bluuebunny/crossref_metadata_2025_split huggingface dataset:
STEM Learning and its Barrier in Schools: The Case of Biology Teachers in Malang City
Authors: Susilo H , Sudrajat A K 
Published: June 2020

AbstractThe purpose of this paper is to determine the teacher's understanding of STEM and the barriers faced by teachers in implementing STEM learning. The study was a qualitative descriptive study. Qualitative data were obtained through a questionnaire given to 15 teachers who are members of the biology teachers learning community (MGMP Biologi) in Malang City. Data analysis was carried out qualitatively based on the results of the questionnaire given to the teacher. The results showed that teachers' understanding of STEM was still low. The main barrier faced in the implementation of STEM-based learning is teacher understanding about STEM still low and students' motivation to learn STEM is less. Suggestions for increasing the intensity and quality of STEM learning in schools are held training to improve teacher skills and collaboration between schools, government, and universities to improve the quality of STEM learning.
The analysis of implementation of multy source based learning media to improve the elementary students’ critical thinking skills in solving addition and subtraction problems
Authors: Sari Y R , Dafik  , Suparti  
Published: June 2020

Abstract
This study aims to investigate the analysis of implementation of multy source based learning media to improve the elementary students’ critical thinking skills in solving addition and subtraction problems. This is caused by the lesson plans cannot motivate students to improve critical thinking skills. The method used in this study is a mixed method which is a combination of quantitative and qualitative methods. The research subjects were the sixth grade students of elementary school consisting of 32 students of experimental class and 32 students of the control class. The instruments of this research are an interview, a questionnaire, observation, and documentation. Quantitative method is applied to analyze the difference of student achievement result among two classes, while the qualitative method is applied to analyze the students' higher order thinking skills. The results show that there are significant differences between the two classes that applied multi source based learning media and conventional learning. The statistical result indicates that the (2-tailed) significance of the independent sample t-test in the pre-test was 0.000 or α ≤ 0.05. It implies that the implementation of multy source based learning media affects the students' critical thinking skills in solving addition and subtraction problems.
The analysis of the implementation of scientific approach 5M to improve the elementary students’ critical thinking skills in solving a fraction sorting problem
Authors: Rofika  , Dafik  , Prastiti T D 
Published: June 2020

Abstract
This study aims to investigate the analysis of the implementation of scientific approach 5M to improve the elementary students’ critical thinking skills in solving a fraction sorting problem. Students' critical thinking skills are important, even though the current condition is not as well taught. The method used in this study is a mixed method. Quantitative methods were used to analyze the students’ learning outcomes, while qualitative methods were used to analyze students' critical thinking skills. Respondents in these study are two classes, divided into experimental class consisting of 26 students and the control class consisting of 24 students. The result showed that the implementation of the scientific approach 5M had better learning outcomes and critical thinking skills to solve a fraction sorting problem. The experimental students showed 74% interpretation skill, 72% analytic skill, 72% evaluation skill, and 71% inference skill while the control showed lower outcomes with 65% interpretation skill, 63% analytic skill, 62% evaluation skill and 60% inference skill. Furthermore, the independent sample t-test from the post-test showed that there is a significant difference between the control class and the experimental class with the sig (2-tailed) value was at 0,00 (p<0,05). It can be concluded that the implementation of scientific approach 5M can improve the elementary school students’ critical thinking skills in solving a fraction sorting problem.
Students’ creative thinking skill in the flipped classroom-blended learning of mathematics based on lesson study for learning community
Authors: Sya’roni A R , Inawati P A , Guswanto E , Susanto  , Hobri  
Published: June 2020

Abstract
Creative thinking skill is a thinking skill that generates new idea by combining any existing ideas to solve problems by using non-algorithmic, unusual, and unique methods. This research aimed to explore the development of mathematics learning instruments with the flipped classroom-blended learning based on lesson study for learning community and its implementation effect on students’ creative thinking skill. This research is multiphase mixed method research. This research was begun by research and development using 4D models to develop the learning instruments. Furthermore, a quantitative quasi-experimental research was conducted with non-equivalent pretest-posttest control group design. This research subject were 96 students on Class VIII at State Junior High School 2 Panji 2019/2020 academic year, consist of three treatment classes with two experiment classes and one control class. The research data were collected by questionnaire, observation, test, and interview. The research data were analysed statistically by Kruskal Wallis test. The results of this research show that (1) the mathematics learning instruments were valid, practically, and effective, and (2) the Kruskal Wallis test obtained significance value 0.017 (p<0,05), which indicated the implementation of the flipped classroom-blended learning model based on lesson study for learning community has significant effect on students' creative thinking skill.
Learning crude oil based on enviromental literacy
Authors: Farida I , Agung F R , Aisyah R , Nasrudin D 
Published: June 2020

