bluuebunny/crossref_metadata_2025 huggingface dataset:
Mathematics Learning Assessment Based on Pirie-Kieren's Theoretical Framework in Elementary School
Authors: Kurnia Habibie Negara Ramadhan , Turmudi Turmudi , Wahyudin Wahyudin
Published: April 2024

Various non-technical factors in the mathematics learning assessment process carried out during the COVID-19 pandemic made it difficult to describe students’ mathematical understanding as a whole. This causes a lot of gaps in students’ mathematical understanding. This study aims to describe the growth of elementary school students’ understanding of geometry through the use of an assessment instrument based on the Pirie-Kieren theoretical framework. This study uses a qualitative approach with a case study method. The participants in this study were fifth-grade elementary school students who were studying the topic of geometry. Data on the growth of students’ understanding of geometry was obtained through the process of analyzing the results of students’ work in completing the geometry understanding growth test based on the Pirie-Kieren theoretical framework. Findings from student work were then followed up with in-depth interviews. The results of interpretational constructivism data analysis through data reduction, data presentation, and conclusions show that there are gaps in students’ understanding of geometry topics. The gap can be observed from every inhibitor and folding back activity in each layer of student understanding.
Keywords: elementary school, mathematics learning assessment, Pirie-Kieren's theoretical framework
Implementation of TPACK through Lesson Study: Pre-service Science Teachers' Initial Knowledge in an Earth and Space Science Course
Authors: Hardinata Aristo , Djulia Ely , Simatupang Halim , Hasanah Rizky , Harianto Budi
Published: April 2024

Teaching and learning at school cannot be replaced by robots or technology. However, teachers who cannot adapt to technological developments will be unable to compete in the field. TPACK is an educational theory that discusses the teacher knowledge needed to integrate technology into education effectively. Teachers with TPACK skills cannot only prepare students with scientific knowledge, but they can also integrate technology into science learning. Therefore, the long-term goal of this research is to instil the TPACK aspect of pre-service science teachers in order to prepare teachers who can compete in the development of Industry 4.0. The research method was descriptive quantitative research, where the process of implementing aspects of TPACK through lesson study was explained clearly, as well as descriptions of meaningful numbers related to the initial TPACK abilities of pre-service science teachers. A random sampling method was used to select 62 pre-service science teachers who attended the earth and space science course in the science education program at Universitas Negeri Medan. The results of the study indicated that the TPACK ability level of pre-service science teachers was generally still low. It is hoped that this initial data can be a reference for researchers in implementing aspects of TPACK through lesson study in earth and space science courses.
Keywords: TPACK, Pre-service Science Teachers, Earth and Space
Analysis of Problems in Learning Mathematics Based on Difficulties, Errors, and Misconceptions in the Material of Equations and Inequality Absolute Values of One Variable: Systematic Literature Review
Authors: Panjaitan M. Azhari , Juandi Dadang
Published: April 2024

Problems in learning mathematics, there will be difficulties, errors, and student misconceptions during learning. This study aims to analyze problems in learning mathematics based on difficulties, errors, and misconceptions about the material of linear equations and inequalities of one variable. The method used in this research is a Systematic Literature Review (SLR). The population of this research is all Of the 30 journal articles obtained, then adjusted to the inclusion criteria and the sample consists of 15 relevant research results on problems in learning mathematics based on difficulties, errors, and misconceptions on the material of linear equations and inequalities of one variable. Samples were taken from indexed journals published in the period 2011-2021. The research question is how to describe problems in learning mathematics based on difficulties, errors, and misconceptions on the material of linear equations and inequalities of one variable based on the year of school, level of study, research location, and sample size. The SLR method can find mathematics learning problems with ten years of study. The results showed that students’ errors and misconceptions dominated learning outcomes in the problem of learning equations and inequalities absolute value of one of the variables. Most of the research was conducted at the junior high school level outside Java with a sample size of 30 people or more. Based on the results of the review, the conclusion of the study proves that students often experience errors when studying equations and inequalities of the absolute value of one variable.
Keywords: learning mathematics based on difficulties, errors, and misconceptions, systematic literature review, the material of equations and inequality absolute values of one variable
Means End Analysis (MEA): A Learning Model to Improve Mathematics Cognitive Learning Outcomes in the Post-Pandemic COVID-19
Authors: Salahudin Anas , Iqlima Mufida Salwa , Marthyane Pratiwi Inne
Published: April 2024

