Reading, Mind Mapping, and Sharing(RMS): Innovation of New Learning Model on Science Lecture to Improve Understanding Concepts

Muhlisin, Ahmad

doi:10.17478/jegys.570501

Cited by 29 publications

(31 citation statements)

References 15 publications

(11 reference statements)

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“…ERP instructional model is developed by using a learning concept based research. Several reasons are used as the basic rationale in using learning-based research: (1) Research becomes one of important aspects in higher education [17] and the learning trend currently [18]; (2) It integrated learning-based research activities that can improve students' learning outcomes [19] and learning based contextual problems [20], [21] because it facilitates students to construct the knowledge independently so as students understand and evaluate the concepts that have been learned [17], [22]; (3) Learning outcomes that encompasses cognitive, affective, and psychomotor can be achieved by students by applying research activities integrated in teaching and learning process [23]. It is therefore hoped that by using ERP instructional model that comprises research activities provides the students to acquire HOTs in science and social science learning.…”

Section: Resultsmentioning

confidence: 99%

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati¹,

Sukarno²,

Siswanto³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Higher order thinking skill (HOTs) and 21stcentury moral values are pivotal skills to be mastered by college students in todays' digitalized era. This study,therefore aims to develop am an instructional model called Engage, Research, and Present (ERP) model. This provides opportunities for college students owning HOTs and 21st moral values. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of several experts. They come from educational and psychological experts (i.e. researchers) and teachers who have experience at least 10 years. They should evaluate the ERP model encompassing 12 sub phases. Five sub-phases are included in Engage and Research, and two sub-phases encompassed in Present. Based on FDM approach, ERP instructional model provides several activities identified facilitating HOTs and 21st century moral values in science and social science learning.

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Section: Resultsmentioning

confidence: 99%

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati¹,

Sukarno²,

Siswanto³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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“…Questioning and answering activity in the QASEE learning model are reported to be able to encourage the pre-service teachers to ask higher level questions better than just answering questions from the lecturers or even after the implementation of blended learning model (Yeşil & Korkmaz, 2010). Likewise in the sharing activity, it is mentioned that the dialogue within the group (sharing) could encourage pre-service teachers to produce better questions (Bielik & Yarden, 2016;Kaya & Temiz, 2018) and increase their comprehension (Kaya & Temiz, 2018;Muhlisin, 2019;Olde Bekkink et al 2015). This condition certainly has an effect on the class discussion activities later, where the pre-service teachers are welcome to ask questions verbally over the learning material presented by other groups.…”

Section: Question Types Based On Cognitive Process Dimensionmentioning

confidence: 99%

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Saputri¹,

Corebima²,

Susilo³

et al. 2020

Journal for the Education of Gifted Young Scientists

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This research aims at analyzing the question types posed by pre-service teachers at the implementation of QASEE (Questioning, Answering, Sharing, Extending and Evaluating) learning and its comparison with RQA (Reading, Questioning, and Answering) learning and conventional learning. 107 pre-service teachers participated in this qualitative and quantitative research. The data of questions raised during the learning activities were collected using observation sheets. The collected questions were analyzed related to the content and were classified based on the revised version of Bloom's taxonomy. The results were then analyzed descriptively. Based on the cognitive process dimensions, in the QASEE class, the most common question type found is the Q2 questions (59.34%) and only few Q1 questions (2.75%) are found; in the RQA class, the most common question type is the Q2 questions (67.22%) and only a small number of Q1 types (2.79%) are found, while in the conventional class, the Q1 and Q2 questions are found in the same frequency (32.35%). Based on the knowledge dimension, in the QASEE class, the most question type found is the QC questions (86.64%) and only few QF questions are found (1.75%); in the RQA class, the most question type found is the QC questions (83.94%) and only few QF questions (5.57%) are found, while in the conventional class, the frequencies of the QF and the QC questions are 32.35% and 44.12% respectively. Based on the cross-section dimension, in the QASEE class, the most question type found is the classify questions (57.60%) and only few list questions (0.42%) are found. In the RQA, the classify questions (63.40%) are also the most question type found and only few list questions (1.86%) were found, while in the conventional class, the most question type found are the list questions (32.35%), and the classify questions (32.35%). The QASEE learning has the most potential in encouraging pre-service teachers to produce better questions, because it has the highest frequency of HOT (Higher Order Thinking) and QM questions as well as the lowest frequency of list question, compared to the RQA and conventional learning.

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“…Unfortunately, the earlier researchers have found that the practical activities in the school are not achieving the required objectives due to insufficient learning strategies (Muhlisin, 2019). The results of Lin Zang's research showed that the instructional conditions affected students' learning of energy transfer in knowing and reasoning, but not in applying.…”

Section: Introductionmentioning

confidence: 99%

Developing of Experimental Competence of Laos pupils in Secondary School Science Classroom

Biên

Vylaychit

Nguyen

2019

Journal for the Education of Gifted Young Scientists

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How to help teachers to design teaching plan for raising student's competency at secondary school in Laos is now of great concern. On the other hand, teachers teach sciences almost by lecturing theoretical only. They rarely explain the problems based on actual phenomena that occur in pupils' daily life nor do experiment during the class. Thus, one of the vital concerns for Lao's science education is that the summative and formative assessment for science learning are both only focused on evaluating the pupils' knowledge. To develop experimental competence, we developed and evaluated a practical science course "Heat and temperature" with hands on activities and realistic application, using action research approach. For measuring experimental competence, the framework for practical assessment from some previous researchers was adapted and used. In this paper, we describe the process and experiences of how to develop the course with comprehensive worksheets and hands on equipment. We also interpret the way to gather evidence of experimental competence during the course. As a result, the course with handson activities and realistic application can significantly develop the following indicators of experimental competence: "Make logical reasoning to find out what to investigate", "Identify which physics quantity should be measured or which phenomena should be observed", "Describe experimental design", "Collect experimental data", "Interpret experimental data".

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Reading, Mind Mapping, and Sharing(RMS): Innovation of New Learning Model on Science Lecture to Improve Understanding Concepts

Cited by 29 publications

References 15 publications

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Question types of pre-service teachers at the implementation of a new learning model: a comparison between QASEE, RQA, and conventional learnings

Developing of Experimental Competence of Laos pupils in Secondary School Science Classroom

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