Abstract
This research is carried out using design-based research methods to develop chemical teaching materials on crude oil based on environmental literacy. The process of forming and processing crude oil, fossil fuels, the quality of gasoline, the impact of burning fossil fuels and alternative fuels is presented in the form of a chemistry magazine oriented aspects of environmental literacy. The magazine presents text, images, graphics, tables, games, comics, poems and videos that are accessed via QR-code. This research uses Design Based Research that adopts the stages of ADDIE (Analysis, Design, Development, Implement, and Evaluations). The results of the validation test show that the magazine made can be declared valid and is suitable for use. It is hoped that teaching materials can be used to foster student awareness of maintaining and improving the environment.
The analysis of STEM-PjBL implementation and its effect on students’ metacognition skills in resolving social arithmetic problems
Authors: Wangguway Y , Kurniawati S , Maylisa I N , Al Jabbar Z L , Sulistiyono B 
Published: June 2020

Abstract
Students' metacognition skills are expected to improve with the implementation of STEM-based learning. This research aims to analyze the implementation of STEM-based learning and its effect on students' metacognition skills in solving social arithmetic problems. The method used in this study is a mixed method, which combines qualitative and quantitative methods. The research subjects were elementary school students consisting of 11 experimental class students and 11 control class students. Both classes were given different treatments. The instruments of this study were tests, observations, and interviews. Quantitative methods are used to analyze differences in student learning outcomes in both classes, while qualitative methods are applied to analyze students' metacognition skills. The results showed that there were significant differences between the two classes applying STEM-based learning and conventional learning models. Statistical results show that the significance of the 2-tailed t-test independent sample in the post-test is 0,000 or α ≤ 0.05. It shows that the implementation of STEM-based learning significantly influences students' metacognition skills in solving social arithmetic problems. Based on the results of the phase portrait analysis, it is known that students in the control class have relatively low metacognition skills and the experimental class has relatively higher metacognition skills which can be seen from the number of indicators mastered by each student.
Implementation of lesson study through guided inquiry learning model to improve students’ critical thinking
Authors: Isnawati L Z , Caswita  , Noer S H 
Published: June 2020

Abstract
This study aims to describe the application of guided inquiry models to improve students' critical thinking skills on the material of linear function class VIII A at SMP Negeri 1 Kota Agung. The type of research used in lesson study activities with guided inquiry consists of three stages of planning, doing, and seeing. Data collection techniques used in the form of interviews, tests, and documentation. The data analysis technique uses descriptive qualitative. The selection of material is based on the results of the midterm exams supported by the results of students' pretests. The subjects of this study were six students with low, medium and high skills. Students who have LS showed that the existence of critical thinking skills in the medium category with an N-Gain score of 0.4 to 0.45. Students who have MS have increased critical thinking skills in the medium category with an N-Gain score of 0.59 to 0.66. Students who have HS have increased critical thinking skills from the moderate to a high category with an N-Gain score of 0.68 to 0.76. The results of this study indicate that students' critical thinking skills in linear function material increased using Guided Inquiry through learning activities with low, medium or high skills.
Instructional materials for optical matter based on STEM-CP (Science, Technology, Engineering, Mathematics-Contextual Problem) to increase student critical thinking skills in high school
Authors: Sari I P , Sutarto  , Mudakir I , Supeno  , Budiarso A S 
Published: June 2020

Abstract
The optical matter is divided into three different points of view; there are physical optics, geometric optics, and optical tools. Three different points of view make optical matter difficult to integrate. Besides, the learning of optical matter in school mostly focuses on formulas, not the concept, so students find it difficult to apply optical matter in their daily lives. Also, critical thinking skills are needed to apply a concept to solve problems in daily life. One of the solutions to these problems is to apply optical teaching materials that discuss concepts and mathematics in a balanced, integrated, equipped by a contextual problem to increase student's critical thinking skills and make it easier to apply optical concepts in daily life. One of the suitable teaching materials is optical teaching materials based on STEM-CP (Science, Technology, Engineering, Mathematics-Contextual Problem). This study aims to measure student’s critical thinking skills after implied optical teaching materials based on STEM-CP. This research used Quasi-Pretest-Posttest Experiment without control class. Data analysis using the mixed-method, and were analyzed quantitatively. The sample used was 33 students of class XI science. The result obtained from pretest and posttest with open questions following indicators of critical thinking skills. The application of optical instrument teaching materials and function based on STEM-CP showed that student critical thinking skills increase from weak and unacceptable to strong and acceptable.
The development of environmental change textbook based on STEM-Cp to improve problem-solving skills in high school biology learning
Authors: Nuriyah D , Sutarto  , Prihatin J 
Published: June 2020