This research is motivated by the low cognitive learning outcomes of students in solving math problems. Alternative learning to the low cognitive learning outcomes of students is to apply the Means-End Analysis learning model. This model is designed using a quasi-experimental method. This study aims to determine the difference in the average cognitive learning outcomes of class VI students in learning mathematics using the Means-End Analysis model with conventional learning using the Direct Instruction model. The population of this research is all sixth-grade students of SDN 267 Bandung for the academic year 2021/2022. The samples taken were class VI A, and class VI B using a purpose sampling technique. Data collection techniques used are tests and observations. The data analysis technique used an independent t-test with a significance level of 5%. The results obtained that: there is a difference in the average cognitive learning outcomes of students between those taught with the Means End Analysis learning model and conventional learning using the Direct Instruction model. So that the Means-End Analysis model can be used as a learning model that can improve cognitive mathematics learning outcomes in the post-pandemic COVID-19.
Keywords: mathematics cognitive learning outcomes, means end analysis (MEA): a learning model, post-pandemic covid-19
Using Sundanese Musical Instrument and Audacity Software to Learn About Sound Waves
Authors: Datiatur Rahmat Anggi , Kuswanto Heru , Wilujeng Insih
Published: April 2024

Integrating local culture into classes can build meaningful experiences for the students. Suling is a musical instrument originating from West Java’s dominant Sundanese culture and can be an alternative learning medium for teaching sound wave subjects. Using technology can facilitate understanding concepts for students. The Audacity software can help students analyze the spectrum and frequency of the sound produced by Suling. This study aimed to investigate the measurement of the frequency and spectrum of Suling with four and six holes and to analyze the potential for integrating local culture and technology in science learning. The type of research was descriptive to provide an overview of a symptom, event, and actual situation. We used a microphone and Audacity on the computer and each musical instrument in Suling. The study’s results showed that spectrum analysis has a similar pattern in Suling four and six holes and almost had similar frequencies. Local culture has the potential to be implemented in science learning, and technology facilitates students’ understanding of concepts. Suling and Audacity can be used as a learning media for a junior high school practicum on a sound wave subject.
Keywords: Sundanese Musical, Instrument and Audacity Software, Sound Waves
Spatial Ability in Learning Mathematics: Systematic Literature Review (SLR)
Authors: Naufal Nasrul , Juandi Dadang
Published: April 2024

Spatial ability plays a crucial role in the study of geometry. When related to the context of mathematics, especially geometry, it becomes apparent that having and developing spatial abilities is crucial. Academic achievement, particularly in understanding mathematics and geometry, was closely linked to spatial ability. The researcher conducted a study using the Systematic Literature Review (SLR) method to uncover the latest information on spatial ability in learning mathematics. Summarizing and interpreting a total of 18 accredited journal articles from various databases in the period 2016-2021, the researcher produced a review presented in a graph, including the year of publication, education level, a method used, sample size, and demography. Spatial abilities in mathematics learning have received considerable attention in research. However, the number of studies on spatial abilities in mathematics learning has decreased in the last two years. In addition, spatial abilities in early childhood have not been optimized. This is disappointing because spatial abilities are closely related to children’s cognitive development. This literature review recommends conducting research on spatial abilities in various provinces in Indonesia, emphasizing the significance of high spatial abilities for good mathematical performance.
Keywords: learning mathematics, spatial ability, systematic literature review
Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom
Authors: Lulu Cahya Andari Herlinda , Susilawati Wati , Sugilar Hamdan
Published: April 2024

This study investigates students’ interpretation of kinematics graphs. A total of 121 students taking a physics class were selected to solve problems involving the analysis of graphs depicting position, velocity, and acceleration versus time. Conducting interviews aimed to uncover students’ difficulties while solving kinematics problems. The result emphasizes that students were able to determine velocity (if given positiontime graph) and acceleration (if given velocity-time graph). However, students faced difficulty in selecting textual descriptions and choosing the corresponding graph when given a kinematics graph. These findings suggest that in learning physics, there should be an increased emphasis on deep analysis of kinematics graphs.
Keywords: flipped classroom, mathematical resilience, metacognition
Designing a Hypothetical Learning Trajectory Using Prezi Presentation and GeoGebra Application on Flat-Shaped Triangle Geometry Materials
Authors: Nuraini Nuraini , Hasratuddin Hasratuddin , Napitupulu Elvis , Saragih Sahat , Azmi Nur , Ramadhani Rahmi
Published: April 2024

