bluuebunny/crossref_metadata_2025_split huggingface dataset:
Integrated learning for improving environmental literacy in high schools
Authors: Roshayanti F , Wicaksono A G C , Minarti I B , Nurkolis  
Published: May 2020

Abstract
The environmental issues that happened in the northern part of Central Java are getting worse. Human activity is believed as the main factor of environmental damage. The effort to change the young generation’s perception, awareness, and action about the environment through education will become the best way to fix these challenges. This research is aimed to develop environmental literacy-integrated learning in high schools and to improve student’s environmental literacy. This research use mix method with a qualitative approach to examine the quality of environmental literacy-integrated learning. Then, the quantitative approach also used with quasi-experimental with pre-test post-test Non-equivalent Control Group Design to measure the effect of environmental literacy-integrated learning. This study involved 34 students both in the experimental and control class. The instrument used in this study is Middle school environmental literacy surveys (MSELS) questionnaires and observation sheets. The qualitative data is also used to evaluate the implementation of environmental literacy-integrated learning. The result shows that environmental literacy-integrated learning gives a positive impact on student’s comprehension in all environmental literacy aspects. In addition, the statistical analysis also shows significant value as 0.000 (p< 0.05). This result indicates that environmental literacy-integrated learning can improve student’s environmental literacy.
Implementation of formative assessment through oral feedback to develop 21stcentury critical thinking skills of student on plantae learning
Authors: Nurhijah S S , Wulan A R , Diana S 
Published: May 2020

AbstractThe challenges of 21st century globalization require students to have various skills needed in compete at the global level. One of the 21st century skills students need to have is critical thinking skills, but student’s critical thinking skills in Indonesia are still relatively low. To develop this skill, learning is needed along with appropriate assessment. The application of formative assessment in learning is one of the efforts in developing the skill. Through formative assessment, teacher can make appropriate learning strategies to facilitate student learning needs. However, the practice of assessment for learning rarely facilitates student learning needs. Thus, this study was needed for investigating the effect of formative assessment in develop critical thinking skill of students. The quasy experiment method is used in this study with the pretest posttest control group design. The experimental group was given the application of formative assessment through oral feedback during learning, while the control group was given the conventional assessment. The result showed that formative assessment through oral feedback can develop critical thinking skill of students, indicated by the experimental group has higher critical thinking skill improvement than control groups in Spermatophyta and Bryophyta chapter.
Refining student’s creative thinking through problem oriented project-based learning and student team achievement division
Authors: Supratman  , Zubaidah S , Corebima AD , Ibrohim  
Published: May 2020

Abstract
One of the biggest calls for educators to take part in the 21st century learning is to make sure students equipped with creative thinking. To empower these skills, a variety of effective learning models can be implemented. The current study aimed to develop a learning model that has the potential to improve student creative thinking by integrating Problem-Oriented Project-Based Learning (POPBL) and Student Team Achievement Division (STAD), hence called POPBLSTAD. Plomp design was used as the procedures for developing this product. It consisted of preliminary investigation, design, realization/construction, test, evaluation, and revision. The model was examined through a quasi-experiment. The participants’ creative thinking was evaluated based on five indicators: fluency, originality, elaboration, flexibility, and metaphorical thinking, using an essay test. The POPBLSTAD learning model was confirmed valid with a score of 3.47. The results of the ANACOVA analysis showed that the implementation of POPBLSTAD improved student creative thinking significantly. This finding suggests that POPBLSTAD can be used as an alternative learning model that is effective to refine student creative thinking.
Local wisdom integrated biology learning program as an alternative to increase generic science skills
Authors: Ramdani A , Utami S D , Efendi I , Dewi I N , Rohyani I S 
Published: May 2020

Abstract
The integration of the local wisdom of the Mount Rinjani community provides alternative solutions to educational problems that can be tailored to the needs of supplements and substitutions in the learning process. The Local Wisdom Integrated Biology Learning (LWIBL) Program is an innovative learning program designed to improve generic science skills and positive characters of students towards the environment. This study aims to develop and produce a quality LWIBL Program (valid in content and construct, and reliable). The main product is the LWIBL Program which is manifested in the form of the LWIBL Program Book. The quality of the LWIBL Program was obtained through Focus Group Discussion (FGD) activities using an instrument for assessing the quality of the learning programs. The quality analysis of the LWIBL Program uses average validity scores, single measure Inter Coefficients Correlation, and Cronbach’s alpha coefficient. The results show the LWIBL Program, with the average content validity of 3.51, construct validity of 3.61, the validity of each aspect statistically (ra = 1.00) and reliability (a = 1.00), meets the quality of good category. The research implication is that the LWIBL Program is declared qualified by the assessor and it can be used to improve the students’ generic science skills and positive character towards the environment.
Pedagogical content knowledge (PCK) of prospective biology teacher on respiratory system material to education for sustainable development
Authors: Hartadiyati E , Wiyanto  , Rusilowati A , Prasetyo APB 
Published: May 2020

