Indonesia Conference Directory

Corresponding Author
Rojab Siti Rodliyah

Institutions
Universitas Pendidikan Indonesia

Abstract
Journaling is believed to have many benefits, yet it is not widely used in EFL classrooms. This paper aims to explore the students- voices regarding the implementation of regular journaling in their writing class. The data were obtained from their written reflection after they wrote weekly journals for one semester. The qualitative analysis of the students- reflection revealed that the students- perceived journaling as something worth doing because it offers some advantages, both psychologically and academically. Psychologically, they think journaling is a good means of epressing their feelings and ideas especially when they do not have enough courage and confidence to speak up in the class. Journaling can make them feel ‘heard- without feeling ashamed and fearing of being evaluated. Academically, they believe that journaling can develop their writing habit and improve their writing skills. They further recommend that journaling should be done more frequently.

Keywords
journaling, voices, rapport

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/9NQDuFaAh7Pn

Corresponding Author
Syahraini Tambak

Institutions
(a) Fakultas Agama Islam, Universitas Islam Riau,
Kota Pekanbaru, Provinsi Riau, Indonesia
syahraini_tambak[at]fis.uir.ac.id

(b) Program Pascasarjana Universitas Islam Negeri Sultan Syarif Thaha Syaifuddin Jambi Indonesia. ahmadhusein[at]uin-suthas.ac.id

(c)Program Pascasarjana, Universitas Islam Negeri Sultan Syarif Kasim Riau
Pekanbaru, Indonesia. amril[at]uin-suska.ac.id

(d) Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Riau,
Pekanbaru, Provinsi Riau, Indonesia
desisukenti[at]edu.uir.ac.id

Abstract
Research on Islamic boarding schools has been carried out by many other researchers, but the actual moral development method in Islamic boarding schools is still very neglected. This study explores actual moral learning methods in Islamic boarding schools in Pekanbaru City in the face of the challenges of the disruption era in Indonesia. Using a multiple-case study approach, this research selected five Islamic boarding schools in Pekanbaru, selecting their principals, teachers, and students as informants. The findings suggest that the developing of the actual morals of students in the challenges of the disruption era found four learning methods, namely; the qawlan sadidan method is used when students in daily interactions take actions that are not in accordance with Islamic norms; Qawlan balighan method is used when teaching students pesrta material must be able to directly absorb learning material and be practiced in life; the qisah wa al-tarikh method is used in making students aware of violating pesantren rules; and the dialogue method is used to invite students to talk about behavior that is done to provide self-awareness.

Keywords
actual morals, learning methods, boarding schools

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/hgBPbkaQ7Y4z

Corresponding Author
RATU YUSTIKA RINI RATU

Institutions
Early Childhood Education, Universitas Pendidikan Indonesia

Abstract
This research is motivated by the claim that children must be able to "calistung" (read, write, count) in PAUD institutions. Jarimatika is a tool or media for children to explore with the fingers of their hands. Jarimatika techniques emphasize the mastery of the concept of numbers and fast ways to count. The focus of this research is to analyze mathematics learning to introduce initial arithmetic through fingerprinting techniques, including planning, implementation, and the ability profile that is apparent from children. The approach used is a qualitative approach with a case study method. The results of this study indicate that the planning of mathematics learning through Jarimatika technique has three components, namely the first component of mathematics learning planning to introduce the initial arithmetic in TK Ulil Albab, Serang City; prepared together with school principals, teachers and education personnel, designed in an integrated manner with the Standards for the Achievement of Child Development; the second implementation of mathematics learning is packed with Jarimatika Technique. Therefore, in the introduction of preliminary arithmetic through the fingerprinting technique is continued and used as a recommendation and reference for schools in the development of early arithmetic in early childhood.