Technology plays a crucial role in enhancing the quality of math learning. In addition to adapting to the rapid advancement of ICT, technology serves as a visualization aid for abstract mathematical concepts, facilitating understanding. Prezi presentations and GeoGebra application are technological tools that can be used as a medium for learning math. Prezi Presentation is used as a presentation medium, while GeoGebra functions as a dynamic tool to enhance the understanding of geometry. They both positively impact the development of mathematical thinking, facilitate meaningful learning experiences, and can be used as alternatives in designing a hypothetical learning trajectory for concepts related to triangle types. This study aims to design a Hypothetical Learning Trajectory (HLT) using Prezi presentation and GeoGebra for the material related to triangle types. The HLT tailored to suit the characteristics of students, making it easier to construct independent understanding related to triangle types through the use of dynamic technology such as Prezi and GeoGebra. This study uses a design research approach consisting of three phases: introduction, design experiments, and retrospective analysis. This was carried out solely in the preliminary phase to develop the initial prototype of the HLT focusing on the concept of triangle types. The HLT will be further examined in subsequent research and retrospectively analyzed to develop the Learning Instructional Theory (LIT) as the final product.
Keywords: flat-shaped triangle geometry materials, geogebra application, hypothetical learning trajectory, prezi presentation
Ability to Write Scientifically with a Local Base Through the Application of the Drill Method of Mathematics
Authors: Mariamah Mariamah , Sulfahri Sulfahri , Fitriati Ita , Fitrianingsih Nur , . Ilyas , Suciyati Suciyati , Hardiansyah Hardiansyah , Salahudin Salahuddin , Subhan Subhan , Muhammad Muhammad , Ramli Ramli , Ajwar Muhamad
Published: April 2024

The problems found in the students’ writings were the use of Indonesian grammar that was not standardized, the use of incorrect punctuation, and the lack of scientific principles in writing proposals. The ideas written have not been systematic and they are not able to develop the ideas in writing activities, so students find it difficult to complete. This research aims to develop students’ writing skills based on local wisdom through the drill method, by conducting an experimental research type of two classes. The instrument used was a writing test and the data were analyzed using the t test at a significant level of 5%. Before conducting the t test, a prerequisite test was carried out, namely the normality test of the data and the homogeneity test. The results showed that the value of t arithmetic is greater than t table so that the accepted hypothesis is an alternative hypothesis, which means that the drill method can develop students’ scientific writing skills.
Keywords: ability to write scientifically, application of the drill, mathematics
Students' Ontogenic and Epistemological Obstacles on the Topic of Pyramid Volume
Authors: Sita Mujahidah Anisah , Rosjanuardi Rizky
Published: April 2024

The concept of pyramid volume has been studied at the starting of the elementary school (SD) level and studied more deeply in junior high school (SMP). However, many students make mistakes in solving problems related to the volume of pyramids. This study aims to identify the ontogenic and epistemological obstacles of students in understanding the concept of pyramid volume. This is a qualitative research using a Didactical Design Research (DDR). Sixteen students of grade IX in Bandung who had studied the concept of pyramid volume participated in the study. Data were obtained by analyzing respondents’ ability tests and interviews to solve problems related to the volume of pyramids. Characteristics of ontogenic and epistemological obstacles were found in students’ knowledge in solving problems related to the concept of pyramid volume. The results showed that students experienced several ontogenic and epistemological obstacles which resulted in errors in problem-solving.
Keywords: epistemological obstacles, pyramid volume, students’ ontogenic
Analysis of Student Errors in Solving Mathematical Induction Problems in Online Learning
Authors: Sukma Cipta Eliva , Maya Rippi , Suryadi Didi , Prabawanto Sufyani
Published: April 2024

The research aims to analyze student errors in solving math induction-proof problems during online learning in the Covid 19 era. This was a qualitative research with a case study approach. This research was conducted at the Mathematics Education Study Program of UIN Sunan Gunung Djati Bandung in the academic year 2020/2021, and the subjects of this study being students of semester V Class 2018. The instrument in this study was a test, and data analysis were done using qualitiative anlysis. The results showed that the types of errors experienced by students in working on mathematical induction problems are conceptual errors and procedural errors.
Keywords: online learning, solving mathematical induction problems, student errors
Analysis of Students' Mathematical Connection Ability in Solving Task of Function
Authors: Arifin Nur , . Nurjanah , . Muzammil
Published: April 2024

This study aims to analyze the student’s mathematical connection ability in topic of function, by using a descriptive qualitative analysis. Twenty-five students of grade 10 from one of the favorite schools in Sukabumi, West Java participated in the study. Data were collected by conducting instruments mathematical connection ability test and a short interview. The result showed that students’ mathematical connections were still in the low category with an average score of 43. Recommendations for future research are suggested, especially in improving students’ ability in mathematical connection by applying learning methods that will enhance their skills.
Keywords: function, mathematical connection ability, solving task
Does Discovery Learning Enhance Secondary Students' Mathematical Critical Thinking Skills?
Authors: . Yohannes , Juandi Dadang , Afgani Dahlan Jarnawi
Published: April 2024

