bluuebunny/crossref_metadata_2025_split huggingface dataset:
Biology teachers’ misconception of MGMP Malang are moderate in biodiversity and low in protist
Authors: Yunanda I , Susilo H , Ghofur A 
Published: January 2020

Abstract
Misconceptions on biology teachers can occur if the concepts possessed are not in accordance with scientific concepts. Teachers who misconceptions cause low quality of learning, so the learning objectives are not achieved. Misconceptions on teachers also trigger misconceptions on students. This study aims to identify misconceptions about Biodiversity and Protist material in MGMP (teachers community) Biology Malang teachers. This type of research is descriptive qualitative. The object of the study was the teacher who joined the Malang Biology MGMP team. The instrument used for data retrieval is a three tier diagnostic instrument developed with steps in Treagust. Three-tier diagnostic test in the form of questions on the material Biodiversity and Protist which amounted to 30 questions. The results showed an average of false positive misconceptions of 17.02% and an average of false negative misconceptions of 37.31% in Biodiversity material while the average of false positive misconceptions of 21.15% and an average of false negative misconceptions of 20.30% in Protista material. These misconceptions are in the category moderate in biodiversity and low in protist. Misconceptions on teachers caused by misinterpreting concepts.
The development exair based on brain-based learning and whole brain teaching (exair-brain learning) and its effect on learning outcome for senior high school
Authors: Lidiastuti A E , Susilo H , Lestari U 
Published: January 2020

Abstract
This research aims to create learning model of exair based on brain-based learning and whole brain teaching (Exair-Brain Learning) for senior high school. The method using Reeves model development with has 4 stages. The first stage is analysis of practical problems by researchers, the second stage is development of prototype solutions, the third stage is iterative cycles of testing, and the last stage is reflection to produce. The result first stage learning still does not use how the brain works optimally in the process learning. The result second stage is prototypes learning model of Exair based on brain-based learning combine whole brain teaching (Exair-Brain Learning). The result of third stage validation learning model and limited trial in student senior high school in SMA Islam Malang class XIPA 2 (36 students). The result learning outcome on limited trial has increased (56.06, 66.67, 88.89). Learning outcomes are obtained from quizzes. Validation consists of developing models, and learning media (Syllabus, lesson plan, UKBM). The result on validation development learning model 100% and the category is very valid. The result on validation learning media (syllabus 100%, lesson plan 97.61%, and UKBM 98.02%) category is very valid. The Exair-Brain Learning can improve student learning outcomes.
The effectiveness of Biology Integrated Learning (BIL) program with local wisdom in area of TNGR Lombok to improve students’ self-efficacy
Authors: Utami S D , Dewi I N , Effendi I , Ramdani A , Rohyani I S 
Published: January 2020

AbstractSelf-efficacy is one of the factors driving the success of student learning. This study aims at analyzing the effectiveness Biology Integrated Learning (BIL) program with local wisdom in area of TNGR (Mt. Rinjani National Park) Lombok to improve students’ self-efficacy. The participants of this study were 140 students consisting of students on Biology Education and Biology Program in Mataram University and IKIP Mataram. The study uses a pre-experimental type with one-group pretest and posttest design. The effectiveness of BIL Program was measured by using self-efficacy scale. Self-efficacy data was converted into interval data and analyzed using paired t-test/wilcoxon test and n-gain calculations. The result of this research showed that BIL Program was effective to improve students’ self-efficacy in terms of (1) there are increase score of self-efficacy ata= 5%, (2) n-gain mean was in moderate category of .22 to .38. Thus, BIL program can be used as an alternative approach for improve students’ self-efficacy in biology learning.
Improving scientific literacy through an interactive e-book: a literature review
Authors: Firdausy B A , Prasetyo Z K 
Published: January 2020

Abstract
Students’ scientific literacy in Indonesia still in low. Various attempts have been made by educators to improve student’s scientific literacy such as using different learning models; using varied facilities, media, or learning resources; and using scientific approach in the learning process. However, these efforts haven’t been able to helps students achieve the average standard of scientific literacy skills. Interactive e-book can be used as an alternative learning resources to improve scientific literacy. This literature study aims are to give overview how interactive ebook improving scientific literacy. Interactive e–book has 6 content that will help student to increase their ability on scientific literacy: Animation picture, videos, hyperlink, interactive question, student worksheet, and evaluation.
Profile of critical thinking skills in student’s SMPN 1 Kalipare at topic of substance and its characteristics
Authors: Nisa W M , Nafiah Z , Wilujeng I 
Published: January 2020

