Development of Current Stick Teaching Aids to Improve Students' Generic Science Skills

Abstract

The study aimed to develop the Current Stick teaching aids and determine its effectiveness to improve students’ generic skills. The type of research is development research which involved 180 students of class X SMAN in Blora were chosen through cluster random sampling. The instrument used to collect the data was a validated question sheet from the assessment of students’ practicum report in using Current Stick teaching aids and the observation sheet. The instruments were addressed to students from the control class and experimental class. The obtained data were tabulated and analyzed by using t-test. The result shows that the experimental class achieved an average percentage of generic science skills of 77.2%, while the control class reached 66.4%. It reveals that the difference in the percentage of generic science skills is the result of using Current Stick teaching aids. Based on the results and discussion, it was found that the development of Current Stick teaching aid is effective to improve students' Generic Science skills.

Chemistry Online Learning Encourages the Students Generic Science Skills to Develop Pro-Environmental Behaviors

“…Still, by the highest obstacle during the chemistry online learning, the students are able to attain good scores logical consistency and causality indicators. The student's achievements are supported by chemistry learning embedded into environmental and sustainability education through designing, analyzing, reflecting, and developing contents and teaching ( [5]; [15]) based on daily-life activities ( [4]; [29]; [13]; [18]; [15]; [14]) so the students harvest learning experiences whilst doing the direct and indirect observation broadly on their surroundings phenomenon ( [8]; [21]).…”

“…The daily-life-based learning ( [4]; [29]) approach is expected to encourage students' general science skills which leads to PEBs ( [7]; [21]). Generic science skills involve direct and indirect observation, symbolic language, logical framework, awareness of scale, logical consistency, causality, mathematical modeling, and concept building ( [13]; [18]). Generic science skills are important for chemistry learning to drive students' successful participation in individuals' practices [15] and the ability to rationalize their logical consistency and causality [14].…”

Effectiveness of Implementing the Friction Box Teaching Aids on Students Sciences Process Skills

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Analysis of Student Misconceptions Using Digital Four-Tier Diagnostics Test on Newton's Law

“…The existence of https://ejournal.walisongo.ac.id/index.php/perj/index misconceptions in students will hinder the process of acquiring new knowledge and will cause students to continue to make mistakes during learning (Nurmala et al, 2018). Concepts that are not in accordance with the concepts recognized by experts are called misconceptions (Khoiri et al, 2021;Susilawati et al, 2021).…”