bluuebunny/crossref_metadata_2025_split huggingface dataset:
Analysis of mathematical communication skills of class 8 students on two-variable linear equation systems (SPLDV) concept
Authors: Gardenia N , Herman T , Juandi D , Dahlan T , Kandaga T 
Published: March 2021

Abstract
This research aims to describe the mathematical communication skills of class VIII students, as well as the mistakes made by students in solving answers to the two-variable linear equation system problem. This research was conducted with a qualitative descriptive method. The subjects in this study were 3 eighth grade students of SMP Negeri 1 Dendang. Which consists of one student with high mathematical ability, one student with moderate ability, and one student with low ability. To find out how far mathematical communication skills are measured based on indicators of mathematical communication skills, namely 1) The ability to make mathematical expressions, including the ability to state situations, images, diagrams, or real objects into language, symbols, ideas, or mathematical models, 2) Ability to state situations or mathematical ideas in the form of images, diagrams, or graphs, 3) The ability to write answers in their own language. The results showed that high-ability students had mathematical communication skills of students quite well on each indicator, medium-ability students also had good mathematical communication skills on indicator 1, student 3 with low ability had low mathematical communication skills on each indicator.
Level of mastery of mathematical skills and mathematical resilience
Authors: Harsela K , Asih E C M , Dasari D 
Published: March 2021

Abstract
This study aims to analyze mathematical resilience based on the level of mastery of students’ mathematical skills in solving word problems. This research was a mix-method study with selected research subjects who were four independent learners, three instruction learners, and three frustration learners of class VII in Baleendah. The instruments of this study were test and non-test (interviews and mathematical resilience questionnaires). The results showed that: (1) the excellent mathematical resilience of the independent learner impacted the positive outcomes of students in overcoming difficulties that existed in mathematical application problems. But, students’ who had good mathematical resilience (medium category) didn’t affect overcoming obstacles in word problems; (2) good mathematical resilience (medium category) from the instruction learner had a positive impact on overcoming challenges in word problems. Mathematical resilience in frustration learner (medium category, but partly low group) had an effect on the complexity of solving mathematical problems, and (3) mathematical resilience in frustration learner who got very low/low grade affects the challenge of solving mathematical application problems. However, students at the level of frustration have an excellent resilience ability (medium category) but do not modify the difficulties they experience (still having trouble) in solving word problems.
Junior high school students’ achievement of mathematical problem solving ability and mathematical habit of thinking flexibly using learning Inquiry Co-operation Model (ICM)
Authors: Handayani M , Suhendra  , Yulianti K 
Published: March 2021

Abstract
This study aims to see the achievement of mathematics problem solving ability and mathematics habit of thinking flexibly using Inquiry Co-operation Model (ICM) learning in the experimental class and the control class. This research is a quasi-research with a post-test only control group design. ICM learning is given to 31 students of the experimental class, while 31 control class students are given direct learning. The population is students of class VIII junior high school students in one of the cities in Sumatera Barat selected through purposive sampling techniques. Students take tests of problem solving ability and fill in the habit of thinking flexibly questionnaire. a) The achievement of students’ mathematical problem solving abilities using ICM learning is higher than students who use direct learning; b) achievement of a mathematical habit of thinking flexibly of students who use ICM learning is better than students who use direct learning; c) there is a relationship between mathematical problem solving abilities with a mathematical habit of thinking flexibly. It was concluded that ICM learning can achieve problem solving ability and habit of thinking flexibly.
Error type analysis based on Newman’s theory in solving mathematical communication ability of junior high school students on the material of polyhedron
Authors: Musyadad M A , Martadiputra B A P 
Published: March 2021

Abstract
This study aims to analyze students’ mistakes in doing mathematical communication ability on polyhedron Newman error indicators. This research used a qualitative approach with a case study method. The subjects of the study were the eighth grade students of at one of the public high schools in the city of Bandung in solving questions about Building polyhedron. The research instrument was a test that was analyzed using the Newman error indicator. Based on the results of data analysis, it was known that the average mathematical communication ability of students were still low. The indications were: (1) 8.3% of students misread questions (do not know the meaning of the questions); (2) 13.3% of students misunderstood the questions for (did not know what to look for); (3) 30.0% of students incorrectly transformed questions (could not form the generating function of the questions); (4) 18.3% of students did not have process ability (errors in calculations); and (5) 21.7% of students mistakenly wrote the final answer (error writing the final answer to the problem).
Use of corn maze educational game as a learning medium for rural communities to build food security behaviours
Authors: Pujiastuti H , Haryadi R 
Published: March 2021

