bluuebunny/crossref_metadata_2025_split huggingface dataset:
Project-based learning to enhance student’s awareness towards the environment
Authors: Masdiana R , Kusnadi K , Munandar A 
Published: May 2020

Abstract
The research aimed to enhance student’s awareness toward the environment through project-based learning. In learning process students are expected to solve school environment problems of waste management. The study was conducted on the students of grade X, in one of the Vocational Schools in Indonesia for 3 meetings. Students are given worksheet as a guide for designing waste treatment projects. The researcher used six stages namely: 1) Design purpose; 2) Inquiry field; 3) Solution; 4) Choosing the preferred solutions; 5) Operation step; 6) Evaluation. Indicators of awareness toward the environment used Dunlap and Liere instruments, including: 1) fragility of natural balance in the school environment; 2) ecological crisis in the school environment; 3) the reality of limited natural resources in the school environment; 4) Anti-anthropocentrism of students in the school environment; 5) rejection of exceptionalism. The results showed an increase of awareness towards the school environment with N-gain score category is medium (N gain= 0.41). Students also appreciate and maintain the school environment.
Students’ perception towards field study activity
Authors: Permana A , Saefudin  , Amprasto  
Published: May 2020

AbstractThis preliminary research aims to give description about students’ perception towards field study or about the reasons for students like or dislike field study activity which has been occurred at schools and the potency to conduct field trip learning. This research used quantitative survey research method with deep explanation. The data collection used questionnaire and interview. The statements in the questionnaire were open and close statements, which showed positive and negative perception with 5 point-Likert scales. Index of appreciation of field study were determined using questionnaire information from 19 students in 12thgrade. The result show that out of 19 respondents, most of the express positive perception towards field study with average indices = 57.06 (range 45.45 – 81.82; with standard deviation = 8.48). The students’ positive perception towards field study activity implies can give impact toward field skills acquisition such as identification or classification skills, monitoring or sampling or survey skills, teamwork skill, and problem-solving skills in the field.
Developing biology learning tools based on character education integrated with sustainable local wisdom to enhance 21st-century attitude of students
Authors: Irwansyah M , Ferawati F , Suryani E , Olahairullah O , Ariyansyah A , Nurfathurrahmah N , Rubianti I 
Published: May 2020

Abstract
The study aims to (1) to find out the stages of developing biology learning tools based on character education integrated with sustainable local wisdom, (2) to determine the validity, practicality, and effectiveness of biology learning tools based on character education integrated with sustainable local wisdom, and (3) to find out the effect of biology learning tools based on character education integrated with sustainable local wisdom. The trial of this research product was conducted to 11th-grade students of SMAN 2 Kota Bima in the school year 2018/2019. This research is developing research which is based on the Thiagarajan development model which consists of 4 stages are define, design, develop and disseminate. The instruments of this research are validation sheets, observation sheets, attitude assessment instruments, cognitive tests, and student response questionnaires. The results of this study indicate that developing biology learning tools based on character education integrated with sustainable local wisdom is valid, practical and effective to enhance the 21st-century attitude of students.
Assessment for learning through written feedback to develop 21st-century critical thinking skills on plantae learning
Authors: Nurdini Y , Wulan A R , Diana S 
Published: May 2020

Abstract
The development of 21st-century skills becomes essential life skills in supporting individuals to adapt well to 21st-century life. One of the 21st-century skills that need is critical thinking skills. The development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to research the application of assessment for learning to improve students’ critical thinking skills. This study uses the quasi-experiment method with the pretest-posttest control group design. Assessment for learning through written feedback is applied to the experimental group, while the control group is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The result showed that assessment for learning through written feedback can improve the critical thinking skill of students. This is indicated by the experimental group has higher critical thinking skill improvement than control groups in Pteridophyta and Bryophyta chapter.
Development of web-based three tier multiple choice test to measure student’s tree thinking; try out
Authors: Julaeha S , Hidayat T , Rustaman N Y 
Published: May 2020