The implementation of the discovery learning (DL) model in Indonesia is believed to improve the mathematical critical thinking skills of the secondary students, so that it becomes the recommended learning model in the national curriculum. Several previous similar types of research have found that DL can enhance secondary students’ mathematical critical thinking skills. However, there were inconsistencies in the effect size of these primary studies. The meta-analysis was carried out to obtain a comprehensive analysis result and investigate the effect of study characteristics. Comprehensive meta-analysis (CMA) is a tool used to calculate hedge’s effect size (ES). An analysis of 25 relevant primary studies that met the inclusion criteria revealed that, based on the random-effects model, the implementation of the DL model had a high positive effect (ES = 0.981) on secondary students’ critical thinking skills compared to the conventional model. The duration of treatment and indexed publication are important factors that affect the effectiveness of implementing DL on students’ mathematical critical thinking skills. Based on the analysis, DL is recommended for use by secondary school teachers, taking into account the characteristics of the study.
Keywords: iscovery learning, mathematical critical thinking skills, secondary students
Ethnomathematics: Numerical Literacy in the Dawan Language System Dialects of the Amanuban Tribe and its Relation to Mathematics Learning
Authors: Daniel Farida , Suryadi Didi , Prabawanto Sufyani
Published: April 2024

This research aims to describe the numerical literacy in the Dawan language system, the dialect of the Amanuban tribe, South Central Timor Regency in terms of ethnomathematics perspective and its relation to mathematics learning. This research is qualitative with an ethnographic research type. Data collection techniques were done through observation, interviews, and literature study. The results of this research indicate that the numerical literacy in the Dawan language system, the Amanuban dialect used by the community when using the number system is very unique. The uniqueness is that the community uses the base 10 number system with the unit base number 0 to 9 and the tens base number 10, which is used to calculate the next number using the concept of multiplication and addition. The mention of the name of the day in the Dawan language of the Amanuban dialect is also based on the unit base number system. This uniqueness can be used as a reference in learning mathematics with numbers, especially the concept of number sequences, the place value of a number, and addition and multiplication operations on integers for low-grade students who are fluent in Dawan.
Keywords: dawan language system dialects of the amanuban tribe, ethnomathematics, mathematics learning, numerical literacy
Learning Obstacles in the Concept of Quadrilateral Constructed Areas
Authors: Soneta Vidya , . Nurjanah , Prabawanto Sufyani
Published: April 2024

This study aims to describe the learning obstacle in the concept of quadrilateral constructed areas based on the meaning obtained by students. The research method used is a qualitative method with a case study design. The participants in the research were 26 students of grade VII from one of the Bungo State Junior High Schools. The data collection was carried out by testing the respondents’ abilities, interviewing them, and then conducting an in-depth analysis of the obstacles experienced by students. Based on the research conducted, it was revealed that epistemological obstacles arise because students understanding about the given problem is different from the usual context. Epistemological obstacle arise in the form of students’ limited knowledge in solving problems related to the concept of the area of a rectangular dataset. Ontogenic obstacles are related to students’ lack of concentration and readiness in the teaching and learning process.
Keywords: junior high schools, learning obstacles, quadrilateral constructed areas
Learning Obstacle of Students in Geometrical Sequence and Series
Authors: Magfiroh Magfiroh , Prabawanto Sufyani , Rosjanuardi Rizky
Published: April 2024

Geometrical sequence and series are mathematic topics that should be mastered by students, but some students encounter obstacles in learning these topics. This research aims to identify the learning obstacle by students in solving geometrical sequence and series problems. The research question was what kind of learning obstacles students face in the topic of geometrical sequence and series. The research is qualitative method with a case study research design. The participants were students of senior high school in Cirebon. Data collection was done by conducting tests and interviews. The test method was to identify the learning obstacles faced by the students and interviews as supporting data. The results show that students meet learning obstacles in solving geometrical sequence and series problems, namely ontogenical obstacle, didactical obstacle, and epistemological obstacles. Ontogenical obstacles were experienced by those students who do not understand the concept of geometrical sequence material, and that the answer written was wrong. The didactical obstacle is experienced by those students who find it easier to do it manually compared to using formulas in solving geometrical sequences and series problems. An epistemological obstacle is experienced by those students who are not able to write down the correct answers because the questions are different from habits.
Keywords: geometrical sequence and series, learning obstacle, senior high school
Mathematical Reasoning Ability and Mathematics Self-efficacy in Gender Differences
Authors: Ratu Perwira Negara Habibi , . Wahyudin , Nurlaelah Elah , . Marzuki , Heniati Santosa Farah , Bahri Samsul
Published: April 2024

Gender differences and aspects of self-efficacy are factors influencing the success of the mathematics learning process. This study aims to obtain an explanation of mathematical reasoning abilities based on gender differences in terms of mathematical self-efficacy. The sample of this research is a collection of scores of mathematical reasoning abilities, gender differences, and mathematical self-efficacy scores of XIth grade students from a high school in Bandung. The research sample consisted of 35 students, consisting of 19 male and 16 female students. The research instruments were tests of mathematical reasoning abilities (MRA), gender differences, and a mathematics self-efficacy (SEM) questionnaire. Data analysis was done using ANACOVA, with MRA in the form of interval scale, gender category scale, and SEM as covariate with interval scale. The results of the study were as follows: (1) there is a linear relationship between mathematical self-efficacy and mathematical reasoning ability; (2) there is no difference in students’ mathematical reasoning abilities based on gender differences. Furthermore, SEM students and gender differences have an influence on the MRA achieved by students.
Keywords: gender differences, mathematical reasoning ability, mathematics self-efficacy
Numeracy Literacy Ability Viewed by Characteristics of Students' Way of Thinking
Authors: Dwi Maharani Rizqi , Dasari Dadan
Published: April 2024