Keywords
counting beginning, jarimatika, mathematics

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/V9fFYcAuqvP8

Corresponding Author
I Nyoman Kanca

Institutions
Universitas Pendidikan Ganesha

Abstract
This study aims to determine the level of student satisfaction and academic service quality of the FOK Undiksha which includes five dimensions, namely tangible, reliability, responsiveness, assurance, and empathy. The population is all FOK Undiksha students. The research sample was 268 people, taken randomly (simple random sampling). Data analysis using descriptive analysis. The results of the study indicate that: (1). Students are quite satisfied with the academic services at the FOK Undiksha. (2). The quality of academic services of FOK Undiksha is quite good. (3) The level of student satisfaction is divided into five dimensions, namely the level of satisfaction of the tangible dimension in the category is quite satisfied, the dimensions of reliability, responsiveness, assurance, and empiricism are in the satisfied category. (4) The academic service quality of the FOK Undiksha for the tangible dimension is quite good, the reliability dimension is good, the dimensions of responsiveness, assurance, and empathy are quite good. (5) The level of student satisfaction with lecturer education services with a three-level education qualification is better than the lecturer with a two-level education qualification. (6). The quality of lecturer education services with a three-level education qualification is better than lecturers with a two-level education qualification. Suggested to: (1). Lecturers who are still qualified for the Undergraduate education in order to improve their competence and educational qualifications. (2). The leadership must provide the widest possible facilities and infrastructure to the lecturers to be able to improve their competence and educational qualifications.

Keywords
quality, service, academic

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/YACRDb8k2gUe

Corresponding Author
Treesje Londa

Institutions
Universitas Negeri Manado

Abstract
Senior High Schools are in charge of education and teaching for human resource development. High schools in Manado are 57 high schools. Even though there are quite a lot of SMA in Manado, there are still more and more new private high schools, this causes more intense competition among SMA in Manado to win over consumers (students). Based on these considerations, this research was conducted with the aim to find out the competitive position map among high schools in Manado. The method in this research is a survey research. The sample of this study was 303 students who were in 8 high schools, namely Eben Haezar Christian High School, Don Bosco Catholic High School, Rex Mundi Catholic High School, State High School 9, Prisma Pioneer High School, State High School 1, MAN Model 1, and MAS Al Muhajirin. The results of the study were reviewed from 9 variables including: the cost of education, location, teacher, school management, religion, facilities or infrastructure, graduates, reputation and promotion, it turns out that the closest competitors are SMA Negeri 1 Manado are MAN Model 1 Manado and SMA Prisma Pioneer Manado. While the closest competitor of Manado 9 Public High School is MAS Al Muhajirin Manado. Meanwhile, private schools that compete closely with each other are Eben Haezar Manado Christian High School and Don Bosco Manado Catholic High School. While the Rex Mundi Catholic High School in Manado is considered to have no competitors.

Keywords
Multidimensional Scaling, Competition Between Schools

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/Zw6PLYKAjpaW

Corresponding Author
Treesje Londa

Institutions
Universitas Negeri Manado

Abstract
Teaching and learning strategies with the help of concept maps are expected to be an alternative to help in improving student learning outcomes. The purpose of this study is to determine whether there are differences in student learning outcomes between learning using the help of concept maps with learning without using the help of concept maps. The method in this research is quasi-experimental research. The results of the study based on the results of data analysis showed that the group of values taught by learning concept maps obtained the highest score of 10 and the lowest of 6.8 while the group of values taught with learning without concept maps obtained the highest values of 9 and the lowest of 4.4. The average learning outcomes with learning using concept maps is 8.97 while learning without concept maps is 6.84. The standard deviation for learning by learning to use concept maps is 1.25 and learning without concept maps is 1.75. The results of research based on the results of data analysis in this study can be concluded that student learning outcomes in learning using the help of concept maps are better than student learning outcomes without using the help of concept maps. The results of this study, can be seen from the results of student learning in learning using a concept map of 10% with high mastery, amounting to 67.5% moderate mastery, and of 22.5% low mastery. While student learning outcomes without using a concept map are 1% high mastery, 11.5% moderate mastery, and 87.5% low mastery.

Keywords
Concept Map, Sequence and Series, Math Induction

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/BWNcubh2HzYr

Corresponding Author
Sari Pratiwi

Institutions
Universitas Pendidikan Indonesia

Abstract
This paper aims to conceptualize the basic value of transdisciplinary learning in social studies to prepare students with the skills they need to face the industrial revolution 4.0, which has been largely forgotten by educators in developing Social Studies learning in the classroom. Referring to the results of the literature study conducted, this research will answer about how the application of learning and learning outcomes resulting from social studies in transdisciplinary learning. This study shows that the concept of transdisciplinary learning that is meaningful and close to real-life experiences provides wholeness in students understanding of the concept of learning, where learning outcomes will benefit students in contributing themselves in the community as social studies learning ideals.

