Analysis of student responses for scientific reading based project (SRBP) model: Using Rasch modeling

Suryandari, Kartika Chrysti; Rohkmaniyah,; Chamdani, Muhamad

doi:10.1063/1.5139852

Cited by 4 publications

(5 citation statements)

References 11 publications

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“…Hence, teachers need to make the process as explicit as possible by asking how and why questions. It is imperative to reflect on how they communicate their answer [35], suggested active learning using discussion, brainstorming, open inquiry laboratories, lectures, and presentations as practical techniques to nurture students inferring skills [36].…”

Section: Discussionmentioning

confidence: 99%

Calibration of the science process skills among Malaysian elementary students: A Rasch model analysis

Mustafa

Khairani

Ishak

2021

IJERE

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This study aimed to calibrate the test items of science process skills used as a test at primary school students to provide information on the difficulty of each item. Data were collected from 128 standard five students in a primary school in Penang. The test was given in multiple-choice as many as 40 items consisting of 33 items partial credit test was developed to gather information from the students. The analysis included an assessment of the model’s assumptions and calibrations according to the individual items. Information on the Rasch calibration according to the topic were provided. Results revealed that the measurement made fulfilled both model-data fit and unidimensionality assumptions. Further analysis showed that observing and communicating were endorsed as the easiest to master while inferring and classifying were the most challenging. The study discussed the implication, particularly towards the teaching and learning of science process skills in the classroom. Teachers should seriously consider the science process skills when designing their teaching and learning strategies in the classroom.

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Section: Discussionmentioning

confidence: 99%

Calibration of the science process skills among Malaysian elementary students: A Rasch model analysis

Mustafa

Khairani

Ishak

2021

IJERE

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“…Pada siklus I dan II dilaksanakan sebanyak dua pertemuan dan pada siklus III dilaksanakan hanya satu pertemuan dengan langkah model yaitu: (1) orientation; (2) scientific reading; (3) design and project; (4) progress of project; (5) analysis; dan (6) discussion and communication. langkahlangkah yang digunakan peneliti mengacu pada langkah yang dikemukakan oleh Suryandari (2019).…”

Section: Metodeunclassified

Peningkatan Keterampilan Berpikir Kreatif pada Pembelajaran IPA Melalui Model Scientific Reading Based Project (SRBP) pada Siswa Kelas V

Fauzia,

Suryandari,

Susiani

2023

Kalam Cendekia: J. Ilm. Kep.

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Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kreatif siswa dan mendiskripsikan respon siswa terhadap penerapan model Scientific Reading Based Project (SRBP). Penelitian ini merupakan penelitian tindakan kelas secara kolaboratif. Subjek penelitian ini yaitu seluruh siswa kelas V SDN 1 Mekarsari. Data yang digunakan berupa data kualitatif dan kuantitatif. Teknik pengumpulan data menggunakan tes, observasi, wawancara, angket, dan dokumen. Validitas data menggunakan triangulasi sumber dan teknik. Analisis data dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan model Scientific Reading Based Project (SRBP) dapat meningkatkan keterampilan berpikir kreatif siswa. Siswa mampu menjawab soal dengan sejumlah jawaban, mampu menjawab dengan beberapa cara dan dari sudut pandang yang berbeda, adanya peningkatan pengetahuan siswa, dan siswa mampu mengembangkan jawaban. Respon siswa terhadap penerapan model Scientific Reading Based Project (SRBP) pada setiap siklusnya mengalami peningkatan. Hal tersebut dapat dilihat dari antusias, minat, dan semangatnya siswa ketika pembelajaran berlangsung.

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“…The SRBP model is an innovative learning model that emphasizes project learning activities and reading comprehension from scientific articles. The SRBP model consists of six syntaxes, that are; 1) orientation, 2) scientific reading, 3) design and creation, 4) progress of the project, 5) analysis, and 6) Discussion and Communication (Suryandari et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students are required to actively seek information through the internet, reference books, or ask informants about assignments from lecturers related to concepts of science. Project activities and scientific reading are carried out as long as students are involved in learning activities (Suryandari et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The SRBP model is constructivism, authentic learning, inquiry, hands-on and minds on and problem-solving. The SRBP model is implemented with the syntax as follows: 1) orientation, 2) scientific reading, 3) design and create, 4) progress of the project, 5) analysis, 6) discussion and communication (Suryandari et al, 2019). Scientific activities can be carried out before or during science learning takes place, in other words, can be done without any limitations of space and time.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School

Suryandari¹,

Rokhmaniyah²,

Wahyudi³

2021

EUROPEAN J ED RES

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Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.

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Analysis of student responses for scientific reading based project (SRBP) model: Using Rasch modeling

Cited by 4 publications

References 11 publications

Calibration of the science process skills among Malaysian elementary students: A Rasch model analysis

Calibration of the science process skills among Malaysian elementary students: A Rasch model analysis

Peningkatan Keterampilan Berpikir Kreatif pada Pembelajaran IPA Melalui Model Scientific Reading Based Project (SRBP) pada Siswa Kelas V

The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School

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