Mitigation of Learning Loss and Teacher Awareness: Qualitative Study in Science Practicum

Rengkuan, Mariana; Simal, Fajryani; Leasa, Marleny; Maelan, Marni

doi:10.29303/jppipa.v8i4.1796

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…Meanwhile, it was reported by Chen, et al (2022) that creative thinking involves the ability to think of new and unconventional solutions, as well as seeing problems from different points of view. Apart from that, Rengkuan, et al (2022) stated that thinking skills also include the ability to analyze situations quickly, make the right decisions, and anticipate the consequences of actions taken. By developing the ability to think comprehensively, individuals can become more flexible in facing challenges, more innovative in creating solutions, and more effective in achieving their goals in their personal and professional lives.…”

Section: Introductionmentioning

confidence: 99%

Development of Problem-Based Tools to Improve Thinking Abilities in In-Service PPG Program Students

Rengkuan,

Sompotan,

Batmetan

2024

IJITE

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This research aims to develop problem-based learning tools that empower students' thinking abilities in the In-service Teacher Professional Education Program at Unima. The learning tools developed consist of modules and LKPD for the Biology Learning Tool Development course. The development model used is the ADDIE development model consisting of four stages, namely 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. The results of the research are the feasibility of the learning tools which are seen based on the aspects of validity, practicality, and effectiveness of the learning tools. Next, to see the effectiveness of problem-based learning tools on thinking ability using One Group Pretest-Posttest Design which was implemented on 29 PPG Daljab Category 1 students, class 3 of 2023. The results of the research show that the learning tools are very valid with an assessment score interval between 3.5-4 and reliability between 95%-98%. The learning implementation is categorized as very good with an assessment score interval between 3.6-4 with an average reliability of 97%, the average readability level of the device based on the Gunning Fox index is 11 with medium criteria, the readability percentage of the learning device based on the readability sheet of the learning device is 97% and students provide a positive response to learning tools was 98%. The increase in students' cognitive learning outcomes can be seen from the average N-gain value for all students, namely 0.68 with medium criteria, classical completeness of 100%, and indicator completeness with an interval of 2.5-3.5. Based on the results of this research, it can be concluded that problem-based learning tools in the biology teaching tool development course are suitable for use to improve the thinking skills of students in the PPG Daljab Program at Unima.

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Section: Introductionmentioning

confidence: 99%

Development of Problem-Based Tools to Improve Thinking Abilities in In-Service PPG Program Students

Rengkuan,

Sompotan,

Batmetan

2024

IJITE

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“…Learning loss is defined as a decrease or decline in students' knowledge and skills when learning progress does not occur at the same level as in previous years (Pier, Hough, Christian, Bookman, Wilkenfeld, & Miller, 2021). Not only is learning loss in knowledge, but also experience a decrease in learning in laboratory work (Rengkuan, Simal, Leasa, & Maelan, 2022). First-year students or the 2022/2023 academic year were often referred to as the COVID-19 generation because their high school years took place during the COVID-19 pandemic, and they carried out learning at home.…”

Section: Introductionmentioning

confidence: 99%

Learning Loss Analysis of Introductory Concepts of Chemistry for Students After The COVID-19 Pandemic

Anwar,

Loka,

Al Idrus

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study analyzes the learning loss of first-year students' chemistry concepts at FKIP, University of Mataram. The research sample was 112 first-year students taking introductory chemistry courses at FKIP University of Mataram, 14 male students (12.5%) and 98 female students (87.5%)—these students, as a whole, face two years of online learning in high school. The primary data in this study is the analysis of respondents' test results related to prior knowledge of chemistry concepts during one semester of lectures. The results showed that the idea of limiting reagents and percent composition showed the highest learning loss (53.57%), while the concept of moles and molar mass and matter showed the lowest learning loss percentage of 32.14%. Furthermore, the results of statistical tests show the relationship between the average score before the UTS implementation and after the UAS implementation. The previous lack of online learning to strengthen students' prior knowledge indicates the cause of learning loss in chemical concepts. Questionnaire analysis stated that education through WA groups, the duration of chemistry learning was low, and the lack of feedback given by teachers on assignments students were working on during the learning process strengthened the current conditions.

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“…Sometimes, the learning method chosen by the teacher is less attractive to students, less interesting, or less varied, so the atmosphere in the class is less interactive and not conducive (Ramdiah et al, 2014). Especially during the Covid-19 pandemic, learning was forced to take place online so that many students experienced learning loss (Rengkuan et al, 2022) or academic setbacks due to prolonged gaps or the educational process not taking place. Research conducted by Pratiwi (2021) revealed that during the pandemic several problems occurred, namely 1) student motivation and psychological learning decreased; 2) gaps in learning outcomes arise due to differences in background and facility support; and 3) learning loss happens.…”

Section: Introductionmentioning

confidence: 99%

Science Virtual Laboratory Implementation to Improve Students' Critical Thinking Skills: A Content Analysis

Sujono,

Maryati,

Jumadi

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Critical thinking skills are important for students to have for their future. One way to improve it is to apply virtual laboratory learning media to Science subjects. This study aims to analyze the implementation of virtual labs to improve students' critical thinking skills in science learning. This qualitative descriptive research uses content analysis study method. Researchers collect and classify various research results on the application of Virtual Laboratory (VL) from the S1-S3 Journal of Sinta using the PRISMA method and analyze them using a research instrument in the form of a Paper Classification Form (PCF). As a result, research on the use of virtual laboratories to improve students' critical thinking skills in science learning continues to increase from year to year, from high school to university levels. PhET and virtual labs developed by researchers when applied in class using inquiry models or STEM approaches or experimental methods have been proven to be able to effectively stimulate students to think critically

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Mitigation of Learning Loss and Teacher Awareness: Qualitative Study in Science Practicum

Abstract: .

Cited by 4 publications

References 21 publications

Development of Problem-Based Tools to Improve Thinking Abilities in In-Service PPG Program Students

Development of Problem-Based Tools to Improve Thinking Abilities in In-Service PPG Program Students

Learning Loss Analysis of Introductory Concepts of Chemistry for Students After The COVID-19 Pandemic

Science Virtual Laboratory Implementation to Improve Students' Critical Thinking Skills: A Content Analysis

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