Development and Validation of Student’s Responsibility Scale on Mathematics Learning Using Subject Scaling Model

The 2013 curriculum requires the implementation of learning activities by referring to the Bloom classification revised by Anderson and Krathwohl (2001), which combines knowledge dimensions and cognitive process levels. However, the complexity of the knowledge dimension and the realization of the cognitive processing level in static fluid materials have not been optimally realized. This research aims to establish a conceptual model of the complexity of the knowledge dimension and cognitive process level of static fluid materials in high school physics learning. The type of research is R&D research using the ADDIE development method, which is reduced to the development stage. The subjects were 3 lecturers from FMIPA UNP in the Department of Physics and 3 physics teachers from Merangin Regency State High School, including SMAN 3, 6, and 17 Merangin. The object is learning tools (RPP, teaching materials, and evaluation instruments) oriented to knowledge dimension and cognitive process level in static fluid materials in high school physics learning. The expert group's research and application results on the knowledge dimension complexity and cognitive process hierarchical conceptual model composed of teaching plans, teaching materials, and evaluation tools were 0.71, and the practitioner group was 0.87. The average result of the degree of learning device verification value is 0.79, so it can be classified as effective and practical to test the effectiveness and practicality of this field.

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“…Table 2. Indeks Aiken's V Interval Category 0,8 < V High 0,4 < V ≤ 0,8 Currently V ≤ 0,4 Not Enough (Source: Reff [15], [16])…”

Section: Methodsmentioning

confidence: 99%

Conseptual Model Application of Knowledge Dimension Complexity and Cognitive Process Level in Static Fluid Materials in High School Physics Learning

et al. 2022

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“…In conducting online learning during the Covid-19 pandemic, there were still many complaints from the teachers, including civics education teacher that the responsibility of students at SMP Negeri 3 Kebumen was still very low. In fact, one of the good characters that Indonesian students must have is responsibility [26]. Responsibility in learning can be described as a condition in which students are responsible for their own learning or defined as their own expertise in solving problems in relation to the learning process [27].…”

Section: Character Of Responsibility Of Students In the Covid-19 Pandemic Eramentioning

confidence: 99%

The Strategy of Civics Education Teachers in Strengthening the Character of Responsibility During the COVID-19 Pandemic

Sari¹,

Murdiono²

2021

Proceedings of the 1st International Conference on Character Education (ICCE 2020)

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The learning carried out remotely during the Covid-19 pandemic is a challenge for civics education teacher. Teacher must be able to create a learning environment to develop ethics, responsibility, and character of students. This study describes the strategies of civics education teacher in strengthening the character of responsibility of students during the Covid-19 pandemic. This study is a descriptive study with a qualitative approach. The results showed that the strategies of civics education teachers in strengthening the character of responsibility of students in the Covid-19 pandemic era were as follows: 1) through online learning by reminding students about their awareness and responsibility as students, 2) through process and attendance assessments, 3) through assignment grades based on the timeliness of sending assignments, 4) communicating students personally to remind them to do assignments, 5) communicating parents through parents' whatsapp groups related to students' assignments, and 6) communicating the homeroom teachers.

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“…Otherwise, educational and instructional environments that are uniform, do not contain innovations and where student achievement is low may emerge. Hidayati, Budiyono and Sugiman (2018) emphasize that responsibility has various aspects such as fulfilling duties and obligations, taking risks or initiatives, and striving in a disciplined manner until the tasks have been completed. For these reasons, it is necessary to determine the responsibility levels of students for both distance and face-to-face learning and to carry out the required guidance and support activities.…”

Section: The Level Of Responsibility Of the Students Attending School...mentioning

confidence: 99%

How Responsible Are Turkish Secondary School Students for Distance Learning During the Covid-19 Pandemic: A Scale Development and Implementation Study

Yakar¹

2021

PERR

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The purpose of the current study is to investigate the distance learning responsibility levels of secondary school students attending schools in the Aegean Region of Turkey by developing a scale of responsibility for distance learning. The study is a descriptive study employing the survey model. Two different study groups were used in the current study. In the first stage, a total of 477 secondary school students attending schools in the cities of İzmir, Denizli and Muğla in Turkey in the 2020-2021 school year were included in the study group to develop the Scale of Responsibility for Distance Learning. In the second stage of the study, the study group is comprised of 2043 secondary school students selected from among the secondary school students attending schools located in the cities of İzmir, Manisa, Aydın, Denizli, Muğla, Afyonkarahisar, Kütahya and Uşak in the Agean Region of Turkey in the 2020-2021 school year. The data were collected face-to-face and online via Google Forms during COVID-19 pandemic by using the Scale of Responsibility for Distance Learning. According to the findings of the study, the scale is a valid and reliable scale with adequately satisfied psychometric features. Another finding of the current study is that the participating secondary school students’ responsibility scores vary significantly depending on the city where they attend the school, grade level and gender.

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Development and Validation of Student’s Responsibility Scale on Mathematics Learning Using Subject Scaling Model

Cited by 11 publications

References 11 publications

Conseptual Model Application of Knowledge Dimension Complexity and Cognitive Process Level in Static Fluid Materials in High School Physics Learning

Conseptual Model Application of Knowledge Dimension Complexity and Cognitive Process Level in Static Fluid Materials in High School Physics Learning

The Strategy of Civics Education Teachers in Strengthening the Character of Responsibility During the COVID-19 Pandemic

How Responsible Are Turkish Secondary School Students for Distance Learning During the Covid-19 Pandemic: A Scale Development and Implementation Study

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