Abstract
The purpose of this study is to develop food security behaviours in rural communities. The place of this research was conducted in the village of Banyubiru, Labuan district, Pandeglang regency, Banten Province, Indonesia. The method used in this study was an experiment with the design of forming three village community groups, each group consisting of 15 people. The instrument used in this study was a food security behaviours questionnaire test and an observation sheet during the implementation of the corn labyrinth educational game. The results of the questionnaire of resistance behaviours in the village community in Labuan Banten amounted to 66.83% or 0.67 in the good category. Furthermore, the observations during using the labyrinth educational game of 72.50% or 0.73 are in the good category. So it can be concluded that the behaviours of food security can be grown through learning activities through the design of a corn maze educational game.
Improving students’ NOS understanding through explicit-reflective learning with socio-scientific issues context
Authors: Habiby I , Hernani  , Riandi  
Published: March 2021

Abstract
As part of the scientific literacy component, the nature of science (NOS) contributes to the process of forming students with scientific literacy. This study aims to develop students’ NOS understanding through explicit-reflective learning with socio-scientific issues (SSI) context. The quasi-experimental research method with the non-equivalent pretest-posttest control-group design was used in this study. A total of 45 students in seventh grade from a private junior high school in Prabumulih participated in this study and were grouped into 24 students in experimental class and 21 students in comparison class. Essay questions are used as the instruments in pre- and post-learning to measure students’ understanding five aspects of NOS, which are subjective, tentative, empirical, observation, and social and cultural. The results show that the percentage of students in the experimental class who display an increase in NOS understanding is greater than the students in the comparison class. This study shows that explicit-reflective learning with the SSI context could be used to develop students’ understanding of NOS.
Investigating junior high school students’ perception of global warming topic using semantic network analysis
Authors: Pratami A R , Riza L S , Rusyati L 
Published: March 2021

Abstract
Understanding how students perceive global warming concept is important for their metacognition. A total of 241 junior high school students including all grades were involved in this research. With an open-ended question, this research identified students’ perception of global warming concept. Semantic network analysis was chosen as the method to determined and displayed students’ perception by checking the connection of the words used to response the open-ended question. After the process of analysis, there were there main statements from students to define global warming: (1) Increase of earth temperature, (2) depletion of ozone layer, and (3) greenhouse gas and human activities as the cause of global warming. The result of this research can be used to develop the teaching method which can motivate the students’ scientific thinking.
Identify students’ conception and level of representations using five-tier test on wave concepts
Authors: Wiyantara A , Widodo A , Prima E C 
Published: March 2021

Abstract
This study aims to identify students’ conception and their level of representation on wave concepts. This is descriptive research. Data were collected through a five-tiers instrument test. Subjects in this study were thirty 9th grades in one of Junior High School in Bandung. The results of the study show that there are many students who lack knowledge and misconceptions. Students’ visual representation in wave concepts in real life is only at the macroscopic level. Their drawing in connecting phenomena and real-life also have some errors. Multiple representations-based learning is needed to facilitate students changing their conceptions into scientific and deep conceptions, which not only focus on representations modal such as verbal, picture, mathematic, and graph, but also level of representations, such as macroscopic, microscopic, sub-microscopic and symbolic.
Repackaging RADEC learning model into the online mode in science class
Authors: Sukardi RR , Sopandi W , Riandi R 
Published: March 2021

Abstract
This study aims to formulate the RADEC learning model with full online learning mode in natural science instruction, both through synchronous and asynchronous communications. This research belongs to the type of qualitative description with the participants involved consisting of 20 students and 5 teachers taken based on a purposive sampling technique. The instruments used were a questionnaire and unstructured interviews that were processed with triangulation techniques. The results of this study indicate that 1) At the Read stage the teacher provides opportunities for students to enrich knowledge from various sources through asynchronous communication, 2) At the Answer stage, students also answer pre-learning questions through asynchronous communication, 3) At the Discuss stage, the teacher divides students into small groups. Students discuss pre-learning questions in their groups then answer them through asynchronous communication. Students’ answer is the sources information for the teacher to classify concepts based on difficulty level, 4) At the Explain stage, the teacher is a moderator who gives students opportunities to rebut or support the answers. The teacher also leads students to have scientifically conceptual knowledge with probing questions through synchronous communication, 5) In the Create stage, students agree, realize, and report ideas on the product. They have to present the product through synchronous communication.
Making teaching materials by utilizing the Cibodas Botanical Garden in an effort to improve plant literacy and classification skills of high school students
Authors: Anggraeni N R , Sriyati S , Amprasto  
Published: March 2021

