bluuebunny/crossref_metadata_2025_split huggingface dataset:
The effectiveness of nature of science (NOS) within guided inquiry learning approach for developing students’ scientific literacy in junior high school
Authors: Widodo E , Widowati A , Setyaningsih A 
Published: November 2019

Abstract
This study aims to investigate the effectiveness of the NOS within guided inquiry approach to develop the scientific literacy of junior high school students in science learning. This research type is a quasy experiment, with non-equivalent control group design. The subject of research is junior high school class 8. Sampling technique in this study is cluster random sampling that is random sampling conducted if the population is homogeneous and normally distributed. This research was conducted at SMPN 11 Yogyakarta. Research data were obtained by using research instrument that is pretest-posttest in the form of description and observation sheet of science literacy competency aspect. The question instrument that has been empirically tested has a reliability level of 0.644. Data analysis technique in this research is statistical parametric. The result of the research shows that there is a significant difference in scientific literacy between before and after student learning with NOS within guided inquiry approach in science learning by test-independent sample t-test with sig value. (2 tailed) of 0,000.
Effect of physics module based on activity and conceptual change text on students’ conception of static electricity
Authors: Suma K , Sadia I W , Pujani N M 
Published: November 2019

Abstract
The objective of this study is to investigate the effect of physics module based on activity and conceptual change text on students’ conception of static electricity. This study is a pre-experimental involved sixty 12-grade public senior high school students. The data on students’ conception were collected by Three Tier Static Electricity which has a reliability index of 0.61. The students’ conceptions were categorized into scientific knowledge, misconception, lack of knowledge, and error. The effectiveness of the module was measured from the significant difference in the mean level of students’ scientific knowledge, misconception, lack of knowledge, and error. The difference in mean was analyzed by t-test. The results showed that there is a significant difference between the mean level of students’ scientific knowledge, misconception, lack of knowledge, and error between pre-test and post-test. The physics module based on activity and conceptual change text is effective to improve the level of students’ scientific knowledge and reduce the level of students’ misconception, lack of knowledge, and error.
Development of computer simulations to overcome students misconceptions on light and optical instruments
Authors: Widiyatmoko A , Shimizu K 
Published: November 2019

AbstractThis study aims to develop computer simulations on light and optical instruments topic for junior high school students. The simulations are developed according to the students’ misconception having assessed with two-tier multiple choices test of light and optical instruments concept. The simulations are reviewed by six science teachers to gain comments and suggestion for further development using a set of questionnaires which consists of 10 items with 5-point Likert scale. The items of the instrument are created to assess simulations from aspects of content explanation and its deepness, display, language use, content, curriculum, and students’ misconception. The results of the study show that: (1) The computer simulations program is suited with the contents in the science curriculum, (2) The quality of computer simulations based on science teacher responses is in very good criteria. In conclusion, computer simulations are feasible for junior high school students to overcome misconceptions on light and optical instruments concept.
Enhancing students activity and problem solving skill through CTL-based local wisdom approach
Authors: Purwati P , Marasabessy F , Damopolii I 
Published: November 2019

Abstract
Contextual teaching and learning-based local wisdom approach is an approach that can be used in 21st century classes to develop student skill problems. Enhancing problem solving skills is the focus of the objectives in this study. Classroom action research follows the Kemmis & McTaggart action model. The research subjects were 28 students in class VIIA of SMP Negeri 1 Manokwari. Data collected using observation sheet and test. The analysis found that the average of student activity in the first cycle was 66% (adequate category), and increased in the second cycle with an average of 80% (good category). The increase is 14%. The average problem solving skills of students in the first cycle were 14% (very poor category), and increased in the second cycle by 62% (enough category). It can be concluded that CTL-based local wisdom approach can enhance student activity and problem solving skills of junior high school students. Future research can use other local wisdom based learning to develop problem solving skills for better.
An analysis on generational, transformational, global meta-level algebraic thinking ability in junior high school students
Authors: Agoestanto A , Sukestiyarno Y L , Isnarto  , Rochmad  
Published: November 2019

Abstract
The purpose of this study was to determine the effect of students’ generational abilities on students’ global meta-level abilities, to determine the effect of students’ transformational abilities on students’ global meta-level abilities, as well as the influence of students’ generational and transformational abilities on global meta-level abilities. This type of research is quantitative research with population eighth grade students of Semarang City Junior High School. A sample of 124 students obtained by stratified random sampling technique. Data is processed by correlation and regression tests, as well as the presentation of data in the form of diagrams. The results showed that students’ generational ability had a positive effect on global meta-level ability, students’ transformational abilities had a positive effect on global meta-level abilities, and together generational and transformational abilities had a positive effect on global meta-level abilities.
Learning tool development of guided inquiry based to reduce of student’s mistake in resolving question on cell division concept
Authors: Yusuf F M , Hasan A M 
Published: November 2019

