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Engaging children in science
... Proses perkuliahan yang bertahap dalam pengertian ini adalah dalam hal pemberian otonomi kepada pebelajar (mahasiswa). Howe & Jones (1993) membagi otonomi pebelajar dalam tiga tingkatan. Pada tingkat otonomi pertama dipilihlah pembelajaran langsung untuk menyampaikan pengetahuan deklaratif serta melatihkan keterampilan prosedural, utamanya keterampilan dalam memecahkan masalah melalui kegiatan penyelidikan. ...
... Penelitian ini merupakan penerapan konsep scaffolding dalam perkuliahan, yakni pemberian sejumlah besar bantuan kepada mahasiswa selama tahap-tahap awal pembelajaran dan kemudian secara perlahan memberikan/mengalihkan tanggung jawab yang semakin besar itu setelah mereka dapat melakukannya (Slavin, 2006). Pemberian bantuan yang semakin dikurangi ini diikuti dengan perubahan model pembelajaran yang digunakan sebagaimana dikemukakan oleh Howe & Jones (1993), dalam rangka memberikan otonomi yang lebih luas kepada mahasiswa. ...
This research was intended to produce the innovative instructional materials based on the learner autonomy levels on fundamental physics lecture and also to describe the feasibility of the materials. This research was conducted in two stages. The first stage was the preparation intended to produce the innovative instructional materials. The second stage was the instructional implementation in a classroom by using the pretest and posttest group design. The data of research results showed that the developed instructional materials were declared valid according to the expert judgment with good category on the whole. The developed instructional materials also fulfilled the practical criteria based on (a) the application of the lesson plan in classroom reaching 100% with the quality of very good category, and (b) the students’ activities were suitable with the requirement of every stage of the lesson plan. Furthermore, the developed instructional materials were also declared effective based on (a) the assessment of the students’ learning outcome giving the learning mastery of 100%, while the mastery of achievement indicator of basic competence being 100%, and (b) the students’ response to the instruction in the forms of interest and motivation including the aspects of attention, relevance, self-confidence, and satisfaction, all of which being of good category. Based on the findings of the research, it can be concluded that the developed instructional materials based on the learner autonomy levels were declared feasible (valid, effective, and practical) to be used on fundamental physics lecture Penelitian ini bertujuan untuk menghasilkan perangkat perkuliahan inovatif berdasarkan tingkat otonomi pebelajar pada perkuliahan fisika dasar dan juga untuk mendeskripsikan kelayakan perangkat perkuliahan tersebut. Penelitian ini dilaksanakan dalam dua tahap. Tahap pertama adalah persiapan; bertujuan untuk menghasilkan perangkat. Tahap kedua adalah implementasi perkuliahan di kelas yang menggunakan rancangan pretest and posttest group design. Data hasil penelitian menunjukkan bahwa perangkat perkuliahan yang dikembangkan dinyatakan valid berdasarkan hasil penilaian pakar yang kesemuanya berkategori baik. Perangkat perkuliahan hasil pengembangan juga memenuhi kriteria praktis berdasarkan (a) keterlaksanaan RPP sebesar 100% dengan kualitas keterlaksanaan berkategori sangat baik, dan (b) aktivitas mahasiswa sesuai dengan tuntutan dari setiap tahapan perkuliahan yang direncanakan. Lebih lanjut perangkat perkuliahan yang dikembangkan juga dinyatakan efektif berdasarkan (a) hasil belajar mahasiswa yang memberikan ketuntasan sebesar 100%, dengan ketuntasan indikator ketercapaian kompetensi dasar 100%, dan (b) respon mahasiswa terhadap perkuliahan berupa minat dan motivasi yang meliputi aspek perhatian, relevansi, kepercayaan diri, dan kepuasan, yang semuanya berkategori baik. Berdasarkan temuan-temuan hasil penelitian, dapat disimpulkan bahwa perangkat perkuliahan berdasarkan tingkat otonomi pebelajar yang dikembangkan dinyatakan layak (valid, efektif dan praktis) untuk digunakan dalam perkuliahan fisika dasar
... Bu çerçevede insanın üst düzey düşünme becerisi, verinin mantıksal işlenmesiyle açıklanabilecektir. "Bu süreçte deneyimleme ve gözlem sonucunda elde edilen bilgi, düşünme eylemselliği içerisinde zihinde yapılandırılmaktadır" (Howe & Jones, 1993). Düşünme eyleminin genel olarak insan yaşamının sistematik düzeni içerisinde bilişsel olarak tutarlı ve düzenleyici olması beklenir. ...
Merve Karaman tarafından ele alından bu bölümde görsel
iletişim ve tasarım alanında yapay zekânın estetik üretim ve
temsil biçimlerine etkileri tartışılmaktadır.
... yang meliputi level 1 dengan pengajaran langsung dan guru membimbing peserta didik melakukan praktik, kemudian level 2 dengan penemuan terbimbing dan guru sebagai pengarah pembelajaran, selanjutnya level 3 dengan guru sebagai fasilitator dan pendamping peserta didik dalam merancang dan berkolaborasi dalam kelompok penyelidikan (Howe & Jones, 1993). Hafizah dkk. ...
Keterampilan proses sains sangat penting dimiliki oleh peserta didik dalam pembelajaran sains, terutama dalam fisika yang menuntut penguasaan konsep dan praktik. Namun, keterampilan proses sains belum diajarkan secara maksimal karena ketiadaan modul ajar yang mendukung. Selain itu, kegiatan praktikum juga tidak terlaksana sistematis. Oleh karena itu, penelitian ini bertujuan untuk menganalisis kelayakan modul fisika berbasis learner autonomy untuk meningkatkan keterampilan proses sains peserta didik. Jenis penelitian yang digunakan yaitu research & development (R&D) dengan model ADDIE. Subjek penelitian adalah 29 peserta didik kelas XI 2 SMAN 1 Alalak. Instrumen yang digunakan berupa lembar validasi modul dan lembar keterlaksanaan modul fisika. Teknik analisis data secara deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa modul fisika yang dikembangkan termasuk kategori valid dan reliabel. Aspek tinjauan modul fisika tersebut yaitu aspek format, bahasa, isi, penyajian dan manfaat yang memperoleh nilai 3,82. Modul fisika berbasis learner autonomy yang dikembangkan juga memuat bahan bacaan dan LKPD yang terkategori valid. Hasil pengamatan keterlaksanaan modul fisika untuk empat kali pertemuan memperoleh kategori baik setiap pertemuannya dengan relialiabilitas tinggi. Oleh karena itu, modul fisika berbasis learner autonomy yang dikembangkan termasuk layak untuk meningkatkan keterampilan proses sains peserta didik dalam pembelajaran fisika.
... During the pandemic, the context of student independence became critical. Developing students' mental function depends on the natural strengths of the students (i.e., memory, attention, perception, and response to learning stimuli) and the sociocultural strengths (i.e., concept development, logical reasoning, and decision-making) (Howe, 2002). The context revolves around the teachers' roleas facilitators, they bridge the students' knowledge gaps through teaching and learning. ...
... Mantıksal düşünmenin bilişsel boyutu onun aynı zamanda bilgi, deney ve gözlemler hakkında düşünülen kavram, sonuç ve üst düzey fikirleri kapsamasında da etkilidir. Zihinde oluşturulabilecek olan bu bilgi, sadece gözlem yaparak ya da başkası tarafından anlatılarak öğrenilmez, sadece insanın zihninde yapılandırılabilir (Howe & Jones, 1993). ...
