Learning Chemistry in the Frame of Integrated Science Modules – Romanian Student's Perception

Dumitrescu, Crinela; Olteanu, Radu Lucian; Gorghiu, Laura Monica; Gorghiu, Gabriel

doi:10.1016/j.sbspro.2014.01.603

Cited by 20 publications

(19 citation statements)

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“…The results obtained shows that DJP-based science module model has a positive impact when it is used in learning. The results obtained similar to other studies also mention that students' learning outcomes also become more satisfactory when the module designed is implemented in learning (Dumitrescu, et al 2014). This is reinforced by the results of research which mentions that the module can play a significant role in improving students' cognitive learning outcomes in the classroom (Lee & Osman, 2011;Vyas & Vashishtha, 2013).…”

Section: Statistic Test Results Of Student Psychomotor Learning Outcomesupporting

confidence: 77%

Effect of Dao Jiang Ping (DJP) Model Based Module on Learning Result of XI Class Students

Suciati

Maridi

Dewi

et al. 2020

jiecr

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Learning outcomes are an evaluation mechanism in the curriculum to achieve graduates competency standards. Student learning outcomes include cognitive, affective, and psychomotor aspects. The purpose of this research is to know the effect of DJP Model based module to student learning result of class XI. The research used experimental method with pretest-posttest control group design. The research population is all of the XI MIA class of SMA Negeri 1 Geger with a total number of 192 students scattered into six classes. The sample which is taken by using simple random sampling technique resulted in two classes, namely XI MIA 3 class (experimental class using DJP Model module) which consist of 34 students and XI MIA 6 (control class using teaching material in school) which consist of 34 students. Data collection techniques are done through test (measuring cognitive learning outcomes) and non-tests (measuring affective and psychomotor learning outcomes). The research instruments used in this research were multiple choice questions, observation sheets, and documentation. The data were analyzed using SPSS 18 t-test with significance level of 0.05. The result of the analysis showed the experimental cognitive learning result of experimental class is higher (75,29 with 76,47% completeness) than control class (59,12 with 8,82% completeness) with significance level 0,000. The affective learning outcomes of experimental class were higher (89.78) than the control class (23.43) with significance level of 0.000. The experimental psychomotor learning outcomes of experimental class were higher (90.72) than control class (9,84) with a significance level of 0.000. Based on the results of the research can be concluded that the DJP Model-based Module gives positive effect on student learning outcomes of XI graders.

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Section: Statistic Test Results Of Student Psychomotor Learning Outcomesupporting

confidence: 77%

Effect of Dao Jiang Ping (DJP) Model Based Module on Learning Result of XI Class Students

Suciati

Maridi

Dewi

et al. 2020

jiecr

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“…Modules have advantages over other teaching materials. The advantages of the module, among others are independent, the purpose of achievement is clear, and it has the material and evaluation questions that can be made by the competence to be achieved (Dumitrescu, et al, 2014). Students can practice making scientific arguments through the process of analyzing the problems presented in the module activities so that their scientific argumentative skills can be trained during the learning process with the PBL model.…”

mentioning

confidence: 99%

Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

2018

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Scientific argumentation skill required to be mastered in this era. Unfortunately many students still have strunggle improving their scientific argumentation skills. This study was aimed at describing the effectiveness of ecosystem module grounded in Problem-Based Learning in improving scientific argumentation skills. This research was part of the field testing of R&D, a research and development previously conducted. Research participants included tenth grade senior high school students. Two classes were selected as a control and experiment class. The control class (existing) did not use the module but the experiment class use the module (module class) grounded in Problem Based Learning implemented. Data were collected from written tests and observations. Data analysis used the scoring rubric of scientific argumentation skill aspect which their results were tested with Gain test and independent T-test. The findings showed an increase in scores of the four aspects of scientific argumentation skills from the module class. The highest percentage of aspect was rebuttal aspect (27.27%) followed by evidence 26,06% and reasoning 23.94%, while the aspect of claim increased by 20.61%. The independent t-test results showed that there was a significant difference between pre-test and post-test results of the module class. It can be concluded that the ecosystem module with problem-based learning material was effective to improve students’ scientific argumentation skills. The product of this reasearch can be use as a tools to improve students’ scientific argumentation skills.

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“…Format bahan ajar berupa modul dapat dipilih oleh guru. Modul yang mengadaptasi pembelajaran berbasis eksplorasi dan investigasi menggunakan peralatan yang sesuai seperti seorang saintis dapat menstimulasi dan mendorong rasa ingintahu, sekaligus aktif untuk bertanya maupun mengemukakan gagasan (Dumitrescu, Lucian, & Monica, 2014;Widiyawati, 2017). Beberapa penelitian terdahulu mengenai pengembangan modul memberikan gambaran bahwasannya modul yang layak dan memenuhi kriteria tertentu dapat meningkatkan kualitas pembelajaran IPA (Sari & Jusar, 2018;B.…”

Section: Pendahuluanunclassified

“…Dalam konteks pembelajaran IPA, format modul yang inovatif dan sesuai dengan karakteristik disiplin ilmu ini menjadi begitu penting untuk digunakan. IPA selalu menyajikan fenomena, teknologi dan proses yang ditemui dalam kehidupan sehari-hari sehingga penting untuk mengemasnya dalam format yang menarik untuk memotivasi siswa dalam belajar (Dumitrescu et al, 2014). Modul yang mengintegrasikan scientific approach sebagai salah satu ciri khas IPA dapat memfasilitasi student centered learning.…”

Section: Pendahuluanunclassified

Pengembangan modul pembelajaran zat adiktif dan psikotropika berbasis scientific approach dengan crossword puzzle

Arimadona

Silvina

2019

Jur. Pen. IPA Vet.

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Pengemasan modul pembelajaran yang menarik akan mengakomodasi pencapaian kompetensi siswa. Penelitian ini bertujuan untuk mengembangkan modul pembelajaran berbasis scientific approach dengan crossword puzzle pada materi zat adiktif dan psikotropika. Jenis penelitian yang digunakan adalah penelitian pengembangan dengan model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Instrumen pengumpulan data yang digunakan adalah lembar validasi, lembar respon oleh guru dan siswa. Statistika deskriptif digunakan sebagai teknik analisis data pada penelitian ini. Hasil penelitian ini menunjukkan bahwa modul yang dikembangkan dinyatakan valid dan layak untuk digunakan dalam pembelajaran pada materi zat adiktif dan psikotropika bagi siswa SMP.

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Learning Chemistry in the Frame of Integrated Science Modules – Romanian Student's Perception

Cited by 20 publications

References 0 publications

Effect of Dao Jiang Ping (DJP) Model Based Module on Learning Result of XI Class Students

Effect of Dao Jiang Ping (DJP) Model Based Module on Learning Result of XI Class Students

Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

Pengembangan modul pembelajaran zat adiktif dan psikotropika berbasis scientific approach dengan crossword puzzle

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