Abstract
One of the 21st century skills that students must possess is critical thinking skills. This research aims to determine critical thinking skills of students at SMPN 1 Kalipare topic of substances and its characteristics. This type of research is quantitative descriptive research. The research was conducted at SMPN 1 Kalipare. The research sample were 83 students of class VIII in 2018/2019 academic year and were assigned random sampling. The instrument used was 15 multiple choice test questions of critical thinking skills. Data analysis was performed with quantitative percentage analysis. The distribution of students critical thinking skills of class VIII at SMPN1 Kalipare who have very high critical thinking skills are 6 students (7,23%), high critical thinking skills are 7 students (8,43%), medium critical thinking skills are 17 students (20,48%), low critical thinking skills are 20 students (24,10%), and very low critical thinking skills are 33 students (39,76%). The results showed the students critical thinking skills of class VIII at SMPN 1 Kalipare about substances and its characteristics included in the low category with a percentage of 47,85%. indicator of critical thinking with the lowest category is reveal the reason with a percentage of 36,90%.
Development the innovation science learning based on technology embedded scientific inquiry (TESI) to improve problem solving skills and curiosity of junior high school students
Authors: Susilowati  , Wilujeng I , Hastuti P W 
Published: January 2020

Abstract
This research was conducted to develop innovation in science learning based on TESI (Technology Embedded Scientific Inquiry) in substance themes that has been validated. This research used development design. Data was collected using innovation science learning assessment to validated lesson plan, worksheet and instruments. The data were analysed descriptively to determine the validity of science learning plan. This research can produce innovation science learning through technology embedded scientific inquiry that have good criteria.
Students Perception Toward Their Preparedness for Volcanic Eruption Disaster
Authors: Tyas R A , Pujianto  
Published: January 2020

Abstract
This research aimed to know what knowledge do students have and how do student perceive their preparedness for disaster risk reduction. This research was descriptive research. The sample were 90 first grade students of SMP N 2 Cangkringan, selected by purposive random sampling. The instruments were questionnaire of students’ preparedness to volcanic eruption disaster. By the empirical validation, the instrument meet the fit validity and high reliability value. The results show that students perception toward their preparedness for volcanic eruption disaster, for the student’s knowledge and attitude towards disaster risk they meet very good criteria with value of 3,28. Student’s knowledge and attitude towards early warning system meet the criteria good with value of 3,08. The aspects of student’s knowledge and attitude towards plans for disaster emergency meet value of 2,98 with the criteria good. Meanwhile, the aspects of student’s knowledge and attitude towards resource mobilization meet value of 2,88 with criteria good. They still need many improvement because there are many indicators that meet low or very low, considering they are located in disaster prone areas that very close to the volcanoes, they should have very good disaster preparedness in all aspects.
Critical thinking skills differences of junior high school students based on the gender
Authors: Putri T S Y , Wilujeng I , Pratama M A , Astuty S 
Published: January 2020

Abstract
One of the essential skills that must be approved in the era of the industrial revolution 4.0 is critical thinking skills. One way to equip students to face global challenges in the 21st century. The aim of the study is to know differences critical thinking of junior high school students based on the gender. The research method is descriptive research. The sampling technique by random sampling technique. The data collection method used a critical thinking skills test with 7 description questions that were tested for 92 students by VII grade in one of junior high schools in Yogyakarta, with details of 47 male students and 45 female students. Analysis of the test results was carried out in a descriptive qualitative manner. Based on the results of the study showed the average critical thinking of female students had an average value of 42.67% while male students had an average value of 41.94%. The conclusion is critical about students in general, both male and female students depend on very low categories. So there needs to be innovation in science learning, such as using learning models, media, supporting teaching materials that can improve students’ critical thinking skills.
Students and teachers’ necessity toward virtual laboratory as an instructional media of 21st century science learning
Authors: Lestari D P , Supahar  
Published: January 2020

Abstract
This research aims to determine the needs a virtual laboratory. The research used survey method. Instrument used were questionnaires for both teacher and students. The research used 2 class grade VII total 67 students which choosen by purposive sampling and 2 science teachers in Junior High School 6 Yogyakarta. The questionnaires were analyzed by percentage and interview analyzed by descriptively. The questionnaires contains about science learning in school, science practicum in school, the use of technology in learning, and media virtual laboratory needed in learning. The interview consist of student learning outcomes, media that are commonly used in learning, implementation of science practicum, and the needs of the virtual laboratory. The result show that 94,3% students need virtual laboratory media should be developed to supporting media for the science practicum activities. This condition was supported by interview, teachers assume that with a virtual laboratory in which there are material, videos, pictures, and simulations make students not only understand the theory but students can do practicum virtually. The teacher states that it is necessary to develop a virtual laboratory media to overcome the constraints of science practicum in schools because of that students and teachers need virtual laboratory in science learning.
Analysis of Junior High School students’ scientific literacy on simple effort and aircraft for everyday life
Authors: Arding N I , Atun S 
Published: January 2020

