
“…Prosedur pengumpulan data yang dilakukan adalah yang pertama observasi awal untuk menentukan masalah penelilian, menentukan rumusan masalah dan tujuan penelitian [20]. Kemudian menentukan jenis penelitian yang cocok, populasi dan sampel, membuat instrumen penelitian kemudian dilakukan pengambilan data yang selanjutnya dianalisis menggunakan statistik deskriptif dan statistik inferensial [21].…”
Tujuan Penelitian: Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar tema pada kelas III A dan III B di Sekolah Dasar.
Metode Penelitian: Metode penelitian yang digunakan adalah penelitian kuantitatif. Sampel dalam penelitian ini adalah 20 peserta didik kelas V SDN 2 Muara Kelingi. Instrumen pengumpulan data yang digunakan adalah angket hasil belajar peserta didik.
Temuan Utama: Hasil yang didapatkan adalah terdapat perbandingan antara hasil belajar pada kelas III A dan III B di SDN 2 Muara Kelingi.
Keterbaruan Penelitian: Keterbaruan dari penelitian ini adalah untuk menjelaskan perbandingan hasil belajar tema pada kelas III A dan III B di Sekolah Dasar..
“…Bermain sambil belajar memiliki pola-pola yang diharapkan mampu menciptakan hasil pada perkembangan diri anak [8]. Pembelajaran yang dapat diintegrasikan dengan bermain tentu pembelajaran yang banyak melakukan interaksi anatara satu dengan yang lain [9].…”
Tujuan Penelitian: Tujuan penelitian ini adalah untuk mendeskripsikan implementasi belajar dan bermain pada muatan pelajaran IPS.
Metode Penelitian: Penelitian ini menggunakan jenis penelitian kualitatif dengan subjek penelitian berjumlah 14 peserta didik dengan teknik random sampling. Data pada penelitian ini dikumpulkan dengan wawancara para narasumber
Temuan Utama: Hasil menunjukan bahwa belajar dan bermain memberikan pengalaman yang luar biasa bagi peserta didik. Muatan pelajaran IPS menjadi muatan yang dapat mempelajari kehidupan lingkungan sosial.
Keterbaruan Penelitian: Keterbaruan dari penelitian ini adalah untuk menjelaskan implementasi belajar dan bermain pada muatan pelajaran IPS.
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