Bir topluma mensup olsun olmasın insan hakikat ya da hakikat olmayan arasında kalandır. Böyle olmakla birlikte yine de onları bir anlamda birleştirmeye çalışan öznedir, aradır veya arayandır insan. İnsan hakikat ya da hakikat olmayandan bağlarını hiçbir zaman koparamamış veya onlardan tam manasıyla ayrılabilen olamamıştır. Bu nedenle hakikati aramak her çağda insanların temel gayesi olmuştur. İnsanlık var olduğundan bu yana düşünürlerin hakikati arama mücadelesi, onları hakikatin mümkün olabileceği inancına sürüklemiştir. Çoğu zaman düşünürler ulaştıkları verilerin hakikat olduğuna da inanmışlardır. Günümüzde ise duygusal, siyasal, dinsel vb. kanaatler hakikatin temel kanıtları haline dönmeye başlamış ve yeni bir hakikat varlığı şekillendirilmiştir. Bu maksatla çalışma ilk olarak bu değişim sürecini anlamak ve açıklamak adına bu dönemin şekillenmesine öncülük eden NFT, Metaverse, Virtual Realty, Augmented Realty, Fuzzy Logic, Post-Truth ve Hakikat kavramını irdelemeyi kendine amaç edinmiştir. Ardından çalışma post-truth anlayışının bulunduğu bir çağda gerçek hakikate ulaşılıp ulaşılamayacağını değerlendirmek marifetiyle böyle bir çağda mantıksal düşünmenin önemi ve mantıksal düşünmenin imkânı üzerine tartışmalar gerçekleştirilerek sonlandırılmıştır.
... Benzer şekilde insanlar; yüksekliğin tehlikeli, soğuğun dondurucu, herkese güvenmenin hayal kırıklığı vs. gibi, yeryüzünde daha iyi ve başarılı bir şekilde yaşamak, sağlam ilişkiler kurmak isteği ile belirli düşünce yasalarını uygulamaya koymaktadır. Öyle ki her şey her zaman, başkaları tarafından anlatılarak öğrenilmez, sadece insanın zihninde yapılandırılabilir (Howe & Jones, 1993). Nitekim düşünmek, insanın doğal bir niteliğidir; insanı diğer canlılardan ayırt etme gücü ve yetisidir ve bir mantık eğitimi almaksızın herkesin bazı şeylerle ilgili belirli dereceye kadar akıl yürütebileceği anlaşılmaktadır. ...
... Science is an active, hands-on subject that students learn via doing rather than just listening or memorization and might be considered the most fascinating subject at school for both students and teachers (Howe, 2002). Additionally, science education encourages students to assess problems critically and come up with possible solutions as well as develop an understanding of the world around them (O'Connell, 2014). ...
Self-regulated learning (SRL) is an important factor in online learning and is defined as the process of actively managing one’s own learning process to achieve a desired outcome. However, many issues remain unsolved about how to improve cognitive strategies and self-regulation in online learning environments where teachers are not physically present. As a result, this study aims to explore the effectiveness of a web-based virtual laboratory on enhanced students’ SRL. A quasi-experimental pre-/post-test with a control group design was employed involving 40 female students aged 14-15 years old. While the students in the experimental group carried out the practical activities using a specially developed web-based virtual laboratory, the students in the control group used a physical laboratory. The results obtained indicated that the virtual laboratory significantly enhanced metacognitive self-regulation, effort regulation, peer learning, and overall SRL more than the physical laboratory. These findings could be attributed to how students learn using the virtual laboratory. For instance, students can navigate the virtual lab website at their own pace at anytime and anywhere.
... Pembelajaran sains hendaknya memberikan pengalaman belajar yang mengembangkan kemampuan bernalar, merencanakan dan melakukan penyelidikan ilmiah, menggunakan pengetahuan yang sudah dipelajari untuk memahami gejala alam dan perubahan alam yang terjadi di sekitarnya (Nuryani Rustaman, 2008). Abruscato (1982) mengingatkan bahwa "pemahaman yang berbeda tentang hakikat sains dapat menyebabkan penekanan aspek-aspek pembelajaran sains di kelas, apakah produk atau proses dan pemilihan aktivitas pembelajaran". Aktivitas pembelajaran sains seharusnya ditekankan kepada "how children learn and not just what the students learn". ...
Buku ini ditulis dengan tujuan menambah literatur mengenai
pentingnya keterampilan berpikir tingkat tinggi di abad 21 yang
penuh dengan persaingan dan kompleksitas. Sasaran utama dari
penulisan buku ini adalah para guru maupun calon guru, peneliti,
maupun akademisi yang berkecimpung dalam kajian pendidikan
abad 21 dan pembelajaran berpikir tingkat tinggi.
Lahirnya buku ini berawal dari hasil kajian penulis tentang
sejumlah dokumen yang menjabarkan tentang konsep
pendidikan abad 21. Sejumlah buku seperti Partnership of 21st
century skills (P21), enGauge of 21st century skills, Assesment
and Teaching 21st century skills, National Education Technology
Standards dan Assement and Teaching 21st Century Skills
menjadi dasar dikembangkannya buku ini. Tidak lupa pula
penulis mengkaji bagaimana posisi pendidikan abad 21 di
Indonesia yang sebagian besar tertuang dalam dokumen BSNP
tahun 2010 tentang pendidikan abad 21 di Indonesia. Hasil kajian
inilah yang kemudian menjadi bahan renungan bagi penulis untuk
merumuskan kembali tentang bagaimana mengaplikasikan temu�an dari sejumlah dokumen tersebut ke dalam satu rancangan
pendidikan abad 21 di Indonesia dan pengimplementasiannya
dalam bentuk model pembelajaran. Model pembelajaran yang
diimplementasikan ini disebut model Stimulasi Berpikir Tingkat
Tinggi (Stim-HOTs)
... Most importantly, logical thinking is not a genetic quality; it can be learned (Albrecht,1984) with the technological pedagogical content knowledge learning model (Muzaky & Sunarno, 2020). It is an essential factor in solving any problem (Howe & Jones, 1993). Even in schools and colleges, different activities are conducted that help students increase their thinking power and reasoning ability to solve problems in the best possible way. ...
This study analysis is aimed at examining the relationship between logical thinking, metacognitive skills, and problem-solving abilities. To accomplish the research purpose, 100 senior secondary school students were surveyed. A descriptive survey method was adopted to examine the study results. Logical thinking, problem-solving abilities, and metacognitive skills scales were used to assess students' skills. These three scales have been pretested and have good reliability and validity. The collected data was analysed using correlation and multiple regression techniques. Pearson product-moment correlation results show a significant relationship between study variables. Further, results of the comparison show that problem-solving abilities differ significantly on the basis of gender and stream of the students. Mediation analysis revealed that logical thinking fully mediates the relationship between metacognition and problem-solving abilities. In the present study, logical thinking accounts for 52.4% of the total effect. Moreover, the result of the interaction of metacognition and logical thinking skills on problem-solving abilities is significant, which leads to the conclusion that logical thinking also works as a moderator between the predictor and outcome variable.
... Richardson (1999) noted that many constructivists agree that behaviourist approaches to teaching, where subject matter is delivered via lectures or direct instruction, stifles the interaction between students' new knowledge and existing knowledge, and suppresses the conversations that are required to connect ideas and develop a deep and broad understanding. Howe and Jones (1998) noted that constructivism posits that understanding can only occur when learners take part in their knowledge development; they described the learning process as "a self-regulated transformation of old knowledge to new knowledge, a process that requires both action and reflection on the part of the learner" (p. 258). ...