Thinking is a cognitive activity that produces different ways of solving problems which affects numeracy literacy ability. The numeracy literacy consists of two domains, namely change and relationship and quantity. This study aimed to describe students’ numeracy literacy ability viewed by characteristics of students’ way of thinking. This study was a qualitative research with a phenomenological design. The participants were eight 9th grade students from a junior high school in Central Java, Indonesia, who had different characteristics, that are concrete sequential (CS), concrete random (CR), abstract sequential (AS), and abstract random (AR). The data were collected by using written tests, questionnaires, and interviews. The results show that each characteristic had its own way of solving the numeracy literacy problems. In quantity domain, CS, CR, and AR students tend to answer the problem with one solution; however, AS students responded with various alternative answers. In change and relationship domain, a difference was observed between concrete thinkers and abstract thinkers. CS and CR students tend to solve problems by using an example to take a trial-and-error approach. Meanwhile, AS and AR students tend to work using existing concepts by manipulating the formulas in the question with logical and rational processes.
Keywords: characteristics of students’ way of thinking, junior high school, numeracy literacy ability
Students' Errors in Constructing Mathematical Proofs by Direct Method
Authors: . Herizal , . Marhami , Akmal Nurul
Published: April 2024

In mathematics, there are several methods for proving mathematical statements, two of them are direct method and indirect method. Both the methods were included in the mathematics curriculum at senior high school level as a learning topic. It implied that the teachers or pre-service teachers must master these methods. In addition, learning advanced mathematics courses also needed the ability of mathematical proving. The direct method was often used in proving mathematical statements. This descriptive qualitative study was conducted to examine what errors were written by the students in constructing mathematical proofs by direct method. Two basic problems (mathematical statements) were administered to 13 college students. They were pre-service mathematics teachers in one of the public universities in Aceh, Indonesia, and were asked to prove the statements by direct method. The data were analyzed by using Miles and Huberman step. The results showed that there were three main errors, (1) errors in using definition correctly, (2) errors in algebraic process, and (3) proving by examples. It concluded that the students must be accustomed to mathematical proving activities to avoid errors in constructing mathematical proofs.
Keywords: constructing mathematical proofs, direct method, students’ errors
Literature Review: Development of Science Learning Based on Local Wisdom and Indigenous Knowledge for ESD
Authors: Febrian Andika , Wilujeng Insih , Kun Prasetyo Zuhdan
Published: April 2024

The problem in science learning that often occurs today is that many students think that science learning is taught in an uninteresting and irrelevant manner. Science learning is irrelevant according to their perception because of the lack of connection and linkage of science learning with everyday life and the socio-cultural background they experience. One alternative solution to overcome the above problems and science learning becomes more relevant is necessary to revitalize the curriculum based on contextual concepts in accordance with the daily lives of students, like the cultural context of local wisdom or indigenous knowledge. This literature review was a scientific study of the analysis of 30 articles on science learning based on local wisdom and indigenous knowledge. This study aimed to analyze and elaborate on the integration of science learning with culture and its impact on education. This research was qualitative research using the descriptive analysis method of Miles and Huberman, which consisted of several steps: data collection, data reduction, data display, and conclusion. The articles analyzed were sourced from national articles indexed by SINTA and internationally reputable articles indexed by SCOPUS from 2017-2021. The results of this study indicated that science learning based on local wisdom and indigenous knowledge is considered very important as an innovation in ESD that affects the character and various abilities of students. These innovations can be carried out through revitalizing the science curriculum, developing learning products, and continuing scientific studies.
Keywords: Science Learning, Local Wisdom, ESD
Green Chemistry on the Ores Leaching Processes Using Organic Acids: A Qualitative Pedagogical Content Analysis Study
Authors: Nurul Amalia Deane , Supriatna Asep , Mudzakir Ahmad
Published: April 2024