AbstractScientific literacy was the ability to solve everyday problems and provide concrete evidence in scientific resolution. This research aimed to analyse junior high school students’ scientific literacy about effort and simple aircraft in everyday life. This research was included in descriptive quantitative would be using test questions. Test results will be analysed to measure students’ scientific literacy skills. The subjects of research were 8th-grade students at schools of medium quality. The research population was all 8-grade students, where all classes were homogeneous and had the same average ability. The sample was chosen because there are no superior classes and academic abilities possessed by heterogeneous students (high, medium, and low). The sampling technique used a purposive sampling technique. The instrument used to measure students’ scientific literacy was a scientific literacy test that matched the indicators of scientific literacy. The result of the analysis obtained from each aspect assessed namely identifying scientific issues was of 19.69% included in the very poor category, explaining that scientific phenomena were 32.19% included in the moderate category, and interpreting scientific data and evidence was 33.59% included in the moderate category. These results indicated that the literacy ability of students falls into the poor category.
Analysis of Junior High School students’ data literacy in Ciamis with local potential kampung adat kuta
Authors: Lestari W Y , Rosana D 
Published: January 2020

Abstract
This study aims to analysis the profile of data literacy ability by utilizing the local potential in Kampung Adat Kuta for junior high school students in Ciamis. This study used quantitative descriptive study with the test method. Subjects were 235 junior high school students in the academic year of 2019/2020 determined using purposive sampling techniques. The description test instrument was used to measure data literacy with four indicators, namely: exploring data, selecting data, converting data and maintaining decisions or making new decisions; this instrument has been validated by several lecturers. Data analysis generated was quantitative percentage. From the results of this study, test instruments for data literacy in junior high schools in Ciamis showed that the highest indicator was exploring data (39.32%), while the poorest was maintaining or making new decisions from data (29.47%). The results of this study indicate that the data literacy ability of secondary school students in Ciamis falls into the category of poor, so we need attention from educators to overcome the poor data literacy ability by practicing data literacy ability.
Analysis of Junior High School students’ critical thinking ability on ecosystem materials
Authors: Fauziah A N , Kuswanto H 
Published: January 2020

AbstractThis research aims to determine junior high school students’ critical thinking ability on ecosystem materials. This research is a quantitative descriptive research with number of sample 54 junior high school students in Sleman Regency selected by purposive sampling technique. The instrument used was essay test of critical thinking ability on ecosystems materials. Data analysis was performed in quantitative percentages. Based on analysis of the results, the critical thinking ability for material ecosystems indicator is analyze the facts/problems (47.22%), identify problem (38.70%), clarify/evaluate logical ideas (33.89%) and make conclusions (27.59%). Based on these results, the average critical thinking ability in the ecosystem material is 36.85%. This percentage showed that junior high school students’ critical thinking ability on ecosystem material were in the low category. Therefore, critical thinking ability must become serious concern and appropriate learning innovations need to be developed so that students’ critical thinking ability in learning science can be better.
Students and teachers’ necessity toward science interactive multimedia e-books based on local potential of gamelan to increase students’ curiosity
Authors: Herianto  , Wilujeng I 
Published: January 2020

Abstract
This study aims to determine the needs of students and teachers towards the development of interactive multimedia e-books based on local potential of gamelan to increase student curiosity. This study uses a survey method. Data collection using a needs analysis questionnaire and interviews. A needs analysis questionnaire given to 34 students of SMP Negeri 6 Yogyakarta and 13 science teachers of SMP/MTs in the Special Region of Yogyakarta. Interviews conducted with two science teachers at SMP Negeri 6 Yogyakarta. Questionnaire data analysis techniques used quantitative descriptive while interview data analysis used descriptive qualitative. The results of this study are the students’ curiosity is not optimal, especially on indicators of the desire to do material exploration (44%) and the desire to seek answers (18%). Plans to integrate the local potential of gamelan in science learning get positive responses from students (82%) and teachers (100%). As many as 80% of students and 100% of teachers agree that science learning uses interactive multimedia e-books. Based on data analysis, it can conclude that students and teachers need interactive multimedia e-books based on the local potential of gamelan to increase student curiosity.
Analysis of High Order Thinking Skill (HOTS) in joint midterm examination at YAPNUSDA Elementary School
Authors: Sole F B , Anggraeni D M 
Published: January 2020