Abstract
Pedagogical content knowledge is the blending of content knowledge and pedagogical knowledge (PCK) into a specialized knowledge for teaching of specific subjects. In this study, what is meant by PCK for education for sustainable Development is the integration of pedagogy knowledge, knowledge content and three aspects in sustainable development, namely social, economic and environmental together so as to create Education to achieve 17 Sustainable Development goals (SDGs). The purpose of the study was to find out preservice biology teacher’ PCK to Education for Sustainable Development in teaching the respiratory systems. This study was used by two female of prospective biology teachers who were in their final year at the undergraduate level of Biology Education. Data was collected qualitatively through documents of teaching and learning plan and observation during the learning process. Prospective biology of teachers A and B shows the ability to learn respiratory systems that support education for sustainable development. This can be seen in the framework PCK, which is a component of perspectives on economic, social and environmental that is simultaneously and harmonious, material in curriculum context, learning startegy, evaluation and learning outcomes. Leads to the sustainability of present and future life, especially those related to the respiratory system. Learning by teacher A and B aligns with the achievement of goals of Sustainable Development.
Equipping students’ research skills and logical thinking through practical work on algae topic
Authors: Sanjayanti A , Rustaman N , Hidayat T 
Published: May 2020

Abstract
This research was initiated by biology students’ that have difficulties in writing scientific papers so as to reduce the quality of students’ research and facilitate them to make proposals for students’ creativity program conducted by kemenristek dikti as Tridharma forms of higher education. A research using pre-experimental method was conducted to equip research skills and improve students’ logical thinking. The initial development of the practicum program was based on a preliminary study at one state university in Bandung, West Java. The study was conducted from February to April 2019 and involved 38 second semester biology students’. Data were collected through: tasks and rubrics (for reviewing articles, proposal outlines, pre-proposals, and final proposals), and TOLT. Research skills used at the scaffolded research. Data were quantitatively analyzed and qualitatively as well. The results show that the rryptogamae botany practicum program could improve students’ moderate research skills and logical thinking. In addition, it was also found that students who are in formal operation category tend to increase their research skills higher compared to those of the transitional and concrete operation categories.
Visual reading strategies and its relation to plant morphology comprehension of senior high school students
Authors: Azmi L , Rahmat A , Amprasto  
Published: May 2020

Abstract
One of several factors that influence students’ successfully to uunderstanding the various concepts contained in the diagram is the use of effective visual reading strategies. The results of previous studies prove that students’ comprehension of the diagram is still low, although diagrams are often used to facilitate students in understanding concepts. This was a descriptive study involving 20 high school students in Bandung. The research aims to analyze the relation between visual comprehension strategies and students comprehension toward plant morphology diagrams. The students were asked to analyze the morphological diagram of magnoliophyte plants for 15 minutes. The strategies emerge from students will be analyzed and categorized into low-level strategies, high-level strategies, and metacognitive strategies Then the students will be given questions to measure the level of comprehension after learning a morphological diagram of magnoliophyta plants. The results showed that many students did a more low-level strategy that tends to memorize, to rereads diagrams, and to text signaling. It suits to the level of student’s comprehension about plant morphology that is still in the low category. The outcome shows that knowledge of plant morphology possessed by high school students was still at the level of memorization.
The role of STEM-DSLM in facilitating students’ conceptual change and preventing misconception in life sciences
Authors: Rustaman N Y 
Published: May 2020

Abstract
Effort to overcome misconception had been conducted mostly using CRI and remedial teaching after having detected misconceptions and the causes of them. The focus of this study was to analyse the development of strategic teaching and learning in formal education after being detected the most often concepts misconceived by the students. One class of each level of students being engage with STEM-PjBL and DSLM in studying abstract concept in Life Sciences (Organization of Living system, Fungi, Evolution). Certainty Response Index (CRI) and Test of Logical thinking (TOLT) were used in data collection. In analysing data, the results of pre-test and post-test were analysed. It was found that nearly no misconception was found as very little students change into negative or disorientation, while students with change into positive was higher in percentage. Additionally, construction is very rare among the students, as they have learnt all the concept before. From these findings, it can be concluded that STEM-PjBL can prevent permanent misconception. Additionally, at college level Dual Situated Learning Model (DSLM) can be used in facing conflict situation to students as requirement for conceptual change to occur.
Remediation of misconception on straight line motion concept using guided inquiry model assisted by student worksheet based on science technology engineering and mathematics (STEM) on junior high school students
Authors: Taufiq M , Muntamah S , Parmin P 
Published: May 2020