Abstract
This study aims to produce learning tools using the guided inquiry model which is reasonable to reduce misconception in students’ class XII for solving problems ability on the cell division concept. This development research refers to Borg and Gall development which was modified. The collected data were analyzed qualitatively and quantitatively. Validity data using content validity ratio formula by Lickert Scale. Data of learning feasibility, students’ activities, and student responses conducted on observations. Data obtained from pre and posttest which are used to assess student learning outcomes, were analyzed using the normalized gain formula. The results of the study showed that learning tools (lesson plan and worksheet) are developed showed on minimum valid criteria. Practicality aspect of developed learning tools show good criteria was observed from the learning feasibility, students’ activities and responses. The effectiveness aspect showed high criteria based on N-gain was observed from students’ learning outcomes. This result shows that learning tools are developed qualify on validity, practicality, and effectiveness aspect and can use to measure learning quality to reduce students’ mistake in solving problems ability in the concept of cell division.
Exploring digital-age literacy among prospective science teachers in West Kalimantan, Indonesia
Authors: Afandi  , Sajidan  , Akhyar Muhammad , Suryani Nunuk , Afriani Rachmi 
Published: November 2019

Abstract
Digital-age literacy is one of the main skills of the 21st century to be considered in the future education program for prospective science teachers. This study aims to explore the digital-age literacy among prospective science teachers in West Kalimantan (Indonesia) based on the results of self-reflection and self-requirements and to identify the relationship between both variables in digital-age literacy. A sample of 180 prospective science teachers from three educational institutions for prospective science teacher programs in West Kalimantan (Indonesia) completed the survey using two forms of the questionnaires. Findings indicated that the self-requirements (M = 4.40; SD = 0.16) of prospective science teachers thinking on digital-age literacy are higher than the results of self-reflection (M = 2.65; SD = 0.29) on their abilities in digital-age literacy. This result also shows the relationship between digital-age literacy based on self-reflection and self-requirements to be at the medium level, where the correlation coefficient for both variables is 0.560 and value of the correlation is positive and significant. This is explain that if digital-age literacy based on self-requirements increases, then digital-age literacy based on self-reflection also increases.
The influence pf TSOI hybrid learning model to physic learning outcomes in SMA Islam Athirah Bukit Baruga Makassar
Authors: Mahmudah R 
Published: November 2019

Abstract
This study aims to investigate the effect of TSOI Hybrid Learning model with Blended Learning approach compared with Blended Learning approach to students physics learning result in First Grade of Science Major SMA Islam Athirah Bukit Baruga. To support the continuity of this study used Quipper School LMS as a software that can connect between teachers and students online. this study consisted of 60 students divided into 2 groups, consisting of the untreated control group and the experimental group treated. This research uses Quasi Experimental method with design "Statistic Group Comparison". Based on the result of the research, it is found that the ability of first grade of science major students in SMA Islam Athirah Bukit Baruga is normal distributed with χ2 count> χ2table = 4.40> 11.07 for control group and χ2 count> χ2 table = 5.20> 11.07 for experimental group and homogeneous with fcount of 0.680. The experimental group taught using the TSOI Hybrid Learning model with the Blended Learning approach found a statistically significant difference (α ≤ 0.05).
Meta analysis:the effect of applying project-based learning models to students’ science process skills
Authors: Ramdhayani H G , Purwoko A A , Muntari M 
Published: November 2019

Abstract
This study aims to determine the effect of the application of project-based learning models on student’s science process skills in science learning (chemistry, physics, and biologi). The research method is a meta-analysis with calculations according to Hunter and Schmidt. Sampel is 12 national journal articles online. The results of the analysis show that there is an effect of the application of project-based learning models on student’s science process skills. Effect size value of 0.444 including the medium category.
How to make slow learners learn science
Authors: Nugroho I A , Prasetyo Z K 
Published: November 2019