Abstract
The development of teaching materials by utilizing the Cibodas Botanical Garden (CBG) to train plant literacy and plant classification is currently not yet developed. Teaching material by utilizing the KRC was made to determine the feasibility and readability of teaching materials, train students in improving the ability of plant literacy and classification of plants, and student responses to teaching materials. The method used in this study is the ADDIE development method. The subjects in this study were 24 students of 10th grade high school students whose school was close to CBG. The instrument used was the validation sheet, cloze test, plant literacy questions, matter of plant classification, and student response questionnaire. The results showed that the average percentage of the feasibility of teaching materials is 88.85% with very decent criteria. Readability test obtained a percentage of 67.1% with high criteria. The plant literacy test obtained an N-GAIN value of 0.35 with moderate criteria and an increase in the plant classification test obtained an N-GAIN value of 0.31 with moderate criteria. Furthermore, the analysis of student responses obtained 84.1% with good criteria. Based on these results, it can be concluded that teaching materials using the KRC are appropriate and can help students improve their literacy and classification abilities.
Promoting health education through biology: The effectivity of a 5E-learning scenario on nutrition and digestive system topic towards high school students’ health literacy
Authors: Subiantoro A W , Mutiarani Y P 
Published: March 2021

Abstract
As one of the sustainable development goals (SDGs), good health and wellbeing needs to be supported especially through science education program. Therefore, this research is aimed to examine the effect of a 5E learning scenario in biology instruction on nutrition and digestive system topic towards high school students’ health literacy. This was a quasi-experimental research that involved two groups of students from a public high school in Bantul region, Yogyakarta, Indonesia. One group played as a treatment group who learned the topic using 5E learning scenario, whilst another one as the control group who was taught by lecturing method. Pre-test and post-test instruments were employed to collect students’ health literacy data and analysed descriptively towards its indicators as well as statistically using Wilcoxon and Mann U Whitney. The findings show that the treatment group’s health literacy skill is significantly better than the control group (0.00; p:0.05). Therefore, it is concluded that the 5E-learning model implemented in this research evident more effective in fostering students’ health literacy.
High school students’ proposition network representation and its relationship with thinking level in learning human nervous system using Modeling Based Learning (MbL)
Authors: Kadarusman L , Rahmat A , Priyandoko D 
Published: March 2021

Abstract
The purposes of this research were to identify the students ability to form a proposition network representation and to analyze the relationship of that thinking level with the students ability to form a representation of proposition network on human nerve system concept. This is a descriptive research with 30 science class students of grade XI from one private school in Bandung as the subject research, who learned human nervous system concept, using modeling based learning (MbL). The data collection was taken by rubric instrument and thinking level test. The result of this research show that the ability of high school students’to develop a representation of proposition network on general is in the fair category. The correlation result shows no significant relationship between thinking level and the students’ ability to form a proposition network on learning of neuron structure and function (r=0,075; p=0,692) with low complexity of content. The significant relationship between thinking level and the ability to form proposition representation is obtained during the study of central nervous and peripheral nervous system (r=0,506; p=0,004) with higher concept complexity. It means the higher students’ thinking level, the better their abilities to form a proposition network.
The development of teaching materials of the potential coral reefs in Tiga Island Natuna on the concept of ecosystem
Authors: Halim R , Supriatno B , Amprasto  
Published: March 2021

Abstract
The purpose of this study is to develop teaching materials about coral reefs Tiga Natuna Island in Biology learning on ecosystem material in high schools. The research method used was descriptive analysis, and the research model used was ADDIE (analysis, design, development, implementation, and evaluation). However, the completion of this teaching material was still in the testing phase. The weak experimental method with the one-group pretest-posttest design was conducted in this testing phase. Sixteen students were selected by purposive sampling in grade X Public High School. Data was collected through instruments written tests. The test was arranged based on the indicator of environmental literacy on the knowledge aspect. Then, data was tested by N-gain. Based on the results of the testing of this teaching material obtained n-gain of 61.78 (medium category). The average pretest-posttest score of students was 50.16 and 85.61.
Local potential analysis of freshwater swamp ecosystem in Tasik Serai Timur village as a learning resources material of ecosystem for high school students
Authors: Meidamayani S , Adisendjaja Y H , Amprasto  
Published: March 2021

