Effectiveness of the Project Based Learning Model Integrated Ethno Technology to Actualize Superior Teacher Candidates

Abstract

The purpose of this study was to determine the effectiveness of ethno technology integrated project-based learning models to improve the competency of superior physics teacher candidates. With the subject of physics education students at PGRI Semarang University who participated in environmental physics courses as many as 30 people. Students were given the task of observing brick making around the city of Semarang, then made a simple research related to the use of physics in brick making. The superior indicators chosen are mastery of concepts, critical thinking skills, problem solving skills, information technology skills, scientific communication skills, team work skills, objective attitudes, and environmental care attitudes. This research method is quantitative by analyzing data using t-test and N-gain. The average score before assignment after the assignment is increased. The results of the t-test showed a sig value <0.05, for the mastery of concepts, critical thinking skills, problem solving skills, information technology skills, team work skills, objective attitudes, and environmental care attitudes. This means that there is a significant difference between the subject variables before and after the assignment of project tasks. From the results of the N-gain test all variables were obtained in the low and medium improvement categories. Low categories for variable mastery of concepts, scientific communication skills, teamwork skills, and objective attitudes. Obtained a medium category for variable critical thinking skills, problem solving skills, information technology mastery skills and environmental care attitudes. Based on the above results it can be concluded that the integrated project-based learning model of ethno-technology is effective in improving the competency of superior teacher candidates.

Analysis of the STEM-Based Blended Project Based Learning Model to Improve Students' Science Literacy

“…In the medium category there were 57 students and in the low category there were 38 students who experienced an increase in scientific literacy skills on environmental pollution material. Average score of scientific literacy abilitythe pretest result is 55.5 and the average posttest result is 71.17 so it has a value of g = 0.40 in the medium category.The results of this moderate increase are influenced by internal factors of students who are not used to doing testsscientific literacy skillsso that students need more time in understanding science contextually.This shows that the Blended-PjBL-STEM learning model can facilitate students in project activities so that studentsnoonly cognitively understandable but can relate knowledge to everyday life values and product manufacturing projects (Harto et al, 2019). Innovative science learning can be an alternative to improve scientific literacy skills, therefore researchers carry out learning innovations using STEM-based PjBL models (Sumarni et al, 2020;Ariyatun & Octavianelis, 2020).…”

Perbedaan Penguasaan Konsep Biologi Siswa SMA Jurusan IPS Berbasis Gender dengan Menggunakan Model Project Based Learning

“…Tahapan project based learning dikembangkan oleh dua ahli, The George Lucas Education Foundation dan Dopplet. Sintaks project based learning (Harto et al, 2019;Rezeki et al, 2015) berikut ini.…”

The Development of Science Learning Document Grounded on STEM-Approach Integrated Ethnoscience

“…Setiawan et.al stated science teacher should emphasize on the exploration skills of learning resources which derived from the socio-cultural environment to increase understanding of science concept [19]. Integrated project-based learning model of ethnotechnology effectively improves the competency of superior teacher candidates [20].…”

“…The results of the validation of learning documents in the form of questionnaire on environmental care attitudes are presented in Table 7. To improve students' skills and attitudes, learning needs to be linked to everyday problems, for example by relating ethnics [20]. STEM education must be designed to ensure a mix of concepts and processes across cultural boundaries [16].…”