Abstract
Development of three tier multiple choice tests were conducted to detect and measure of student’s tree thinking on classification concept. Three tier multiple choice test was developed with web integration of a Google Classroom application for easy feedback. The study involved a number of high school students (n = 29) who had studied the concept of Animal Classification. The research procedure was carried out through stages: literature study, problem analysis, and instrument design. The instrument was validated by expert and analyze using ANATES version 4.0. Tree thinking was measured on the basis of identification of evolutionary characters, phylogenetic relationships, concept of clade, MRCA (Most Recent Common Ancestor), sister groups, tree topologies, number of evolutionary changes, and sequence of evolution in species. The validation results show that the three tier multiple choice test can be used to measure students’ tree thinking. In addition, the results analysis of items with ANATES version 4.0 indicated that the test has high reliability (r = 0.69), very good of differences (D> 0.4) on 12 items, and difficult on 14 items. This study show that 11 test items were directly accepted (60%), 3 items were accepted but with revision (15%), 4 items were rejected (25%). The conclusion obtained from this study was that the web-based three-tier multiple choice test developed was good and can be used to measure of student’s tree thinking.
Virtual laboratory for enhancing students’ understanding on abstract biology concepts and laboratory skills: a systematic review
Authors: Udin W N , Ramli M , Muzzazinah  
Published: May 2020

Abstract
The virtual laboratory has been widely used in biology learning at all levels of education, but it remains a challenge for countries with technological shortages. Many biological concepts were abstract and difficult to be understood through simple explanation or even difficult to do in a laboratory. Utilization of virtual labs in biology learning, especially in higher education needs to be reviewed about the characteristics of contents, and function and its efficiency to assess the specific variables. Thus, this systematic review was carried out to analyze research articles published from 2010 to 2018. The articles were selected using the PRISMA. The articles were obtained from Google Scholar, the Science Direct, and the Journal of Science Education, ERIC, and Journal of Biological Education. In total, 199 articles were found. The general analysis was conducted. The results yielded 47 articles to be further analyzed by looking at the content and results of the study. Twenty-three articles were obtained and analyzed. Journal content analysis was focused on the selected topic, the dependent variables, sample size, effect size, research design, data collection techniques, research objectives, and the results. Cell or molecular biology was the most widely used topics in the virtual laboratory. Students’ conceptual understanding was the most studied variable, some studies examine students’ affective and psychomotor skills, but only a few studies examine the learning process. Most biology virtual labs were developed using the Adobe Flash Player application with 3D animation. The results suggested for further research to develop a virtual biology lab that is more inquiry-based, and capable of assessing students’ conceptual change and science process skills which not have been widely studied.
Correlation of the logical thinking with mastery concept of prospective biology reachers
Authors: Juhanda A , Rustaman N Y , Hidayat T , Wulan A R 
Published: May 2020

Abstract
This study aims to determine the description of logical thinking and mastery of concepts, analyzing the relationship between the two owned by a number of prospective biology teachers in the vertebrate zoology practice. The research method was a correlational descriptive method with a sample of one class which includes 26 prospective teachers of the Department of Biology Education, FKIP Universitas Muhammadiyah Sukabumi (UMMI), 2017/2018 semester academic year using a purposive sampling technique. Data collection was conducted using the many as 10 standard Test of Logical Thinking (ToLT) and 20 concept mastery questions. Data analysis was carried out through a correlation test. The results showed that: 1) 35% of students had logical thinking at the transition stage with an average value of 3.0; 2) 31% of students show mastery of concepts with enough categories with an average value of 63; 3) There is a moderate correlation between logical thinking and the mastery of the concept of prospective teachers with a correlation coefficient of 0.541. The understanding of the highest correlation at each indicator of logical reasoning compared to other cognitive aspects.
Biotechnology learning profile biology in FKIP Biology Education Study Program Pasundan University Bandung Indonesia
Authors: Halimah M , Rahmat A , Redjeki S 
Published: May 2020

Abstract
Life in the 21st century requires a variety of skills that must be mastered by everone. Achieving 21st century skills is done by updating the quality of learning, one of which is learning Biotechnology. Biotechnology is one of the subjects taught in the Biology Education Study Program FKIP UNPAS Bandung which is taught to provide students as Biology teacher candidates who have academic abilities that can apply, develop and disseminate science and technology professionally. The purpose of this study was to determine the learning process of biotechnology that took place for students of Biology teacher candidates in the Biology Education Study Program, FKIP Unpas. The method used is descriptive qualitative with a questionnaire consisting of 18 questions which are a mixture of questions in open and closed forms and also interviews. Some 38 students and 2 lecturers were involved in this study. The results of the study show that the learning process in the Biology Education Study Program, FKIP UNPAS, still uses the classical method with a teaching-centered learning system. But the enthusiasm of the teaching staff to develop themselves is very potential to encourage the improvement of the quality of the learning process in the near future. Evidently, although it is still centered on the instructors, lecturers have used a scientific approach, PPA models and power point media equipped with animated videos.
Analysis of technological pedagogical content knowledge (TPACK) of biology teachers in classification of living things learning
Authors: Putri A R A , Hidayat T , Purwianingsih W 
Published: May 2020