Abstract
Freshwater swamp in Tasik Serai Timur Village is one of 22% freshwater swamps in Sumatra. It is a part of biosphere reservation of Giam Siak Kecil of Bukit Batu Riau which is included among eleven biosphere reservation in Indonesia. It has ecological and economic functions to be preserved. One of many ways to preserve it is by teaching about it to the students. There have been many researches discussing about using its local potentials as a learning resource, but there are just limited numbers researches on local potentials of freshwater swamp, especially at Tasik Serai Timur village which can be used as the source of learning materials on ecosystems. The research methodology used here was descriptive method. The data was obtained by using explorative observations in the field and interviews with the people living around the research spot. From the result of the research, Local potentials found were abiotic and biotic components, types of interactions, and adaptations made by biotic components in freshwater swamps in the village of Tasik Serai Timur village. It is found that local potentials on freshwater swamp in this village can be used as learning resources for senior high students based on basic competence 3.10 and 4.10.
The e-module development of reaction rate based on guided inquiry as independent teaching materials
Authors: Noer A M , Putri E N , Rery R U , Anwar L , Tarawi O 
Published: March 2021

Abstract
E-module reaction rate based guided inquiry has been developed using the Kvisoft flipbook maker. The e-module is developed using the Plomp development model which consists of three phases namely, the initial investigation phase, the prototype making phase, and the assessment phase. The results of the material validation obtained an average percentage for the content aspects, presentation aspects, language aspects, and graphics aspects are 87.46%, 86.63%, 95.80%, and 81.5% with a very valid category. While the result of media validation obtained an average percentage for the cover design aspect, the content design aspect and the display aspect are 100%, 97.80%, and 85.6% with a very valid category. The result of t h e u s e r response test obtained average percentages are 88.34% and 86.25% with a very good category. Based on the result of the validation and user response test can be concluded that the e-module reaction rate based guided inquiry is feasible to be used in the chemistry learning process as independent teaching material.
The effect of inquiry based learning models on students’ critical thinking ability and self-efficacy in reaction rate material
Authors: Kamal N A , Suyanta  
Published: March 2021

Abstract
This research aims to distinguish students’ critical thinking and self-efficacy when learning with the inquiry based model and direct instruction model. The samples of this research were two classes of the eleventh grade and selected by random sampling technique. Two classes were selected as the samples, one class as the experimental class where the inquiry-based model was implemented and the other class as the control class where the learning was facilitated with the direct instruction model. The data of the students’ self-efficacy were collected through a questionnaire while the data of the critical thinking were obtained through a test on reaction rate. The researcher used MANOVA to analyze the differences of the students’ critical thinking and self-efficacy. The results reveal that there are significant differences in the critical thinking skills and self-efficacy and the effective contribution of inquiry-based learning and direct instruction to students’ critical thinking skills and self-efficacy is 20.6%, the effective contribution of inquiry-based learning and direct instruction to students’ critical thinking skills is 13.6%, the effective contribution of inquiry-based learning and direct instruction to students’ self-efficacy is 8.9% where experimental class was better than control class.
Multiple representation-based chemistry learning textbook of colloid topic
Authors: Widiastari K , Redhana I W 
Published: March 2021

Abstract
This study aimed to describe the differences in students’ learning outcomes using the multiple representation-based chemistry learning textbook and the conventional chemistry learning textbook. This study was a quasi-experimental research. The population of this study was eight classes of Mathematics and Natural Sciences at SMAN 4 Denpasar Bali Indonesia. The samples were selected by cluster sampling technique to determine a control and an experimental group. Students in the control group were taught by the conventional chemistry learning textbook, while students in the experimental group were taught by the multiple representation-based chemistry learning textbook. The data in the study were students’ learning outcomes. These data were analyzed using the analysis of covariance statistics. Results of the study showed that there was a significant difference in learning outcomes between students taught by the multiple representation-based chemistry learning textbook and those taught by the conventional chemistry learning textbook. From the mean of learning outcome scores, it could be concluded that the students’ learning outcomes who were taught by the multiple representation-based chemistry learning textbook were better than those of the conventional chemistry learning textbook.