bluuebunny/crossref_metadata_2025_split huggingface dataset:
The effect of laboratory processing capability and science literacy of readiness become a professional pre-service physics teachers
Authors: Chusni M M , Hasanah A , Ghazali A M , Zakwandi R , Malik A 
Published: October 2019

Abstract
This research aims to describe the readiness of preservice physics teacher are graduate from PTKIN, especially in education. The aspect that observed in this research are capability of laboratory processing and science literacy that affected to pre-service physics teacher quality. The research was conducted by collecting data of management laboratory capabilities and science literacy of students in physics education department of UIN Sunan Gunung Djati as graduate by PTKIN and to be a physics teacher. The subjects in the research are students of physics education department at UIN Sunan Gunung Djati Bandung in three years. The data in this research were collected by spreading the instruments of management laboratory capability as form of a multiple choice test and essay for determine the ability of students in science literacy. The second instrument was a questionnaire of student’s attitude as a prospective physics teacher about the implementation of learning theoretical. The collected data were analysed using multiple regression analysis to determine the effect of management laboratory capability (X1) to readiness professional physics teacher (Y) and the same analysis was also conducted to clarify the effect of the science literacy (X2) to readiness professional physic teachers (Y). The result of this research are expected to be reference to make improvements in the course have a planning for prepare the professional of pre-service physic teachers. Generally, the research gives a conclusion that laboratory management capability and science literacy do not give effect to readiness become a professional pre-service physics teacher.
The effect of Problem Based Learning (PBL) model on elementary school students’ science higher order thinking skill and learning autonomy
Authors: Suastra I W , Suarni N K , Dharma K S 
Published: October 2019

Abstract
This research aimed to improve the effect of the implementation of PBL model on higher order thinking skill and learning autonomy of the grade five students at SD Gugus VI Abiansemal district, Badung, Bali. The research used a single factor independent groups design. The population of this study was all of the fifth grade students at elementary schools in Gugus VI in the academic year 2017/2018 with the total of 176 students. The sample was obtained by using random sampling technique from 69 students. Based on the statistical test, the higher order thinking skill of science obtained through essay test and data of learning autonomy that were obtained through questionnaire were valid and reliable. Then, the obtained data were analyzed by using MANOVA test at the 5% level of significance. The result of hypothesis testing showed that, first, the higher order thinking skill of the students who learned through the problem based learning model was better than that of the students who learned through the conventional learning model (F = 4.643; ρ<0.05); secondly, the learning autonomy of the students who learned through the problem based learning model was better than that of those who learned through the conventional learning model (F = 13.211; ρ<0.05); thirdly, the higher order thinking skill and learning autonomy of the students who learned through the problem based learning model was better than that of those who learned through the conventional teaching model (F = 7.445; p < 0.05).
Assessing competency levels of students on learning of energy and weather concepts using partial credit model
Authors: Murniarti E , Solihatun S , Rangka I B 
Published: October 2019

AbstractThis research described a competence levels of students on learning natural sciences in elementary school. Specifically, we measure student’s capacity in understanding of energy and weather concepts. This research involved 64 students on elementary school. The data takes from class promotion test with consisting multiple choice questions (MCQ) and Essay Test. Data analysis was produced using the Partial Credit Model (PCM) Rasch measurement. The Rasch PCM specifies that each item has its own scale rating structure, so the two test types can be analysed simultaneously. The results showed that in general the students had difficulty to concluding the observation that the motion of the object was influenced by its shape and size; and pointed out of the relation between cloud and weather conditions. On the separate part, students clearly realize how to conserve the energy in everyday life; and interpret the effects of weather for human life. Furthermore, the MCQ test is problematic than the Essay Test for students. The average male student has better ability than the female students to comprehend the learning materials.
The attitude of senior high school teachers on mathematical problem solving
Authors: Harisman Y , Kusumah Y S , Kusnandi K 
Published: October 2019

Abstract
Teacher attitude toward mathematical problem solving and its learning process is very influential on the teaching of problem solving in classroom. There have been many research experts who focus on research about teachers attitude toward mathematics in general, but they rarely sees how the teachers attitude toward mathematical problems solving and its learning process. This study aims to answer both that questions. The research type is qualitative with survey method. Three mathematics teachers from three different schools were selected as research subjects. Teaching videos of each teacher, questionnaires, and interviews with open questions were used as instruments to see the attitude. Each teacher was given a questionnaire on teachers attitude toward mathematical problem solving and its learning process, after which the teachers was also interviewed. Based on the research process, it can be concluded there are three categories of teacher attitude level toward mathematical problem solving and its learning process: good, very good, and excellent.
Project based learning to develop a laboratory kit: Examining 3Hs (Hearts-on, Heads-on, Hands-on) activity
Authors: Rahman N , Rustaman N , Mudzakir A 
Published: October 2019

