The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School

Suryandari, Kartika Chrysti; Rokhmaniyah,; Wahyudi, Wahyudi

doi:10.12973/eu-jer.10.3.1329

Cited by 16 publications

(17 citation statements)

References 48 publications

(74 reference statements)

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“…According to Suryandari et al (2021), multiple representations in learning science can help to interpret data using graphs, tables, etc. and build the relationship with the concept of science.…”

Section: Multiple Representation Approach Learning Conceptmentioning

confidence: 99%

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

Zuhri

Wilujeng

Haryanto

2023

IJLTER

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The paper investigates the multiple representation approach as used in elementary school science learning. A systematic literature review (SLR) method and preferred reporting items for systematic review and meta-analysis (PRISMA) protocol were employed in this research. This included systematic review stages, eligibility and exclusion criteria, review process procedures, and data abstraction and analysis assisted by Publish or Perish 7, VOSviewer, and NVivo 12 Plus applications. The search for publications on Scopus through the Publish or Perish 7 application yielded 605 publications, and for the ERIC database, there were 2018 publications, making 2623 publications. The publications were then filtered according to compatible themes and 50 were selected to be used as material for the SLR. The 50 publications were analyzed according to the assigned topics through the NVivo 12 Plus application, and the results are described in this paper. According to literature, multiple representations is a learning approach that involves using more than one or two representations. This is done by utilizing text, video, tables, audio, animation, diagrams, analogies, cartoons, movements, formulas, and graphs to reflect, interpret, and solve scientific problems in elementary science learning. The multiple representation approach is implemented through task assignment, visualization technology; representation of images, symbols, tables, pictures, and graphs; scientific investigations; engineering design; technological skills; applications; recordings; and written symbols. The impact that the multiple representation approach has in elementary science learning is an increase in reasoning skills, critical thinking skills, communication skills, solving of science problems, concern for nature conservation, and social and visual intelligence. This paper contributes to research examining multiple representations in elementary school science learning.

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Section: Multiple Representation Approach Learning Conceptmentioning

confidence: 99%

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

Zuhri

Wilujeng

Haryanto

2023

IJLTER

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“…Similarly, Parnis and Hendry (2021) developed a geography project integrated with STEM approaches in both the skills and concepts as developed and explored by students. Suryandari (2021) concluded that creative thinking skills were found to be enhanced in terms of flexibility, refinement, freedom and originality. The SRBP model has a positive effect on improving creative thinking skills.…”

Section: /mentioning

confidence: 99%

Exploring the characteristics and effectiveness of project-based learning for science and STEAM education

Chistyakov

Жданов

Avdeeva

et al. 2023

EURASIA J Math Sci Tech Ed

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The purpose of this article is to determine project-based learning (PjBL) from the characteristics, effectiveness and implementation aspects of science and science, technology, engineering, art and mathematics (STEAM) education. Eric database was used in order to investigate key words. Thus, this mini review reviewed 36 articles on PjBL for science and STEAM education based on the available Eric database reference. The data obtained were analyzed using content analysis methods. The results showed that on average PjBL can be categorized as a learning model that can improve student learning outcomes in science learning and train students in problem solving (critical thinking). The review reveals that PjBL has an influence on student learning, especially in science and STEAM education. From this article, it can be concluded and can be recommended three recommendations related to the essential success of PjBL in schools.

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“…Sehungan dengan kurikulum 2013 yang mencakup banyak mata pelajan, IPA dalam kurikulum 2013 bertujuan menjadikan peserta didik cakap pengetahuan sains terhubung kehidupan, memahami lingkungan, bersikap ilmiah, dan pemecahan masalah (Marudut et al, 2020). Setiap konten IPA berkarakter unik sehingga cara mengajarnya berbeda (Suryandari et al, 2021). Keterampilan berpikir kritis diberdayakan melalui pembelajaran berkualitas (Herlina et al, 2020).…”

Section: Pendahuluanunclassified

Analisis E-Modul Flipbook Berbasis Problem Based Learning untuk Memberdayakan Keterampilan Berpikir Kritis Pembelajaran IPA Sekolah Dasar

Endaryati

Atmojo

Slamet³

et al. 2021

JDC

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21st century education is expected to produce capable human resources skills of the 21st century. Teachers should integrate information technology means to help learn participants with technology-based teaching materials, methods, and media. The research aims to describe the PBL-based Flipbook E-Module to empower the critical thinking skills of primary school IPA learning. This research is descriptive qualitative research. Data and data sources are taken from interviews, questionnaires and literature studies. Data and data sources are taken from interviews and questionnaires for teachers. Then, the data was analyzed with interacttf analysis milles &huberman. The results show that PBL-based Flipbook e-modules can empower the critical thinking skills of primary school IPA learning as a 21st century digital media innovation. Flipbook-based e-modules as a learning medium combined with text, narrative, video, practice and integration with learning models. PBL-based Flipbook e-module as an effective solution to 21st century IPA learning in accordance with the character of the material and learning style of 21st century learners as digital natives Keywords: E-module Flipbook, problem based learning, critical thinking Abstrak Pendidikan abad 21 diharapkan menghasilkan sumber daya manusia cakap keterampilan abad 21. Guru harus mengintegrasikan informasi teknologi sarana untuk membantu belajar peserta dengan bahan ajar, metode, dan media pengajaran berbasis teknologi. Penelitian ini bertujuan mendeskripsikan E-Modul Flipbook berbasis PBL untuk memberdayakan keterampilan berpikir kritis pembelajaran IPA sekolah dasar. Penelitian ini merupakan penelitian kualitatif deskriptif . Data dan sumber data diambil dari wawancara dan angket untuk guru. Kemudian, data dianalisis dengan analisis interaktf Milles & Huberman. Hasil penelitian menunjukkan bahwa emodul Flipbook berbasis PBL dapat memberdayakan keterampilan berpikir kritis pembelajaran IPA sekolah dasar sebagai inovasi media digital abad 21. E-modul berbasis Flipbook sebagai media pembelajaran yang dipadukan teks, narasi, video, soal latihan dan integrasi dengan model pembelajaran. E-modul Flipbook berbasis PBL sebagai solusi efektif pembelajaran IPA abad 21 sesuai dengan karakter materi dan gaya belajar peserta didik abad 21 sebagai digital native.

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The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School

Cited by 16 publications

References 48 publications

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review

Exploring the characteristics and effectiveness of project-based learning for science and STEAM education

Analisis E-Modul Flipbook Berbasis Problem Based Learning untuk Memberdayakan Keterampilan Berpikir Kritis Pembelajaran IPA Sekolah Dasar

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