An essential aim of vocational education and training (VET) in Australia is to
provide adult students with opportunities to actively develop their skills and
knowledge in order to participate in the workforce and society. Mathematics is
considered a fundamental skill for people employed in the workforce, where they
are required to apply mathematical knowledge in their jobs. However,
mathematics education is problematic in Australian VET, with students typically
experiencing low confidence levels, lacking agency and struggling to transfer their
mathematical knowledge into workplace settings. Students from rural Australia
often fare worse than their metropolitan counterparts and are particularly at risk of
not achieving success. This qualitative research investigated adult students’
experience of learning mathematics in courses at a rural VET institution in
Victoria, Australia. It sought to better understand the factors influencing the
students’ experience and how mathematics education in VET might be improved.
A case study design targeted three learning areas that differed in significant ways,
including in the gendered patterns of participation, the visibility of mathematics
content, the teaching and assessment frameworks and the qualification levels. Data
collection included government and institution-level documents relevant to the
teaching and learning of mathematics, observations of lessons taught where
mathematical knowledge and skills were being developed through vocational
contexts, and interviews with teachers and students from each learning area. A
thematic analysis identified that that most of the students perceived mathematics
learning as a negative experience, influenced by their problematic prior
mathematics educational experiences; their lack of prerequisite knowledge; and
their beliefs, attitudes and emotional responses with respect to mathematics. The
results suggest that these negative experiences are exacerbated by the behaviourist
approach to curriculum and assessment implemented at the institution and the
teacher-centred learning approaches promoted by institutional policies. The
research concluded that student-centred approaches to learning mathematics that
focus on problem-solving and collaborative learning are more productive for these
rural VET students, but these approaches are not well supported by the policies
and resources surrounding institution-based VET education.
... According to Chaille and Britain (1997), science is a process that helps us understand how the world works. Howe and Jones (1998) stated that science is not only about knowledge and understanding the world but also how to reach the knowledge and searching for ways to reach knowledge. Science education applied in the early period has an important place in children's awareness of the concepts and events in the physical world (Campbell & Jobling, 2012). ...
... The understanding and creation of meaning occurs jointly by learners in the presence of collaboration, face-to-face interaction, and mutual possession of positive interdependence that are formed during the learning process. In line with the theory of Johnson and Johnson (Howe & Jones, 1993) and the theory of Kagan (1994), in that with efforts to establish mutual positive interdependence and direct interactions, learners can mutually teach about knowledge, explain how to solve problems, discuss matters that are related to the materials being studied, and feel responsibility toward shared success. The everyday interactions and communication among fellow students constitute one of the natural processes of acculturation that occurs among fellow learners of the Japanese language. ...
Samurai Culture values adopted in Japanese language learning predicted having strong effects on the graduate attitudes. This study was carried out to explore how the acculturation of the values in this Japanese study program. The study employed a qualitative approach with a design of phenomenological case study. This is an in-depth investigation to obtain thorough knowledge of Samurai Culture and Japanese language learning system. Data were collected through in-depth interviews, observation, and documentation. The acculturation of Samurai Culture in Japanese language learning was established both in classroom and outside teaching lecture activities. It was introduced and practiced continuously in classroom to improve student attitudes and behaviors. Human communication and interaction are applied as extra class activities, where lecturers become role models in practicing the Japanese traditions.
... Science education is the creation of the human mind with free discovery ideas and concepts (Howe & Jones, 1993). Scientific theories try to describe reality and determine the relationship between to the facts that exist on earth through scientific discoveries. ...
Problem Based Learning (PBL) is a student-oriented approach. PBL is a student-centered approach that can answer 21t century educational challenges. This research approach applies the PBL approach assisted by Mobile Augmented Reality (MAR) as a technology-based media that combines the virtual world with the real world to science process skills and achievement. The purpose of the study was to investigate the effect of the PBL approach assisted with MAR on the learning process skills and outcomes of the students at the Primary Education Teacher Program of Universitas Katolik Indonesia (UNIKA) St. Paulus Ruteng. The research design used was a pretest/posttest control group design with a one-way MANOVA statistical test. Based on the results of hypothesis testing (F test) shows that 1) there is a significant difference in the science process skills of students who take learning with the MAR-assisted PBL model and students who take conventional learning; 2) there is a significant difference in the learning outcomes of students who take learning with the PBL model assisted by MAR and students who take conventional learning; 3) there is a significant difference in the skill process and science learning outcomes of students who take learning with the MAR-assisted PBL model and students who take conventional learning.
... Η διδακτική αυτή προσέγγιση γίνεται κυρίως μέσα από το μάθημα της ερευνητικής εργασίας (project) (Hawkes, 1967), μέσα από τα εκπαιδευτικά προγράμματα (πολιτιστικά, περιβαλλοντικά, αγωγής υγείας) (Woolnough, 1994) και σε μικρότερη έκταση μέσα από τους ομίλους αριστείας και τις βιωματικές δράσεις (Scheurich & Skrla, 2003). Ωστόσο, μέσα από ένα καλά σχεδιασμένο πείραμα μπορεί κανείς να προσεγγίσει ευρύτερες γνωστικές ενότητες ενός επιστημονικού αντικειμένου (Abruscato, 1988). ...
Η σταθερά του Planck αποτελεί μια από τις πιο θεμελιώδεις σταθερές της κβαντομηχανικής. Περιγράφει τη
συμπεριφορά των σωματιδίων σε υποατομικό επίπεδο, όπου ύλη και ενέργεια εναλλάσσονται. Τα φωτόνια ως
στοιχειώδη σωματίδια-φορείς της ηλεκτρομαγνητικής ακτινοβολίας χαρακτηρίζονται από ενέργεια που
υπολογίζεται με τη βοήθεια της σταθεράς του Planck. Πως όμως είναι δυνατόν να καταστήσουμε υπολογίσιμη
τη σταθερά αυτή στους μαθητές του Λυκείου; Οι μαθητές διδάσκονται στη Β΄ Λυκείου τα ηλεκτρικά
κυκλώματα συνεχούς ρεύματος, τη Φυσική του Φωτός και τα ατομικά φαινόμενα. Συνδυάζοντας τα τρία αυτά
αντικείμενα καταστρώσαμε ένα πείραμα υπολογισμού της σταθεράς του Planck. Η λειτουργία των διόδων
εκπομπής φωτός (LED) στηρίζεται στην ατομική θεωρία. Αναπτύξαμε κύκλωμα συνεχούς με διόδους εκπομπής
διαφορετικών χρωμάτων ,ποτενσιόμετρο, αμπερόμετρο και βολτόμετρο. Μεταβάλλαμε την τάση του
κυκλώματος και εντοπίσαμε την τάση ενεργοποίησης κάθε διόδου Από τις τιμές τάσεων ενεργοποίησης για κάθε
δίοδο διαφορετικού μήκους κύματος (χρώματος) μπορέσαμε να υπολογίσουμε τη σταθερά του Planck.
... One of the very important basic concepts and a prerequisite for understanding other science concepts at the next level is the topic of matter and its changes, which are solids, liquids, and gases, and the changes caused by heat and other forces (Howe & Jones, 1993;Johnson, 1998 Banawi et al., 2017). An understanding of objects, substances, and particles is a prerequisite concept for learning science (chemistry) at a higher school level. ...
This research aims at determining the differences in the increase of conceptual mastery of the matter and its changes between students who study with the Predict-Observe-Explain Strategy assisted by Conceptual Change Text (POE-ACCT) and students who study with the Expository Strategy. This study involved 63 students who were divided into 2 groups, a control group (33 students) and an experiment (30 students). The research instrument is in the form of a five-tier diagnostic test. The instrument has gone through an expert and empirical validation process. The data obtained were analyzed with descriptive and inferential statistics. The results showed a significant increase in the conceptual mastery of the experimental group (N-gain = 0.26) and in the control group (N-gain = 0.06), which were significant (p < .05). The POE-ACCT strategy was found more beneficial compared to the Expository Strategy in increasing the conceptual mastery of the prospective elementary school teachers. Although the POE-ACCT strategy provided an increase in the conceptual mastery, an increase of 0.26 was categorized in a low category and this indicated the need for improvement of the strategy.