Abstract
Project-based learning (PjBL) is a learning model that involves students in problem-solving activities and peaks to produce realistic value-added products. KIT is one of the products that can be made by students by using PjBL to achieve 3H (Hands, Heads, and Hearts-on) activity. This study is about PjBL that student can make a practical laboratory KIT on the theme of cigarettes to increase 3H activity. The method was quasi experiment with pretest posttest control group design. The research subject of this study was VIII grade class consisted of 34 students in the experiment classroom and 35 students in the control classroom. The study revealed that the improvement of 3H activity in the experimental classroom was higher than in the control classroom. Based on questionnaires and interview results, the student gave positive responses towards making project such us an practical laboratory KIT using PjBL. Thus, PjBL could rise 3H activity which is better than students who do not use PjBL. This study is expected to be developed to be used on other themes than cigarettes.
Students thinking process type of non-routine problems based on mathematical ability in senior high school
Authors: Pamungkas L N , Kusmayadi T A , Fitriana L 
Published: October 2019

Abstract
Mathematics will not escape the problem solving from a simple level to a high level. Problems are given by the teacher affect the thinking process of students. Thinking processes occur when students are interested in collecting information based on initial thinking to identify problems, find solutions and succeed in solving them. There are two types of thinking processes that are predictive and functional types. The purpose of this research is to describe the thinking process of students in high school in problem-solving with the non-routine problem. This research uses the descriptive qualitative method. The research subjects consisted of grade XI students of Senior High School 3 which includes excellent schools in Boyolali, selected by purposive sampling. The results of this study showed that six students with details of two high-ability students, two medium-ability students, and two low-ability students. A moreover that high-ability students and medium-ability students used predictive thinking process type while low-ability students used the functional thinking process type. It can be concluded that students with predictive thinking process type of mathematical ability are better than the type of functional thinking process.
Mathematics problem solving based on Schoenfeld in senior high school students
Authors: Nuraini D R , Kusmayadi T A , Fitriana L 
Published: October 2019

Abstract
Mathematics has a goal to improve the ability in critical thinking, creative, analysis, and problem solving. Problem solving is one of the abilities that can improve mathematical knowledge. Mathematics problem solving based on Schoenfeld consists of reading, analysis, exploration, planning, implementation, and verification. Mathematics problem-solving focuses on students’ ability to analyze, solve problems, and justify the answer. The aims of the study is to describe student’s mathematics problem-solving skills based on Schoenfeld. This research used the qualitative descriptive method. Subject in this study were three students of class XI in Senior High School which is this school is one of the schools favorite in Surakarta which selected using random sampling. The result of this study indicates that two students have mathematics problem solving skills better than the other. Based on the research, it can be concluded that students can solve the problem well but students have not been able to prove the answer obtained by looking for other methods of problem solving. Most students only use problem-solving strategies that are only taught in their school. Students do not try to explore other problem-solving strategies.
Students’ critical thinking skills in making mathematical problems
Authors: Rahaju R , Purwanto P , Parta I N , Rahardjo S 
Published: October 2019

Abstract
Critical thinking is not only required in solving mathematical problems, but also in making problems. This qualitative descriptive study was aimed at tracing critical thinking skills of 25 students of elementary school teacher education program in the process of making mathematical problems. Students were given the task of making problems on the topic of the triangle. Furthermore, an interview was conducted to explore the process or reason for making the problems. The results of this study indicated that students had not been skilled at critical thinking in making problems. The activity of critical thinking in the process of making problems only included determining the focus of the problem and decision making. Nevertheless, the decision which was taken was not based on logical reasoning. The activity of examining the accuracy of supporting data and reflecting on problems had not been accomplished, so as to produce incorrect problems. Thus, critical thinking is of urgency to produce good and right problems. The findings of this study can be utilized to develop critical thinking skills in making problems and solving mathematical problems.
The effect of problem based learning and authentic assessment on students’ natural science learning outcome by controlling achievement motivation
Authors: Sarya I W , Suarni N K , Adnyana I N B , Suastra I W 
Published: October 2019

