Questioning skill of science teacher from the students perscpective in senior high school

Halim, Abdul; Mazlina, Hilda; Melvina,; Zainaton,

doi:10.1088/1742-6596/1088/1/012109

Cited by 12 publications

(5 citation statements)

References 7 publications

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“…(2) Inquiry; In the pursuit of CTL, students carry out investigations, in learning Students learn to use critical thinking skills and a transfer process occurs from observation to understanding ( Ernst, Hodge, & Yoshinobu, 2017). (3) Questioning; in the pursuit of asking questions carried out by both teachers and students (Halim, & Mazlina, 2018). Questions from the teacher are teacher activities to encourage, guide, and assess the thinking skills of students, while for students asking questions is an important part of inquiry-based learning.…”

Section: Contextual Teaching Learning Approachmentioning

confidence: 99%

A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

Satriawan

Liliasari²,

Setiawan³

et al. 2021

JPF

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The lack of technological innovation in the utilization of ocean wave energy as a renewable energy source is caused by a lack of public knowledge about this matter. Therefore, it needs to be introduced early, especially to pre-service teachers through innovative and fun learning. The aim of this study was to identify the responses of pre-service physics teachers about the learning program to introduce the concept of utilizing ocean wave energy. The research subjects were 31 sixth semester students who are taking environmental physics lectures in the physics education study program at one of the teachers' university in West Nusa Tenggara Province for the 2019/2020 academic year. The sample was taken by using purposive sampling technique. Data collection was carried out by means of observation, interview, and questionnaire techniques. All data collected were then analyzed simultaneously descriptively. The findings of this study showed that almost 90% pre-service physics teacher students agreed that the learning program had a positive impact on increasing interest, motivation, critical thinking skills, and creative thinking skills, and made them easier to solve problems and grow solid cooperation. Therefore, it can be concluded that pre-service physics teacher students agree to the use of semi-assisted project-based learning programs with contextual problems.

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Section: Contextual Teaching Learning Approachmentioning

confidence: 99%

A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

Satriawan

Liliasari²,

Setiawan³

et al. 2021

JPF

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“…Malahan, jawapan yang diberikan oleh murid semasa menjawab soalan juga menjadi faktor miskonsepsi terjadi dalam kalangan murid (Halim et al, 2018;Sholihat et al, 2017). Cara pemberian jawapan yang tidak bertepatan dengan konsep saintifik dapat menunjukkan miskonsepsi berlaku dalam diri murid.…”

Section: Faktor Yang Mempengaruhi Miskonsepsiunclassified

“…Tambahan, komunikasi dua hala yang kurang efektif juga dapat menjejaskan proses pembelajaran. Murid sukar bertanya soalan kepada guru yang mengajar kerana berasa takut untuk melakukan kesilapan (Halim et al, 2018;Halim et al, 2019). Maka, miskonsepsi boleh berlaku apabila murid tidak jelas dengan konsep yang telah dipelajari berdasarkan pengajaran guru.…”

Section: Faktor Yang Mempengaruhi Miskonsepsiunclassified

Menerokai Faktor Kefahaman Kanak-Kanak Tadika dengan Konsep Elektrik

Zahar

Halim

2021

MJSSH

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Kanak-kanak tadika yang diberikan pendedahan awal dalam pembelajaran Sains dapat memberi ruang kepada mereka untuk menerokai alam sekeliling secara lebih saintifik. Malahan, pendedahan melibatkan tajuk yang abstrak seperti elektrik dapat memberi peluang kepada mereka untuk memperoleh pengetahuan yang pelbagai dalam bidang Sains. Oleh itu, kajian ini dijalankan untuk menerokai faktor-faktor yang boleh mempengaruhi kanak-kanak tadika dalam memahami tentang konsep elektrik. Reka bentuk kajian yang dilaksanakan adalah secara kajian kes dengan melibatkan kajian kualitatif. Seramai dua orang kanak-kanak berbeza jantina yang bersekolah di salah sebuah tadika swasta di Negeri Sembilan menjadi peserta dalam kajian ini. Instrumen kajian ini telah melibatkan ujian diagnostik dalam bentuk three-tier test, temu bual serta analisis dokumen dalam menerokai faktor yang mempengaruhi kefahaman kanak-kanak terhadap konsep elektrik. Hasil kajian menunjukkan bahawa miskonsepsi turut berlaku dalam kalangan kanak-kanak tadika dan terdapat pelbagai faktor yang mempengaruhi kefahaman mereka dalam memahami konsep elektrik. Antara faktor yang mempengaruhi kefahaman kanak-kanak tadika berkaitan konsep elektrik adalah faktor murid, guru, ibu bapa serta faktor luar seperti televisyen, rakan, buku dan juga internet. Menerusi faktor tersebut, didapati bahawa kanak-kanak lelaki mempunyai kefahaman yang lebih mendalam dalam konsep elektrik berbanding kanak-kanak perempuan. Tambahan itu, faktor luar yang melibatkan televisyen dilihat memberi pengaruh yang besar kepada kefahaman kanak-kanak tadika dalam memahami konsep elektrik. Justeru, faktor yang terlibat boleh membantu guru dalam mencari jalan penyelesaian untuk mengelakkan berlakunya miskonsepsi dalam kalangan kanak-kanak dan memberi penjelasan secara saintifik kepada mereka. Hal ini supaya kanak-kanak tidak membawa miskonsepsi ke peringkat yang seterusnya.

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“…Metacognitive skills can reflect students in planning, implementing, and monitoring strategies and assessing their work (Azizah & Nasrudin, 2018;Carvalho & Santos, 2022). Metacognitive skills are needed in learning (Mahdavi, 2014;Halim, et al, 2018;Suganthi, Anwar & Muthurasu, 2020). Metacognitive skills can help students to improve learning outcomes (Widyawati & Nasrudin, 2019).…”

Section: ▪ Introductionmentioning

confidence: 99%

Development of Guided Inquiry-Oriented Worksheets to Train Students' Metacognitive Skills on Acid-Base Material

Winarseh,

Azizah

2023

JPMIPA

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Improving students' metacognitive skills is needed to improve the quality of education in Indonesia. The purpose of this study was to develop guided inquiry-oriented student worksheets to assist students in improving metacognitive skills on acid-base materials. The Borg and Gall model was used in this research method. The instruments used were the validation sheet, student response questionnaire, student activity observation sheet, metacognitive skills pretest-posttest questionnaire, and metacognitive inventory questionnaire. The subjects of this study amounted to 22 students of class XI IPA 1 SMAN 1 Dawarblandong. The worksheets developed were very valid with the average results of content validity on students' worksheets 1, 2, and 3 of 4.67; 4.56; 4.56, and construct validity on students' worksheets 1, 2, and 3 of 4.63. The practicality of the student worksheet obtained a percentage of 93.2% in the very practical category. The student worksheet was assessed for effectiveness using the N-gain test and paired sample t-test on pretest-posttest results. The average N-gain was 0.63 with a medium category and sig (2-tailed) value of 0.000 <0.05. Based on these findings, it can be said that the guided inquiry-oriented student worksheets are valid, very practical, and effective in helping students improve their metacognitive skills.

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Questioning skill of science teacher from the students perscpective in senior high school

Cited by 12 publications

References 7 publications

A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

Menerokai Faktor Kefahaman Kanak-Kanak Tadika dengan Konsep Elektrik

Development of Guided Inquiry-Oriented Worksheets to Train Students' Metacognitive Skills on Acid-Base Material

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