Pengaruh Model Abad 21 4Cs dalam Meningkatkan Kemampuan Membuat Pertanyaan Tingkat Tinggi Mahasiswa Semester I PGSD FKIP UMSU Materi Gejala Alam TA. 2019/2020

Sari, Suci Perwita; Siregar, Eko Febri Syahputra

doi:10.54367/aquinas.v3i2.720

Cited by 6 publications

(5 citation statements)

References 1 publication

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“…Consistent with the opinion of (Sari, Suci Perwita;Siregar, 2020) the sequence of presenting materials is useful for determining the sequence in the learning process so that learning outcomes and objectives can be achieved by students. The developed worksheets should meet the needs of students in terms of appearance, content, and systematic format.…”

Section: Discussionmentioning

confidence: 71%

Validity of Developing PjBL-STEM Based Worksheet on the Topic of Environmental Change and Preservation for Students at MAN 2 Padang Panjang

Iksan,

Fadilah

2024

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The implementation of the Kurikulum Merdeka requires updated teaching materials that can accommodate suitable learning characteristics. This study is a development research using the 4-D model in three stages: define, design, and develop. The subjects of this study are 35 students from grade X of MAN 2 Padang Panjang, 1 biology subject teacher of MAN 2 Padang Panjang, and two lecturers from the Department of Biology, FMIPA UNP. The object of this research is the PjBL-STEM-based worksheet on environmental change and preservation material. Data for this study are obtained from teacher interviews, student observation questionnaires, and validity questionnaires. The result obtained for the product validity score is 91%, categorized as highly valid, thus can be used in biology learning.

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Section: Discussionmentioning

confidence: 71%

Validity of Developing PjBL-STEM Based Worksheet on the Topic of Environmental Change and Preservation for Students at MAN 2 Padang Panjang

Iksan,

Fadilah

2024

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“…Therefore, learning activities must be carried out effectively in order to achieve national education goals and current developments. Teachers are required to be able to manage learning activities that provide stimulation so that students are able to understand learning in accordance with the demands of current educational goals (Nainggolan et al, 2021;Önür & Kozikoğlu, 2020;Rahayu et al, 2022;Sari & Siregar, 2020). Educators are required to be facilitators in learning activities.…”

Section: Introductionmentioning

confidence: 99%

Innovation in Vocational Learning: Project Based Learning E-Module on the Textile Dyeing Course

Pratiwi,

Waskito,

Nelmira

et al. 2024

J. Educ. Technol.

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The current problem is the lack of innovative learning resources that can be used for independent learning. This has an impact on low student learning outcomes. The aim of this research is to develop an E-module based on Project Based Learning. This type of research is development research.The model used to develop products is 4-D (definition, design, development and distribution). The research subjects were 2 material expert validators, 3 media expert validators, and 2 language expert validators. The product trial subjects were 16 students who were taken into two classes as a control class and an experimental class. The methods used to collect data are observation, interviews, questionnaires and tests. The instruments used to collect data were questionnaire sheets and test questions. This research data analysis technique uses descriptive qualitative, quantitative and inferential statistical analysis. The research results areThe average material validation assessment was 0.86 with the Valid category. The average result of the E-module validation assessment in terms of media is 0.85 with the Valid category. The language validation assessment was 0.86 in the valid category. Practicality by lecturers was 91.67% in the very practical category and students were 82.5% in the very practical category. This e-Module was declared effective in improving student learning outcomes based on classical completeness of 94.73%, and a score of 0.71 in the high category. It was concluded that E-modules are suitable for use in learning and can improve student learning outcomes.

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“…High-level questions facilitate class performance in both multiple choice and essay forms encouraging students to think deeply about material, facilitating semantic coding, rote memory, and leading students to review and rethink factual material that is thought out in more complex ways (Barnett & Francis, 2012;Cetin et al, 2019;Kurniati et al, 2016). A good question for measuring students' critical thinking skills is a question that is able to sharpen one's higher-order thinking skills (Sari & Siregar, 2020). In this study, high-level questions on learning were designed to develop students' critical thinking skills in elementary schools.…”

Section: Introductionmentioning

confidence: 99%

High-Order Questions Improve Students' Critical Thinking Skills In Elementary Schools

Widya Karmila Sari Achmad,

Unga Utami

2023

International j.of Elementary Education

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Critical thinking is an essential and well-established skill for meeting workers' demands in the 21st century. In today's era, teaching and training students in critical thinking skills, even from elementary school, is essential. However, there are still many students who have low critical thinking skills. This study aims to analyze and describe the effect of the effectiveness of high-level questions in developing students' critical thinking skills in elementary schools. The research method used a one-group pretest and posttest experimental design, which was carried out in three elementary schools. The population of this study was three teachers and 102 students. Instruments in this quantitative research include questionnaires, observations, and interview guidelines. Data analysis techniques in this study are descriptive qualitative and quantitative analysis and inferential statistics. The study results showed a significant difference between the pretest and posttest scores of the students obtained from the results of studying the high-level questions. Second, high-level questions are practical for developing elementary school students critical thinking skills. It is concluded that high-order questions can improve critical thinking skills in elementary school students.

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Pengaruh Model Abad 21 4Cs dalam Meningkatkan Kemampuan Membuat Pertanyaan Tingkat Tinggi Mahasiswa Semester I PGSD FKIP UMSU Materi Gejala Alam TA. 2019/2020

Cited by 6 publications

References 1 publication

Validity of Developing PjBL-STEM Based Worksheet on the Topic of Environmental Change and Preservation for Students at MAN 2 Padang Panjang

Validity of Developing PjBL-STEM Based Worksheet on the Topic of Environmental Change and Preservation for Students at MAN 2 Padang Panjang

Innovation in Vocational Learning: Project Based Learning E-Module on the Textile Dyeing Course

High-Order Questions Improve Students' Critical Thinking Skills In Elementary Schools

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