Abstract
This experimental research aims at discovering the effect of problem based learning and authentic assessment on natural science learning outcome by controlling achievement motivation. This research was done on eighth grade students in Manggis Sub district with 2x2 factorial design. The data of learning result were collected by test and achievement motivation data were collected by questionnaire. The obtained data were analyzed by using two ways Analisis of Covariance. The result of this research discovers that by controlling achievement motivation, both problem based learning and authentic assessment have positif effect on students’ learning outcome. In addition, there is an interactional effect of instructional model and assessment type on students’ natural science learning outcome. Problem based learning is more appropriate to authentic assessment; meanwhile conventional model is more appropriate to conventional assessment. Based on those findings, it is recommended to implement problem based learning by considering the assessment typed used.
The effect of project based learning and authentic assessment on students’ natural science learning outcome by controlling critical thinking skill
Authors: Parwati N W , Suarni N K , Suastra I W , Adnyana P B 
Published: October 2019

Abstract
This experimental research aims at discovering the effect of project based learning and authentic assessment on natural science learning outcome by controlling critical thinking skill. This research was done on eighth grade students in Amlapura City with 2x2 factorial design. The data of learning result and critical thinking skill were collected by using test. The obtained data were analyzed by using two ways Analysis of Covariance. The result of this research discovers that by controlling critical thinking skill, both project based learning and authentic assessment have positive effect on students’ learning outcome. In addition, there is an interactional effect of instructional model and assessment type on students’ natural science learning outcome. Project based learning is more appropriate to authentic assessment; meanwhile conventional model is more appropriate to conventional assessment. Based on those findings, it is recommended to implement project based learning by considering the assessment typed used.
Students’ mathematical modeling abilities in interpretation-construction design model
Authors: Zulkarnaen R , Kusumah Y S 
Published: October 2019

Abstract
Students’ difficulties in mathematical modeling are in understanding problems, making assumptions in simplifying problem situations into a mathematical problem, recalling concepts in mathematics for solving problems, and checking solution of the problem situation. The study aims at investigating whether interpretation-construction design model (ICON) enhances students’ mathematical modeling abilities. This study is experimental in nature and it was conducted in a public senior high school in Bogor, West Java, Indonesia. The sample of this research consists of the 10th grade students. The teaching materials given were quadratic equations and functions. The instrument used in this research covers mathematical modeling test, and the data were analysed by using Mann-Whitney test and t-test. The results show that students’ mathematical modeling abilities who received learning treatment using ICON is better than those who received conventional learning. The achievement and enhancement of students’ mathematical modeling abilities who received ICON are in medium level. However, the result of the research indicates that the students found difficulties in interpreting solution and mathematical model of situation.
Mathematical understanding and reasoning abilities related to cognitive stage of senior high school students
Authors: Rohaeti E E , Putra H D , Primandhika R B 
Published: October 2019

Abstract
The goal of this study is to analyse the relationships among students’ mathematical understanding, reasoning abilities and their cognitive stage. The study is descriptive-analytic research involving 414 eleventh-grade students (17,43 years old) from seven senior high schools. The instruments of this study are tests on mathematical understanding and reasoning abilities, the Longeot Test and the Test of Logical Thinking (TOLT). The study revealed there were two kinds of attributes of the findings. First, based on the subject’s age (17,43 years old) there were different findings on students’ cognitive stages from the Piaget’s theory, there were many students did not reach formal operational stage yet, namely 21 % students were still on the concrete stage, 34% of students were still in the transition stage, and only 45% were on a formal stage. Second, there were two kinds findings those were firm toward Piaget’s theory, those were: a) the higher subject’s school classes, the number of formal subjects; b) on students’ mathematical understanding and reasoning abilities and mathematics formative and summative tests, formal students attained higher grades than transition students, and transition students attained higher grades than concrete students.
Introducing active learning component for improving laboratory management of biology and chemistry teachers
Authors: Ali R M , Wahyuningsih I , Prayudha P , Sanjani M I , Hastuti D , Biddinika M K , Aziz M 
Published: October 2019