Keywords
Transdisciplinary Learning, Social studies

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/Y4DjFQeLpnzc

Corresponding Author
Eri Sarimanah

Institutions
1,2 Indonesian Language Education, Pakuan University
3 Indonesian Language Education, Kuningan University

Abstract
Qualified learning will be achieved if the teacher is able to design the learning process well. The indicator of good learning design is if it is able to acomodate the students- different learning style, to give the opportunity for the students to be active, creative, innovative and to dig up students- potency. Thus, it is important to change the teachers- mindset in designing the learning process. Through lesson study based metacognitive strategy, learning is organized through plan, do, see steps. In the plan step, the teacher makes chapter design and lesson design that applies metacognitive strategy. In the do step the students identify basic competence that should be achieved and the steps of the learning process or students activity that should be written in the learning design (self-planning). Then the students recheck the relevance between the basic competence and and the learning steps that should be available (self monitoring). The last step in do is evaluating the process and result of learning organization that the make (self evaluation). The last step is see or reflection where the lecturer together with the observers evaluate the learning process and learning result to revise the future learning. The observation result shows that designing the lesson study based learning activity through metacognitive strategy has changed their view point in making the students learn. They are careful in analyzing the need, relating the relevance between basic competence and the learning steps that should be available. They also get used to recheck the design they have made. From this point they get used to be careful, sistematic, selective, comprehensive, logic, and try to dig up their potency in designing learning activity. Through this effort, it is expected that qualified learning can be achieved.

Keywords
metacognitive strategy, learning design, lesson study

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/j98R4t2gm7zF

Corresponding Author
Lutfi Nur

Institutions
a)Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi 229, Bandung, Indonesia
*lutfinur[at]upi.edu
b)Universitas Siliwangi
Jalan Siliwangi 24, Tasikmalaya, Indonesia

Abstract
This study aims to determine the effect of providing aquatic learning on cognitive abilities in early childhood. 10 children from Universitas Pendidikan Indonesia Pilot Laboratory Kindergarten, Tasikmalaya Campus, Indonesia, aged 5-6 years, were involved in this study. The instruments used in this study were structured observation, field notes and documentation regarding childrens cognitive abilities in aquatic learning which included class procedures, pool rules, play rules, instructional language, and movement mechanics. the results showed that cognitive abilities of early childhood increased after giving aquatic learning with a gain score of 13. This study concluded that aquatic learning has a positive impact on early childhood.

Keywords
Game-based aquatic learning, Cognitive ability, Early Childhood

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/VtZP7n3XfpkB

Corresponding Author
Mariana Lusye Marlyn Lausan

Institutions
a) FIPK, Institut Agama Kristen Negeri Manado
Jalan Bougenville Tateli Satu, Minahasa, Indonesia
*marianalausan[at]gmail.com
b) Fakultas Teologi, Institut Agama Kristen Negeri Manado
Jalan Bougenville Tateli Satu, Minahasa, Indonesia

Abstract
Contextual Teaching and Learning is one of alternative learning that can help lecturer as an educator for make a link between learning material and experience or real condition of all education participant so they can do that in daily activity. The purpose of this research is to describe Contextual Teaching and learning in disruptive era. Method that use in this research is qualitative with descriptive phenomenological. For getting some data research technique that use is with observation, interview and documentation. Result of this research that Contextual Teaching and Learning is can make education participant more active, more creative, more independent and more innovative. For the conclusion, contextual teaching and learning is very good for use in education world.

Keywords
Contextual, Teaching, Learning, Education

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/d4Um9WzYfujx

Corresponding Author
Alfrits Roul Sinadia

Institutions
(a) Universitas Klabat Airmadidi Manado, Airmadidi 95371, Indonesia
*alfritssinadia[at]unklab.ac.id
(2) Universitas Muhammadiyah Surakarta,
Surakarta 57162, Indonesia
sj795[at]ums.ac.id

Abstract
This study aimed to develop an academic achievement test to measure undergraduate students- achievement. It was a developmental study which used quantitative descriptive approach and analysis to analyze the quality of the test. The test that consisted of 48 items were tried out on 54 undergraduate students. Next, the items were analyzed in terms of validity, item difficulty indexes, discrimination indexes, distracter effectiveness, and reliability. The validity analysis showed that all items (48 items) at least had the Aiken-s V value of 0.92. Then based on the difficulty index analysis, it was found that 62.50% were moderate, 25.00% were easy, and 12.50 items were difficult. Another analysis showed that the discrimination power of 66.67% items were very good, 14.58% were good, 6.25% were good enough, and 12.50% were poor. In terms of distracter effectiveness of 19 multiple choice items which passed the screening process of item difficulty and discrimination, it was found that 31.57% of items had all well-functioning distracters. However, 42.11% items had three nonfunctioning distracters and the rest 26.32% had two nonfunctioning distracters. Finally, the reliability estimation analysis showed that the consistency index was 0.71.