Ores leaching projects aimed to recover toxic and valuable metals from industrial residues. Organic acids like acetic acid and methanesulfonic acid were chosen as leaching agents because they have high selectivity on low concentrations of metals and low toxicity. This study aimed to obtain scientists’ conceptions of ores leaching using organic acids presented in concept maps and Teaching Learning Sequence (TLS). The method used in this study was qualitative content analysis consisting of literature collection, descriptive analysis, category selection, and material evaluation from textbooks, review articles and research articles. The result of this study was in the form of a concept map, and TLS illustrate five sequences of learning materials consisting of mineral products in Indonesia, valorization of industrial process residue with green chemistry-oriented, industrial process residue treatment steps, organic acid properties, and examples of the ores leaching process. The leaching process of ores using organic acids in learning is contextual learning that integrates the concepts of acids and bases, redox reactions, and the principles of solubility learned by high school students. This process also applies the principles of green chemistry, preventing waste in the process and using safe solvents. The results of the concept map and Teaching Learning Sequence (TLS) showed the application of green chemistry in learning, which is expected to be used as a design for teaching materials and didactic designs that can support education for sustainable development.
Keywords: Green Chemistry, Organic Acids, Pedagogical Content Analysis
Analysis of Students' Perception of the Implementation of E-Learning USK: An Evaluation Using the CIPP Model
Authors: Ulfa Tenri Pada Andi , Mawarpury Marty , Saputri Mimie , Yulisman Hendra
Published: April 2024

Universitas Syiah Kuala (USK) has developed E-Learning USK, a Learning Management System to face the era of The Fourth Industrial Revolution. E-Learning USK was implemented thoroughly when the COVID-19 pandemic was enforced. However, information regarding the effectiveness of using this LMS is not yet available. Therefore, through this research, a survey was conducted to obtain an overview of the effectiveness of the implementation of E-Learning USK from the student’s point of view. The research sample consisted of 504 students from various faculties at USK. The research instrument used was a Likert scale, which was developed based on the CIPP model indicators and distributed online using a Google Form. Data analysis was done descriptively. The results showed that students considered the application of E-Learning USK to be in the “good” category. However, they assume that there are still obstacles to the campus infrastructure. This study provides recommendations that will become input for strategies and policies for implementing LMS in Indonesia, especially at Universitas Syiah Kuala.
Keywords: Students’ Perception, E-Learning USK, CIPP Model
Application of Genetic Problem-Based Online Discussion to Improve Communication and Collaboration Skills for Teacher Candidates
Authors: Maryuningsih Yuyun , Hidayat Taufik , Riandi Riandi , Rustaman Nuryani
Published: April 2024

Communication and collaboration skills are important skills that prospective teachers need to have. This ability is trained in genetics courses through online discussion activities based on genetic problems. The purpose of this study was to determine the effect of applying genetic problem-based online discussions on communication and collaboration skills among prospective teachers in discussing genetic problem solving. This research was conducted experimentally in three different classes in applying genetic problems, namely problems from students, problems from students and instructors, and problems from instructors. Students’ communication and collaboration skills were measured through the observation of online discussion activities. Discussion activities were carried out during four genetic lecture meetings, with four discussion themes on the basic material of chromosomal inheritance. Analysis of students’ communication and collaboration skills using MANOVA tests and post hoc differences tests with SPSS 22 to determine differences in students’ communication and collaboration skills in each class. The results showed that there was an increase in students’ communication and collaboration skills with the application of online discussions based on genetic problems, with the highest increase in classes that implemented online discussions with students’ problems.
Keywords: Genetic Problem-Based, Communication and Collaboration Skills, Teacher Candidates
Effectiveness of Cooperative Problem Solving on Energy Concept in Physics Learning for Improving Students' Creative Thinking Skills
Authors: Suhendi Herni Yuniarti , Mulhayatiah Diah , Nasrudin Dindin , Agustina Rena Denya , Malik Adam , Putra Riki Purnama , Ardiansyah Ryan
Published: April 2024

This study aimed to determine the effectiveness of the cooperative problem solving learning model in improving students’ creative thinking skills on the concept of energy. The research method used is a quasi-experimental design with a pretest-posttest nonequivalent control group design. The research was conducted at Garut. The research population were students of class X MIA 1-10. The sampling technique used was cluster random sampling. A total of 60 students of class X MIA 1 and 9 were selected, (41 female and 19 male). Students’ creative thinking ability is obtained from pretest and posttest in the form of an essay test of 12 questions. The improvement of each student’s creative thinking skills (Torrance) indicators to the concept of energy was obtained from the calculation of N-Gain with the values of smoothness (0.85), flexibility (0.56), and elaboration (0.72). The effectiveness of the learning model was tested using t-test hypothesis with the assistance of the SPSS version 28 proving that there is an increase in creative thinking skills after the implementation of cooperative problem-solving learning model on energy concept. Thus, the cooperative problemsolving learning model is very effective to be used as a solution in improving students’ creative thinking skills.
Keywords: cooperative problem solving, energy concept, creative thinking skills
Relationship Between Learning Style and Critical Thinking Skill Through Hybrid Learning on the Topic of Work and Energy
Authors: Mulhayatiah Diah , Ayuningrat Hilda Sulasi , Hidayatulloh Rizki , Rochman Chaerul
Published: April 2024