Abstract
One of the goals of ESD is the implementation of inclusive education. That goal is prepared through the fulfillment of teacher competencies through teacher education in the universities. However, not all in-service teachers understand the nature of inclusive education. The results of the preliminary study show that preservice teachers need practical understanding with the existence of learning device models for inclusive classes. This study aim is to produce teaching materials in ESD context which consists of lesson plan and media for slow learners. This research was designed using Research and Development (R & D) adapted from Plomp which consists of five stages, namely (1) Initial investigation, (2) Design (3) Realization/construction, (4) Test, evaluation and revision, and (5) Implementation. This research was limited to fourth stage. Validation used the consideration of science education expert and special education expert. The instruments used in this research were assessment form and observation form. The lesson plan and media tested in one-group pretest-posttest experimental design. The result of this research is effective lesson plan and media of science for slow learner student.
Develop a student’s critical thinking skills
Authors: Sari I K , Kenedi A K , Andika R , Ningsih Y , Ariani Y 
Published: November 2019

Abstract
The purpose of this research is to reveal: (1) the effect of Problem-based Learning (PBL) on the critical thinking skills; (2) the effect of Project-based Learning (PjBL) on the critical thinking skills; and (3) differences of critical thinking skills between the group taught using PBL and the group taught using PjBL. This study was a quasi-experiment the non-equivalent comparison group design. The population was 54 students. The data analysis used t-test and Univariate Analysis of Variance at the significant level of 5%. The results are as follows: (1) PBL Improved positively and significantly on the critical thinking skills; (2) PjBL improved positively and significantly on the critical thinking skills; and (3) there is a significant difference on the critical thinking skills between the group taught using PBL and that taught using PjBL.
Problem based learning with Indonesian realistic mathematics education approach assisted e-schoology to improve student mathematization
Authors: Wardono  , Mariani S 
Published: November 2019

Abstract
This study aims to determine (1) the quality of problem based learning with Indonesian realistic mathematics education approach (PMRI) assisted e-schoology (PPS), (2) the initial conditions of students’ mathematization, (3) improvement of the mathematization of junior high school students at PPS. This study uses experiments. The population of this study was class VIII students of SMPN 4 Semarang. Samples were taken randomly and obtained three classes, one first class using PPS learning, second class using PMRI and third class using expository. Research result; (1) The quality of PPS learning devices and PMRI learning devices meets the very good category, (2) the initial mathematization ability of students is still below level 1. (3) Increasing the mathematization of junior high school students in PPS learning is higher than the improvement of students’ mathematization with PMRI learning and higher than increasing students’ mathematization in expository learning.
Mentoring model based on the levelling of probabilistic thinking to develop problem solving ability
Authors: Taram A , Sukestiyarno Y L , Rochmad  , Junaedi I 
Published: November 2019

Abstract
This study aims to describe the probabilistic thinking level of mathematics education students in the topics of sample space, event, and the probability of the event. Many studies have produced different levels of probabilistic thinking, allowing for another new leveling structure of the probabilistic thinking.This study used a qualitative descriptive method involving 112 mathematics education students of Universitas Ahmad Dahlan who took elementary statistics subject in the second semester of 2017/2018 academic year as its subjects. The data analysis was conducted by describing the answers based on the probabilistic thinking leveling indicator.The results of the first stage of this study found a new leveling structure in probabilistic thinking, namely six levels of probabilistic thinking: (1) Level 0 (pre-subjective), with 23 students (20.54%); (2) Level 1 (subjective), with 18 students (16.07%); (3) Level 2 (transition), with 16 students (14.29%); (4) Level 3 (informal quantitative), with 17 students (15.18%); (5) Level 4 (formal quantitative), with 14 students (12.50%); and (6) Level 5 (numerical), with 24 students (21.43%). The second phase of the research will focus on the appropriate mentoring model based on the findings of this first stage research, improve the students’ ability to solve problems, and raise their level of probabilistic thinking to the next levels.
The comparative of mathematics learning using guided discovery method and expository method to mathematics learning outcomes
Authors: Hidayati N A , Fahmi S , Farida K 
Published: November 2019