Keywords
academic achievement test; item difficulty; item discrimination; distracter effectiveness

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/yV2eZgpxbWfr

Corresponding Author
Treesje Londa

Institutions
Universitas Negeri Manado

Abstract
This study aims to (1) find out how to develop learning devices using the Discovery Learning model with a scientific approach to sequence and sequence material, (2) produce learning devices using the Discovery Learning model with a scientific approach to valid, practical sequence and sequence material effective. Research methods The development model that will be used to develop learning devices in this study is a modification of the Thiagarajan model known as Four-D Models (4D Model) namely defining, designing, developing, and dissemination. The researcher modifies the development model by simplifying the model, which is limited to the development stage by considering the limited time and cost. The results of this study state that the product developed meets the criteria of valid, practical and effective. Learning devices with an average score of 3.56 with valid criteria. The results of practicality of learning devices are obtained from the average results of the ability of teachers to manage learning, which is 3.46 which is categorized as well located in intervals of 3 ≤ P <4 and student response questionnaires that are above 80% positive responses of students. The effectiveness of learning devices is obtained from the analysis of student activities that are categorized as good as well as evaluating student learning outcomes that show the value of student mastery over 70.

Keywords
Discovery Learning, Scientific Approach, Sequence and Series

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/2waKWB6nUtkQ

Corresponding Author
Aris Doyan

Institutions
Master of Science Education Program, University of Mataram, Lombok, West Nusa Tenggara, Indonesia

Abstract
This study aims to develop learning media in the form of digital portable auto design microscopes that are effective for improving students problem-solving abilities. This research includes research and development by adopting the Dick and Carey development model which has 10 stages of development. The subjects of this study were class VIII Islamic Junior High School Putri Abu Hurairoh Mataram. The main products developed are portable digital auto design microscopes and supporting devices in the form of syllabus, lesson plan, Worksheet, and instruments of problem-solving abilities developed with learning models of Problem Based Learning. To find out the effectiveness of the product used the problem-solving ability instrument which was then analyzed using the N-Gain equation to determine its increase. The instrument consists of 5 items about the essay. Based on the results of calculations with the formula N-Gain portable digital microscope auto design is very effective for problem-solving capabilities with a gain value of 0.71.

Keywords
microscope digital portable auto design, problem-solving skills

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/EdqeT2pUPrBj

Corresponding Author
Treesje Londa

Institutions
Universities Negeri Manado

Abstract
The research aims to produce mathematics learning tools in the form of lesson plans, worksheets, and THB on social arithmetic material using Cooperative Script learning models that have valid, practical, and effective qualifications. This research method is categorized as development research. In this research the RPP, LKPD, and EHB developed using the Problem based learning Model on the number pattern material. The results of this study state that the mathematics learning tool developed in this study is limited to the Learning Implementation Plan, Student Activity Sheets, and Learning Outcomes Tests on social arithmetic material for class VII SMP Negeri 22 Halmahera Barat. The trial was only conducted in one class, which consisted of 39 students. Based on the research data, it can be concluded that a mathematics learning tool has been produced with ADDIE design model which includes five stages, namely: the analysis phase (analysis), the design phase (desind), the development stage (development), the implementation phase (implementation), and evaluation ( modified evaluation results obtained: (1) Learning tools have been developed using Cooperative Script learning models on social arithmetic material for Grade VII students of SMP Negeri 22 West Halmahera and meet valid, practical, and effective criteria, (2) Validity of devices based on learning models Cooperative Script is shown from the validation results of the validators against the device, (3) Practicality of the device based on Cooperative Script learning models is shown from the results of observations.

Keywords
Cooperative Script, development, learning tools, social arithmetic

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/ctZCp7ND2bzf

Corresponding Author
Treesje Londa

Institutions
Universitas Negeri Manado

Abstract
The purpose of this research is to produce a Mathematical Learning Tool Model Problem based learning to Teach Numbers Pattern Material, which fulfills valid, practical, and effective criteria. This research method is categorized as development research. The sample in this study was taken by eighth grade students of SMP Negeri 3 Tondano. In this research the RPP, LKPD, and EHB developed using the Problem based learning Model on the number pattern material. The results of this study stated that the products developed met valid, practical, and effective criteria. Learning devices are feasible to use based on the evaluation of learning tools by the validator with an average score of 3.9 with valid criteria. The practicality results of the learning kit were obtained from the Student response questionnaire which showed a score of 23 included in the practical criteria. The effectiveness of the learning device is obtained from the evaluation of student learning outcomes that indicate mastery learning Students above 70 so that it can be concluded that the learning device is effectively used in learning.

