Simple Terrarium Teaching Aid for Guided Inquiry Learning Model: The Development of Learning Instruments to Students' Concept Understanding in Global Warming and Environmental Awareness

Naezak, Najda Aliyatun; Savitri, Erna Noor; Fibriana, Fidia

doi:10.46843/jiecr.v2i2.37

Cited by 7 publications

(7 citation statements)

References 7 publications

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“…It aims to make it easier for students to find the menu on the E-Student Worksheet. This systematic presentation is in line with the opinion that Student Worksheets should be developed systematically to make it easier for students to understand information (Naezak et al, 2021;Yulkifli et al, 2019). The E-Student Worksheet was also developed by paying attention to illustrations and pictures that match the characteristics of students.…”

Section: Discussionsupporting

confidence: 58%

Advancement of STEM-Based E-Student Worksheet To Enhance The HOTS of Elementary School Students

Zainil

Kenedi²,

Asnawi³

2022

j.of education technology

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During the covid-19 pandemic, there was a demand for online learning innovations that could meet the characteristics of elementary school students and develop HOTS for elementary school students. The goal of this study is to develop a STEM-based E-Student Worksheet to enhance valid and effective HOTS of elementary school students during the COVID-19 pandemic. HOTS measured in this study was the cognitive level C4, C5 and C6.This study used a four-dimensional model to conduct development research. The participants in this study were elementary school students in second grade as many as 60 students. The qualitative and quantitative data used in this study included observation sheets, documentation, questionnaires, and test questions. Qualitative data was analysed by collecting data, reducing data, and drawing conclusions, whereas quantitative data was analysed by applying the independent t-test. According to the study's findings, a STEM-based E-Student Worksheet had been developed to enhance elementary school students' valid and effective HOTS during the covid-19 pandemic. The findings of this study can be used by teachers to guide them through the online learning process during the COVID-19 pandemic.

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Section: Discussionsupporting

confidence: 58%

Advancement of STEM-Based E-Student Worksheet To Enhance The HOTS of Elementary School Students

Zainil

Kenedi²,

Asnawi³

2022

j.of education technology

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“…Science learning is learning through a systematic process using the scientific method. Science learning provides opportunities for students to gain learning experiences through experimentation and direct observation of natural phenomena (Naezak, 2021).…”

Section: Introductionmentioning

confidence: 99%

Creative Problem Solving (CPS) Learning to Improve Ability an Strudent’s Critical and Creative Thinking on Science Materials

Fahrisa

Parmin²

2022

J. Environ. Sci. Educ.

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This study aims to determine the effectiveness of using the CPS (Creative Problem Solving) learning model to improve students' critical and creative thinking skills. This research is an experimental study using a quasi-experimental research design with a non-equivalent control group design. The sampling technique used purposive sampling and obtained class VIII A and VIII F. Improving students' critical thinking skills based on T-Test test data pretest and posttest were 4.01 in the control class and 10.29 in the experimental class, both of which were higher than the Ttable, which was 1.99. Improving students' creative thinking skills based on the STUDENT WORKSHEET T-Test Test of 5.035 in the control class and 10,041 in the experimental class, and the T-Test mind mapping of 6,428 in the control class and 6,240 in the experimental class. From the test results, it was found that H0 was rejected so that there was an increase in students' critical and creative thinking skills. Thus, the application of the CPS (Creative Problem Solving) model on the Science material is effectively used to improve students' critical and creative thinking skills.

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“…Along with the needs of 21st-century learning in achieving critical thinking, the priority of science learning leads to inquiry activities identified as a promising approach (Sergis et al, 2019), as an innovative learning approach (Orhan & Sahin, 2018), even as the best teaching practice of critical thinking (Cleovoulou & Beach, 2019). The inquiry positively impacts critical thinking skills in science learning (Duran & Dökme, 2016;Naezak et al, 2021). The goals in scientific inquiry activities pay attention to critical thinking skills (Prayogi et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

Verawati

Hikmawati

Prayogi³

et al. 2021

JPII

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This study aims to evaluate the effectiveness of reflective practices in inquiry learning to train pre-service teachers' critical thinking skills viewed from cognitive styles. The quasi-experimental design was conducted with two sample groups given the same treatment at the pretest, reflective-inquiry practice learning, and posttest. Before the pretest, each sample was given GEFT (Group Embedded Figures Test) to determine the sample of the FI (field-independent) or FD (field dependent) cognitive style. Two sample groups were pre-service physics teachers (PPT) at two different universities in Mataram, Indonesia. The measurement of critical thinking employed essay tests. Critical thinking skills data were analyzed descriptively (mean difference scores of pretest-posttest and N-gain analysis) and statistically (independent sample t-test) employing SPSS software. The effectiveness of reflective inquiry learning is measured by increasing critical thinking scores where the minimum posttest has the "critical" criteria. The study results indicated that the tendency of cognitive style FI was more dominant than FD. The critical thinking measurement showed that each FD/FI group was categorized as "critical," and the increase of critical thinking scores in the two groups was categorized as a "moderate" category. In line with this, statistical analysis (hypothesis testing at a significance level of 0.05) showed no difference in the increase of critical thinking scores between PPT belonging to FD and FI. This study showed that the reflective practice in inquiry learning effectively improved the pre-service teachers' critical thinking skills with the FD and FI cognitive styles. Reflective practices are a new way of inquiry learning to train critical thinking and can be used as a reference for its structured implementation in regular lectures.

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Simple Terrarium Teaching Aid for Guided Inquiry Learning Model: The Development of Learning Instruments to Students' Concept Understanding in Global Warming and Environmental Awareness

Cited by 7 publications

References 7 publications

Advancement of STEM-Based E-Student Worksheet To Enhance The HOTS of Elementary School Students

Advancement of STEM-Based E-Student Worksheet To Enhance The HOTS of Elementary School Students

Creative Problem Solving (CPS) Learning to Improve Ability an Strudent’s Critical and Creative Thinking on Science Materials

Reflective Practices in Inquiry Learning: Its Effectiveness in Training Pre-Service Teachers' Critical Thinking Viewed from Cognitive Styles

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