Abstract
Technological Pedagogical Content Knowledge (TPACK) is defined as a competence in integrating knowledge of content, pedagogy, and technology into a learning practice that needs to be possessed by teachers to face the era of 21st century education. TPACK competence is inseparable from specific content that is going to be taught, in this case is classification of lving things, a distinctive content on biology learning. This study was aimed at analyzing TPACK competence of biology teachers in classification of living things learning. The study was set as a descriptive study and involved five biology teachers from senior high school level, grade X. The data about teachers’ TPACK was gained from CoReS, and teachers’ prespective on TPACK in classification of living things learning was gained from teachers’ responses toward questionnaires. As the result, analysis of CoRes reveals that all (100%) of biology teachers’ TPACK is on the pre TPACK category. The study eventually shows that biology teachers still face some difficulties in integrating content knowledge, pedagogy, and technology in teaching classification of living things that discusses numerical taxonomy to the students.
The importance of science, technology, engineering, and mathematics (STEM) education to enhance students’ critical thinking skill in facing the industry 4.0
Authors: Hafni R N , Herman T , Nurlaelah E , Mustikasari L 
Published: May 2020

AbstractThe industry 4.0 marks the fast-growing technology in many fields in order to achieve process efficiency in all of aspect of the industries, including education. The efficiency is derived from a big data, a real-time dataset collected from a vast amount of data from many instruments. Big data processing is used to predict market trends, discover new problem-solving and many more. Critical thinking, statistics, computing and the ability to understand how the world works are among important factors that has to be needed in big data processing. Among those abilities, critical thinking is an essential ability influencing directly the big data processing because this ability can aid students to decide the best alternative solutions in solving a problem. Nevertheless, the lack of good educational platform to host such important skills in the current Indonesian education makes it harder to cultivate good human resources that are able to comprehend big data processing. Science, technology, engineering, and mathematics (STEM) is known to be the holistic educational approach that combines various disciplines into one set of educational approach to help students gain more skills and sharpen their knowledge in regards of the fast-growing industry 4.0 in Indonesia.
Variable that influence achievement of indonesian students in the program international student assessment (PISA) 2015 using structural equation modelling (SEM)
Authors: Eminita V , Notodiputro K A , Sartono B 
Published: May 2020

AbstractThe Program for International Student Assessment (PISA) is an examination system that evaluates the education system every 3 years to 15-year-old students randomly selected. Indonesia ranking was generally still below the average of the Organisation for Economic Cooperation and Development (OECD). In addition, the results of the PISA study are not only interpreted as ranking, but also important to carry out follow-up based on diagnoses produced from the PISA diagnostic survey to determine the weaknesses and strengths of Indonesian students and evaluate the education system in Indonesia. It is important to consider the use of the right and simple model to see the relationship between the diagnostic results of the performance of students’ PISA achievements in 2015. The purpose of this study was to select variables that significantly influence PISA achievement in 2015 using the SEM regularization model using The Least Absolute Shrinkage and Selection Operator (LASSO) method. The results of the analysis show that the variables that significantly effects students’ PISA results are the students’ insight into the environmental, the students’ perceptions of science truth, and the students’ participation in The International Standard Classification of Education level 0 (ISCED 0).
Enhancing learning experience of turbine engineering using finite element method software
Authors: Dewantoro A N , Widiastuti I , Pambudi N A 
Published: May 2020

AbstractThe call for providing practical learning opportunities to students is prominent in engineering education. To address this requirement, an experiential learning approach was applied in a turbine engineering course emphasizing on practice-based learning. It is expected that after completing this course, the students will capable to undertake design calculation of specified turbine for assessing and predicting its performance. In this research, the Finite Element Method (FEM), a numeric procedure for analysing a wide variety of engineering problems was incorporated within the Kolb’s experiential learning cycle to give visualization of physical behaviour of a turbine. The ADDIE method consists of a series of activities (analysis, design, develop, and evaluation) was employed in this study to develop a lesson plan of turbine engineering. This research is to supposed to establish a new learning options for turbine engineering courses which increases student understanding of basic turbine engineering concept as well as provides opportunities for students to have experience in designing a wind turbine with FEM. After completing the development stage, it was found that the instructor responses positively to implement the learning module for turbine engineering.
Enhanching physics students’ creative thinking skills using CBL model implemented in STEM in vocational school
Authors: Putri N , Rusdiana D , Suwarma I R 
Published: May 2020