Keywords
Problem based learning, development, learning tools, Number Patterns

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/BpY7DdxWc4Q2

Corresponding Author
Meitij Rampe

Institutions
Postgraduate Program, Manado State University, Indonesia

Abstract
This study aims to produce teaching materials using a scientific approach to improve student learning outcomes in static electricity material. This study refers to Research and Development research following the stages of implementation according to Borg and Gall. The trial subjects consisted of theoretical trials and empirical trials. Theoretical trials consist of expert design teaching materials and experts in learning materials in the field of science. The empirical trial consisted of 10 small groups and 30 large groups. The instruments used were interviews, questionnaires, and test results. The data obtained were analyzed descriptively and used the Analyze Compare Means analysis with α = 0.05. The results of the validation of teaching materials expert products are included in the very strong category with a value of 91% and the results of the validation of learning materials are included in the very strong category with a value of 93%. The results of the field test analysis show that teaching material products with a scientific approach are well used in the learning process in the classroom that can improve student learning outcomes.

Keywords
teaching materials, scientific approach, learning outcomes

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/xcrnQKyfFMaZ

Corresponding Author
Treesje Londa

Institutions
Universitas Negeri Manado

Abstract
This study aims to determine: (a) differences in learning outcomes of groups of students taught using STAD and conventional learning models, (b) the effect of interactions between learning models on learning outcomes if viewed from learning interests, c) differences in learning outcomes between groups taught with STAD and conventional learning models for groups of students who have high interest, (d) differences in learning outcomes between groups taught with STAD and conventional learning models for groups of students who have low interest. This research method includes the type of quasi-experimental research using Treatment by level design. Based on the results of data analysis concluded that: (a) there are differences in learning outcomes in groups of students taught using STAD and conventional learning models, (b) there is an interaction effect between learning models and learning interests on student learning outcomes, (c) group learning outcomes taught with STAD learning model better than conventionally taught groups for groups of students who have high learning interest, (d) group learning outcomes taught with STAD learning models are better than conventionally taught groups for groups of students who have low learning interest.

Keywords
Influence, STAD, Learning Outcomes, Learning Interest

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/pPMXuDyYzebx

Corresponding Author
Treesje Londa

Institutions
Universitas Negeri Manado

Abstract
Learning Environment by using the Inquiry method can bring students into problems directly, so they can develop capabilities in terms of solving environmental problems that will be faced. In addition, the Inquiry method will train students to communicate well between fellow students and teachers (lecturers). This research is intended to describe the presence or absence of a treatment given to the subject of the studyThe application of inquiry methods is effective in increasing students competency of the environment and would be skilled in solving problems. By investigations conducted at Tondano Lake, students will be able to prove the truth of a theory by themselves. This type of research is an experiment using descriptive quantitative data analysis techniques by one group pretest-posttest design. Based on the results of the research and discussion, it was concluded that environmental learning using the inqury method at Tondano Lake had a significant effect on students competency. This is evidenced by the average gain score reaching 92.4769 or 94.5% and the implementation of learning which is in the effective category.

Keywords
Learning, Environment, Inquiry Method, Tondano Lake

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/YjdkmwCaQtPb

Corresponding Author
Didit Ardianto

Institutions
1) Department of Science Education, School of Postgraduate, Pakuan University
2) Department of Science Education, School of Postgraduate, Universitas Pendidikan Indonesia

Abstract
Earth science education is the right way to train STEM literacy. These multi literacy are needed by students in understanding the nature of complex earth systems. However, there is no standard test which used to measure STEM literacy in earth science education currently. The aim of this study was to develop a standardized to measure prospective elementary teachers- STEM literacy and to initially evaluate its psychometric properties. We constructed 7 multiple-choice items and 5 essay items regarding earthquake issue. We using 90 students- conceptions to evaluate item tests. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. The RASCH Model was used to validate the instrument on the aspects of validity, reliability, and the level of difficulty. The results indicate that prospective teachers- STEM literacy in earthquake issue is still low, especially in identifying problem and designing model relates STEM criterion.

