The implementation of skill of disruptive innovators to improve creativity through science learning on green biotechnology conceptions

Atmojo, Idam Ragil Widianto; Sajidan, S.; Sunarno, Widha; Ashadi, A.

doi:10.1088/1742-6596/1157/2/022004

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…Advances in Social Science,Education and Humanities Research,volume 397 The value categories after calculated with N-Gain (Atmojo, Sajidan, Sunarno, & Ashandi, 2019) can be seen in Table 2 as follows:…”

Section: Methodsmentioning

confidence: 99%

The Effect of Means Ends Analysis Model on Reasoning Skills of Planes

Hidayat¹,

Surya²,

Sukarno³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This research aimed to determine the effect of the Means Ends Analysis (MEA) learning model on the reasoning skills of planes in the fourth-grade students of the public elementary schools of Nakula cluster of UPTD DIKPORA, Serengan District, Surakarta City in the 2018/2019 academic year. The approach used in this research is a quantitative descriptive approach. The research design is a one-group pretest-posttest, with a population of fourth-grade students in the public elementary schools of Nakula cluster and the sample obtained is SDN Serengan II No. 256 Surakarta. The reasoning-skill test was used to collect the data, which were then analyzed using N-Gain. The research findings stated that there was an increase in reasoning skills. The percentage of indicators of proving and concluding is 89% (high), testing validity 79% (high), guessing 57% (moderate), determining patterns 66% (moderate), and mathematical manipulation 38%. These findings indicate that the Means Ends Analysis (MEA) learning model can improve reasoning skills.

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Section: Methodsmentioning

confidence: 99%

The Effect of Means Ends Analysis Model on Reasoning Skills of Planes

Hidayat¹,

Surya²,

Sukarno³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…The era of industrial revolution 4.0 requires skills that must be mastered by someone, so it is expected that education can prepare students to master various skills in order to become a successful person in life (Atmojo, Sajidan, Sunarno, and Ashadi, 2019). Important skills in the era of industrial revolution 4.0 are still relevant to the four pillars of life, namely learning to know, learning to do, learning to be and learning to live together.…”

Section: Skills Of the Era Of Industrialmentioning

confidence: 99%

“…In addition, there are special skills that are empowered in learning activities, namely critical thinking skills, problem-solving, metacognition, communication skills, collaborating, innovation and creation, information literacy, and various other skills. To achieve the skills needed in the era of industrial revolution 4.0 needs to be done by updating the quality of learning, helping students develop participation, adjusting personalization of learning, emphasizing project/problem based learning, encouraging collaboration and communication, increasing student involvement and motivation (Atmojo et al, 2019), cultivating creativity and innovation in learning, using the right learning tools, designing learning activities that are relevant to the real world, empowering metacognition, and developing student-centered learning (Atmojo et al, 2019).…”

Section: Skills Of the Era Of Industrialmentioning

confidence: 99%

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

Permana¹,

Aprilia²,

Teniola³

2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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The demand for policy reform in the midst of increasingly dynamic currents and waves of modernization is urgently needed in the development of the industrial revolution 4.0 based on this cyber-physical system. The product of the industrial revolution is closely related to the practical equipment used in Vocational High Schools (SMK) as supporting student competencies. The aim of vocational education is to provide practical skills in mastering the use of practical equipment as supporting competencies because vocational secondary education is actually an escalation to channel human resources ready to enter the workforce. Thus, updating learning programs in vocational education has become a necessity. True teachers, as facilitators in learning in vocational schools, are expected to provide understanding and work skills. The learning process does not only fill the material alone but is able to provide skills and work skills in accordance with what is needed in the business world and the world of work. Therefore, teachers must be able to conceptualize, design, develop, and study learning programs to meet identified needs for a group of students. Model TADES401 (gov.au) as one program in designing and developing learning programs. This model discusses the skills and knowledge needed to identify the parameters of a learning program, determine its design, describe content, and review its effectiveness. There are 4 (four) units of skills, namely: (1) define the essential outcomes; (2) work within the VET policy framework; (3) develop program content; (4) design the structure of the learning program. Of the four skill units, they are derived into 15 (fifteen) skills of a teacher that must be done in developing this learning model. In the process of implementing the TAEDES401 model, teachers are required to be able to complete their tasks to (1) designing, developing and reviewing learning programs within the vocational education and training (VET) context; (2) preparing and developing a minimum of two learning programs: and (3) that contain differentiated learning program designs to reflect particular needs, contexts and timelines. Through the design and development of the TADES401 learning program, it will be a variant and not monotonous, the teacher's skills in managing the class will have a positive impact on core skills and employability skills (CSaES).

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“…One of the problems of Pre-Service Elementary Teacher (PSET) students is the existence of misconceptions in understanding and categorizing biotechnology. The concept used in biotechnology is RCB (Atmojo, 2018;Atmojo, 2019;Qalbina&Ahda, 2019). RCB is a Rainbow Code which consists of four categories including green biotechnology, red biotechnology, white biotechnology, and blue biotechnology.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Biotechnology Measured by Using a Two-Tier Multiple Test

Rukayah¹,

Atmojo²,

Hartono³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Biotechnology is a concept that combines biology and technology. The concept of Biotechnology in this research is divided into 4 based on the Rainbow Code of Biotechnology (RCB). This research aimed to measure the concept of biotechnology using a Two-Tier Multiple Test (TTMC). This research consists of two methods, namely qualitative and quantitative methods. TTMC was developed using a procedure defined by Borg and Gall. TTMC consists of 20 questions and tested to 137 students to collect data. Based on the research findings, it can be concluded that TTMC assessment instruments developed is feasible and meets the criteria as a good question with the content validity (CV) of 1.00, an average score of the reliability test of 0.92 of a very high category, the level of difficulty of 79.2% with a moderate category and 16.7% with a difficult category, and the discriminating power of 18.7% with a very good category and 39.6% with a good category. The TTMC instrument developed for measuring biotechnology material is sufficient to measure understanding of biotechnology with 41.6% of consistency. The research results show that the two-tier tests are effective in determining the students' conceptual understanding of biotechnology and can also be used as an alternative for evaluating student learning outcomes.

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The implementation of skill of disruptive innovators to improve creativity through science learning on green biotechnology conceptions

Cited by 4 publications

References 17 publications

The Effect of Means Ends Analysis Model on Reasoning Skills of Planes

The Effect of Means Ends Analysis Model on Reasoning Skills of Planes

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

Conceptual Biotechnology Measured by Using a Two-Tier Multiple Test

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