... The development of the moral dimension of the elementary school students, according to Kohlberg is at the pre-conventional stage (Howe, 1993). The main characteristic of this stage is moral acceptance without questions from the authority figures. ...
The learning process in class must be managed so that students can grow the character in students. The character of students can grow and develop through learning based on local wisdom that has life values. These values are inherent with the values of character in the life of the nation and state. But to design a learning that can develop character requires an integrated study between pedagogy and learning content. The results of this study are outlined in the Pedagogical Content Knowledge (PCK). This study aims to produce PCK based on local wisdom that can develop the national character of elementary school students. To get a decent PCK, the research was carried out using the Research and Development (R&D) approach. The results revealed that, PCK based on local wisdom of the Dayak Desa tribe, was able to improve the behaviour of national character into unity, mutual cooperation, and honesty, each by 0.77; 0.77; and 0.86. Thus, it can be concluded that PCK based on local wisdom can develop the national character of elementary school students.
... They also stated that animals and plants are really interesting concepts for them. In this point, Howe (2002) suggested that teachers could bring fish, animals in cages, and plants into the classroom for making it more attractive for children. Moreover, teachers stated that they need some training support for solving communication issues. ...
This article focuses on preschool teachers’ views on in-class science activities with Syrian refugee children. Studies concerning science teaching with bilingual children have issues about language and communication. In this study, data were collected by using 9 semi-structured open-ended questions. The case study method was used as research design, and the preschool teachers (N=58) working
in Kilis, which is one of the effected cities by Syrian immigration were selected for data collection. Content analysis was used for the data analysis process. The results showed that language and communication is one of the significant issues in class.However, results also showed that Syrian children are more interested in animals and plants and have good observation skills. The teachers stated that they mostly used experimenting in class due to the children’s scientific language skills. The study highlighted in-class presentations and discussions while teaching science with Syrian refugee children.
Keywords: Early childhood education, Preschool teachers, Science teaching, Syrian children
... This sometimes gives an assessment that classroom teachers who are not from an educational background to science will not master the concepts of science well. As stated by [20] that elementary school teachers who are not educated in natural sciences will tend to avoid teaching difficult science contents, especially physics, and prefer to teach biology material that is considered easier. If this becomes a habit and is left alone, over time the concepts taught will not be completely correct, and a misconception arises in the teacher himself. ...
Gravity is one of the important concepts in elementary school. The teachers must understand it well without misconceptions. Furthermore, it is obvious that research on elementary teacher misconceptions of this concept is rarely done. The goal of this study was to describe the elementary school teacher’s misconceptions of gravity. This was a qualitative research. The study was conducted on 30 public and private elementary school teachers in Surakarta. The test was used as data collection instrument consist of 3 true false questions with reasons. The teacher was to be a misconception if the justification of a statement was true, the discussion was wrong. The result indicated that 30% of teachers experienced misconceptions. They stated that objects on earth were not thrown into space due to the earth’s magnetic force. Tides were caused by the rotation of the moon around the earth and the evaporation of water. Parachutists with closed parachutes fall faster because the earth’s gravity was not obstructed. These indicated the need for efforts to improve teacher professionalism so that the quality of learning was better.
... Level dua learner autonomy dapat dilakukan dengan menerapkan model pembelajaran inkuiri terbimbing. Penggunaan model ini sesuai dengan level dua learner autonomy oleh Howe & Jones (1993) yaitu pada level ini membuat langkah belajar langsung dari pengalaman menggunakan penemuan terbimbing. Model pembelajaran inkuiri terbimbing menuntut peserta didik aktif dalam kegiatan pembelajaran (Amijaya, Ramdani, & Merta, 2018). ...
Rendahnya keterampilan proses sains peserta didik dikarenakan penggunaan metode pembelajaran yang didominasi ceramah. Oleh karena itu, dilakukan penelitian untuk meningkatkan keterampilan proses sains dengan pembelajaran berorientasi learner autonomy. Jenis penelitian ini adalah penelitian tindakan kelas model Hopkins terdiri atas 2 siklus. Teknik pengumpulan data diperoleh melalui observasi dan tes. Hasil penelitian menunjukkan: (1) keterlaksanaan rencana pelaksanaan pembelajaranpada siklus I dan siklus II terlaksana dengan sangat baik; (2) keterampilan proses sains secara pada siklus I memperoleh hasil dengan kriteria baik dan siklus II memperoleh hasil dengan kriteria sangat baik; dan (3) ketuntasan hasil belajar peserta didik meningkat dari siklus I sebesar 64,29% menjadi 85,71% pada siklus II. Implementasi pembelajaran berorientasi learner autonomy mengalami peningkatan yang cukup signifikan dalam meningkatkan keterampilan proses sains peserta didik. Dengan demikian dapat disimpulkan bahwa keterampilan proses sains peserta didik di SMA Korpri Banjarmasin kelas XI MIPA dapat ditingkatkan melalui pembelajaran berorientasi learner autonomy.Students' low science process skills are due to the use of learning methods that are dominated by lectures. Therefore, this research was conducted to improve science process skills with an autonomous learner-oriented. This research is a Hopkins classroom action research model consisting of 2 cycles. The subject of the research was the students of class XI MIPA Korpri High School Banjarmasin. Data collection techniques were obtained through observation and tests. The results showed: (1) the implementation of the lesson plan implementation sheets in cycle I and cycle II was implemented very well; (2) science process skills in cycle I get results with good criteria and cycle II gets results with very good criteria; and (3) The completeness of the results of study participants students increased from cycle I amounted to 64.29% into 85.71% in cycle II. The implementation of learning, which is oriented towards students' learner autonomy, is significant enough to improve students' process skills. Thus it can be concluded that the science process skills of students in the Korpri High School Banjarmasin at MIPA XI class can be improved through autonomous learner oriented learning.
... The MUSCLE program will be evaluated in the two participating public schools in coordination with Durham Public School teachers, administrators and a Ph.D. psychologist who serves as program evaluator. The following areas will be assessed: (1) mathematics achievement, (2) students' attitudes about math, science and engineering concepts and interest in pursuit of career in science or math, (3) teachers' assessment of impact of employing hands-on activities in the teaching and learning process by the GE Fund Fellows (e.g. how this approach increases learning and encourages student participation as well as the impact of the Teaching Fellows on teachers' attitudes, comfort with, and skill basis for teaching math and science in an integrated format). ...
... RASDÖY, öğrencilere araştırma sorusunun öğretmen tarafından sorulması ile başlar ve daha sonra bu soruya yönelik öğrencilerin çözüm yolları (Colburn, 2000) bulmaları ve bu kapsamda sonuçlar elde etmeleri beklenir (Tatar, 2006). RASDÖY'ün yürütüldüğü derslerde öğrenciler gruplar halinde birbirleri ile etkileşime girerek sosyal öğrenme becerilerini geliştirmektedirler (Howe ve Jones, 1998). ...
