Abstract:Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ … Show more
“…Project-Based learning gives a positive contribution when using real media (Anggreni et al, 2019). Therefore, Wahyuni and Nasbey (2015) and Gerhana, et al (2017) recommend the use of project-based strategy in learning as well as recent research conducted by Ismuwardani, et al, (2019); Sumarni and Kadarwati, (2020).…”
Section: Introductionmentioning
confidence: 96%
“…Therefore, it needs to be trained and developed in learning science (Suryana et al, 2015). The development of science process skills depends on the strategy and learning media used (Isnaningsih & Bimo, 2013;Wahyuni et al, 2017;Sumarni & Kadarwati, 2020). Science process skills include observing, making hypotheses, experimenting, classifying data, sorting data, summarizing and communicating (Wahyuni et al, 2017;Savitri et al, 2017;Ekawati et al, 2018).…”
This study aims to analyze the effect of using Project Based Learning (PjBL) strategy assisted by Electronic Media in increasing learning motivation and Science Process Skills (KPS) on the material “Heat Transfer”. The study used a quasi-experimental pretest-posttest experimental design with 59 students. The experimental group was taught using the PjBL strategy while the control group was taught with a conventional strategy that was teacher-centred. Learning motivation is measured using questionnaires distributed to students, and KPS is measured through observation using observation sheets. The results, average score of KPS with the PjBL strategy = 86.33, the conventional strategy = 74.52; the average score of learning motivation with PjBL strategy = 78.05, conventional strategy = 69.49. Conclude from this data that the use of the PjBL based on e-media strategy is effective and influences the improvement of KPS and learning motivation of elementary school students.
“…Project-Based learning gives a positive contribution when using real media (Anggreni et al, 2019). Therefore, Wahyuni and Nasbey (2015) and Gerhana, et al (2017) recommend the use of project-based strategy in learning as well as recent research conducted by Ismuwardani, et al, (2019); Sumarni and Kadarwati, (2020).…”
Section: Introductionmentioning
confidence: 96%
“…Therefore, it needs to be trained and developed in learning science (Suryana et al, 2015). The development of science process skills depends on the strategy and learning media used (Isnaningsih & Bimo, 2013;Wahyuni et al, 2017;Sumarni & Kadarwati, 2020). Science process skills include observing, making hypotheses, experimenting, classifying data, sorting data, summarizing and communicating (Wahyuni et al, 2017;Savitri et al, 2017;Ekawati et al, 2018).…”
This study aims to analyze the effect of using Project Based Learning (PjBL) strategy assisted by Electronic Media in increasing learning motivation and Science Process Skills (KPS) on the material “Heat Transfer”. The study used a quasi-experimental pretest-posttest experimental design with 59 students. The experimental group was taught using the PjBL strategy while the control group was taught with a conventional strategy that was teacher-centred. Learning motivation is measured using questionnaires distributed to students, and KPS is measured through observation using observation sheets. The results, average score of KPS with the PjBL strategy = 86.33, the conventional strategy = 74.52; the average score of learning motivation with PjBL strategy = 78.05, conventional strategy = 69.49. Conclude from this data that the use of the PjBL based on e-media strategy is effective and influences the improvement of KPS and learning motivation of elementary school students.
“…The research was conducted to analyze the initial profile of creative thinking skills of students in three SMPNs in Rasau Jaya Sub-district in IPA learning. Creative thinking skills aim to synthesize ideas, produce new ideas, and determine the effectiveness of the existing ideas (Sumarni & Kadarwati, 2020). In this research, students answered question developed according to the creative thinking aspects, namely: fluency, flexibility, originality, and elaboration (Nurhamidah, 2018).…”
Section: Resultsmentioning
confidence: 99%
“…Based on observation it is likely due to students' habit that depends on their fellow group members during a practice; therefore, only students who have interest and are serious who will work on the test instruments. Moreover, it might be due to students' inabilities in terms of their unfamiliarity to student-centered learning, uncommon questions, less understanding on prerequisite contents, less creativity, and students' activities and involvement in the learning process (Sumarni & Kadarwati, 2020). The varied students' creative thinking skill requires a learning condition that involves learning experience so that creative thinking potential could develop.…”
Section: Resultsmentioning
confidence: 99%
“…Creative thinking skills aim to synthesize ideas, produce new ideas, and determine the effectiveness of the existing ideas (Sumarni & Kadarwati, 2020;Zubaidah, Fuad, Mahanal, & Suarsini, 2017). Students who are taught and provided with creative activities through learning process that involves creative activities and higher thinking skills are better than students who learn without creative activities (Rochmad, 2018).…”
Profile of students’ creative thinking and conceptual understanding is essential to create an initial description of students’ competencies in overcoming their learning difficulties. The research aims to describe profile of concept understanding and creative thinking skills of 7thgrade students of all SMP Negeri (public junior high school) in Rasau Jaya sub-district, Kubu Raya Regency, West Kalimantan, Indonesia in photosynthesis content. The research uses qualitative descriptive method. The sampling technique employs disproportionate stratified random sampling. Samples consist of 143 students of 7th grade from three SMP Negeri in Rasau Jaya Sub-district, Kuburaya Regency, West Kalimantan, Indonesia. The data collection technique utilizes creative thinking skill test in the form of an essay with fluency, flexibility, originality, and elaboration aspects. Students’ concept understanding test is in the form of four-tier diagnostic test. Data analysis employs descriptive statistics with percentage of creative thinking and conceptual understanding in categories of understanding, partial understanding, misconception, and not understanding. The creative thinking skill percentage of SMPN students in Rasau Jaya, Indonesia in the originality and flexibility aspect is in a fairly creative category, whereas in the elaboration and fluency aspect the category is still less creative. The highest percentage of students’ conceptual understanding is misconception of 45.25% and followed by an understanding of 30.64%, not understand of 13.2%, and partial understanding of 10.97%. The obtained data give evidence that natural sciences (IPA) learning knowledge among junior high school students, especially concept understanding and creative thinking, is still low. Therefore, teachers could develop students’ creative thinking skills so their concept understanding could be improved.
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