Critical thinking skill is one of the abilities that must be possessed by students in the 21st century. Students are currently not trained to always think critically, which could be caused by the learning styles of the students themselves. The learning style here is a combination of a person’s state of being able to absorb, be able to organize, and be able to process information. This study aims to analyze the implementation and relationship of learning styles with critical thinking skills after the hybrid learning model is applied to the work and energy materials. The method used correlation analysis with product-moment correlation. The sample of this research was the students of class X MIPA, totaling 16 students who were selected by using the saturated sampling technique. The instruments used were a learning style questionnaire (an authentic assessment based on teaching and learning trajectory) with student activity sheet (AABTLT with SAS), and critical thinking skills test questions. The results showed that the average percentage of learning implementation using the hybrid learning model was 91% with a very effective category. The results of the hypothesis test using the product-moment correlation test, then count (0.110) < table (0.497) or count less than stable, so Ha is rejected and H0 is accepted. The results of this study can conclude that there is no significant relationship between learning styles and critical thinking skills of students of class X MIPA on the matter of work and energy.
Keywords: learning style, critical thinking skill, hybrid learning
TPACK Competency Analysis of Prospective Physics Teachers Using CoRe Instruments
Authors: Mulhayatiah Diah , Junissetiawati Delviana , Sholeha Dhiani Intan , Suhendi Herni Yuniarti , Nasrudin Dindin
Published: April 2024

This study aims to determine the TPACK competence of prospective physics teachers based on the suitability of CoRe with lesson plans and the value of preparing lesson plans. The research method used is descriptive qualitative. This method is used to provide an overview of the subject under study. The subjects studied were 12 prospective physics teachers who took the micro teaching even semester academic year 2021 program at the Department of Physics Education at Sunan Gunung Djati State Islamic University, Bandung. The instruments used are of course the CoRe sheet, lesson plans, and assessment sheet of lesson plans. The lesson plans that are seen as analysis are uniformly accelerated motion, parabolic motion, work and energy. From the results of the study, it was shown that the prospective who compiled the lesson plans of uniformly accelerated motion is 76.5% (good), parabolic motion is 66% (medium), and work and energy is 78% (good). As for the value of the preparation of the lesson plans, each received a score of 75.0 (enough). A good and correct lesson plan is to include all components so that later during the learning process the teacher can refer to the lesson plans that have been prepared previously.
Keywords: TPACK, CoRe instruments
Profile of Pre-service Physics Teachers' Representational Fluency on Electrostatic Concept
Authors: Handayani Wahyuni , Masrifah ‎
Published: April 2024

Science teachers have to master representational to communicate and be aware of the students’ difficulties in understanding science concepts. This study aims to determine representational fluency as part of science communication skills in pre-service physics teachers. This study uses descriptive analysis techniques based on the percentage. The research subjects are 50 pre-service physics teachers aged between 19 and 22 years. This study was conducted at the Study Program of Physics Education of a college in Maluku. How fluent is a pre-service physics teacher in representing the concept of electrostatic was measured using 15 valid and reliable representational fluency multiple choice test that includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. The findings of the present study indicate that although students had started to learn concepts of electrostatic their representational fluency is still low. The preservice teachers’ rate of giving correct answers to the test items varies between 8% and 48%. The mean score of the pre-service teachers was found to be 4.06.
Keywords: representational fluency, electrostatic
Disaster Literacy Inventory at Earth and Space Sciences (ESS) Lectures as Education in the Post-Covid-19 Pandemic
Authors: Saminan Nurul Fajri , Suhandi Andi , Riandi Riandi , Kaniawati Ida , Khairul Muhammad , Syafrizal Syafrizal , Saminan Saminan
Published: April 2024

This study aimed to analyze the level of disaster literacy in students after ESS lectures during COVID-19 and post-pandemic. The research subjects were fourth-semester students. The research method uses research and development which refers to the development steps of Borg & Gall. The findings of this study are that disaster literacy is a disaster mitigation effort so that students know information about disasters so that they have an awareness of the potential for disasters and can prepare themselves to deal with disasters. Because disasters cannot be stopped, disaster literacy is expected to minimize the risks caused by training in disaster mitigation skills. ESS lectures are one of the lessons that can integrate mitigation and adaptation from a natural phenomenon in educating disaster literacy in the community in the future. The post-Covid-19 pandemic has had many impacts on the world of education, especially in preparing creative teachers by preparing various forms of learning media to online, and offline learning methods and can even be combined into both, called blended learning or hybrid learning.
Keywords: disaster literacy inventory, Earth and Space Sciences (ESS), post-Covid 19
Learning on Physics Concept Mastering and Critical Thinking Ability in High School Students
Authors: Mahzum Elmi , Syukri Muhammad , Herliana Fitria , Rizal Syamsul
Published: April 2024

