Influence of Discovery Learning Supported by Solar System Scope Application on Students’ Curiosity: The Case of Teaching Solar System

Zahara, Atika; Feranie, Selly; Winarno, Nanang

doi:10.4108/eai.12-10-2019.2296415

Cited by 2 publications

(2 citation statements)

References 13 publications

(15 reference statements)

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“…Rasa ingin tahu tumbuh dari dalam diri siswa, sehingga termasuk dalam motivasi intrinsik yang mendorong siswa mencapai suatu pemahaman (Bakhtawer Nasrullah et al, 2021). Menurut (Zahara et al, 2020) menumbuhkan rasa keingintahuan pada siswa menjadi faktor yang amat penting dalam kesuksesan siswa (Baleria, 2021); (Hale et al, 2021) (Untara et al, 2021). Keingintahuan adalah sifat yang mendorong orang untuk mengajukan pertanyaan eksplorasi dan menemukan cara kreatif untuk memecahkan masalah (Cain, 2019); (Raharja et al, 2018).…”

Section: A Keterampilan Proses Sains Siswaunclassified

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Suryaningsih

Nisa

2021

japendi

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Pembelajaran diketahui sebagai aspek pendidikan yang mempunyai peran utama sebagai penentu kualitas pendidikan. Proses pembelajaran dituntut untuk selalu dapat menyesuaikan dengan perkembangan zaman. Namun, pembelajaran sains masih didominasi oleh paradigma masyarakat yang memandang ilmu sains sebagai ilmu hafalan dan guru sebagai sumber utama pengetahuan. Inovasi pembelajaran untuk membangun keterampilan proses sains dan berpikir kreatif siswa salah satunya ialah mengintegrasikan pendekatan STEAM (Science, Technology, Engineering, Art, Mathematics) dengan Project Based Learning pada proses pembelajaran kimia. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains dan keterampilan berpikir kreatif siswa pada pembelajaran kimia materi titrasi asam-basa dengan integrasi STEAM project. Metode yang digunakan pada penelitian ini adalah deskriptif kuantitatif dengan melakukan pengambilan data pada 76 siswa MAN Sidoarjo yang dipilih secara purposive sampling. Penelitian ini menggunakan integrasi STEAM project dengan memberikan project poster informatif diunggah di media sosial instagram. Data penelitian didapatkan melalui kuesioner berupa google form berisikan 14 item. Penelitian menunjukkan hasil yang positif, dengan keterampilan proses sains mendapatkan skor 4,164 dengan persentase keterampilan proses sains kategori tinggi yaitu 83,3 %. Keterampilan berpikir kreatif siswa mendapatkan hasil yang baik dengan skor 4,134 dengan kategori tinggi, yaitu 82,7 %. Integrasi pembelajaran STEAM project selama proses pembelajaran melalui aplikasi WhatsApp group memanfaatkan media sosial instagram mampu menunjang keterampilan proses sains dan keterampilan berpikir kreatif siswa, literasi sains dan digital, serta keterampilan motorik siswa. Hasil ini dapat digunakan sebagai inovasi dalam proses pembelajaran sains.

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Section: A Keterampilan Proses Sains Siswaunclassified

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Suryaningsih

Nisa

2021

japendi

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“…This is due to the fact that students who feel capable of identifying celestial objects acknowledge that they have learned the names of planets, both theoretically from teacher instruction and through internet references. High curiosity tends to make students pay more attention, process information more deeply, and remember information better, ultimately helping them gain a better understanding in learning [37].…”

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confidence: 99%

Profile of Celestial Object Identification Skills of Junior High School Students in Indonesia

Fajar,

Zahroh,

Masfufah

2024

Radiasi

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The ability to identify celestial objects provides significant benefits for improving students' motivation, understanding of the subject matter, reasoning, and skills, yet this area remains underexplored by researchers. This study aims to describe the profile of junior high school students' ability to identify celestial objects in science learning, particularly in the Solar System topic, focusing on their experiences in recognizing the names of celestial objects at night. Using a qualitative approach, this research involved semi-structured interviews with three science teachers and a survey of 31 7th-grade students who had not been taught the Solar System topic. The research instruments included student characteristics, availability of learning resources, challenges faced by students, teaching methods, and responses to the idea of outdoor learning with the assistance of an Augmented Reality (AR) application. The results indicate that, generally, students are not yet able to identify celestial objects other than the Moon due to limited prior experience and knowledge. Although teachers have attempted to introduce identification methods through instructional videos and direct explanations, this method is considered less accurate due to discrepancies between classroom learning and field experiences. However, both teachers and students recognize that identifying celestial objects can enrich understanding of the subject matter, increase motivation, and stimulate gratitude for God's creation. The positive response to the idea of outdoor learning with an AR application indicates high interest from both teachers and students in this approach.

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Influence of Discovery Learning Supported by Solar System Scope Application on Students’ Curiosity: The Case of Teaching Solar System

Cited by 2 publications

References 13 publications

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Profile of Celestial Object Identification Skills of Junior High School Students in Indonesia

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