Abstract
This study aims to remediate science misconceptions on the concept of straight line motion using guided inquiry models assisted by Student Worksheet Based on Science Technology Engineering and Mathematics (STEM). This study uses an experimental method with one shoot case study technique. The test instrument in the form of three tiers multiple choice test questions was used to identify students’ misconceptions of straight line motion concept. The results showed that students’ misconceptions on straight line motion concept amounted to 47.30%. Remediation of science misconceptions through the implementation of guided inquiry models assisted by Student Worksheet Based on STEM showed the results of students’ concept understanding in the conceptual understanding category of 58.58%, misconceptions of 25.49%, guessed 3.19%, and did not understand 12.75%. It was concluded that the application of the guided inquiry model assisted by Student Worksheet Based on STEM could be applied as an alternative learning model to remediate science misconceptions.
Improvement of student awareness on cleanliness and environmental health through stop motion video technology
Authors: Putri H E , Maraputra A N , Efna M J , Permana Y , Martiningtyas M P , Listiyanti P A , Wulandari H 
Published: May 2020

Abstract
The aim of research to add variety of technology-based learning media for elementary school students and knowing the effect of using Video Stop Motion technology on student awareness about hygiene and environmental health. The Research and Development (R&D) study was used in this research by adapting the ADDIE model (Analysis-Design-Develop-Implement-Evaluate). This research start from analysis step to Implement step from ADDIE model. The object of this research is Video Stop Motion technology while the subject of this research is the first-grade students of SD Labschool UPI Purwakarta Campus. Interviews and oral tests were used to collect the data. Data analysis techniques were carried out by qualitative and quantitative descriptive analysis. The results of the study show that: Stop Motion Video technology can be a technology-based learning media for elementary school students and there is the influence of using Video Stop Motion technology on students’ awareness of hygiene and environmental health.
The analysis of teachers’ readiness to develop science, technology, engineering and mathematics (STEM) based teaching
Authors: Rukoyah S O , Widodo A , Rochintaniawati D 
Published: May 2020

Abstract
This study aims to explore the readiness of teachers in implementing STEM learning. This was motivated by the fact that schools need to provide teachers who are able to develop learning based on Science, Technology, Engineering and Mathematics (STEM). The research method used was descriptive qualitative research involving each of the 16 teachers in the Lesson Study (LS) and STEM training program and the instrument used a questionnaire given to each teacher. This study shows that there are similarities and differences between each group with the factors that influence it. In the aspect of relevance, it was found that the two groups belonged to the very prepared category. The self-efficacy aspect of the STEM training program is better than LS, whereas in the aspect of anxiety LS is more prepared than the STEM Training group. This is influenced by the fact that the two groups are actively involved in influencing their views on STEM teaching, the STEM training program gets more collaborative learning training and knows the many obstacles in the process of implementing learning.
STEM – book on drinking water using 4S TMD models to develop students technology literacy
Authors: Mardiyya B , Anwar S , Chandra D T 
Published: May 2020

Abstract
This study aims to describe how to develop STEM – book on drinking water using 4S TMD models to develop student’s technology literacy. 4S TMD models consists of four stages i.e selection, structuring, characterization and didactic reduction. Developmental Research was used as method of the study consist of design, develop, and evaluation. In this article, we explain result of developed STEM – book on drinking water in selection and structuring stages. Selection stage consist of analysis science curriculum in junior high school related to the theme of drinking water, selection of concept label, selection of values that will appear in teaching material. in this book, we attempted interrelationships between students technology literacy and subject matter of science in junior high school. Structuring stage consist of make a concept maps, macro structure and multiple representation. In this paper, we only explained untill the structuring stage. Characterization and didactic reduction stages are still in the research stage.
Use of audio-visual media on training basic skills in passing and shooting in futsal sports
Authors: Nurcahya Yudi , Stiadi Dendi , Syamsudar Bangbang 
Published: May 2020

Abstract
This study aims to determine the effect of using audiovisual media in training basic skills in passing and shooting in futsal sports. In this study using the experimental method to 20 futsal players. Based on the results of data analysis shows that the use of audiovisual media influences on improving basic skills of passing and shooting in futsal sports. The influence is due to the use of audiovisual media the players get various examples of movements and techniques that are correct in passing and shooting. This study can be used as a reference for teachers and trainers to use audiovisual technology in the learning and training process.
Implementing finite element method in aerodynamics course to foster experiential learning
Authors: Wicaksono M T A , Widiastuti I , Pambudi N A 
Published: May 2020

