bluuebunny/crossref_metadata_2025_split huggingface dataset:
The creative thinking process of junior high school students in solving mathematical problems
Authors: Rupalestari D , Juandi D , Jupri A 
Published: March 2021

AbstractThis study aims to describe students’ creative thinking process in solving mathematical problem. This study used descriptive qualitative method. The data were collected by using written test and interview. The test used six creative thinking questions that each two of them covered one of four indicators of mathematical creative thinking. The research subjects were five 8th grade students who have prior knowledge above the Minimum Mastery Criterion value taken from two research classes. The result shows that students can understand all the questions that indicate fluency, flexibility, and originality by read the questions repeatedly, write important information of questions on another paper, redraw, and imagine the problems situations in daily life. Students can give ideas well on fluency and originality questions by recall and carry out the knowledge but some students don’t provide different solution on flexibility questions. Students do the illumination process well by show the ability to count and carry out well-generated ideas. Students can solve the problem by using the trial and error method in any situation. Furthermore, the verification process is carried out by do a recalculation, read the question to adjust the purpose of the problem, and use other strategies to have the same answer.
Solution plan as a strategy to support students in modeling mathematics
Authors: Nuryadi A , Hartono  
Published: March 2021

AbstractThis research is a descriptive study that aims to describe the role of the solution plan as a scaffolding that helps students to solve mathematical modeling tasks. The subjects in this study were 32 students of grade VIII of Junior High School number 3 Ngaglik. Data collecting using observations and documents. The data collected in this study is in the form of field notes and students’ worksheets. During the learning process, students are given a worksheet about modeling mathematics and equipped with a solution plan, and then the researcher makes observations. The study results found that the solution plan can be used as a scaffolding to support students solve mathematical modeling problems, where the solution plan consists of four stages: understanding tasks, searching mathematics, using mathematics, and explaining results. The solution plan facilitates connecting students’ imagination with the context of the problem and connecting prior knowledge needed to solve mathematical modeling problems through questions or statements that do not directly lead to answers.
Students’ creative and innovation skill on chapter of Newton’s law using SSCS learning model
Authors: Tiyaswati I , Sarwanto  , Sukarmin  
Published: March 2021

Abstract
Creative and innovative thinking skills were among essential skills in a rapidly expanding world. These skills served to understand and solve real problems in the 21st century. The research aimed to analyze the improvement of students’ creativity and innovation skills in Newton’s law material using SSCS or Search, Solve, Create, and Share. The research method used is pre-experimental with the one group pretest-posttest design. The research samples were 29 grade 8 students of junior High school who were taken randomly at a school accredited A. Data collection using the Instrument test Essay on Newton’s law at the assessment rubric adapted from the P21 validated indicators. The instrument test used was valid and reliable. The results of N-gain on indicators consisting of Think Creatively, Work Creatively With Others, Implement Innovation were 0.47, 0.32, 0.55, and were in the medium category. Therefore, the SSCS learning model could improve creativity skills and innovation students primarily on the indicators think creatively and implement Innovation.
Analyzing the science misconception in mastery concept of ecosystem topic at senior high school
Authors: Putri S S , Rusyati L 
Published: March 2021

Abstract
This study aims to determine the percentage of biology misconceptions especially in ecosystem topics at senior high school. Ecosystem topics are basic in science. But there are still many students were got difficulties in understanding the concept, that causing misconceptions. A misconception is an explanation of the phenomenon according to the experience and student’s previous knowledge. This study used a descriptive statistics method. Profiling data was used to describe the percentage of mastery concept students and misconceptions. Multiple-Choice tests were chosen to measure the understanding of concept mastery and misconceptions in ecosystem topics. The results have shown the average of percentage in mastering conception is 58.65%, while the average percentage of misconception is 41.01%. It means misconceptions that are inversely proportional to the understanding of student concepts. Therefore, to reduce the misconceptions that emerge a needed an improved understanding of the concept.
A Rasch model measurement analysis on students’ concept mastery in food additives topic
Authors: Putri W A , Sanjaya Y , Eliyawati E 
Published: March 2021

AbstractThe students’ concept mastery is low in food additives topic in junior high school level. This study aims to analyze students’ concept mastery by using Rasch Model Measurement. The participants involved 70 students of grade VIII and IX grades consist of 30 boys and 40 girls. The result was shown from students have already studied food additives topic. Item is comprised of 30 multiple-choice questions. Data analyzed on person-reliability, item-reliability, and wright map. The findings showed Cronbach α was 0.69 (sufficient), item-reliability was 0.92 (excellent), and person-reliability was 0.65 (weak). It shows interaction between students and items were sufficient, so items can be used for students. Thus, most students could answer food additives questions. For better result, the researcher should make difficult item.
Enhancing students’ communication skill by creating infographics using Genially in learning climate change
Authors: Azizah D N , Rustaman N Y , Rusyati L 
Published: March 2021