Abstract
This research aims to analyze and describe aspects of HOTS (High Order Thinking Skills) in the joint exam questions used by YAPNUSDA Elementary Schools. It was conducted by analyzing cognitive aspects according to revised Bloom’s taxonomy and then analyze again with HOTS aspects that have been determined in the joint exam test questions. The research method used is descriptive research method with a qualitative approach. The research team describes the development of HOTS on objective test questions in natural sciences (IPA) grades III, IV, V and VI respondents involved were a team of teachers making up science questions, grades III, IV, V and VI. The data collection technique used is the documentation study. Documentation studies are used to identify and analyze the compatibility of questions with HOTS development criteria. The results of this study indicate that joint midterm examination questions in Elementary Schools under the auspices of YAPNUSDA have not been able to measure HOTS. The joint midterm examination questions compiled by the drafting team at each school measure the most Low-Order Thinking Skills (LOTS) and only a few can measure Middle Order Thinking Skills (MOTS).
Student critical thinking skills and learning motivation in elementary students
Authors: Fajari L E W , Sarwanto  , Chumdari  
Published: January 2020

Abstract
Critical thinking skills are 21st century life skills that are very necessary for life. The purpose of this study is to analyze the level of critical thinking skills of students, and how influential learning motivation is on students’ critical thinking skills. The research method used is mixed methods with explanatory sequential strategy. The sample of this study were students in grade V SD Jagalan. Data collection is done by the method of tests, interviews, observations, and documentation. The results of this study indicate that the critical thinking skills of students at SD Jagalan reach an average score of 67. Indicators of critical thinking skills from the highest to lowest values are interpretation, analysis, inference, and explanation. Based on the results a simple regression analysis shows the value of the correlation or relationship that is equal to 0.715. The influence of learning motivation on critical thinking skills is indicated by the coefficient of determination of 51.2%, while the rest is influenced by other variables. So, it can be concluded that there is an influence of learning motivation on critical thinking skills. The higher the motivation of students to learn, the higher their critical thinking skills.
The profile of Junior High School students’ critical thinking skills and concept mastery level in local wisdom based on outdoor learning
Authors: Arti Y , Ikhsan J 
Published: January 2020

AbstractThe aims of this descriptive research were describe profile of students’ critical thinking skills, the profile of students’ concept mastery through the implementation of local wisdom-based outdoor learning and the perspective of local wisdom-based outdoor learning and its potency to improve the critical thinking skills and concept mastery in the future. The sample involved 14 of 47 schools, 14 teachers and 40 students. The data were collected using interview worksheet for teachers and open-ended questionnaire for students and analysed using descriptive method. Few teachers did encourage students to have outdoor learning, and the facts showed that the students’ critical thinking and concepts mastery level were low. Teachers commonly used power point presentation on teaching-learning activities to illustrate intangible learning object materials. The data analysis results showed a significant correlation between local wisdom-based outdoor learning and students’ critical thinking skills and concept mastery level. Their profiles were low with an average of 53.85 % and 51.3 %. There was no implementation of local wisdom-based outdoor learning. Accordingly, local wisdom-based outdoor learning can be implemented to improve students’ critical thinking skills and concept mastery level.
Developing technology and engineering literacy for Junior High School students through STEM-based science learning
Authors: Anjarsari P , Prasetyo Z K , Susanti K 
Published: January 2020

Abstract
The 21st Century and the Fourth Industrial Revolution (4IR) require human resources to possess current life skills and technological mastery. This demand can be fulfilled through STEM-based learning. However, there are a few studies on STEM-based science learning to improve technological literacy. This study aimed at determining the effect of STEM-based science learning on technology and engineering literacy among Junior High School students. The method in this study employed a quasi-experiment with pretest posttest control group design in 2 classes. The experimental class was taught with STEM-based science learning, while, in the control class, the teacher used regular learning (scientific approach). The observation sheets of science and technology literacy were developed to measure the students’ literacy skills. The analysis results showed that there was a significant difference in the technology and engineering literacy skills between the experimental class and the control class with the significance effect of STEM learning towards literacy ability was 64.10%. It indicated significant improvement from the experimental classes since STEM-based learning provided the opportunity among students to apply knowledge and to solve real-world problems through engineering processes that can enhance their knowledge mastery as well as encourage them to create something new.