Abstract
The study in Aerodynamics has shifted from large theoretical curriculum into authentic learning experiences in response to the industry requirement. In addition, the development of computational methods has revolutionized the design cycle in aerodynamics. This work describes an integrated approach in an undergraduate Aerodynamics course using the Kolb’s Learning cycle. Experiential learning is incorporated in the class to provide more opportunities for students to understand the theoretical concept through experiencing the applications and impact of the concept in real life. The Finite Element Method (FEM) which is widely used in analyzing many engineering problems was integrated into the Aerodynamics theory and application to visualize changes of parameter in the design phase. The main learning objective of the developed learning module is to apply appropriate aerodynamics models to predict the forces on and performance of a vehicle design. The module is assessed by instructor before being applied for the students in the classroom. It is considered to be an effective method for learning when lectures and computation works are integrated in a meaningful manner. This development research is expected to be able to produce graduates who are competent in the field of design.
Innovative organic synthesis course for sustainable development in chemistry education to enhance students’ critical thinking skills
Authors: Liliasari S , Amsad LN 
Published: May 2020

Abstract
This study focused on innovative learning using the framework of sustainability development in organic chemistry. A retrosynthetic analysis was used in this study in learning organic synthesis integrated with the principle of the Green Chemistry (GC) and the Critical Thinking skill (CTs). The results indicated that the sustainable developing framework can be assimilated with the learning in different disciplines. It was also found that a big impact for student’ mind set was their ability to analyse the sustainability development. It was clear that the students can improve their critical thinking skills by doing some tasks. It means that the framework of sustainability development in learning can increase the students’ critical thinking and awareness to keep the balance of the nature and their ability to deal with the global challenges in order to develop sustainability.
Analyzing senior high school students’ view of nature of science and technology (VNOST)
Authors: Priyanda E R P , Mudzakir A , Nandiyanto A B D 
Published: May 2020

Abstract
The objective of this study was to analyze senior high school students’ view of Nature of Science and Technology. There were 25 senior high school students participated in this study. The instruments used to collect data was a VNOST questionnaire consisting of eight multiple-choice questions. The questionnaire covered four aspects of VNOST, namely the definitions, epistemology, internal and external sociology of science and technology. Students ‘responses were analyzed using a frequency distribution for the characterization of students’ view trends. The results showed that most of the students ‘answers belonged to the Has Merit category, which was 46.5% but there were still few students who had a realistic view of 30% and 23.5% of the students’ answers still included the Naïve category. This study shows that generally senior high school students did not yet employ a proper view of the nature of science and technology.
Identification of student’s collaborative skills in learning salt hydrolysis through sharing and jumping task design
Authors: Verawati Y , Supriatna A , Wahyu W , Setiaji B 
Published: May 2020

Abstract
The aim of this research was to identify student’s collaborative skills through implementation of the design learning based on sharing and jumping task on salt hydrolysis topic. This research was conducted at one of the schools in Bandung. The research used descriptive analysis method. The research data was obtained through recordings and observations. Analysis of research data uses Transcript Based Lesson Analysis (TBLA). Indicators of collaborative skills studied consist of ask friends / teachers when they don’t understand, able to speak or argue, appreciate and respect the opinions to others, work together to solve the problems, share tasks of fellow group members well, showing concern for friends, able to guide others to achieve goals. The results show that the seven indicators were identified during the learning process. Indicator asking friends or teachers when they don’t understand was the most often identified during learning, while share tasks of fellow group members well was the lowest identified indicator.
Analysis of student’s environmental attitude on the topic of buffer solution
Authors: Raharja A A , Wahyu W , Sopandi W 
Published: May 2020

Abstract
This paper is aimed to describe the environmental attitude for high school students on the topic of buffer solution. The environmental attitude is one of the attitudes in the 18 values of the Indonesia National Character Education which is still very less applied in schools even though it is urgently needed for the environment sustainability. Buffer solution is one of the topic in chemistry that rarely linked with the environment even though actually it has a very large influence in the environment. Therefore, this paper is to describe how the environmental attitude that students have on the topic of buffer solution. The participants of this study were 68 students. In this paper qualitative methods were used by giving questionnaires to students. From the results obtained, most of the students still lacked a good environmental attitude on the topic of buffer solution, even though the students actually wanted to explore ways to maintain the environment.