Keywords
Assessment, STEM literacy, Earth Science

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/XwTyCt7hB4mU

Corresponding Author
Atep Rian

Institutions
a) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

b) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*hernani.kimia[at]gmail.com

c) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract
This study aims to provide a profile of students VNOST as a basis for the development of didactic designs that can teach aspects of technology in high school chemistry learning. This study involved 196 students who were randomly selected from grades XI from one of the secondary schools in Bandung. The modified VNOST questionnaire was used as a research instrument consisting of four aspects, namely: 1) the view of science, the purpose of science, the purpose of scientific research, 2) the view of technology, 3) the view of scientific knowledge and scientific theory, and 4) the view of the relationship between science, technology, and society. Each statement in the questionnaire was classified as "Realist", "Has Merit", and "Naïve". The data obtained were analyzed on each item using a frequency distribution to the students VNOST group. "Realist" VNOST is used as a good indicator of VNOST views. The results revealed that most students have VNOST at the "Has Merit" level, which means that students views on the nature of science and technology are still lacking and need to be improved. For this reason, educators need to integrate science and technology in science learning in schools.

Keywords
VNOST, NTSQ, realistic, has merit, naïve

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/X49QB2bcyjYG

Corresponding Author
Heli Siti Halimatul Munawaroh

Institutions
Department of Chemistry Education,
Faculty of Mathematics and Science Education
Universitas Pendidikan Indonesia

Abstract
The important challenge in science education is improving students- scientific literacy, including argumentation skill. Argumentation skill was crucial to address the problem related to scientific issues that occurs in every aspect of lives. The Science Writing Heuristic (SWH) approach has been used succesfully created an environment that forces students to construct their knowledge through argumentation process. The purpose of this current study was to implement the SWH approach to develop chemistry students- argumentation skill in general chemistry laboratory class. The students in the experiment class were required to construct argument using writing as tool for scientific investigation process. In contrast, students in the control groups learned science in traditional scientific approach setting. The results show that students who recevided traditiona scientific approach laboratory instruction approach scored lower on various aspect of argumentation aspects, suggesting the SWH-based laboratory instruction is valuable in promoting students- argumentation skill.

Keywords
Inquiry strategy, Student-centered, Science Writing Heuristic, Argumentation skill

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/Axq6VujQC3Xa

Corresponding Author
Dadang Jaenudin Jaenudin

Institutions
Universitas Pakuan

Abstract
The aim of this research is to improve students- ability in problem solving and creativity through project based learning under biotechnology material. This research is conducted to twelfth grade of SMA Yapida Gunung Putri Bogor. Quasi experiment with non-equivalent pretest-posttest control group design is used. Test instrument is used for measuring problem solving ability and creative thinking. The result shows that there is an improvement in problem solving and creative thinking ability in experimental class after applying project based learning. The score of n-gain for problem solving ability in experimental group is 0,73 (high) and control group is 0,53 (medium). The n-gain score for creative thinking ability in experimental group is 0,73 (high) and in control group is 0,53 (medium). Hypothesis testing of n-gain score for problem solving and creative thinking skill is 0,001 (significant). Project based learning gives students learning experience which initiated with authentic and factual problem; therefore it can help students in finding appropriate solution. In conclusion, project based learning can be applied as alternative for improving students- ability in problem solving and creative thinking in high school students.

Keywords
project based learning, problem solving ability, creativity

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/8ryeRmqWztJd

Corresponding Author
Yusup Junaedi

Institutions
Mathematics Education Departement, Postgraduate School,Universitas Pendidikan Indonesia, Bandung, Indonesia

Abstract
This research is motivated by the importance of reflective thinking skills by applying the Realistic Mathematics Education (RME) approach. The purpose of this research to improve reflective thinking skills through the Realistic Mathematics Education (RME) approach and determine students mistakes in reflective thinking skills. The method used is Mixed Methods with the incorporation of quantitative-qualitative design. The sample in this research was grade VIII SMP Negeri 4 Serang City involving two classes, namely the experimental class, and the control class. The instruments used in the form of reflective thinking skills test instruments, non-test instruments in the form of observation sheets, documentation and researchers. The conclusion from this study that the reflective thinking skills of the experimental class are better than the control class. Student mistakes in taking reflective thinking tests include errors in making mathematical modeling, concept errors, systematic errors, and miscalculations.