Abstract
This study is aiming to investigate students’ communication skill in terms of verbal and visual on learning climate change topic as a socio-scientific issue. The communication skill attainment was assessed by incorporating infographics generated using Genially website. The research was conducted due to its significant role of the skill for students to become empowered global citizens in 21st century that requires the ability to communicate information to be easily understood and perceived concisely by the audience. The research method used is one group pre-post-test to investigate the enhancement of students’ ability before and after the experimental treatment. However, the result shows a good enhancement on average score for both verbal and visual competency areas with certain activities to sustain the whole communication skills.
The development of web based inquiry as online science inquiry environment
Authors: Yasin A I , Rochintaniawati D , Prima E C 
Published: March 2021

Abstract
This paper studies a research in the design and development of web based inquiry as online science inquiry environment. The web based inquiry is constructed to help junior high school students in understanding everyday science phenomena with guided inquiry framework and various sources of scaffolding. Furthermore, it is aimed to support teacher in designing their inquiry virtual class for new normal studying era. This study used 4-D development consisting define, design, develop, and disseminate as research method. At the beginning, it is stated about inquiry theoretical framework and online science inquiry environment underpinning for designing the web based inquiry, describe the features and components of the system, and explain workflow of web based inquiry’s instruction. Web based inquiry went through expert judgement with positive feedback. Afterwards, web evaluation questionnaire is distributed to science junior high school teacher to underline their perception regarding web based inquiry. The result of web evaluation questionnaire gained over 80% positive response. Therefore, web based inquiry can be used for both teacher and students in learning science with appropriate content navigation and layout.
Information and Communication Technology (ICT) knowledge of biology teachers in senior high school based on teaching experience
Authors: Almareta R , Paidi  
Published: March 2021

AbstractThe percentage of schools that have network and internet access in Indonesia has reached 77.89%. While the ability of teachers to use ICT 14.43%. This is supported by the qualifications of teacher knowledge about ICT for senior high school by 14,43%. This study aims to determine the level of ICT knowledge of biology teachers and determine the relationship of ICT knowledge with teaching experience. Teacher knowledge is measured using a multiple choice test instrument with digestive system material. The research respondents consisted of 23 biology teachers in senior high school. The validity and reliability test of the instrument was carried out using SPSS with a significance of correlation <0.423 and Cronbach’s Alpha 0.92 (very reliable). Data analysis of the ICT knowledge level of teacher using Microsoft Excel and to see the relationship of ICT knowledge with teaching experience using the One Way ANOVA test. The results showed the level of ICT knowledge of biology teacher from all three aspects was good with an average of 73.8. There is a significant difference between the level of ICT knowledge of the teacher and teaching experience of the teacher, sig 0.000 (p<0.05). The long teacher teaching experience does not provide good teacher ICT knowledge.
Student conception and misconception in drawing phosphorus cycle based on worked example learning
Authors: Faujiyati R , Rahmat A , Amprasto  
Published: March 2021

Abstract
The phosphorus cycle is still unfamiliar for students in the biogeochemical cycle. When worked example provides an opportunity for students to be able to learn from existing examples, this study seek to uncover the conceptions and misconceptions about the phosphorus cycle that carried out in the implementation of worked example learning. This research was conduct in the form of descriptive research by analyzing the diagram made by students and interviews conducted on some students whose diagram indicated contain misconception. Results showed that worked examples can help students to get a conception of the phosphorus cycle through the identification of the components involved in the phosphorus cycle, the relationships between components, and training students to trace phosphorus atoms. Misconception occurred only in a small proportion of students (10.58%) due to students’ limitations in understanding the concepts of chemical molecules and plant physiology. It also influenced by the presented examples during classwork.
Development of learning tools education for sustainable development (ESD) integrated problem-solving for high school
Authors: Fatiyah H N , Riandi  , Solihat R 
Published: March 2021

