The profile of high school students’ scientific literacy on fluid dynamics

Parno, Parno; Yuliati, Lia; Munfaridah, Nuril

doi:10.1088/1742-6596/1013/1/012027

Cited by 9 publications

(8 citation statements)

References 11 publications

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“…Dhedi Ermawan, et al, with the title analysis of thinking maps strategies in guided inquiry learning on critical thinking skills. The results of the study show that there is a link between thinking maps and critical thinking skills (Armawan et al, 2017 class VII students of SMP Kartika V-1 Balikpapan. The results showed that there was an increase in students' learning motivation and process skills which had an impact on student learning completeness (Yuniastuti, 2016).…”

Section: Introductionmentioning

confidence: 81%

Application of Guided Inquiry Method in Learning Bahasa for S-1 Nursing Students

Zainudin¹,

Nurjanah

2023

PJR

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For S1 nursing students at the University of Bina Sehat PPNI Mojokerto, this study intends to detail the planning, implementation, and evaluation of the application of the guided inquiry approach. The lecturer solely serves as a facilitator while using the guided inquiry technique, which offers possibilities for students to actively participate in learning activities. Materials for creating community service proposals, carrying out community service, and writing articles about community service are examples of how the guided inquiry technique is applied. This study used a qualitative research design, which generates descriptive information via interviews, observations of people's behavior, or written or spoken statements from participants. Observation, interviews, and documentation are all forms of data collecting. The researcher's data analysis is summarized as follows: (1) Data compression In this activity, data are chosen based on their level of relevance and their relationship to data groupings. Additionally, data are gathered into one unit and codes are created. (2) presenting data by assembling pertinent data, and (3) drawing inferences to understand the significance of the sporadic symptoms. The use of the guided inquiry technique in language acquisition can be divided into three categories based on the findings and discussion: planning, implementing, and evaluating the application of the guided inquiry method. The guided inquiry approach is inserted into the student learning experience section of the lecturer planning section. Students use the guided inquiry approach in the application part, starting with problem-solving, hypothesis-making, evidence-gathering, hypothesis-testing, and conclusion-drawing. Additionally, the researcher created an evaluation criterion to test students' proficiency using the guided inquiry method. When the guided inquiry approach is used, students get learning opportunities, particularly ones that help them develop their speaking and writing skills, which are two forms of productive language. The kids' capacity to carry out instruction at school and produce articles for community service serves as evidence of this.

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Section: Introductionmentioning

confidence: 81%

Application of Guided Inquiry Method in Learning Bahasa for S-1 Nursing Students

Zainudin¹,

Nurjanah

2023

PJR

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“…Ada beberapa media pembelajaran yang dapat digunakan yaitu antara lain fishbone diagram. Fishbone diagram merupakan alat visualisasi guna mengidentifikasi, mengeksplorasi serta menggambarkan secara rinci dan grafis segala alasan atau pemicu masalah (Wang, Chen, Liang, & Jiang, 2013) (Afriana, Permanasari, & Fitriani, 2016;Mtetwa, 2018;Parno, Yuliati, Widodo, & Munfaridah, 2018;Prima, Oktaviani, & Sholihin, 2018;Yuliati, Hapsari, Nurhidayah, & Halim, 2018), memicu kebiasaan berpikir kritis, mengembangkan keterampilan analitik, memetakan ide dengan menggambar atau deskripsi visual masalah yang mengoptimalkan kerja otak dan membantu siswa meningkatkan kemampuan berpikir kritis dan daya nalarnya.…”

Section: Pendahuluanunclassified

The Effect of STEM-Fishbone diagram Learning on Critical Thinking Ability and Self-Efficacy: A Study on High School Students

Puspita

Hidayah²,

Puspitasari³

et al. 2023

phen

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The purpose of this study was to determine the effect of STEM-fishbone diagram learning on critical thinking skills and self-efficacy of high school (SMA) students. This type of research is Quasi-Experimental Design. The population in this study were all students of class XI SMA Al-Kautsar Bandar Lampung. The sampling technique used cluster random sampling, obtained class XI MIPA 5 (experimental class) and class XI MIPA 7 (control class). The collection technique used is in the form of tests and questionnaires. The research instrument used was a test of the ability to think critically and self-efficacy. The technique uses the MANOVA test. The results of the study stated that there was an influence of STEM-fishbone diagram learning on the critical thinking skills and self-efficacy of high school students in Bandar Lampung, besides that it was also known that there was an influence of STEM-fishbone diagram learning on the critical thinking skills of high school students in Bandar Lampung and there was an influence on learning STEM-fishbone diagram on self-efficacy of high school students in Bandar Lampung.