Keywords
Reflective Thinking Skills, Realistic Mathematics Education

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/hLeCBJxgf8kv

Corresponding Author
Treesje Londa

Institutions
Universitas Negeri Manado

Abstract
This study aims to determine whether: (1) there is the influence of the application of PBL learning models and conventional models on student mathematics learning outcomes, (2) there is an influence of high initial knowledge and low initial knowledge of student mathematics learning outcomes, (3) interaction, application learning models and preliminary knowledge of students mathematics learning outcomes, (4) mathematics learning outcomes of students with high initial knowledge higher than mathematics learning outcomes of students with low initial knowledge for students who learn to use PBL learning models, (5) student mathematics learning outcomes with high initial knowledge higher than student learning outcomes with low initial knowledge for students learning with conventional model learning models, (6) mathematics learning outcomes of students who learn to use PBL learning models higher than mathematics learning outcomes of students learning to use models conventional al for students who have high initial knowledge, (7) mathematics learning outcomes of students who learn to use PBL learning models are higher than mathematics learning outcomes of students who learn to use conventional models for students who have low initial knowledge. The method of this researcher was quasi-experimental research using a Complete Randomized Block Design. The results of this study indicate that: (1) there is an influence of the learning model on students mathematics learning outcomes, where the PBL model is better than the conventional model, (2) there is an influence of early mathematical knowledge on students mathematics learning outcomes, which has a correlation / correlation positive between the initial knowledge with students mathematics learning outcomes, (3) there is an interaction between the learning model and early mathematical knowledge of students mathematics learning outcomes, (4) there are no significant differences in learning outcomes between students learning with PBL models and students learning with Conventional models for students with high initial knowledge of mathematics, (5) learning outcomes of students learning with PBL models are better than learning outcomes of students who study with conventional models, for students who have low initial knowledge of mathematics, (6) there are no differences in results significant learning between students with initial knowledge m high mathematics and students with low initial knowledge of mathematics in learning with the PBL model, (7) there are significant differences in learning outcomes between students with high initial math knowledge and students with low initial math knowledge in learning with conventional models.

Keywords
Learning, PBL, learning outcomes, initial knowledge

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/fYtwGxTFmqrD

Corresponding Author
Mariana Lusye Marlyn Lausan

Institutions
a) Fakultas Teologi, Institut Agama Kristen Negeri Manado
Jalan Bougenville, Tateli satu, Minahasa, Indonesia
*01yunitasumakul[at]gmail.com
b) FIPK, Institut Agama Kristen Negeri Manado
Jalan Bougenville, Tateli satu, Minahasa, Indonesia

Abstract
Student Centered Learning is one of learning approaches focussed on students. The aim of this study was to describe and explain student learning interest using student-centered learning approach. This study was a qualitative research with descriptive case study method. Data was collected from observations, interviews, and documentation. The result showed that students were happy involved in the lesson from the beginning to the end. The students gave attention/focussed on the lesson or on instructors explanation and they were active in learning activities in the class.

Keywords
interests, Student, SCL

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/ayvKEXe3jDVb

Corresponding Author
Aljuanika Ertamaya Ering

Institutions
a) FIPK, Institut Agama Kriten Negeri Manado
Jalan Bougenville Tateli Satu, Minahasa, Indonesia
*ikaering12[at]gmail.com
b) Fakultas Teologi, Institut Agama Kriten Negeri Manado
Jalan Bougenville Tateli Satu, Minahasa, Indonesia

Abstract
This study aims to determine (1) for students which prior knowledge is high, the difference of learning results of students who are taught by NHT learning models and students who are taught by DI learning model, (2) for students with lower prior knowledge, the difference of learning results of students who are taught by NHT learning models and students who are taught by DI learning model. This study used an experimental method of treatment by level. Research results revealed that (1) for students with high prior knowledge, learning outcomes of students who are taught by NHT learning model are 88,14 is higher than students who are taught by DI learning model are 56,36. (2) for students with lower prior knowledge, the learning outcomes of students who are taught by NHT learning model are 54,79 is higher than the learning outcomes of students who are taught by DI learning model are 41,43. Based on the above results, it can be concluded that the application of NHT learning model can improve the students to learning outcomes either at high or low on prior knowledge.