Bu çalışmanın amacı, fen bilimleri öğretmenlerinin 5. sınıf düzeyinde rehberli araştırma sorgulamaya dayalı öğretim yaklaşımını uygulama düzeyleri ile ilgili mevcut durumlarının belirlenmesidir. Bu amaca ulaşmak için çalışma kapsamında açıklayıcı/tanımlayıcı durum çalışması kullanılmıştır. Çalışma, Kars Milli Eğitim Müdürlüğü’ne bağlı üç farklı ortaokulda görev yapan 0-3, 4-10 ve 10 yıl üzeri mesleki deneyime sahip 3 fen bilimleri öğretmeni ile yürütülmüştür. Fen bilimleri öğretmenlerinin rehberli araştırma sorgulamaya dayalı öğretim yaklaşımını uygulama düzeyine yönelik veriler, yapılandırılmış görüşme formundan ve öğretmenlerin 5. sınıf düzeyindeki derslerinin video kayıtlarından yararlanılarak toplanmıştır. Bu kapsamda elde edilen veriler, Çavaş, Kesercioğu ve Huyugüzel-Çavaş (2011) tarafından ön plana çıkarılan Araştırma Sorgulamaya Dayalı Öğretim Yaklaşımını uygulama sürecinde yapılması gereken davranışlara göre analiz edilmiştir. Çalışmanın sonunda öğretmenlerin, rehberli araştırma sorgulamaya dayalı öğretim yaklaşımı hakkında yeterli düzeyde bilgi sahibi olmadıkları ve derslerinde bu öğretim yaklaşımını kullanamadıkları sonucuna varılmıştır. Çalışmadan elde edilen sonuçlar kapsamında, fen bilimleri öğretmenlerine, öğretmen eğitimcilerine ve Milli Eğitim Bakanlığı (MEB) yetkililerine yönelik olarak sunulan öneriler ile sonlandırılmıştır.
Anahtar Kelimeler: Rehberli araştırma sorgulamaya
... RASDÖY, öğrencilere araştırma sorusunun öğretmen tarafından sorulması ile başlar ve daha sonra bu soruya yönelik öğrencilerin çözüm yolları (Colburn, 2000) bulmaları ve bu kapsamda sonuçlar elde etmeleri beklenir (Tatar, 2006). RASDÖY'ün yürütüldüğü derslerde öğrenciler gruplar halinde birbirleri ile etkileşime girerek sosyal öğrenme becerilerini geliştirmektedirler (Howe ve Jones, 1998). ...
The aim of this study is to determine the current status of science teachers regarding the application of guided research inquiry-based teaching approach at 5th grade level. In order to achieve this aim, descriptive case study is used in the research. The study is carried out with three science teachers working in three different secondary schools affiliated to Kars National Education Directorate with 0-3, 4-10 and 10-year professional experience. The related data about the guided research inquiry-based teaching approach application levels of science teachers are collected by using structured interview form and video recordings of teachers' 5th grade level courses. In this context, the obtained data are analyzed according to the behaviors that should be displayed during the application process of research inquiry-based teaching approach, which is highlighted by Çavaş, Kesercioğu and Huyugüzel-Çavaş (2011). According to the findings of the research, it is concluded that teachers do not have enough knowledge about the guided research inquiry-based teaching approach, and they cannot use this teaching approach in their courses. In light of present findings of the study, related suggestions are given to science teachers, teacher educators and officials of the Ministry of National Education (MNE).
... Teacher guidance is the direction of work procedures carried out by students. Howe & Jones (1993), states that guided discovery is more than just hand skills because of experience, and teachers still take part as mentors. Through guided discussions and other methods, students are guided in reflecting on activities by comparing, looking for patterns, predicting, and making explanations. ...
Epson Eb-695Wi quality of learning A B S T R A C T Science is one of the lessons which is still considered difficult. This assumption will be stronger if the learning is not attractive, the role of the teacher as a facilitator is not optimal, the teacher does not use instructional media, the teacher does not actively involve students in learning, many formulas but less practice, and the teacher does not optimally apply the learning model. The impact of the learning process becomes less effective, which results in learning goals not being reached to the maximum. The purpose of this study is to improve the quality of learning in the classroom by using e-worksheet assisted by learning media Epson EB695Wi Finger Touch Interactive Projector. This research was conducted in class of VIII-A Ar Raihan Junior Islamic High School of Bandar Lampung, Lampung, in March 2019, using the Classroom Action Research (CAR) method. Learning quality criteria in this study were seen from the activities and student learning outcomes. Data collection techniques used observation, tests, and questionnaires. The analysis uses descriptive analytical techniques. The results of this study indicate that the use of e-worksheet assisted with learning media Epson EB-695Wi Finger Touch Interactive Projector on static fluid material can increase student learning activities from an average of 52.57% in cycle I to 73.14% in cycle III, and learning outcomes from an average of 55.60 in the first cycle to 77.41 in the third cycle. So that in learning the teacher should always innovate to be able to motivate student interest in learning and improve learning activities with varied learning models and appropriate learning media, so that the quality of learning becomes optimal.
... Pembelajaran yang berpusat pada guru sudah saatnya digeser menuju pada pembelajaran yang berpusat pada asumsi bahwa pengetahuan dibangun oleh siswa sendiri (Howe & Jones, 1993). Iklim kelas yang ditemukan dalam praktek-praktek pembelajaran yang berpusat pada guru cenderung bernuansa kompetitif yang memberikan peluang berlakunya hukum rimba dan sangat merugikan siswa yang kemampuan akademiknya rendah (Cooper, 1990;Johnson, Johnson, & Smith, 1998;Joyce, Marsha, & Emily, 2009;Marzano, Gaddy, & Dean, 2000). ...
The purpose of the studies are to examine significance of the difference in learning outcomes between students group treats by implementation of cooperative learning strategies and conventional learning strategies learning in science physics. In order to obtain the above purpose, quasi experiment was applied to students. The factorial 2x4 with non-equivalent control group design was employed to test mean scores. Based on the data analysis, the findings there was a significant difference on students learning outcome in physics between the class treated by cooperative learning strategies STAD and conventional strategies.
Penelitian ini bertujuan untuk menguji signifikansi perbedaan hasil belajar IPA Fisika antara kelompok belajar yang diberi perlakuan dengan strategi pembelajaran kooperatif model STAD dan strategi pembelajaran konvensional. Untuk mencapai tujuan tersebut, dilakukan penelitian kuasi eksperimen pada siswa. Eksperimen menggunakan rancangan factorial 2 x 4 dengan versi disain faktorial non equivalen control group. Berdasarkan analisis data ditemukan ada perbedaan yang signifikan pada perolehan belajar IPA fisika antara kelas yang diberi perlakuan dengan strategi pembelajaran kooperatif dengan model STAD dan kelas yang diberi perlakuan dengan strategi pembelajaran konvensional.
... Making quantitative observations by comparing things to one another or to a unit of measure, (5) Relating objects in space and time. Using the relationships of space and time in describing and comparing shapes, locations, motions, and patterns [22]. The interaction between the development of science process skills with facts, concepts, and principles of science, will eventually develop the attitudes and values of scientists in students [23]. ...
The purpose of this study are: (1) To determine the characteristics of science learning that have been carried out by junior high school teachers in East Lombok, (2). Developing a science learning design model for junior high school by learning Science Process Skill-based Projects, (3) Science teaching materials are arranged in the form of student books. This type of research is the research development of the Dick and Carey model, which is planned for 2 (two) years. The research design in the first year was a needs analysis conducted through a survey to obtain data on the needs for the characteristics and models of junior high school science teaching that have been carried out by teachers in East Lombok as well as compiling a draft of a student’s learning design and book draft (LKS) with learning based on a Science Process Skill Project. The instrument used was a questionnaire with research subjects of science teachers and junior high school students in East Lombok. The data collected was then analyzed using descriptive analysis techniques. Based on the results of a survey of student characteristics, it can be concluded that (1) 75% of students said that science learning in the classroom was less enjoyable and 13.9% pleasant and 11.1% even tended to be boring, (2) 77.8%. Students have difficulty in solving problems that are abstract, (3) 95% of students are more interested in learning science associated with everyday problems, (4) 75% of students have not been able to think about science problems..
