Problem Çözme Yönteminin Öğretmen Adaylarının Akademik Başarısı ve Bilimsel Süreç Becerilerine Etkileri

Saputro, Anip Dwi; Irwanto, Irwanto; Atun, Sri; Wilujeng, Insih

doi:10.17051/ilkonline.2019.561896

Cited by 16 publications

(9 citation statements)

References 31 publications

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“…Science education based on science process skills enhances students' scientific problem-solving skills, supports curiosity because it provides direct learning, improves the quality of education as it develops questioning and reasoning skills of the students [30], [31]. Other constructivist learning methods, such as problem-based learning, inquiry-based learning, process-oriented guided-inquiry learning, project-based learning, research-based learning, or other methods that have the potency to give a big impact [32], [33].…”

Section: Resultsmentioning

confidence: 99%

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

Wicaksono¹,

Widyaningrum²,

Jumanto³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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The 2013 curriculum provides a conception that the scientific approach to learning includes observing, asking, reasoning, creating, communicating. The scientific approach is appropriate for science because it is a student-centered learning approach and the learning process conforms to scientific criteria. This study aimed to investigate the effect size of the scientific approach on improving the science learning outcomes of Indonesian elementary school students. This study uses metaanalysis data in the form of descriptive exploratory quantitative. This study uses data collected in the form of journal articles, theses, and publication texts that are sought from the "Indonesia Onesearch" portal. Data analysis was performed by calculating the effect size of the same findings for similar problems. Results of tracing scientific publications obtained 20 documents published between 2013-2018 based on certain criteria. The results of this study indicated that the average effect size of the scientific approach to improving science learning outcomes of elementary school students is 1.1, including in the high category. The result of the effect size value shows that the scientific approach contributes 84%-88% to the improvement of science learning outcomes of Indonesian elementary school students. The implication of this research lies in the development of a scientific approach to various changes in the elementary school learning process following the mandate of the 2013 curriculum.

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Section: Resultsmentioning

confidence: 99%

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

Wicaksono¹,

Widyaningrum²,

Jumanto³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

View full text Add to dashboard Cite

show abstract

“…The teacher belief is also involved in equipping students with 21 st -century skills (O'Neal, Gibson, & Cotten, 2017). In the 21 st -century learning, teachers no longer transmit knowledge but must be able to use inquiry strategies so students can gain good grades, knowledge, and scientific skills (Saputro, Irwanto, Atun, & Wilujeng, 2019). The packaging of stories in comics with punakawan shadow puppets as the characters makes students no longer feel burdened by natural science subject matter.…”

Section: Discussionmentioning

confidence: 99%

Developing Love for the Environment-Based Science Comic to Improve Elementary School Student Higher-Order Thinking Skills

Istiqomah¹,

Subiyantoro²,

Rintayati³

2021

ilkonline

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Globalization and the 21st century highlight thinking skills and environmental crises as well as careless attitudes towards the culture of the country itself. Meanwhile, one goal of science in elementary education is to make students scientifically curious, improve their scientific attitudes and skills, and turn them into behavior. This study aims to develop a love for the environment-based science comic in elementary schools. This comic uses punakawan shadow puppets as characters. A research and development (R&D) model was used in this study. The data collection techniques include interview, observation, validator assessment, achievement tests (pretest-posttest), student and teacher responses, and documentation. The results demonstrate that the love for the environment-based science comic can improve student higher-order thinking skills. It is expected that the punakawan shadow puppets used in this study can enrich student citizenship literacy and become a media to maintain the nation's identity.

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“…According to Fahimirad et al ( 2019), soft skills are individual abilities that contribute to one's success in the world of work. The soft skills' components needed in the work environment consist of communication skills, problem-solving skills, creativity, critical thinking, leadership, lifelong learning, and social responsibility (Fahimirad et al, 2019;Irwanto et al, 2018;Saputro et al, 2019). Cimatti (2016) stated that soft skills are individual possession that contributes to producing greater outcomes.…”

Section: Soft Skillsmentioning

confidence: 99%

Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness

Susilawati¹,

Aznam²,

Paidi³

et al. 2021

EUROPEAN J ED RES

Self Cite

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This research aims to investigate the effect of socio-scientific issues (SSI) based instruction on preservice science teachers' soft skills and environmental awareness. By applying cluster random sampling, 83 preservice science teachers (PSTs) were selected from the Department of Science Education at a university in Indonesia. The participants were divided into two groups which comprised the experimental group who were taught using SSI-based instruction, while the control group received direct instruction. The quasi-experimental study was carried out through a pre-and posttest control group design. Data was gathered quantitatively using soft skills and environmental awareness questionnaires. The soft skills questionnaire comprised six sub-skills questions: communication, collaboration, problem-solving, creativity, teamwork, and social interaction. The environmental awareness questionnaire contained questions about the PSTs' attitudes, behavior, and willingness to act. These sub-skills were developed based on literature studies and reviews of previous studies. Face validity was conducted by the experts, and Cronbach's alpha coefficients of 0.84 (for soft skills) and 0.86 (for environmental awareness) were obtained. The data were analyzed using the Wilcoxon signed-rank test. The result showed that SSI-based instruction had a significant effect on improving preservice science teachers' soft skills and environmental awareness. After being taught using SSI-based instruction, all the sub-skills of the soft skills of the experimental group had increased compared to before. A similar trend was also found in their scores for environmental awareness. All the components of environmental awareness, after lecturing using SSI-based instruction, showed a significant increase compared to before. These results support the claim that SSI-based instruction fosters soft skills and promotes environmental awareness.

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Problem Çözme Yönteminin Öğretmen Adaylarının Akademik Başarısı ve Bilimsel Süreç Becerilerine Etkileri

Cited by 16 publications

References 31 publications

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

Developing Love for the Environment-Based Science Comic to Improve Elementary School Student Higher-Order Thinking Skills

Socio-Scientific Issues as a Vehicle to Promote Soft Skills and Environmental Awareness

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