Scientific Explanation of Light through Phenomenon-based Learning on Junior High School Student

Islakhiyah, Khoirotul; Sutopo, Sutopo; Yulianti, Lia

doi:10.2991/icomse-17.2018.31

Cited by 4 publications

(5 citation statements)

References 16 publications

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“…Phenomenon-based interactive media is a media designed based on learning built on observing phenomena that we often encounter in everyday life [58]-phenomenonbased learning media (PhenoBL) in the form of interactive videos and digital modules. The use of this interactive medium aims to overcome the limitations of traditional learning by exploring natural phenomena from different points of view as a complex process [59][60] [61]. There are five parts to a phenomenon-based education: the whole, the real, the context, problem-based inquiry learning, and the learning process [62] [63].…”

Section: Interactive Media Based On Phenomenon Learningmentioning

confidence: 99%

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Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

Febliza

Afdal

Copriady

2023

Int. J. Interact. Mob. Technol.

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This study aims to analyze the comparison of students' critical thinking skills by using learning media based on phenomenon-based learning in a general chemistry course. The media were an interactive web module and an interactive video about the colloidal system. This research is comparative research with a quantitative approach. The sample comprised 68 students from the State Islamic University of Sultan Syarif Kasim Riau and The University of Riau from the chemistry education department. The research data were obtained from students' critical thinking ability test, which consisted of 10 questions and was analyzed using SPSS version 26 for windows. The data collected were analyzed using mean and standard deviation to notice the difference in students' achievement, while analysis of covariance (ANCOVA) was used to test hypotheses and the effect size contribution. The results showed there is a significant difference in students' critical thinking skills between classes that use interactive web modules and classes that use interactive video. Both PhenoBL learning media can improve students' critical thinking skills where the effect size reaches one-third of the percentage. Therefore, educators can consider these learning media to facilitate students in improving critical thinking skills.

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Section: Interactive Media Based On Phenomenon Learningmentioning

confidence: 99%

“…Authenticity means using the methods, tools, and materials needed in real life to solve problems related to student life and the learning community [65] [66]. The conceptuality dimension refers to phenomenon-based learning as a systematic unit in which meaningful learning in a natural context [42] [59].…”

Section: Interactive Media Based On Phenomenon Learningmentioning

confidence: 99%

Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

Febliza

Afdal

Copriady

2023

Int. J. Interact. Mob. Technol.

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show abstract

“…A phenomenon-based e-module is one of the teaching materials in the form of a module that is packaged in digital form, of which module consists of texts, images, animations, and videos that are arranged systematically. It consists of activities, namely observing phenomena, compiling provisional explanations, investing/investigating, compiling final explanations, and providing reasons (Islakhiyah, et al, 2018); furthermore, there are indicators of critical thinking based on Robert H Ennis in (Hidayat, et al, 2016), i.e. focusing questions, analyzing arguments, answering questions that require explanation, considering the truth of the source, concluding, inducing, creating, and determining the results of the considerations, defining terms, and considering definitions, identifying assumption, and determining action.…”

Section: Resultsmentioning

confidence: 99%

“…One other effort is by using a phenomenon-based e-module. The advantage of a phenomenon-based e-module compared to other e-modules is that there are 5 important aspects in its activities, namely observing phenomena, compiling provisional explanations, investing/investigating, compiling final explanations, and providing reasons (Islakhiyah, et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Phenomenon-based Learning E-Module to Improve Critical Thinking Skills in Thermochemistry Material

Pratiwi

Copriady

Anwar

2021

JPSI

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The covid-19 pandemic in Indonesia has affected various sectors, one of them is in the education sector. Thus, it interferes with the learning processes conventionally. A solution is needed to respond to the problem in the 21st century. Online learning is one of the alternative ways in utilizing the use of IT-based teaching materials. This study aims to improve the students’ critical thinking skills by using an e-module. The research was the quantitative descriptive method. This study was a quasi-experimental by using a nonequivalent control group design. The samples of the study consisted of 2 classes, namely XI MIPA 1 and XI MIPA 2. The analysis results using independent sample t-test showed a significance value of 0,000 0,05. The data analysis results of critical thinking skills used N-gain score test; the experimental class obtained a score of 0,72, in which it belonged to the high category. Meanwhile, the average N-gain score for the control class was 0,34, in which it belonged to the medium category. It can be concluded that there is a significant difference in the students’ critical thinking skills between the experimental class and the control class. Therefore, the implementation of a phenomenon-based learning e-module can be an alternative to improve the students’ critical thinking skills.

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“…In addition, by raising local wisdom, teachers can direct students to learn biological concepts through real phenomena that occur in nature. The significance of the learning process will increase and could improve students' understanding about what they are learning (Islakhiyah, Sutopo, & Yulianti, 2018). This condition will also increase student motivation (Albrecht & Karabenick, 2018).…”

Section: Resultsmentioning

confidence: 99%

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

Abidinsyah¹,

Ramdiah²,

Royani³

2019

JPBI

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The use of local wisdom as learning sources and the empowerment of students' Higher-Order Thinking Skills (HOTS) are the two components that must be carried out in the 21st-century biology learning. The purpose of this study was to explore the information about the application of local wisdom-based learning and HOTS-based assessment in Banjarmasin. This survey research involved 41 high school biology teachers in Banjarmasin who joined in Biology Teacher Working Group activities as research samples. The research instruments were questionnaires that were validated by experts. The data were analyzed using descriptive statistics in term of percentage. The findings showed that the teacher gave a positive response to the content of local wisdom to be a source of biology learning. In addition, they believed that through the learning, the students caring attitudes towards the potential and local wisdom of South Kalimantan were developed. Nonetheless, the empowerment of HOTS was not optimal as it was less frequent for the teachers to design HOTS-based learning in their class.

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Scientific Explanation of Light through Phenomenon-based Learning on Junior High School Student

Cited by 4 publications

References 16 publications

Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

Implementation of Phenomenon-based Learning E-Module to Improve Critical Thinking Skills in Thermochemistry Material

The implementation of local wisdom-based learning and HOTS-based assessment: Teacher survey in Banjarmasin

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