... Öğrenciler laboratuar ortamında yaparak ve yaşayarak öğrendikleri için derslerde teorik olarak verilen bilgiler deneyler sayesinde kalıcı hale gelmektedir (Balbağ & Anılan, 2014;Can, 2012;Güneş, Şener, Germi & Can, 2013;Howe & Jones, 1993;Kırbaşlar, Özsoy-Güneş & Derelioğlu, 2010;Nasırlı, 2012;Toprak & Çelikler, 2011). Laboratuar uygulamaları öğrencilerin beş duyu organına hitap ettiği ve kendileri keşfederek hedefe ulaştıkları için, teorik olarak yapılan derslere göre deneysel çalışmalardan daha çok zevk almaktadır. ...
Fen Bilimlerinde teorik olarak verilen bilgiler, laboratuar uygulamalarında deney, gözlem, araştırma ve inceleme yaparak gerçekleşmektedir. Laboratuar uygulamaları öğrencilere yaparak yaşayarak öğrenilen bir ortam sağladığı için öğrencilerin beş duyusunu hitap etmektedir. Dolayısıyla kalıcı bir öğrenme sağlamaktadır. Bu araştırmanın amacı; sınıf öğretmenliği adaylarının fen laboratuar uygulamalarına yönelik görüşlerini cinsiyet
ve sınıf düzeyine göre belirlemektir. Araştırma 2015-2016 Eğitim Öğretim yılı güz yarıyılında Muğla Sıtkı Koçman Üniversitesi, Eğitim Fakültesinde Sınıf Öğretmenliği Programında öğrenim gören 71 birinci sınıf, 70 dördüncü sınıf, öğretmen adayı üzerinde yürütülmüştür. Tarama (survey) yöntemi ile yürütülen bu çalışmanın verileri, Fen Laboratuar Uygulamalarına Yönelik Görüşleri Belirlenmesi anketi ile toplanmıştır. Verilerin
toplanmasında SPSS 21 paket programı kullanılmış; veriler betimsel istatistik ve bağımsız gruplar t testi ile çözümlenmiştir. Araştıma sonucunda sınıf öğretmen adaylarının fen laboratuarı uygulamalarına yönelik görüşlerinde cinsiyet arasında farklılık olmadığı, sınıf düzeyine göre anlamlı farklılık ortaya çıktığı belirlenmiştir.
... Para as aulas de Ciências, é mais valioso se ensinar uma série de habilidades relacionadas aos procedimentos de investigação científica do que o "método científico" por si próprio. Algumas dessas habilidades incluem: observação com propósito (busca de padrões); descrição do que é observado; comparações e classificações; formulação de perguntas; proposição de hipóteses explicativas; realização de experimentos; análise de resultados; proposição de explicações para os resultados; desenvolvimento da argumentação; e escrita científica (HARLEN, 2000;HOWE, 2002). ...
A proposição de atividades que sejam flexíveis e adequadas ao nível cognitivo dos alunos, acompanhadas de reflexão crítica, que permitam o teste livre de hipóteses e sejam decorrentes de problematização constitui-se um método mais eficiente para o ensino-aprendizagem do que a mera transmissão de informações. O Eletromagnetismo é um dos conteúdos em que os estudantes em geral apresentam diversas dificuldades de aprendizagem, apesar de sua importância para a compreensão do mundo cotidiano, visto que os fenômenos elétricos e magnéticos envolvem a grande maioria dos equipamentos de nosso dia a dia. Assim, esse trabalho descreve um conjunto de atividades experimentais realizadas com uma turma de 9º ano do Ensino Fundamental, levando-se em conta a sua executabilidade pelos próprios alunos, o baixo custo de preparação e a segurança. A partir de um dínamo caseiro elaborado pelos pesquisadores, os alunos executaram, em grupos, 4 experimentos, envolvendo o ato de acender uma lâmpada, o funcionamento de um motor, a condutividade de materiais e relação entre energia e trabalho. O roteiro proposto estimulou a observação, reflexão e elaboração de hipóteses e a revisão de ideias sobre determinados fenômenos.
... Besides, the second factor indicated a close correlation between students' interest toward school science and their practical performance in science lessons. This relationship could be explained by the argumentation that when science is taught as an engaging, hands-on experience, it often becomes the most situational interesting domain for students and helps to arouse their science interest (Howe and Jones 1998). Moreover, it was found that factors 1 and 2 both contained the items initially developed for science performance and competence scales. ...
Students’ science identity has been identified as an important construct that positively influences their learning engagement, persistence, and career intentions in science. This paper reported the process of developing and validating an instrument that can be used to assess high school students’ science identity. The development of this instrument was based upon four components in the conceptual framework of science identity: performance, competence, recognition, and interest. After the questionnaire was developed, a pilot study was undertaken for 197 high school students. Then the second administration collected data from 215 students for further validation. Both samples included pupils across grades 8, 10, and 11. Results of data analysis indicated that this instrument has strong construct validity and reliability when used with junior and senior high school students. This instrument could be practically useful as a tool for gathering information that can guide teachers in improving their teaching practices and help to evaluate the effectiveness of science educational interventions.
... Okul öncesi dönemde uygulanan bilim eğitimi, çocukların hayatlarını anlamlandırmalarına yardımcı olur. Ayrıca bilim etkinlikleri, çocukların araştırma yapmalarına, meraklarına cevap bulduklarına, doğal çevrelerini araştırmalarına, olay veya durumların oluş nedenlerini mantıksal ve bilimsel yolla anlamlandırmalarına ve karşılaşacağı problemlere karşı çözüm önerileri üretebilmelerine imkânlar sağlar (Ünal & Akman, 2006;Howe & Jones, 1998;Akman, Üstün, & Güler, 2003;Saçkes, 2014;French, 2004). Milli Eğitim Bakanlığı (MEB) 2013 Güncelleştirilmiş Okul Öncesi Eğitim Programı doğrultusunda da belirtildiği üzere bilim etkinlikleri, çocukların dikkat, soru sorma, merak etme, gözlem yapma, araştırma yapma, inceleme ve keşfetme gibi becerileri destekleyen etkinlikler olarak tanımlanmaktadır. ...
Erhan ALABAY, İclal Makbule ÖZDOĞAN Öz: Bu araştırmanın amacı, okul öncesi eğitime devam eden 55-72 aylık çocuklara dış alanda uygulanan sorgulama tabanlı bilim etkinliklerinin, çocukların bilimsel süreç becerilerine etkisinin incelenmesidir. Araştırma, nicel araştırma yöntemlerinden öntest-sontest kontrol gruplu deneysel desenle gerçekleştirilmiştir. Araştırma amacı doğrultusunda, araştırmacılar tarafından okul öncesi eğitim programına uygun 24 dış alan sorgulama tabanlı bilim etkinliği hazırlanmış olup, 8 hafta boyunca çocuklara kurumlarının bahçesinde uygulanmıştır. Araştırmada İstanbul ili Maltepe ilçesinde bulunan özel bir anaokulu seçilmiş olup, 15 çocuk deney, 12 çocuk kontrol grubunda olmak üzere toplam 27 çocuk çalışmaya dahil edilmiştir. Çocukların bilimsel süreç becerilerinin tespitinde, Büyüktaşkapu (2013) tarafından geliştirilmiş "Okul Öncesi Bilimsel Süreç Becerileri Ölçeği" kullanılmıştır. Araştırma sonucunda, dış alan sorgulama tabanlı bilim etkinliklerinin deney grubu çocuklarının gözlem, sınıflama, tahmin etme, ölçme, verileri kaydetme, sonuç çıkartma ve toplam bilimsel süreç becerileri sontest puanlarının, öntest puanlarına göre anlamlı oranda arttırdığı sonucuna ulaşılmıştır. Anahtar sözcükler:Okul öncesi dönem, bilim eğitimi, sorgulama tabanlı öğrenme, dış alan etkinlikleri. Abstract: The aim of this research is to examine the effects of inquiry-based science activities to science process skills of 55 to 72-month-old children attending to preschool institutions. In quantitative research method, the research was carried out in experimental pattern with pretest and posttest control groups. On line with the aim of the research, 24 outdoor inquiry-based activities appropriate for preschool curriculum were prepared by researchers and applied to children throughout 8 weeks in the garden of preschool institutions. A private school within Maltepe district of İstanbul province was chosen and 15 children in experimental group and 12 children in control group,27 in total, were included in the research. For the detection of science process skills of children, "Preschool Science Process Skills Scale", developed by Büyüktaşkapu (2013) was used. In consequence of the research, it was seen that outdoor inquiry-based science activities have significantly increased control group children's posttest points in observation, classification, estimating, measuring, data recording, deduction and total science process skills in comparison with pretest points.
