The Implementation of Scientific Approach with Project Based Learning Model to Improve Students’ Analytical Skill and Responds

Yuniarti, Nadiah Norma; Susanto, Susanto; Irvan, Muhammad

doi:10.22161/ijaers.5.10.11

Cited by 8 publications

(6 citation statements)

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“…In teaching and learning activity, the scientific approach includes some steps to be followed: observing, questioning, experimenting, associating, and communicating. According to Hosnan (2014), regarding scientific learning, "the implementation of 2013 Curriculum with the scientific approach is a learning process designed in such a way that learners can actively construct the concepts, laws, or principles through observing stages (to identify or find problems), formulate problems, propose or formulate hypotheses, collect data with various techniques, analyze data, draw conclusions and communicate concepts, laws or principles found (Yuniarti, 2018).…”

Section: Resultsmentioning

confidence: 99%

Implementation of Scientific Approach in Physics

Arini

2020

thabiea

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This research is entitled "The Implementation of Scientific Approaches in Physics Learning in Class X of SMA Negeri 9 Lubuklinggau". This study aims to determine the completeness of physics learning outcomes of class X students of SMA Negeri 9 lubuk linggau after implementing the Scientific approach. The research method used was quasi-experimental. This research uses a scientific approach, the scientific approach has stages of observing, asking, trying, reasoning, and communicating. The learning material in this research is measurement. The population in this study was all class X SMA Negeri 9 Lubuklinggau and the sample was class X IPA 2, amounting to 36 students and taken randomly. The test instrument uses 7 essay questions and observation sheets to collect data about all activities or student activity processes during learning. Based on the results of data analysis with t-test, it was obtained that t-count = 4,33 and t-table = 1,697, this shows that t-hitung ≥ t-tabel then Ha was received and Ho was rejected. Thus the hypothesis proposed in this study can be accepted as true. So it can be concluded the physics learning outcomes of class X students of SMA Negeri 9 Lubuklinggau after applying the Scientific approach is significantly completed.

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Section: Resultsmentioning

confidence: 99%

Implementation of Scientific Approach in Physics

Arini

2020

thabiea

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“…HOTS could be realized through a scientific approach such as observing, requesting, gathering information, associating, and communicating (Wahyuni & Arief, 2015); can be improved by activities such as involving students in non-routine problem-solving activities, providing opportunities for students to construct their knowledge, and improving their ability to analyze, evaluate, and create (Apino & Retnawati, 2017). HOTS also allows students to actively develop concepts, laws, or principles (Yuniarti et al, 2018); the instructor's engagement in guiding the debate is a critical factor in encouraging students' higher-order thinking methods (Mandernach et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Higher Order Thinking Skills: Student Profile Using Two-Tier Multiple Choice Instrument

Andriyatno

Zulfiani

Mardiati

2023

ijses

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This research aimed to analyze students' Higher Order Thinking Skills (HOTS) using a two-tier multiple choice (TTMC) test instrument. This study used a descriptive quantitative method with a purposive sampling technique. The instruments used are multiple-choice tests with free reasoning, the TTMC test for quantitative data, interview guides, and learning observations for qualitative data. Anderson and Krathwohl's Bloom taxonomy revision (2001) cognitive instrument used to classify HOTS. The results showed that the higher-order thinking skill profile has an average score of 63,21 and dominated good. Students' cognitive level of analyzing/C4 (74,35%) is more dominant compared to cognitive evaluating/C5 (68,90%) and creating/C6 (63,24%). The hormonal regulatory subconcept gets the highest correct answer average with a percentage of 89,74%, and the contraceptive method subconcept gets the lowest correct answer average with 35,90%. One factor that influences the high and low percentage of the correct answer for each subconcept is the level of difficulty of the question; medium (enough) in the contraceptive method and too tricky in the contraceptive method. Analysis of answer patterns based on the results of a TTMC test shows that students are better able to answer questions on the first tier than answering on the second tier.

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“…In science, it requires students to use the scientific method approach in solving a problem in everyday life. Scientific methods is a learning process that is designed so students can actively construct concepts, laws or principles through stages of observing (to identify or find a problem),formulates a problem, proposes or plans a hypothesis, collects data by various techniques, analyzing data, drawing conclusions and communicating concepts, laws or principles found (Yuniarti, Susanto, & Irvan, 2018). One problem in a limited trial presented in Figure 3.…”

Section: Sciencementioning

confidence: 99%

Development of Mathematics Learning Process by Using Flipped Classroom Integrated by STEAM Education in Senior High School

Sutama¹,

Prayitno²,

Ishartono³

et al. 2020

ujer

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There are two purposes of this study. 1) Describe the developing process of mathematics learning process by using flipped classroom integrated by five disciplines, namely science, technology, engineering, art, and mathematics (STEAM). 2) Test the effectiveness of mathematics learning with flipped classroom-oriented STEAM in high school. Methodology: This research is research and development (R&D) with the ADDIE model, which comprises five stages, i.e. analysis, design, development, implementation, and evaluation. Data collection techniques were done by observation, walkthrough, and tests. The research was conducted in SMA Negeri 1 Gemolong on 2019/2020 academic year. Data collection techniques were done by observation, walkthrough, and tests. Results: The results showed that 1) The process of learning mathematics with flipped classroom-oriented STEAM, namely (a) Before face-to-face stage in class, students were asked to learn independently by watching learning videos on the internet; (b) Students were divided into several heterogeneous groups and given problems and projects in each group (groups of 4-6 students); (c) Each group was asked to solve a problem by integrating five disciplines (STEAM); (d) The teacher facilitated and monitored students in designing the project; (e) Students completed projects outside the classroom; (f) Students presented project results in class; and (g) In the end of a lesson, students were given a quiz or a short test. 2) Mathematics learning through flipped classroom-oriented STEAM was effective in terms of material mastery. Applications/Originality/Value: The findings of this research give overviews regarding to the implementation of flipped classroom integrated by STEAM learning which increases students' understanding.

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The Implementation of Scientific Approach with Project Based Learning Model to Improve Students’ Analytical Skill and Responds

Cited by 8 publications

References 0 publications

Implementation of Scientific Approach in Physics

Implementation of Scientific Approach in Physics

Higher Order Thinking Skills: Student Profile Using Two-Tier Multiple Choice Instrument

Development of Mathematics Learning Process by Using Flipped Classroom Integrated by STEAM Education in Senior High School

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