Grounding physics and its learning for building global wisdom in the 21st century

Sarwi, Sarwi; Ellianawati, E; Suliyanah,

doi:10.1088/1742-6596/1171/1/012001

Cited by 14 publications

(12 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The use of ICT media bring the expected media literacy learners are able to select and develop the selected media to communicate with ICT literacy learners can analyze the media information and creates the appropriate media for communication [3]. ICT devices developed in this regard is the use of the phone or can be called with the gadgets [4]. in this digital age of information easy to access where space and time is not an obstacle to get information To support the growing process of learning in elementary school use of technology this interaction among them is the technology of Augmented Reality.This technology is a 3-dimensional technology that combines the physical world and the digital world [5].…”

mentioning

confidence: 99%

Media Development of Water Cycle Augmented Reality Media Based on ICT of Scientific Approach for Grade V

Danik¹,

Sarwi²,

Wiwi³

2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

View full text Add to dashboard Cite

This study aims to create, develop and test the feasibility of Augmented Reality learning media in ICT-based Water Cycle material and scientific approach that is suitable for use in learning for students in grade V. The media is called the Augmented Reality Water Cycle (ARSA). ARSA acts as a supporting tool in the teaching and learning process. ARSAis developed by utilizing technology to integrate between the real world and the virtual world. ARSA was developed in the form of an Android-based mobile phone. The use of this media is designed to provide a unique experience to students, so students feel like doing a real experiment, even though they are actually in the virtual world. The method in this research is Research and Development (R & D) method, with stages of ADDIE (Analysis, Design, Implementation, and, Development). Data collection is done by documentation and distributing questionnaires, using instruments developed by the researcher. Data was analyzed by quantitative descriptive analysis techniques. Media validation (product) involves two learning media experts and one material expert. The results of the feasibility test by instructional media experts showed that the aspects of quality of content, purpose, instructional, and technical quality developed were 75% (very feasible category). The results of the feasibility test by the learning material experts, showed that from the aspect of content quality and purpose, the accuracy of word / sentence usage, the opportunity to facilitate students' critical thinking skills, ICT literacy, empathy attitude, and student communication skills is 80% (very decent category).Based on this, the media ARSA learning in this study is worthy of being used as a means of supporting the process of learning and teaching activities in grade V.

show abstract

mentioning

confidence: 99%

Media Development of Water Cycle Augmented Reality Media Based on ICT of Scientific Approach for Grade V

Danik¹,

Sarwi²,

Wiwi³

2020

Proceedings of the International Conference on Science and Education and Technology (ISET 2019)

View full text Add to dashboard Cite

show abstract

“…One of efforts to improve those skills is to present science teaching with cultural approach integrated with science, environment, society, religion aspects and it is defined as Ethno-SETSaR. Community knowledge resulting from the cultural process and being studied is one of the innovations in science learning (Joseph, 2010;Sudarmin, 2014;Sarwi, Ellianawati & Suliyanah, 2019;Snively & Corsiglia, 2011). Stanley and Brickhouse (2001) suggests to balance between western science (normal science taught at a school) and indigenous science (traditional science) in a science teaching using cross-cultural approach.…”

Section: Introductionmentioning

confidence: 99%

“…Outdoor learning could be integrated with inquiry approach with potential to affect students' learning achievement in the aspect of cognitive, affective and psychomotor (Santiningtiyas, Prasetyo & Priyono, 2012). Science teaching could be implemented in every educational level because in the teaching process the students are involved maximally to develop their thinking ability, working and scientific attitude (Rustaman, 2012;Sarwi et al, 2019). A Study by Baihaqi, Sarwi and Ellianawati (2020) showed that guided inquiry learning improved students' communication skills.…”

Section: Introductionmentioning

confidence: 99%

Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills

Winarto

Cahyono

Sumarni

et al. 2022

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

Pre-service teachers need creative thinking and problem solving skills to support their teaching quality. The aims of this research: (1) problems in science teaching, creative thinking and problem solving skills of pre-service teachers; (2) improvements of creative thinking and problem solving skills of pre-service teachers through Ethno-SETSaR Science Teaching Approach, and (3) relationship pattern of critical thinking and problem solving skills. The research method applied in this study was sequential exploratory mix method. The research design consisted of five stages: 1) qualitative data gathering; 2) qualitative data analysis; 3) quantitative data gathering; 4) quantitative data analysis and 5) data interpretation. The subjects of this research were 80 pre-service teachers from two universities. The research instruments were essay tests of creative and problem solving skills. The data analysis used was independent T Test. It could be concluded from qualitative study that science teaching practice was still oriented on content knowledge mastery. It did not improve creative thinking and problem solving skills. Science teaching with Ethno-SETSaR approach was applied as foundation to quantitative study. The result of quantitative study was there was difference in creative thinking and problem solving skills of pre-service teachers. The pre-service teachers enrolling science teaching with Ethno-SETSaR approach had higher scores. There was correlation of creative thinking affecting problem solving skills.

show abstract

“…SKS learning must be equipped with the skills needed in the 21st century. The skills needed in dealing with very rapid technological changes are 4C's skills [1], [2]. 4C's skills applied in learning can improve speed in solving problems [3].…”

Section: Introductionmentioning

confidence: 99%

Developing 4c’s Instruments in Line With E-Learning Based Independent Learning Activity Unit

Aziziy¹,

Peniati²,

Wiyanto³

et al. 2022

Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020)

View full text Add to dashboard Cite

Rapid technological development is the mark of the 21st century, competent young people are needed to face changing times. The 4C's (Collaboration, Communication, Critical thinking, Creativity) are skills young people need to be able to face the rapid development of this era. So far there are no 4C's instruments available for e-learning based Independent Learning Activity Unit (UKBM: Unit Kegiatan Belajar Mandiri). Therefore, the objective of this study is to produce 4C's instruments for an e-learning-based UKBM that are valid and reliable. This research and development study consists of 8 steps. The study was conducted on high school students in the Sumenep Regency who were studying with the Semester Credit System. Data collection techniques included questionnaires, observations, and interviews. Data analysis were in the form of validity (for content and construct) and reliability tests. A reliability test was done by calculating the alpha Cronbanch value. The results of the study are the creation of valid and reliable synergy assessment instruments. The overall content validity of the criteria is very good and quite good. The results of the factor analysis show that all questionnaire items meet construct validity. The Alpha Cronbach value of the questionnaire was 0.680 with the medium category.

show abstract

Grounding physics and its learning for building global wisdom in the 21st century

Cited by 14 publications

References 6 publications

Media Development of Water Cycle Augmented Reality Media Based on ICT of Scientific Approach for Grade V

Media Development of Water Cycle Augmented Reality Media Based on ICT of Scientific Approach for Grade V

Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills

Developing 4c’s Instruments in Line With E-Learning Based Independent Learning Activity Unit

Contact Info

Product

Resources

About