Penelitian ini bertujuan untuk mengetahui pengaruh strategi learning cycle terhadap prestasi belajar IPA, sikap belajar IPA, minat belajar IPA, dan keterampilan proses dasar IPA peserta didik baik secara parsial maupun komprehensif dalam pembelajaran IPA di sekolah dasar. Penelitian ini merupakan penelitian quasi eksperimen dengan variabel terikat prestasi belajar IPA, sikap belajar IPA, minat belajar IPA, dan keterampilan proses dasar IPA sedangkan variabel bebasnya adalah strategi learning cycle dan konvensional. Subjek penelitian sebanyak 50 peserta didik. Instrumen pengumpulan data terdiri: (1) tes prestasi belajar IPA dan keterampilan proses dasar IPA, (2) skala sikap terhadap IPA, dan (3) angket minat terhadap IPA. Data dianalisis dengan menggunakan ANACOVA dan MANOVA pada taraf signifikansi 5 % (α = 0,05). Hasil penelitian ini adalah strategi learning cycle lebih berpengaruh terhadap prestasi belajar IPA, sikap belajar IPA, minat belajar IPA, dan keterampilan proses dasar IPA peserta didik baik secara parsial maupun komprehensif dalam pembelajaran IPA di sekolah dasar. Secara parsial hasil ANACOVA menunjukkan nilai: Fhit prestasi belajar IPA sebesar 6,888 dengan nilai sig = 0,012; Fhit sikap belajar IPA sebesar 14,808 dengan nilai sig = 0,000; Fhit minat belajar IPA sebesar 6,571 dengan nilai sig = 0,014; Fhit keterampilan proses dasar IPA sebesar 7,439 dengan nilai sig = 0,009. Secara komprehensif hasil MANOVA menunjukkan nilai Fhit prestasi belajar IPA adalah 5,216 dengan nilai sig = 0,027; Fhit sikap belajar IPA adalah 11,022 dengan nilai sig = 0,002; Fhit minat belajar IPA adalah 4,212 dengan nilai sig = 0,046; dan Fhit keterampilan proses dasar IPA adalah 5,729 dengan nilai sig = 0,021).
The purpose of this research is to produce guided inquiry learning tools that are feasible in terms of validity, practicality, and effectiveness in training students' science process skills in acid-base material. This study refers to the Research and Development (R&D) research design. The device was implemented in class XI MIA I and XI MIA II Bani Ali Mursyad PSM Banaran with a total of 58 students. The results of this study indicate: (1) The validity of the device is in the very good category: the learning implementation plan (RPP) is in the very good category, the student worksheets (LKPD) are in the very good category, the syllabus is very good, the assessment sheets are in the very good category. (2) The practicality of learning devices is in the very practical category based on the results of the implementation of the lesson plans. (3) The effectiveness of learning devices is categorized as effective based on the N-gain test of student learning outcomes. (4) Achievement of process skills based on the results of LKPD and observation sheets categorized as skilled. Based on the results of the research, it shows that the learning tools are in the very good category, very practical, effective and skilled so that the learning tools are feasible to use.
Akar permasalahan dalam penelitian ini yaitu perlu memperoleh gambaran informasi mengenai hubungan kemampuan desain pembelajaran inovatif terhadap kemampuan praktik pembelajaran PPL mahasiswa PPG Dalam Jabatan Bagi Guru Madrasah Kemenag Di LPTK UNM. Tujuan penelitian untuk mendapatkan informasi analisis hubungan kemampuan desain pembelajaran inovatif terhadap kemampuan praktik pembelajaran PPL mahasiswa PPG Dalam Jabatan Bagi Guru Madrasah Kemenag Di LPTK UNM. Jenis penelitian ini adalah penelitian ex post facto yaitu mengkaji analisis hubungan kemampuan desain pembelajaran inovatif terhadap kemampuan praktik pembelajaran PPL mahasiswa PPG Dalam Jabatan Bagi Guru Madrasah Kemenag Di LPTK UNM. Populasi dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Profesi Guru (PPG) Dalam Jabatan bagi Guru Madrasah Kemenag Tahun 2022 Angkatan 2 di LPTK Universitas Negeri Makassar. Sampel yang terpilih dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Profesi Guru (PPG) Dalam Jabatan bagi Guru Madrasah Kemenag Tahun 2022 Angkatan 2 di LPTK Universitas Negeri Makassar dengan jumlah data hasil filterisasi dan valid sebanyak 111 orang.Hasil analisis nilai hasil belajar pembelajaran mahasiswa PPG Dalam Jabatan bagi Guru Madrasah Kemenag Angkatan 2 tahun 2022 Universitas Negeri Makassar untuk langkah eksplorasi alternatif solusi berada dalam kategori sangat tinggi, langkah penentuan solusi berada dalam kategori sangat tinggi, langkah pembuatan rencana aksi 1 berada dalam kategori sangat tinggi, langkah pembuatan rencana aksi 2 berada dalam kategori sangat tinggi, langkah peerteaching berada dalam kategori sangat tinggi, langkah pembuatan rencana evaluasi berada dalam kategori sangat tinggi, dan tahapan praktik pembelajaran PPL berada dalam kategori sangat tinggi. Hubungan antara variabel eksplorasi alternatif solusi dengan variabel praktik pembelajaran PPL ditunjukkan dengan nilai analisis korelasi. Hasil analisis korelasi diperoleh nilai korelasi r sebesar -0,121 dengan nilai peluang (sig.) 0,104 > alpa 0,05 yang berarti yang berarti menerima hipotesis H0 dan menolak hipotesis H1 yaitu secara statistik tidak terdapat hubungan antara variabel eksplorasi alternatif solusi dengan variabel praktik pembelajaran PPL. Sehubungan dengan data penentuan solusi yang diperoleh semua data sama, yaitu sampel memperoleh nilai yang sama dan maksimal, maka analisis regresi dan analisis korelasi tidak dilakukan. Hasil analisis korelasi diperoleh nilai korelasi r sebesar 0,670 dengan nilai peluang (sig.) 0,000 < alpa 0,05 yang berarti menolak hipotesis H0 dan menerima hipotesis H1 yaitu secara statistik siginifikan terdapat hubungan antara variabel pembuatan rencana aksi 1 dengan variabel praktik pembelajaran PPL. Nilai korelasi sebesar 0,670 berarti hubungan antara variabel pembuatan rencana aksi 1 dengan variabel praktik pembelajaran PPL berada pada kategori sedang. Hasil analisis korelasi diperoleh nilai korelasi r sebesar 0,569 dengan nilai peluang (sig.) 0,000 < alpa 0,05 yang berarti menolak hipotesis H0 dan menerima hipotesis H1 yaitu secara statistik siginifikan terdapat hubungan antara variabel pembuatan rencana aksi 2 dengan variabel praktik pembelajaran PPL. Nilai korelasi sebesar 0,569 berarti hubungan antara variabel pembuatan rencana aksi 2 dengan variabel praktik pembelajaran PPL berada pada kategori sedang. Hasil analisis korelasi diperoleh nilai korelasi r sebesar 0,370 dengan nilai peluang (sig.) 0,000 < alpa 0,05 yang berarti menolak hipotesis H0 dan menerima hipotesis H1 yaitu secara statistik siginifikan terdapat hubungan antara variabel peerteaching dengan variabel praktik pembelajaran PPL. Nilai korelasi sebesar 0,370 berarti hubungan antara variabel peerteaching dengan variabel praktik pembelajaran PPL berada pada kategori lemah. Hasil analisis korelasi diperoleh nilai korelasi r sebesar -0,120 dengan nilai peluang (sig.) 0,105 > alpa 0,05 yang berarti menerima hipotesis H0 dan menolak hipotesis H1 yaitu secara statistik siginifikan tidak terdapat hubungan antara variabel pembuatan rencana evaluasi dengan variabel praktik pembelajaran PPL.