Abstract
The purpose of this study is to develop integrated learning tools for problem-solving for continuing education on the material changes in the environment of the X grade high school. The learning tools developed contain dimensions of knowledge, attitudes, and skills that are consistent with Education of Sustainable Development (ESD) demands and contain issues of sustainable development. The research method used is Research and Development (R&D). The data collection techniques used in this study are the analysis of learning design documents currently used in high school and the rubric of the assessment of integrated ESD learning tools for problem-solving given to experts to assess whether the learning tools are following the ESD context. The learning design used is an integrated learning tools to solve problems. The results of this study are products in the form of integrated ESD learning tools to solve problems by the curriculum-13 in Indonesia on environmental change material. Based on the results of assessments from experts, the learning tools still need an explanation of the concept of sustainable development with the context of the material so that students can associate the concept of sustainable development with environmental change materials.
The implementation of ESD into Biology learning to equip students with ESD competencies of systemic thinking and problem-solving
Authors: Saragih L , Riandi  , Solihat R 
Published: March 2021

Abstract
The purpose of this study is to equip students with ESD competencies of systemic thinking and problem-solving in the topic of environmental change. The weak experimental method with the one-group pretest-posttest design was used for this study. Twenty-nine students were selected by purposive sampling in grade X Public High School I Bandung. Data was collected through instruments written tests. Each test was arranged based on the indicator of systemic thinking and problem-solving that have integrated with the aspect of ESD (social, environment, and economy). Data was tested by N-Gain. Based on the results of the N-Gain category on student systemic thinking ability were high (0%), medium (48.27%), and low (51.72%). And then, the results of the N-Gain category on student problem-solving ability were high (0%), medium (72.41%), and low (27.58%). The result test of pretest-posttest scores of students’ systemic thinking ability showed an average of 69.13 and 80.03. Then, the result test of pretest-posttest scores of students’ problem-solving ability showed an average of 61.48 and 79.03. It can be concluded that the effort to implement ESD in Biology learning was quite successful in equipping students’ thinking systems and problem-solving skills.
Technological pedagogical content knowledge (TPACK) prospective biology teacher in integrating education for sustainable development (ESD) in their learning planning
Authors: Novidsa I , Purwianingsih W , Riandi R 
Published: March 2021

Abstract
Education to realize Sustainable Development Goals (SDGs) is known as Education for Sustainable Development (ESD). Teachers with adequate TPACK competencies integrated ESD is one of the keys to realizing ESD. The purpose of this paper is to reveal the professional knowledge of prospective biology teachers in the form TPACK-ESD, in designing learning plans before and after got ESD briefing. TPACK-ESD assessed from Cores and RPP integrated ESD. Eight prospective teachers in the third year who were taking the capita selecta biology course were used as the research sample, chosen by convenience sampling. Descriptive research was used to study TPACK-ESD prospective teachers by collected data consist of CoRes and RPP about viruses and biotechnology. Scoring results of CoRes and RPP that analyzed through descriptive statistics, showed that TPACK-ESD prospective teachers tended to increase after the ESD briefing for both contents. For each component of TPACK, the results showed that content knowledge (CK) illustrating knowledge integrated ESD compared before ESD briefing. Pedagogical knowledge (PK) has shown a learning design that can facilitate students to be able to develop ESD competencies compared before ESD briefing. On the other hand, Technological knowledge (TK) prospective teachers did not seem to increase after ESD briefing.
Application of VIPSTA experiment worksheet: an attempt to reduce students cognitive load in learning biology
Authors: Hindriana A F , Handayani  , Setiawati I 
Published: March 2021

Abstract
This research aimed to analyse the decrease in students’ cognitive load while performing laboratory activity using “VIPSTA” experiment worksheet. The subjects of the research were 72 students in grade 11. The cognitive load was measured in three aspects; intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL). The data were analysed descriptively to show differences in the component of cognitive loads and tested for multivariate correlation-regression to show relations between the components of cognitive load. ICL and GCL were measured inversely proportional with score of students science process skill, due to well performed science process skill and knowledge construction skill are results from low ICL and GCL respectively. Whereas ECL was measured proportionally with students’ metal effort because students bear low mental effort in thinking when the ECL is low. After the implementation of VIPSTA experiment worksheet, students obtained increment for science processing skill and knowledge construction skill and decrease for mental effort which indicated low ICL, GCL, and ECL. Meaning that the use of VIPSTA experiment worksheet enables a decrease in students’ cognitive load. Furthermore, the data analysis showed that the decrease of GCL was heavily influenced by the decrease of ICL and ECL indicating that VIPSTA experiment worksheet was able provide meaningful laboratory activity by facilitating knowledge construction through lower load in processing information and performing procedure while conducting experiment.
The development of prototype virtual laboratory through biology, technology, engineering, and mathematics (BTEM)
Authors: Aripin I , Suryaningsih Y 
Published: March 2021