This study aims to determine the differences in concept mastery and critical thinking skills of students who study with computer animation-assisted problem-solving strategies and conventional learning. This research is quasi-research with a posttestonly design. Data were collected by using 20 questions for the concept mastery test and 5 questions for critical thinking skills after being given treatment in 3 different class groups. The first group is students who study computer animation-assisted problem-solving strategies, the second group is students who learn problem-solving strategies, and the third group is students who learn conventionally. Before the treatment and data collection, the instruments used had gone through expert tests and trials. The processed data were analyzed using the multivariate of Anova and then further tested with the Tukey test. The results of this study indicate that problem-solving strategies assisted by computer animation is better than conventional learning and problem-solving strategies to increase students’ mastery of physics concepts and students’ critical thinking skills.
Keywords: physics concept mastering, critical thinking
Enhancing Students' Interpretation and Self-regulation Skills Through Socio-scientific Issues (SSI) Approach Related to Environmental Change Topic
Authors: Chusni Muhammad Minan , Malik Adam , Setya Winda , Agustina Rena Denya , Zakwandi Rizki
Published: April 2024

This study aimed to determine the effect of SSI learning on environmental change topics on students’ interpretation (SIS) and self-regulated skills (SRS). The method used was pre-experiment with one group pre-test and post-test design. The participants in this study were 57 students in 7th grade (32 boys and 25 girls) chosen using a random sampling technique. The instrument was a test with 6 essay questions for interpretation and self-regulation. Research data were analyzed through prerequisite tests, paired sample t-tests, n-gain scores, multivariate analysis of variance (MANOVA) test, and Pearson correlation test. The results prove that SSI learning for these topics had no significant effect on students’ interpretation skills and self-regulation. The n-gain score analysis also proves that only 0.34 for interpretation skills and 0.36 for self-regulated skills are in the moderate category. However, the cluster analysis shows differences in student SIS and SRS for low levels but not middle and high ones. Finally, the Pearson correlation test shows a positive relationship between students’ interpretation and self-regulated skills.
Keywords: self-regulation skills, Socio-scientific Issues (SSI), environmental change
ARCS Learning Model in Improving Students's Mathematical Connection Ability
Authors: Dwi Pangestuti Rizki , Sobarningsih Nunung , Sugilar Hamdan
Published: April 2024

This research is quasi-experimental research conducted to improve students’s mathematical connection skills, one of which is through the use of attention, relevance, confidence, and satisfaction (ARCS) models. The purpose of this study was to determine (a) the description of the process of students and teachers in learning mathematics using the ARCS learning model, (b) differences in the improvement of mathematical connection skills between students using the ARCS learning model and students using conventional learning, (c) student responses to mathematics learning using the ARCS learning model. The data were obtained using a test research instrument in the form of mathematical connection skills and nontest questions, namely student response questionnaires to learning using the ARCS learning model. This research was conducted at SMPN 3 Bandung City with a sample of class VIII-6 as a control class and class VIII-7 as an experimental class on statistical material. Based on the results of research and processing of n-gain data, obtained: (a) the description of the learning process of teachers and students on statistical material using the ARCS learning model is in the very good category; (b) there are differences in the improvement of mathematical connection skills between students who use the ARCS learning model and students who use conventional learning; (c) most of the students who received learning using the ARCS learning model responded positively to learning mathematics using the ARCS learning model.
Keywords: ARCS learning model, mathematical connection
The Effect of Inquiry Learning on the Critical Thinking Skills of Students in the Era of the Industrial Revolution 4.0
Authors: Kurniati Tuti , Furry Nofirman , Hanifah Nawang Seruni Katrien , Ilahi Nida Pesona , Rahayu Wina
Published: April 2024

Competition in the 21st century demands that human resources have excellence in both academic and non-academic fields. The quality of human resources can be seen based on the attitude, character, and critical behavior possessed by each individual. Education is the first step in efforts to improve the quality of human resources in order to compete in the 21st century. One of the education that must be mastered is science and technology, so that in its completion teachers must be able to educate their students to be able to think at a high level or high order thinking skill (HOTS). This includes aspects of critical thinking skills, which are abilities needed by students to be able to survive in the 21st century. The goal that is carried out in this journal is how to improve students’ critical thinking skills. This research is a quasi-experimental study with a posttest-only control group design, this research was conducted at SMAN 1 Panawangan. The appropriate learning model to improve critical thinking skills is the inquiry learning model because the inquiry learning model is a process of obtaining information by observing and experimenting. The results obtained after the research proves that students who are taught to use the inquiry learning model have higher critical thinking skills than students who are taught to use the conventional model.
Keywords: inquiry learning, critical thinking skills, industrial revolution