Abstract
The main goal of this study is to present examples and results of the implementation of the Challenge Based Learning (CBL) model implemented STEM education in Indonesia. This study integrates the steps of the CBL model and the dimensions of STEM education. The research method used in this study is a quantitative method with a type of quasi-experimental research design. The research subjects consisted of 23 first-grade students’ in vocational schools. The instrument used in this study is an essay test consisting of 4 questions creative thinking skills with indicators according to Torrance namely fluency, flexibility and originality. Data was analyzed using normalized gain values, Shapiro-Wilk Test, non-parametric and Cohen tests with SPSS 20.00 at a significant level of 0.05. As a result of the study, it was found that there were differences in students’ creative thinking skills after being treated by the CBL model which was implemented with STEM education. The level of achievement of students’ creative thinking skills in the post-test is higher than the pre-test. This research shows that the application of the CBL model implemented STEM education is effective in enhancing creative thinking skills and in the most significant order in improving indicators of flexibility, fluency and originality.
MOOCs phenomenon and role in STEM-related education and EFA movement
Authors: Majid N W A , Sumiyati T , Putri H E , Prasetio A P 
Published: May 2020

Abstract
Education is a major aspect of national development. Quality education is a component of the UNESCO Sustainable Development Goals (SDGs). One of the improvements in the aspect of quality education is the equal distribution of education through the Education for All (EFA) movement. Good infrastructure must support this motion, particularly the application of technology in teaching. Education is part of the educational equity system because most individuals are acquainted with technology, particularly smartphones. Massive Open Online Courses (MOOCs) are one of the e-learning models that evolve in a huge community and can be accessed by everyone. The EFA movement can be carried out well through MOOCs, although there are still multiple types of barriers encountered. The present article was a systematic review of the literature with the goal of defining relevant elements of the application of the trend of MOOCs to STEM-related learning. The methodological process was a systematic search of an article that identified, selected, evaluated and analyzed the texts relating to the object of the study.
Enhancement of STEM literacy on knowledge aspect after implementing science, technology, engineering and mathematics (STEM)-based instructional module
Authors: Utami A , Rochintaniawati D , Suwarma I R 
Published: May 2020

Abstract
The scenario of 21st century relies heavily on the computer and digital system. Many scholars argued that the implementation of integrated science, technology, engineering and mathematics (STEM) in school system will have direct advantages for students, teachers and educational institutions. Therefore, this study is aimed to examine the enhancement of student’s STEM literacy on knowledge aspect after implementing STEM based module on earth’s structure and its dynamics topic. The method of this study was weak experiment pretest-posttest one group only. The subject of this research was one class of 7th grade students that consist of 32 students in one junior high school in Bandung, Indonesia. Developed STEM based module on earth’s structure and its dynamics topic was delivered to students. To measure students’ knowledge enhancement of STEM literacy, a pre-test and a post-test were given to students which consist of 20 multiple choice questions. Specifically, there are 11 questions of science literacy, four questions of technology-engineering literacy and five questions of mathematics literacy. Student’s pre-test and post-test result was analysed by calculating normalized gain and its effect size. The results of this research showed that students’ science literacy enhanced satisfactory (n-gain = 0.35) with 1.10 of effect size (strong effect), technology-engineering literacy shows the highest enhancement of (n-gain = 0.56) means that it also enhanced satisfactory with effect size score is 1.24 (strong effect), and mathematics literacy is the lowest enhancement of (n-gain = 0.32) and is categorized as satisfactory enhancement with effect size of 1.13 (strong effect). To sum up, student’s STEM literacy enhanced satisfactory with strong effect size after the implementation of STEM based module in their learning activity.
Development of NgeXTEA: a web based learning tool for cryptography algorithm
Authors: Syamsuddin Irfan , Daude Alimin 
Published: May 2020

Abstract
One of the issues in teaching information security in particular cryptography is lack of tools to facilitate students’ understanding of related topics. The study specifically discusses the development of a web based learning tool for teaching symmetric cryptography in Indonesian language. The module is called NgeXTEA which contains a guide to the process of encryption and decryption in stages using Extended Tiny Encryption Algorithm (XTEA). The development of NgeXTEA including its features is presented. Based on several evaluations with various combinations of characters, it is finally concluded that NgeXTEA module works well as expected.