Abstract
This study aims to develop a prototype of a virtual laboratory (VL) application through Biology, Technology, Engineering, and Mathematics (BTEM) that is feasible and practical to use to facilitate virtual practicum activities on the concept of bacteria. The final product application generated from this research is expected to help students understand the concepts of bacterial. The research and development method used in this study is the Van De Akker model with four stages is Preliminary research, prototyping stage, summative evaluation, and systematic reflection and documentation stages. This research has been carried out in two phases, preliminary research and prototype stages. The next phase is implementation which will take place in the school after the covid-19 pandemic is over. Adobe Flash CS 6 and Construct 2 were used to create this application. This research has only reached the prototype development stage and limited trials by experts. The expert assessment sheet and analysis of the results of the limited trial are used as research instruments. The results showed that the prototype of the product made still needs to be improved, especially in the aspects of software engineering and visual communication design and linguistic aspects.
The development of students’ worksheets using project based learning (PjBL) in improving higher order thinking skills (HOTs) and time management skills of students
Authors: Santoso A M , Primandiri P R , Zubaidah S , Amin M 
Published: March 2021

Abstract
Time management skills cannot be released with student learning activities in project-based learning. The development of PjBL-based student worksheets is expected to not only empower higher-level thinking skills but also students’ time management. This study aims to develop project-based learning worksheets. This research was conducted by using the Plomp design research consisting of preliminary, prototyping, and assessment phases. The results of this research revealed that both of critical thinking and creative thinking skills had increased (medium category) and it was have an impact on improving student time management with an effect size of 14,18 (very high). There was a`positive correlation between HOTs with students’ time management skill (r=0,82). Both of critical thinking and creative thinking were involving mental processes at each stage of project implementation so students must be able to manage their time well. This happens repeatedly and structured. Finally, the implementation of PjBL-based student’s worksheet can improve student’s higher-order thinking skills and time management skills.
Students’ attitudes toward chemistry based on their learning experiences
Authors: Surya W P , Arty I S 
Published: March 2021

Abstract
Someone with special interest in a topic will easily participate in learning activities and easily adapt to the learning environment as needed. The purpose of this study is to analyze students’ interest in chemistry based on student learning experiences in classroom. In this study, a questionnaire containing several statements about students’ interests was distributed. The questionnaire was developed based on four categories, namely the level of student interest in chemistry, personal choice, teacher’s role, and situational interest. The number of students who participated in this study was 61 students in high schools in Yogyakarta, Indonesia. Questionnaire data were analyzed quantitatively as means, standard deviations, and percentages, then categorized as low, medium, or high. Data shows that as many as 29.2% of students have high interest, 67.2% of students have moderate interest, and 3.3% of students have low interest. Female students are more interested in chemistry than male students. This research can be useful as additional information for teachers and other researchers to increase student interest because interest influences the learning process.
Misconceptions and troublesome knowledge on chemical equilibrium
Authors: Andriani Y , Mulyani S , Wiji W 
Published: March 2021

Abstract
This research aims to find out misconceptions and troublesome knowledge on chemical equilibrium. The qualitative method used in this study is conducting a semi-structured interview with prospective chemistry teachers. The interview consists of investigating the prospective chemistry teachers’ understanding using CaCO3 equilibrium system, NO2-N2O4 equilibrium system, and FeSCN2+ equilibrium system and asking about concepts that are considered troublesome according to their learning experiences. The common misconceptions on chemical equilibrium revealed by this study are about the dynamic nature of chemical equilibrium, the constancy of equilibrium constant, and the shift of equilibrium. Meanwhile, the dynamic equilibrium, the equilibrium constant, and Le Chatelier’s principle are considered troublesome knowledge because they can be alien, conceptually difficult, and troublesome language.
Research-oriented collaborative inquiry learning (REORCILEA): improving analytical thinking ability of high school students in reaction rate learning
Authors: Fiolida I A S , Rohaeti E 
Published: March 2021

Abstract
This research aimed to improve students’ analytical thinking ability and to describe the profile of students’ analytical thinking ability in the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in reaction rate learning. A quasi-experimental post-test only control group design had been employed in this research. The sample in this research was the eleventh-grade students of a senior high school in Kroya, Indonesia. The experimental group and control group were chosen by using a random sampling technique. The essay questions of reaction rate consisting of three indicators of analytical thinking ability namely differentiating, attributing, and organizing were used to obtain data on students’ analytical thinking ability. Independent t-test analysis techniques and descriptive quantitative were used in this research. The result showed that the implementation of REORCILEA has a significant influence on the analytical thinking ability of high school students in reaction rate. Profile of students’ analytical thinking ability in REORCILEA for each indicator showed good and very good categories. The implication of this result is that REORCILEA could be used in reaction rate learning to improve students’ analytical thinking ability.