Inquiry-Discovery Empowering High Order Thinking Skills and Scientific Literacy on Substance Pressure Topic

Wartono, Wartono; Takaria, Johannis; Batlolona, John Rafafy; Grusche, Sascha; Hudha, Muhammad Nur; Jayanti, Yuche

doi:10.24042/jipfalbiruni.v7i2.2629

Cited by 19 publications

(18 citation statements)

References 17 publications

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“…In addition, this cooperative method has been proven in previous studies that can improve significant achievements in the fields of science and other relevant fields such as (the arts, humanities, and social sciences). Cooperative learning also increases positive attitudes towards learning (Hudha & Jayanti, 2018), improve social relations (Putra, 2015), in addition to high self-esteem and cohesiveness (Untari, 2017).Cooperative learning can also be expressed in terms of learning strategies where students work together to achieve learning goals (Gillies, 2016).…”

Section: Cooperative Learning and "Map Of The Network Tree Concept"mentioning

confidence: 99%

Cooperative Learning Application with the Method of "Network Tree Concept Map" : Based on Japanese Learning System Approach

Lestari¹,

Saryantono²,

Syazali³

et al. 2019

Journal for the Education of Gifted Young Scientists

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Almost all countries pay full attention to the education system, especially countries with smaller populations have an advantage in this field. Relatively small countries and regions, including Hong Kong, Singapore, South Korea, Taiwan, Estonia and Finland, were at the top of the results of the 2015 Program for International Student Assessment (PISA) test. This test was carried out by evaluating academic achievement for 15 years around the world. In the last evaluation, Shanghai took the overall top position. Japan is one country that has a good learning concept, with the 4th to 7th positions in various fields of competition. The application of cooperative learning with the development of learning methods is very important to improve the achievement of student learning outcomes. The purpose of this study is to observe the understanding of concepts, and how to think critically in analyzing exam questions. Cooperative learning application with a combination of the "Network Tree Concept Map" method as a depiction to increase students' interest and thinking power.

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Section: Cooperative Learning and "Map Of The Network Tree Concept"mentioning

confidence: 99%

Cooperative Learning Application with the Method of "Network Tree Concept Map" : Based on Japanese Learning System Approach

Lestari¹,

Saryantono²,

Syazali³

et al. 2019

Journal for the Education of Gifted Young Scientists

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“…Initial studies at SMAN 1 Singosari showed that, during the Covid-19 Pandemic, the duration of 1 hour of lessons was only 25 minutes, students did not have the opportunity to do simple practicums, classes were divided into offline and online, and students had difficulty focusing on learning, especially in online learning. Providing lots of practice to students through the inquiry process can influence higher order thinking skills (Wartono et al, 2018), explore new media for students to have a fun learning (Leasa et al, 2016), and making students focus on learning by inquiry model (Wartono et al, 2019). Thus, this study aims to develop an inquiry-based student worksheet package assisted by traditional games on the momentum and impulse topic and to analyze the differences in inquiry achievement for students in online and offline classes.…”

Section: Introductionmentioning

confidence: 99%

Analyzing student inquiry in online and offline classes during the Covid-19 pandemic through momentum and impulse worksheets

Baihaqi

Jumadi

Mardiani

et al. 2021

Momentum: Physics Education Journal

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During the Covid-19 pandemic, it is necessary to develop an effective physics learning media used in a short learning time. This study aims to develop a package of worksheets based on an inquiry learning model that is integrated with traditional games. This research is a research and development using 4D model which is carried out at the define, design and develop stages. Validation was carried out by 3 experts and the worksheets were tested on 45 students of class X consisting of online and offline classes. The results of the development show that the momentum practicum worksheet is 3.68 in the valid range, the law of conservation momentum practicum worksheet is 3.66 in the valid and very good range, the coefficient of restitution and type of collision practicum worksheets are 3.74 and 3.73 in the valid and very good range, also the worksheet package scored 3.67 which means valid and very good. The implementation of learning is 98.21% and the readability questionnaire shows that 82.27% of students agree that the worksheet developed is very interesting and easy to use. The achievement of the inquiry process in the online class is 86.10 while in the offline class is 93.84. The results show that this worksheet is effective in optimizing the inquiry process both online and offline so that it can be used to investigate the topic of momentum and impulse by class X science students during the Covid-19 pandemic.

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“…One way to improve higher-order thinking skills is by learning scientific literacy based. The results of previous studies indicate that the increase in scientific literacy skills will be balanced with an increase in higher-order thinking skills [10]. Through science literacy-based learning, students are expected to be able to obtain new knowledge, identify problems, explain scientific phenomena, and draw conclusions [11].…”

Section: Introductionmentioning

confidence: 99%

Development of Test Instruments to Analyze Higher-Order Thinking Skills Through Science-Based Literacy Learning

Fariyani

Kusuma

2021

J. Ilmu. Pend. Fisika

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Higher-order thinking skills are essential skills for a pre-service teacher to have. This study aims to develop the instrument and measure the higher-order thinking skills pre-service physics teacher UIN Walisongo Semarang with science literacy-based learning using the High Order Thinking Skills instrument. The data collection method used was a test, consisting of 20 selected questions with open reasons; structured interviews with lecturers and pre-service physics teachers; and documentation to collect pre-service physics teachers’ data required for research. The test instrument developed by reacherchers and validated by expert in the field of evaluation and physics. The instrument developed was in the form of questions grids, test questions, answer keys, scoring and assessment guidelines, and guidelines for the interpretation of high order thinking skills. The results of product development obtained 14 test items representing four indicators on Simple Harmonic Motion material. The results showed that the higher-order thinking skills of pre-service physics teachers were in the poor category, with an average percentage of 39%. The highest thinking skills are in the indicators determining the period and frequency of vibrations in simple harmonic motion that is in the good category with a percentage of 60.8%. The lowest thinking skills are on the indicator of analyzing energy in simple harmonic moving objects, which are in the inferior category with a percentage of 12.8%. The results of the research show that the higher-order thinking skills of pre-service physics teachers are still low, so that lecturers need to follow up to improve higher-order thinking skills of pre-service physics teachers UIN Walisongo Semarang.

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Inquiry-Discovery Empowering High Order Thinking Skills and Scientific Literacy on Substance Pressure Topic

Cited by 19 publications

References 17 publications

Cooperative Learning Application with the Method of "Network Tree Concept Map" : Based on Japanese Learning System Approach

Cooperative Learning Application with the Method of "Network Tree Concept Map" : Based on Japanese Learning System Approach

Analyzing student inquiry in online and offline classes during the Covid-19 pandemic through momentum and impulse worksheets

Development of Test Instruments to Analyze Higher-Order Thinking Skills Through Science-Based Literacy Learning

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