Student Centered Education Scale: A Validity and Reliability Study

Boyaci, Zeynep

doi:10.12973/eu-jer.6.1.93

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…Rumus matematis tersebut membuat peserta didik menjadikan mata pelajaran fisika hal yang menakutkan, sehingga mengakibatkan peserta didik mengalami kesulitan dalam memahami pelajaran fisika. Terlebih lagi dengan cara mengajar guru yang monoton, hanya terrfokus pada rumus (Boyaci et al, 2017;Istiyono et al, 2020;Putranta et al, 2021). oleh Kismawardani et.al (2022) menyatakan dari 25 guru yang mengisi kuesioner terdapat 72% guru sudah mengetahui dan memahami pendekatan STEAM, namun dalam praktinya hanya 50% guru yang mampu menerapkan pendekatan STEAM dalam pembelajaran fisika.…”

Section: Pendahuluanunclassified

Perkembangan Penelitian Pendekatan Steam Pada Pembelajaran Fisika Di Indonesia: A Systematic Literature Review

Fitria,

Kuswanto,

Dwandaru

et al. 2023

Educ. Sci.

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The impact of the STEAM approach in education can help students have 21st Century skills. This study aims to review the development of STEAM approach research on physics learning in Indonesia. Systematic literature review research with the content analysis method was used to review articles published from 2018-2022. The analysis techniques carried out are identification, screening and analysis. Assessment of article inclusion and quality is done to avoid bias in research. There were 28 articles that were in accordance with the focus of this study. The results of the study are the most widely used type of experimental research, the subject of research is at the junior high school level students grade VII and VIII with a sample number of 20-45 students. Test research instruments are widely used by examining light and optical materials. The variable that is often measured is creative thinking skills. Learning media integrated with the PjBL-STEAM model is the most widely used choice. Therefore, research variables that have not been measured are representation skills and higher-order thinking skills aspects of problem solving and physical materials that have never been used for testing are rigid body equilibrium, work and energy, temperature and heat, newton's laws, electromagnetic, electrical and parabolic motion, so further study is needed on its implementation with the STEAM approach.ABSTRAKDampak pendekatan STEAM dalam pendidikan dapat membantu siswa memiliki keterampilan Abad ke-21. Penelitian ini bertujuan meninjau perkembangan penelitian pendekatan STEAM pada pembelajaran fisika di Indonesia. Penelitian systematic literature review dengan metode konten analisis digunakan meninjau artikel yang terbit dari tahun 2018-2022. Teknik analisis yang dilakukan adalah identifikasi, screening dan analisis. Penilaian inklusi dan kualitas artikel dilakukan untuk menghindari bias pada penilitian. Didapatlah 28 artikel yang memiliki kesesuaian dengan fokus penelitian ini. Hasil penelitian adalah jenis penelitian eksperimen paling banyak digunakan, subjek penelitiannya pada siswa tingkat SMP kelas VII dan VIII dengan jumlah sampelnya 20-45 siswa. Instrumen penelitian tes banyak digunakan dengan meneliti materi cahaya dan optik. Variabel yang sering diukur adalah keterampilan berpikir kreatif. Media pembelajaran yang terintegrasi model PjBL-STEAM menjadi pilihan paling banyak digunakan. Oleh karena itu, variabel penelitian yang belum diukur adalah keterampilan representasi dan keterampilan berpikir tingkat tinggi aspek pemecahan masalah dan materi fisika yang belum pernah digunakan untuk pengujian adalah kesetimbangan benda tegar, usaha dan energi, suhu dan kalor, hukum newton, elektromagnetik, kelistrikan dan gerak parabola, sehingga hal tersebut diperlukannya kajian lebih lanjut mengenai implementasinya dengan pendekatan STEAM.

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Section: Pendahuluanunclassified

Perkembangan Penelitian Pendekatan Steam Pada Pembelajaran Fisika Di Indonesia: A Systematic Literature Review

Fitria,

Kuswanto,

Dwandaru

et al. 2023

Educ. Sci.

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“…Students' fluency response is related to learning. A number of studies, such as those conducted by Boyaci, Sahin, Hasirci, & Kilic (2017), Talbert, Hofkens, and Wang (2019), Kilic (2010), Wright (2011), Anyanwu & Fidelia N. Iwuamadi (2015 resulted in the conclusion that student-centered learning provides a better effect on learning. The students are required to be active, creative and innovative in solving life problems.…”

Section: Introductionmentioning

confidence: 99%

Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?

Zainudin¹,

Istiyono²

2019

EUROPEAN J ED RES

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This study was aimed at investigating whether or not there is an interaction between learning approach and social intelligence towards response fluency. A number of 126 eighth grade students (M = 13.9; SD = 0.5 years) in Bojonegoro, Indonesia were randomly selected to participate in this study. This research used 2x3 factorial quasi-experiment with the matching static comparison design. The statistical Analysis Of Covariance (ANCOVA) ware implemented for analysis of data in the study. The results show that: there is a significant difference in response to fluency between students who learn with a scientific approach and direct learning approach; there are significant differences in response to fluency between students who have high, medium, and low social intelligence, both in scientific and direct learning approaches, the students with high social intelligence levels have better response to fluency than those with moderate social intelligence or low, and the students with moderate social intelligence have better response to fluency than those with low social intelligence, in all levels of social intelligence, the students who were taught by using scientific approach have better response to fluency than those who were taught by using direct learning approach.

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Development and factor structure of the teaching approach scale

Reho,

Costa,

Pirchio

et al. 2024

Front. Educ.

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IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

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Student Centered Education Scale: A Validity and Reliability Study

Cited by 3 publications

References 8 publications

Perkembangan Penelitian Pendekatan Steam Pada Pembelajaran Fisika Di Indonesia: A Systematic Literature Review

Perkembangan Penelitian Pendekatan Steam Pada Pembelajaran Fisika Di Indonesia: A Systematic Literature Review

Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?

Development and factor structure of the teaching approach scale

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