The Implementation of Integrated Natural Science Textbook of Junior High School be Charged on Character-based Shared Models to Improve the Competence of Learners' Knowledge

Rahmiwati, Sucia; Ratnawulan, -; Yohandri, -

doi:10.1088/1757-899x/335/1/012076

Cited by 18 publications

(7 citation statements)

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“…Permendikbud No 58/2014 states that the content of science lessons in SMP/MTs is developed based on an integrated concept from various branches of knowledge, which in the 2013 curriculum the integration is shown in core competencies (KI) and basic competencies (KD). Integrated science learning can build science knowledge, technology knowledge and can improve students' cognitive abilities (Sund & Trowbridge, 1967;Puskur, 2007;Arfinawati et al, 2016;Rahmiwati, 2018;Soeharto et al, 2019). Unfortunately, science learning does not yet fully possess 21st Century skills in the 5.0 society era, students should be guided so that they have strengthened character education, literacy and apply 4C skills (Critical Thinking, Collaborative and Communicative) and HOTS skills in learning (Utami, 2020;Pratiwi et al, 2019;Alam, 2019).…”

Section: Introductionmentioning

confidence: 99%

Development of student competencies in integrated science subjects class VIII based on cognitive technology in the era of society 5.0

2022

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This research was conducted to 1) produce integrated science learning based on cognitive technology to improve the skills of the 5.0 era student community; 2) know the potential of developing technology-based cognitive learning in integrated science learning; and 3) know the potency of developing in the era of society 5.0. The research method was Research and Development (R & D), pointing to ADDIE models. There were 5 main phases (Analyze, Design, Develop. Implement, Evaluate ) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). The instruments used included a product validation questionnaire, problem-solving test, observation sheet of problem-solving, and technology-based cognitive integrated science learning questionnaire. The results showed that: 1) integrated science learning based on technology-based cognitive developed was assessed very good by expert teaching lecturer and teacher, and before suitable for use in the learning process; 2) integrated science learning material technology-based cognitive could improve students’ skills in the era of society 5.0; and 3) integrated science learning technology-based cognitive could improve students’ science attitude.

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Section: Introductionmentioning

confidence: 99%

Development of student competencies in integrated science subjects class VIII based on cognitive technology in the era of society 5.0

2022

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“…Integrated science is a science that integrates a variety of different disciplines such as Physics, Chemistry, Biology, Earth, Space Science, etc. One way to integrate science is by adapting an integrated curriculum (Elvionita & Fauzi, 2019;Rahmiwati, 2018;Rustam & Fauzi, 2019). Integrated curriculum is also called interdisciplinary teaching, synergistic teaching, or thematic teaching (Malik & Malik, 2011).…”

Section: How To Integrate Science?mentioning

confidence: 99%

“…Several studies have stated that textbooks using webbed models can increase students' preparedness (Elvionita & Fauzi, 2019). Textbooks using shared models can improve students' competence (Rahmiwati, 2018), and textbooks with connected models can improve students' responsiveness and skills on the topic of sense of sight and optical devices (Rustam & Fauzi 2019). Also, Gusnedi, Ratnawulan, and Devialita (2019) further explain that experiments in the classroom abiding by textbooks with sequenced models improve students' learning outcomes compared to control class on the topic of the human body adaptation system.…”

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confidence: 99%

Implementation of integrated science curriculum: a critical review of the literature

Winarno

Rusdiana

Riandi

et al. 2020

Journal for the Education of Gifted Young Scientists

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The current trend in science learning leans more towards interdisciplinary (integrated) learning. Before 1989, several studies reviewed articles related to integrated science. However, research discussing articles on integrated science from 1996 until the present day is not yet available. The purpose of this study was to review 36 empirical research articles on integrated science published from 1996 to 2019. Most of these articles were taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in various countries. Nonetheless, the implementation of integrated science did not prove out as successful as expected. Students' perception of integrated science is difficult, boring, uninteresting, and abstract. There are several issues in the implementation of integrated science learning: the inconsistency of teachers' educational backgrounds with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science learning is effective for improving student skills.

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“…The realization of this practice is implemented in the learning process both inside and outside classrooms. The spiritual attitude is divided into several aspects such as observing worship, giving thanks, praying before and after carrying out an activity, and tolerance in worship (Rahmiwati, 2018;Martin, 2019). Meanwhile, the social attitude is the realization of human interaction and existence in social life (Widiyatmoko & Shimizu, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Development of the 2013 Student Curriculum Book Based on Thinking Actively in Social Context for Elementary School Students

et al. 2019

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This research was motivated by the necessity of having student books that suit to the 2013 curriculum objectives, the characteristics of elementary school students and the characteristics of learning outcomes. The study aims to develop valid, practical, and effective elementary school student books based on thinking actively in social context. Employing a 4-D research model (define, design, development and disseminate), the data were garnered using tests, questionnaires, observations, interviews and documentation. The data from tests and questionnaires were analyzed using descriptive statistics whereas the triangulation was used to analyze the data collected through observations, interviews, and documentation. The results showed that the developed student books met the valid criteria with a final score of 85.25% (very valid). It was found that the student books are easy to use, time-saving, and useful to implement in the classroom practices. It could also enhance student learning outcomes in terms of spiritual attitudes, social, knowledge and skills with a percentage increase of 15.35%. As those books are valid, practical, and effective; they can be used as a reference for the learning activities in elementary schools.

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The Implementation of Integrated Natural Science Textbook of Junior High School be Charged on Character-based Shared Models to Improve the Competence of Learners' Knowledge

Cited by 18 publications

References 0 publications

Development of student competencies in integrated science subjects class VIII based on cognitive technology in the era of society 5.0

Development of student competencies in integrated science subjects class VIII based on cognitive technology in the era of society 5.0

Implementation of integrated science curriculum: a critical review of the literature

The Development of the 2013 Student Curriculum Book Based on Thinking Actively in Social Context for Elementary School Students

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