Abstract
21st century learning characteristics4C ( Communications, Collaboration, Critical Thingking an d Problem Solving, and Creativi y ), train ket e rampilan learn to innovate, skills in using the technology, media information, and skills of the workforce. The learning approach that matches the 4C character is the STEM approach. STEM is an integrated learning approach in all disciplines that trains students to innovate, and has a positive impact on learning outcomes. Although STEM-based learning has begun with its emergence the problem is in accordance with the concept, but the problem does not yet reflect the contextual problem ( Contextual Problem ). Learning about environmental change material even though it starts with a problem, but learning in schools only focuses on understanding the theory and literature without direct implementation in the lives of students. Based on that problem, the need for textbooks that discusses the concepts and technologies in a balanced, integrated, and include c ontextual problem in order to facilitate the students understand the concept of environmental changes in life. This study aims to develop a book teaching of environmental changes based STMCpE valid, effective, and practical. This research uses the 4D development method, namely Define, Design, Develop and Disseminate and mixed method which consists of quantitative and qualitative research. Qualitative research in the form of research development STMCpE-based textbooks. Quantitative research uses the pure post-test only control design experimental method.in the normality test the normal distribution of data obtained, and the homogeneity test obtained homogeneous data, so that parametric data analysis needs to be done using an independent sample t-test analysis. Based on the results of research are: (1) Development of a book teaching generated already included katego ri valid, effective and practical, (2) Application of learning scientifically based STMCpE significant effect on the ability of solving students' y ang shown on the significance value of 0.000 (p < 0.05)
The analysis of the implementation of the pictorial riddle method in improving the creative thinking skill of fourth grade students in solving of sound propagation problem
Authors: Agustin D H , Hobri  , Farisi M I 
Published: June 2020

Abstract
This study aims to produce a learning device pictorial riddle method that is feasible in improving the creative thinking skills of fourth grade students on sound propagation material. This is due to learning devices that are still not able to motivate students to improve creative thinking skills. This type of research uses mixed research which is a combination of quantitative and qualitative methods. The research respondents consisted of two classes, namely the control class of 22 students and the experimental class of 20 students. The instruments of this research are an interview, a questionnaire, observation, and documentation. Quantitative method is applied to analyze the difference of student achievement result among two classes, while the qualitative method is applied to analyze the students’ creative thinking skills. The results show that there are significant differences between the two classes that applied pictorial riddle method and conventional learning. The statistical result indicates that the (2-tailed) significance of the independent sample t-test in the pre-test was 0.000 or α ≤ 0.05. It implies that the implementation of pictorial riddle method affects the students' creative thinking skill in solving of sound propagation problem
The effectiveness of literacy stimulation model based on multisensory development of the results of DDST
Authors: Palupi J , Maryanti S A , Subiastutik E , Gumiarti  , Firmansyah F F 
Published: June 2020

Abstract
This research aims to study the effectiveness of literacy stimulation model based on multisensory development of the results of DDST in PAUD Aster 36, Jember. This type of research is Quasi-experimental design which is a form of experimental research that uses a control group but the control group unfunctionally to control external variables that can influence it. DDST assessment was carried out before and after treatment both in children who were given literacy stimulation or not. The research instrument used was the REEDA sign observation sheet with SOP tools. Respondent distribution data included gender, toddler age, toddler parent education, toddler parent age, toddler mother's work, toddler body weight, toddler head circumference and toddler upper arm circumference size. The result is the development of toddler overall assessment using DDST before treatment belongs to the normal category with different percentages. Development of toddler overall assessment using DDST After treatment was included in the normal category, but there was no statistical difference (p-value = 0.083) between the control and treatment groups.
The effectiveness of the combined of inquiry and experimental learning models on student cognitive learning outcomes about the properties of light
Authors: Fitriyah M , Suratno  , Prastiti T D , Dafik  , Hobri  
Published: June 2020