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“…Beberapa penelitian terkait penelitian literasi sains telah dilakukan di Indonesia (Ni'mah, 2019). Hasil penelitian menunjukkan bahwa literasi sains siswa sekolah menengah berada pada kategori rendah (Kurniawati et al, 2019;Pamungkas et al, 2018;Parno et al, 2018), sehingga penerapan pendekatan pembelajaran yang relevan penting dilakukan, sehingga hasil belajar dan literasi sains-teknologi siswa diharapkan dapat ditingkatkan secara optimal. Tindakan yang dilakukan dalam penelitian ini adalah dengan menerapkan pendekatan STML dengan siklus belajar empiris-induktif yang diharapkan dapat meningkatkan hasil belajar dan literasi sains-teknologi siswa pada mata pelajaran Fisika khususnya di MAN 3 Lombok Tengah.…”

Section: Pendahuluanunclassified

Penerapan Pendekatan STML dengan Strategi Siklus Belajar Empiris-Induktif untuk Meningkatkan Hasil Belajar dan Literasi Sains-Teknologi Siswa

Muhali¹,

Asy’ari²

2021

Empiric. Journal

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Penelitian ini bertujuan untuk (1) meningkatkan hasil belajar siswa, (2) meningkatkan literasi sains teknologi (LST) siswa, dan (3) mendeskripsikan respon siswa terhadap penerapan pendekatan Sains Teknologi Masyarakat dan Lingkungan (STML) dengan strategi siklus belajar empiris-induktif dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Penelitian ini merupakan penelitian tindakan kelas, yang dilaksanakan dalam 2 (dua) siklus. Subyek penelitian ini adalah siswa kelas X MAN 3 Lombok Tengah tahun pelajaran 2020/2021 yang berjumlah 45 siswa. Instrument penelitian yang digunakan dalam penelitian ini berupa tes hasil belajar, tes literasi sains dan teknologi, dan angket respon. Data penelitian dianalisis secara deskriptif kuntitatif. Hasil penelitian menunjukkan bahwa penerapan pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan (1) hasil belajar, (2) LST dan (3) respon posistif siswa berdasarkan tinjauan peningkataan siklus I dan siklus II. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan hasil belajar, LST, dan respon positif siswa dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Application of STML Approach with Empirical-Inductive Learning Cycle Strategy to Improve Student's Learning Outcomes and Science-Technology Literacy Abstract This study aimed to (1) improve student learning outcomes, (2) improve students' science technology literacy (LST), and (3) describe student responses to the application of the Community and Environmental Science Technology (STML) approach with an empirical-inductive learning cycle strategy in learning physics on electrical circuit material and Ohm's law. This research is a classroom action research, which is carried out in 2 (two) cycles. The subjects of this study were students of class X MAN 3 Central Lombok in the academic year 2020/2021, totaling 45 students. The research instruments used in this study were learning outcomes tests, scientific and technological literacy tests, and response questionnaires. The research data were analyzed descriptively and quantitatively. The results showed that the application of the STML approach with an empirical-inductive learning cycle strategy could improve (1) learning outcomes, (2) LST and (3) students' positive responses based on a review of the improvement in cycle I and cycle II. Based on the results of the study, it can be concluded that the STML approach with the empirical-inductive learning cycle strategy can improve student learning outcomes, LST, and positive responses of students in learning physics on electrical circuits and Ohm's law material.

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The profile of high school students’ scientific literacy on fluid dynamics

Cited by 9 publications

References 11 publications

Application of Guided Inquiry Method in Learning Bahasa for S-1 Nursing Students

Application of Guided Inquiry Method in Learning Bahasa for S-1 Nursing Students

The Effect of STEM-Fishbone diagram Learning on Critical Thinking Ability and Self-Efficacy: A Study on High School Students

Penerapan Pendekatan STML dengan Strategi Siklus Belajar Empiris-Induktif untuk Meningkatkan Hasil Belajar dan Literasi Sains-Teknologi Siswa

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