Abstract
One of the challenges of teaching and learning process for biology and chemistry in high school is promoting student-centered active learning beside traditional instructor-focused, teaching-by-telling approach. Learning by laboratory activities attracts the students to be active to participate in the learning process. Active learning technique has also been successfully applied to teach biology and chemistry in multiple environments such as lecture theaters, classroom, laboratories, and online. Based on the challenges, we introduce active learning to high school teachers of biology and chemistry for improving laboratory management through workshops. This paper presents component of active learning which is formulated into a workshop for improving laboratory management. This presentation also encourages other science enthusiasts to organize the similar effort.
Analysis of mathematical thinking types reasoning students in completing the problem-solving question
Authors: Miswanto A , Susanti E , Hapizah H , Meryansumayeka M , Nurzalena A 
Published: October 2019

Abstract
This study aims to analyze or examine the mathematical thinking student type of reasoning in completing problem-solving question. The subjects in this study were 29 students from one of the schools in Palembang, totalling 29 students will be taken 6 students after the test. The instrument used in this study is a problem solving question totalling 2 items. In this research the mathematical thinking is more focused on the ability of reasoning which is divided into 3 types namely deductive and inductive. The results of the analysis of mathematical thinking type reasoning show that from question number 1 there are three different answers from 6 subjects, from the answers and results of their interviews can be concluded that in working on number one, 3 students use deductive reasoning, 2 students use inductive reasoning and 1 student is wrong in using formulas, and from question number 2 of the six students only three can meet the three indicators of inductive reasoning, most only arrive at the stage of expression of generality.
Design of problem-solving questions to measure mathematical thinking type abstraction
Authors: Iswari I F , Susanti E , Hapizah H , Meryansumayeka M , Turidho A 
Published: October 2019

Abstract
The purpose of this study was to describe the design results of problem-solving question used to measure mathematical thinking type abstraction for junior high school students. The data analysis that used in this study is qualitative. This is design research which is divided into five stages, namely: Preliminary design, focus group discussion, trial, interview, and retrospective analysis. Based on the results of FGD, trial and interview, it was found that the question classified as problem-solving question, and could be used to measure mathematical thinking types abstraction, seen from the results of the subject answers that give rise the activities of abstraction which are observation of patterns, specialization, generalization, conjecturing, and testing conjectures. Observation of patterns can be seen from the subject that resolves the problem by observing the patterns. Specialization appears from the completion of the subject by looking at a specific example. Generalization is seen from the solution that describes a pattern into a general form. Conjecturing is composing allegations in solving problems. The last testing conjectures which is a process of checking and testing of guesses, whether the assumptions taken are right and correct.
Improving students’ creative-thinking skills in biotechnology using creativity-learning based discovery skill (Cel-Badis) model
Authors: Atmojo I R W , Sajidan S , Sunarno W , Ashadi A 
Published: October 2019

Abstract
There are four technologies that will play a role in human life in the 21st century, one of which is biotechnology, and there are 4 skills needed in the 21st century, one of which is creativity. This research aimed to determine the effectiveness of the creativity-learning based discovery skills (Cel-Badis) model to improve the students’ creativity on the topic of biotechnology. This research was a quasi-experimental research with a pretest-posttest control-group design at Sebelas Maret University Surakarta Indonesia in the 2017/2018 academic year with one class as the experimental class using the Cel-Badis model and the other class as the existing class taught with the inquiry learning model. The data were obtained using the creativity test instrument in the form of essays that have passed the experts’ validations, namely the validations from the education and evaluation experts, science expert, and certified science lecturer, as well as empirical validation through trials. The results showed that the average score of the students’ creativity skills in the experimental class was 0.70 higher than that in the existing class of 0.52. The independent sample t-test shows the difference between the experimental class and the existing class with a value of 3.544 and a sig value of 0.001 < 0.05. The effect size test results are in the large criteria. Based on the results of the research, it can be concluded that creativity in novelty, fluency, flexibility, and originality aspects can be increased effectively through the activities of the Cel-Badis model.
The quality of mathematical self-regulated learning of students and teachers in Indonesia
Authors: Aminah M , Maulana M , Kuswara K 
Published: October 2019

Abstract
This paper describes how mathematical Self-Regulated Learning (SRL) owned by students and teachers in elementary education, which has been taken from a series of surveys of 379 students and 255 teachers in ten cities/regencies in Indonesia. Based on the results obtained, in some indicators, it still indicates a level of mathematical SRL that is of concern. However, both students and teachers in general have already had sufficient mathematical SRL, even though it does not show high levels. Several teachers and students still experience high level of anxiety when facing assignments or challenges, but they still feel motivated to complete the challenges by themselves.