Light-Board: Simple Media to Learn Photosynthesis Concepts

Ristanto, Rizhal Hendi

doi:10.30534/ijatcse/2020/45912020

Cited by 16 publications

(14 citation statements)

References 15 publications

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“…Students who have metacognitive skills can understand their tasks and can adapt to existing learning situations that allow them to become independent learners. According to Eggen & Kauchak [38], metacognitive skills can motivate students to become self-regulated learners who are responsible for their own learning progress, and adapt their learning strategies to achieve the task demands. Razak and Hua [39] added that application of self-regulated learning could improve cognitive skills.…”

Section: Discussionmentioning

confidence: 99%

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

Yusnaeni¹,

Corebima²,

Susilo³

et al. 2020

ujer

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This is a correlational research related to the multiple correlation between metacognitive skills and creative thinking skills with students' cognitive learning results. This research aimed at investigating the contribution of metacognitive skills and creative thinking skills simultaneously on the cognitive learning results of 226 senior high school science students of Kupang, Indonesia. Metacognitive skills and creative thinking skills were measured integrated with cognitive test. The assessment of metacognitive skill, creative thinking skill, and cognitive learning results developed was validated before being used. The results of the research showed that metacognitive skills and creative thinking skill simultaneously had a high contribution on students' cognitive learning results as much as 62.78%. Metacognitive skills had a higher contribution to cognitive learning results as much as 50.26%, while the contribution of creative thinking skill was 12.52%. Based on this result, teachers need to empower students' metacognitive skills and creative thinking skills in learning because both thinking skills are required in 21st century.

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Section: Discussionmentioning

confidence: 99%

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

Yusnaeni¹,

Corebima²,

Susilo³

et al. 2020

ujer

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“…The score of HOTS ability tests on conventional learning model methods is low compared with the group investigation method, because in conventional classes students do not do learning outside the classroom [39]. This is because learning outside the classroom involves students' ability to observe, investigate problems directly.…”

Section: Resultsmentioning

confidence: 99%

Group Investigation Model in Environmental Learning: An Effect for Students' Higher Order Thinking Skills

Komala¹,

Lestari²,

Ichsan³

2020

ujer

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Group investigation is a learning model that emphasizes the ability to think of students through group activities to investigate specific problems or topics. Solving problem needs an Higher Order Thinking Skills (HOTS). This is because the problem needs to be solvedwith problem analysis and evaluation, based on the competency of the students. Through this model, students can be directly involved in solving the problems encountered. This study aimed to determine the effect of the group investigation learning model on students' HOTS in environmental learning for the topic of environmental pollution. The method used in this research was an experiment with a post-test only control group design. The sample of the research was 10 th grade students selected by simple random sampling. The results of the study showed that t-count> t-table, which could be interpreted as an effect of the group investigation learning model on students' HOTS. The group investigation learning model made students more active and exercised their ability to analyze students. The conclusion of this study was that there was an influence in students' HOTS on the use of the group investigation model.

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“…Previous research on critical thinking has been carried out relating to the effects of using various learning models [15,17,18]. In addition, research has also been carried out relating to the use of analogy learning strategy [8,9,19]. However, there is still little research that measures students' critical thinking using analogy learning strategy.…”

Section: Introductionmentioning

confidence: 99%

Analogy and Critical Thinking Skills: Implementation Learning Strategy in Biodiversity and Environment Topic

Suryanda¹,

Azrai²,

Nuramadhan³

et al. 2020

ujer

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Critical thinking skills can be developed using a learning strategy. Analogy strategy is one of the strategies designed for the passive students with low critical thinking skills. This study aimed to use analogy in biology learning especially in biodiversity and environment topics towards students' critical thinking learning. The study used an experimental pretest-posttest design and a control group design. The research was conducted in 2014. The sample was taken with simple random sampling with 120 students. The results showed that the average value of the pre-post test score of the experimental class was 51.8 and 64.76, while the average score of a pre-post test of the control class was 47.9 and 58.28. Based on the t-test results obtaining t-value of 2.67, the t-value was higher than t-table, which showed using an analogy in biology learning had an effect on students' critical thinking skills. This is related to the analogy learning process step that students can discuss in the learning process. The conclusion of this study was that analogy strategy had an effect for students' critical thinking skills.

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Light-Board: Simple Media to Learn Photosynthesis Concepts

Cited by 16 publications

References 15 publications

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

The Contribution of Metacognitive Skills and Creative Thinking Skills in 21<sup>st</sup> Century Learning

Group Investigation Model in Environmental Learning: An Effect for Students' Higher Order Thinking Skills

Analogy and Critical Thinking Skills: Implementation Learning Strategy in Biodiversity and Environment Topic

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