Improvement on Student LearniInterest through the Integrated Sciences Learning Based on Webbed Model

Mulyani, Mulyani; Syafii, Wan; Firdaus, Laras

doi:10.31258/jes.4.1.p.53-61

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Collective findings from studies conducted by Alawi & Soh (2019); Bhakti et al (2020); Mulyani et al (2020); Pitaloka et al (2021); Syukri et al (2021) provide strong support for the positive impact of Project-Based Learning (PjBL) on students' science process skills, creative thinking, learning motivation, and educational achievement. Through PjBL integration, students engage in authentic projects that strengthen their science literacy and problem-solving abilities, marking a significant step towards comprehensive educational experiences.…”

Section: Introductionmentioning

confidence: 95%

Improving Students' Science Process Skills through PjBL learning assisted by collaborative project LKPD

Novianto

2023

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This research aims to enhance students' science process skills in static electricity through the implementation of Project-Based Learning (PjBL) model aided by Collaborative Project Worksheets. The research method employed is Classroom Action Research. The research subject comprises 24 ninth-grade students from SMP Negeri 1 Jereweh. The results indicate a significant improvement in students' science process skills from the first cycle to the second cycle, with an average increase of 30.6%. The implementation of the PjBL model with LKPD has also proven effective in enhancing student engagement in learning and facilitating the development of social skills. Recommendations for further research include expanding the scope of study, deepening understanding of factors influencing the implementation of the model, and exploring its effects on other aspects of learning such as student motivation and mastery of concepts. This research provides valuable insights into the potential and benefits of the PjBL approach with LKPD in enhancing the effectiveness of learning in schools. Thus, through this approach, it is hoped to create a more dynamic learning environment focused on comprehensive student skill development..

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Section: Introductionmentioning

confidence: 95%

Improving Students' Science Process Skills through PjBL learning assisted by collaborative project LKPD

Novianto

2023

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“…Dalam model terjaring, suatu tema diidentifikasi dan digunakan untuk mengintegrasikan konten dari sub disiplin ilmu (Carroll & Culloh, 2018). Model webbed merupakan suatu pola keterpaduan dengan menggunakan suatu tema untuk memadukan dan menghubungkan beberapa sub disiplin ilmu yang saling terkait (Sukariasih, 2017;Mulyani et al, 2020). Pembelajaran tematik dapat dianggap efisien karena siswa dilibatkan secara aktif untuk belajar dalam konteks koheren dan holistik, mengaitkan konsep yang mereka pelajari dengan lingkungan dan contoh kehidupan nyata mereka (Twiningsih et al, 2019).…”

Section: Pendahuluanunclassified

Pelatihan Pengembangan Bahan Ajar Sains Tematik Terintegrasi Literasi Baru Bagi Guru IPA

Asrizal,

Festiyed,

Yurnetti

2023

jpm

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Learning should be able to develop students' new literacy to answer challenges in the 4.0 industrial revolution. But science teachers still have difficulty creating learning that is relevant to this era. The solution to the problem is to train science teachers to develop thematic science learning material integrated with new literacy. The objective of the training is to investigate the results of training on the development of thematic science learning material integrated with new literacy. The method of training is demonstration and example by instructors. The training stages include assessing needs, setting goals, designing program, implementing activities, and evaluating training activities. Based on the implementation of the training, it can be stated that science teachers have been able to produce examples of new literacy integrated thematic science learning material in the form of student worksheet, the validity value of thematic science learning material can be classified into the good category, and generally they feel the benefits of training in the material aspects of developing learning material, thematic learning material, integration of new literacy, and writing of thematic science learning material. Thus, the training activity has been able to promote science teachers in planning and developing thematic science learning material.

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“…The questionnaire contains statements about learning to obtain information on students' learning interests (Mulyani et al, 2020). The interest in learning questionnaire was given after the students of SMA Negeri 1 Jaya learned the reaction rate material, namely the experimental class and the control class.…”

Section: Students' Learning Interestsmentioning

confidence: 99%

“…This results in the attitudes and interests of students in learning chemistry to be low, so that the chemical values obtained tend to be lower than in other subject matter (Kubiatko et al, 2017). Students' low learning interest in the learning process as a result of application in learning is not in accordance with the mandate of the 2013 curriculum (Mulyani et al, 2020).…”

Section: Introductionmentioning

confidence: 97%

The Impact of Handbooks on the Concept Understanding and Learning Interests of Students on the Concept of Reaction Rate

Handayani

Halim

Khaldun

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine the impact of pocket books on conceptual understanding and student interest in learning. The research method used is quasi experimental using the nonequivalent control group design. The population in this study were students of class XI MIPA SMA Negeri 1 Jaya. The number of samples consisted of 60 people, each class consisting of 30 students. The research instruments used were test questions and questionnaires. The data analysis technique used the conceptual understanding through the N-Gain test and the independent sample t-test, while the interest in learning used the percentage formula. The results of the N-gain test for understanding the concept obtained that the average experimental class was higher than the control class, each class belonging to the criteria for moderate improvement. The results of the independent sample t-test showed that there was a significant difference between the students' conceptual understanding of the experimental class and the control class. The results of interest in learning from each subscale: family support, teacher influence, and learning experience in class in the experimental class obtained a very high category. Meanwhile, on the subscale the attitudes of friends towards chemistry learning and the influence of informal learning were high. For the control class, the category obtained on the family support subscale is high, while the subscale for friends' attitudes towards chemistry learning, teacher influence, informal learning experiences, and classroom learning experiences is in the moderate category. The average percentage of learning interest in the experimental class was obtained in the very high category, while the control class was in the medium category. The conclusion of this study is that the impact of using pocket books on chemistry learning can improve students' understanding of concepts and interest in learning.

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Improvement on Student LearniInterest through the Integrated Sciences Learning Based on Webbed Model

Cited by 3 publications

References 2 publications

Improving Students' Science Process Skills through PjBL learning assisted by collaborative project LKPD

Improving Students' Science Process Skills through PjBL learning assisted by collaborative project LKPD

Pelatihan Pengembangan Bahan Ajar Sains Tematik Terintegrasi Literasi Baru Bagi Guru IPA

The Impact of Handbooks on the Concept Understanding and Learning Interests of Students on the Concept of Reaction Rate

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