Abstract
This study aims to determine the difference in mathematics learning achievement between students in the learning using guided discovery method with students in the learning using expository method in students of class XI in Madrasah Mu’allimaat Muhammadiyah Yogyakarta Year 2017/2018. The population in this research is all students of class XI in Madrasah Mu’allimaat Muhammadiyah Yogyakarta academic year 2017/2018. The sample in this research will be taken by cluster random sampling technique and obtained class XI D and XI E as sample. Technique Data analysis using Test prerequisite analysis which includes Test normality and Test homogeneity then done by t-test. The result of the research shows that there are differences of students’ mathematics learning outcomes between students using guided discovery method with students using expository method in students of class XI Madrasah Muàllimaat Muhammadiyah Yogyakarta academic year 2017/2018. This is shown by t-test of two parties obtained the result t_count = 39,7926> t_table = 1.9949 at a significant level of 0.05 and degrees of freedom (dk) = 69. Next do a one-party t test with t_count = 39, 7926> t_table = 1,6672 at significant level of 0.05 and degrees of freedom (dk) = 69 which means Guided discovery method is more effective than expository method toward mathematics learning achievement of grade XI Madrasah Mu’allimaat Muhammadiyah Yogyakarta Academic Year 2017/2018.
The misconception analysis of natural science students on heat and temperature material using four tier test
Authors: Irawati R K , Sofianto E W N 
Published: November 2019

Abstract
This study is to analyze the misconceptions of natural science students of State Islamic Senior High School (MAN) Banjarmasin in the heat and temperature materials. The study was conducted in all State Islamic Senior High Schools Banjarmasin, namely State Islamic Senior High School 1, 2, and 3 Banjarmasin. The instrument used in this study was a misconception test with four tier tests so that the data obtained were in the form of students’ misconception data. The analysis of the misconception uses the four tier tests. The results showed that the natural science students of State Islamic Senior High School 1 Banjarmasin experienced misconceptions on the concept of expansion, changes in form, heat capacity, and heat transfer; the natural science students of State Islamic Senior High School 2 Banjarmasin experienced misconceptions on the concept of expansion, change of form, and Black Principle; the natural science students of State Islamic Senior High School 3 Banjarmasin experienced misconceptions on the concept of expansion, changes in form, heat capacity, Black Principle, and heat transfer.
The development of interactive multimedia-based instructional media for elementary school in learning social sciences
Authors: Miaz Y , Helsa Y , Zuardi  , Yunisrul  , Febrianto R , Erwin R 
Published: November 2019

AbstractThis research is motivated by inappropriate instructional media used in learning social science for elementary school students. For instance, the images used as instructional media are not clearly visible and do not match in the size. This study aims to develop valid, practical, and effective interactive multimedia-based instructional media in social studies learning. This type of research is Research and Development (R & D) research using the four-D (4D) development model which consists of four stages; define, design, development, and disseminate. The media developed is in the form of interactive multimedia-based instructional media for social studies learning in elementary school. The results showed that: (1) the validity test by three validators in the three aspects which are media, material, and language are in the very good category, (2) the practicality test of the instructional media by the teacher and students are in very good category, and (3) the effectiveness test in the form of learning outcomes for the cognitive domain is in an average score which can be stated as the very good category, while the affective and psychomotor aspects are in the good category with a percentage 85% of 20 students. Thus, it can be concluded that the interactive multimedia-based instructional media is very valid, practical, and effective to be used in learning social studies for elementary school students.
The learning tool for electric circuit and mathematics logic integration
Authors: Fitria Y , Helsa Y , Hasanah F N 
Published: November 2019

Abstract
This research is motivated by the lack of the primary teacher education students’ critical thinking skills. This problem occurs because the learning model given by the lecturers cannot improve the students’ critical thinking skills. This study aims to improve critical thinking skills of the primary teacher education students and develop learning tools in the form of the lesson plan (RPS), lesson instructions (SAP), and instructional materials based on Problem Based Learning for the subject ‘Basic Concepts of Science in Primary School 1’ This study uses ADDIE development model and the participants of the study are the first semester students in Educational Institution (LPTK) Region A and B. The practicality is seen through the results of SAP implementation, the students’ and lecturers’ response to the questionnaire in the LPTK PGSD region A and B. The effectiveness is seen through the process of assessment, observation, and critical thinking ability tests. The collected data are analyzed descriptively. The results showed that the developed RPS, SAP, and teaching materials for the integration of electric circuit and mathematics logic using Problem Based Learning with a mean of 96%, 95%, and 96% can be stated in a very valid category in terms of content, language, and graphics. The result of SAP implementation observation is 84%, the students’ response to the questionnaires is 83%, and the lecturers’ response to the questionnaire is 91%. These results indicate that the learning tool developed is practical. The results of the critical thinking skills process assessment in the A region is 83%, while B is 84%, the observations of critical thinking activities in region A is 82.2%, while B is 81.9%, and the critical thinking skills tests in which N-gain scores for regional A is 0.6, while B is 0.7. In conclusion, the tools are effective to improve the students’ critical thinking skills.