Abstract
Experimentation Method is one method that is widely used in learning Science because the main purpose of this method is to find the truth of the data/facts that can be observed or obtained. The inquiry learning model is a widely recommended method because it encourages students to solve problems independently. The research is research and development. The data is study include qualitative and quantitative data. The research instrument used was a validation sheet, a teacher's evaluation sheet, a student's evaluation sheet, an observation sheet for the implementation of learning, a test of learning outcomes, and a questionnaire for student learning independence. The implementation of the learning process on material changes in the form of objects observed by the observer, namely the class teacher using the observation sheet of the implementation of the learning process and student responses in using the inquiry learning model combined with experiment using a questionnaire sheet. Student learning outcomes or evaluations use the test method with the One Group Pre-test Post-test Design model to determine the extent to which student learning outcomes before and after being given a joint inquiry learning model and then use the average value formula (M), the calculated value (t-test), and table values. The results of the inquiry learning model combined with the experiment were shown by evaluating an average score of validity of 85.05% (very valid), an average of practicality of 94.4% (very practical), and effective in improving student learning outcomes. So, the inquiry learning model combined with science learning experiments is very feasible in terms of valid, practical, and effective.
ICT literacy with google suite for education (GSFE) in junior high school with different academic abilities
Authors: Insani K , Suratno  , Farisi I 
Published: June 2020

Abstract
The ICT Literacy skills of the Student are very important, but in fact, the ICT Literacy skills of the student have not appropriate with the expectation. In this research, researchers tried to use the Google Suite for Education in learning to improve ICT Literacy skills of the students with different academic abilities. This research was using quantitative methods and the type of the research was quasi experimental. The research respondents consisted of two classes, namely a control class as many as 32 students and the experimental class as many as 32 students. The results showed that, after using Google Suite for Education in learning, it was found that the percentage of knowledge value of ICT Literacy ability for the high control class category is 59% for Access, 69% for Manage, 41% for Integrate, 56% for Evaluate and 44% for Create. The medium categories is 31% for Access, 19% for Manage, 38% for Integrate, 25% for Evaluate and 56% for Create. The Low categories is 9% for Access, 13% for Manage, 22% for Integrate, 19% for Evaluate and 44% for Create. The value of ICT Literacy ability skills for high control class is 53% for Access, 69% for Manage, 66% for Integrate, 75% for Evaluate and 34% for Create. The medium categories is 44% for Access, 25% for Manage, 0% for Integrate, 0% for Evaluate and 50% for Create. The Low categories is 3% for Access, 6% for Manage, 34% for Integrate, 25% for Evaluate and 16% for Create. While the experimental class it was found that the percentage of knowledge value of ICT Literacy ability for the high control class category is 72% for Access, 78% for Manage, 53% for Integrate, 84% for Evaluate and 59% for Create. The medium categories is 25% for Access, 13% for Manage, 38% for Integrate, 9% for Evaluate and 34% for Create. The Low categories is 3% for Access, 9% for Manage, 9% for Integrate, 6% for Evaluate and 6% for Create. The value of ICT Literacy ability skills for high experimental class category is 63% for Access, 84% for Manage, 78% for Integrate, 78% for Evaluate and 41% for Create. The medium categories is 38 % for Access, 13% for Manage, 0% for Integrate, 0% for Evaluate and 47% for Create. The Low categories is 0% for Access, 3% for Manage, 22% for Integrate, 22% for Evaluate and 13% for Create. The score of the independent sample t-test from the ICT Literacy knowledge post-test shows that there is a significant difference between the control class and the experiment with the sig (2-tailed) value is 0.046 < 0.05 (p = < 0.05). Then the score of the independent sample t-test from the ICT Literacy skills post-test shows that there is a significant difference between the control class and the experiment with the sig (2-tailed) value is 0.045 < 0.05 (p = < 0.05). (RESULT) It can be concluded that the use of Google Suite For Education can improve ICT literacy knowledge dan skills of Junior High School students.
Implementation of lesson study with rigorous mathematical thinking based on student worksheet to enhance the students’ mathematical critical thinking
Authors: Resmi R A , Caswita  
Published: June 2020

AbstractThis article is an implementation of lesson study with an RMT-based student worksheet which aims to enhance students' mathematical critical thinking skills. The subjects of this study were 32 students of class VII A in MTsN 1 South Lampung, who represented: (1) different mathematical learning styles; and (2) different self-efficacy. Research begins with a plan, then begins to implement and reflect. The instruments of this study were students' worksheets based on RMT integer and fraction topics, Mathematical Learning Style (MLS) questionnaire, self-efficacy questionnaire, test instrument of critical thinking, and observation sheet. This study aims to improve students' critical thinking skills with the help of Student Worksheets based on RMT in terms of MLS and student self-efficacy. Based on the results of the study, students with Self-Expressive Learning (SL) and Mastery Learning (ML) learning styles experienced a high increase in critical thinking skills with N-gain scores of 0.73 and 0.71, respectively. While students with Understanding Learning (UL) and Interpersonal Learning (IL) learning styles have increased critical thinking skills in the medium category with N-Gain scores of 0.64 and 0.63. Students with high self-efficacy have increased high critical thinking skills. Students with intermediate self-efficacy experience an increase in mathematical critical thinking skills in the medium category.