Keywords
NHT, DI, Prior Knowledge, Learning Outcome

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/cPXMQVqFAjkd

Corresponding Author
NON NORMA MONIGIR

Institutions
UNIMA

Abstract
This study focuses on disciplinary literacy activity and how the 5th grade students of elementary school become struggling writer to explore the given model text. To become a disciplinary writer, the students have to read many books with multi different themes. The activity of reading and writing is the ability to communicate in the form of written. The ability of someone to communicate, both in oral and written, can create better condition in life for young children as well as adult . The goal of this study is to improve the ability of writing skill by exploring their ideas they had from the given model text. The improvement of students- writing ability automatically will improve the outcome of Indonesia language subject. This research uses classroom action research with the four steps: planning, action, observation, and reflection. Each step has its own activity during the implementation of study. It has done in two cycleses with the activities to support the Indonesia language instruction. The collection of the data is by doing the checklist in observation form for literacy activity and the result of their writing. The result of this study show that the implementation of literacy activity can improve the students- writing ability. The result at the first cycle is 63%, and the second cycle is 84.5%. Based on the result achieved of this study it can be concluded that the implementation literacy activity can improve the ability of writing of the 5th grade students at elementary school (SD) GMIM 140 Pineleng. The recommendation to the teacher is that the teacher should use disciplinary literacy activity to the students in improving their writing ability as well as to improve the grade Indonesia language subject to the 5th grade students.

Keywords
literacy; writing ability; written communication

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/XEr97P4vDVpb

Corresponding Author
ANNA PERMANASARI

Institutions
School of Postgraduate studies, Universitas Pendidikan Indonesia

Abstract
The discussion pertaining environmental issues is closely related with the notion of low carbon. The research has been done to investigate how the students in elementary schools understand how to practice the environmental issues. The descriptive analysis method is carried out to capture students views on environmental practices that are closely related to their daily lives. The subject involved were 60 students from third and sixth grades of one elementary school. The students were asked to read 24 statements about environmental practices, and responded by choosing one of the three answer choices: do, sometimes do, never do. The research shows that most of student sometimes do the good environmental issues, but there are quite a lot of students who never do these. The teacher confessed that they have not been intensely engaged in learning about good environmental practices. They really expect the existence of teaching materials that can be used as guideline. They also hope for the availability of special learning models.

Keywords
Low Carbon education, Lower level student, environmental issues

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/BzxMkPAwQR4y

Corresponding Author
FAZRI NUR YUSUF

Institutions
UNIVERSITAS PENDIDIKAN INDONESIA

Abstract
Various strategies on teachers- learning have been exposed to uplift quality teaching. Unfortunately only few studies have been concerned with teaching and research connection. The present study aims at investigating how groups of English teachers utilize their teacher professional community (PLC) on integrating pedagogical content knowledge into conducting a CAR and how it enhances their competences through a reflective practice. Twenty four teachers with different teaching experience respectively were involved. Through dialogic, open-ended questions delivered electronically and were triangulated by in-depth teacher reflective journals. The data were analyzed analytically and descriptively by Sutton-s dialogic feedback process (2011). The study indicates that each teacher could gradually identify their strengths and weaknesses in their teaching-learning process. They reflectively described the problems in the CAR procedures. Regardless unsolved problems in designing and writing research proposal in particular, they found the training administered within a dialogic feedback framework inspired them to affectionately address their self-regulation through making meaning of their instructors- feedback. In addition, the dialogic feedback provision in the training shared them a better interpersonal and managerial skills in their teaching-research integration. To conclude, a systematic, dialogic, content-wise, and manageable PLC is highly recommended to reach quality teaching.

Keywords
dialogic feedback provision, language teachers, quality teaching, reflective practice

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/qefgQjCZEvYm

Corresponding Author
Tuszie Widhiyanti

Institutions
Universitas Pendidikan Indonesia

Abstract
The aim of this study is to implement the intertextual based strategies with POE to see its potential in revealing students- threshold concepts related to salt hydrolysis topic. The qualitative research method was used by utilizing the students- worksheets, two tier diagnostic test, as well as classroom observation. There were 31 students- from 11th grade high school students who had not yet studied salt hydrolysis have participated in this study. Students- worksheets provide data about students- responses about their predictions, observation result, as well as their response in the explaination stage which has been provided by guiding questions. The result shows that there were various concepts that still become threshold concepts for students in learning hydrolysis topic.

Keywords
Intertextual Learning Strategy, Predict Observe Explain, Threshold Concepts, Salt Hydrolysis

Topic
Learning / Teaching Methodologies and Assessment

Link: https://ifory.id/abstract/mKz8cjWuUMQN