Bu araştırmanın amacı öğretmenlerin Fen eğitimine yönelik öz-yeterlik inançlarını farklı değişkenler yönünden araştırarak öğretmen öz-yeterlik inanç seviyelerini belirlemektir. Araştırmada nicel araştırma yöntemi olan tarama yöntemi kullanılmıştır. Çalışmaya 2021-2022 eğitim öğretim dönemi Şanlıurfa ilinin Siverek ilçesindeki ilkokul, ortaokul ve Anadolu lisesinde görev yapan 306 öğretmen katılmıştır. Veriler Enochs ve Riggs tarafınca 1990 yılında ilerletilen “Fen Bilimlerine Yönelik Öz-Yeterlik İnanç Ölçeği” ile toparlanmıştır. Anketin Türkçe uyarlaması Bıkmaz (2004) tarafından yapılmıştır. Çalışma sonucunda ulaşılan bulguların SPSS 22 programı ile gerekli analizleri yapılmıştır. Veri analizinde betimsel analiz, bağımsız örneklemler t testi analizi ve tek yönlü MANOVA incelemesinden yararlanılmıştır. Çalışma sonucu ulaşılan verilere bakarak, öğretmenlerin fen eğitimine yönelik öz yeterlik inanç seviyeleri yüksek çıkmıştır. Ayrıca Fen Bilimlerine Yönelik Öz-Yeterlik İnanç Ölçeğinin branş değişkeni açısından anlamlı farklılık görülürken, cinsiyet, mesleki kıdem yılı, hizmet içi eğitim durumu gibi değişkenlerin öğretmenlerin fen eğitimine yönelik öz-yeterlik inanç seviyeleri üzerinde etkisinin olmadığı neticesine varılmıştır.
Integrating indigenous science and technology in learning needs to be considered as one of the possible ways to learn traditional knowledge, attitudes, and skills. This chapter reviews how to integrate indigenous technology into the science learning classroom. Integration is one way to introduce indigenous technology to the younger generation, especially students. Students must understand, observe, and consider indigenous science and technology. This chapter proposes six stages to integrate indigenous technological knowledge into science learning involving (1) collecting and identifying indigenous technology, (2) selecting a topic and conducting a suitability analysis, (3) designing lesson plans, (4) implementing the learning design, (5) reflecting and evaluating, and (6) developing further consideration. Integrating indigenous technological knowledge in the class will make learning science more relevant and have more profound meaning and more affluent understanding. It will also be appropriate for students with different cultural backgrounds to build their own identities. Therefore, building relations and social networks between teachers and the indigenous community is necessary based on belief, respect, and mutualism.KeywordsIndigenous knowledgeIndigenous technologyScience learning
Kemampuan sebagai salah satu faktor internal
mempunyai peranan penting dalam menunjang individu dalam
menginterpretasi sesuatu hal. Kemampuan yang dianggap
penting dibutuhkan dalam menyelesaiakan persoalan
matematika adalah kemampuan koneksi matematis dan
kemampuan pemecahan masalah. National Council of Teachers of
Mathematics (NCTM) menegaskan bahwa kemampuan koneksi
matematis merupakan salah satu faktor penting dalam
pemahaman konsep matematika. Dengan melakukan koneksi,
konsep-konsep matematika yang telah dipelajari tidak
ditinggalkan begitu saja sebagai bagian yang terpisah, tetapi
digunakan sebagai pengetahuan dasar untuk memahami
konsep baru. Kemampuan koneksi matematis sangat
ditentukan oleh seberapa banyak konsep atau pengetahuan
yang dimiliki sebagai pengetahuan prasyarat dalam
48
menyelesaikan masalah (NCTM, 2000: 274). Oleh karena itu
untuk dapat memiliki kemampuan koneksi matematis
diperlukan literasi atau melek matematika yang mumpuni.
PISA, (2012: 37) mengemukakan bahwa literasi matematika
merupakan kemampuan individu untuk merumuskan,
menerapkan, dan menafsirkan matematika dalam berbagai
konteks. Fokus studi PISA adalah kemampuan peserta didik
mengidentifikasi dan memahami serta menggunakan dasardasar matematika yang diperlukan dalam kehidupan seharihari.
Science education outside of schooling needs to attract its participants in non-compulsory environments. Those of us who develop and work within these environments have had to plan for the pleasure inherent in playfulness, mindful of safety. As we participate, we perform within identities of science leaders and learners. In this chapter, I discuss the application of intertwined play and identity theories in two settings. One setting is from an National Science Foundation awarded national afterschool science program. The other setting is my home and a case study of my young granddaughter’s exposure to simple engineering tasks while assembling a furniture kit. In both environments play and identity development are intentional components of the activities. Each of these concepts, “play” and “identity development,” has its roots in the physiological emotions that drive our survival. Pleasure and satisfaction ensure that we repeat certain behaviors. Identity development happens as we perform within our social interactions, belonging and participating. Those of us who work to provide science education enrichment outside of schools must find more ways to encourage science play as critically adaptive learning and to learn from those who play differently.
The aim of this research was to conduct a review on studies using four-tier tests used to detect misconceptions in physics education. 58 studies whose main purpose is to develop a four-tier misconception test and 11 studies whose purpose is to determine students' misconceptions by using a four-tier diagnostic test without developing in physics education between 2010 and 2022 years regarding their publication type, the publication year, originality of the test, the number of authors and number of pages were investigated in this research Furthermore, general test information such as number of items, physics topic that examined, number of misconceptions which are measured, misconception criteria, validity, and reliability techniques were also collected. Indonesia is the country where most studies are carried out. Surprisingly, it is found that there is no common agreement about misconception criteria in the studies. Also, it is seen that some important information about test development stages were not specified in many studies.
This study was to investigate the relationship between self-regulation skills, which are observable forms of executive function skills, and science process skills of 4-6-year-old children. The research was carried out with the relational survey method. Data were gathered by using measuring self-regulation skills and science observation forms. In analyzing the data Pearson’s product-moment correlation analysis and multiple regression techniques were used. The results revealed that there was a moderately positive correlation between preschool children's self-regulation skills and science process skills. Science process skills total score showed a moderately positive correlation with inhibitory control, working memory, and attention, which are sub-dimensions of self-regulation skills. Self-regulation skills overall score displays a moderately positive correlation with the sub-dimensions of the science process checklist, observational inventory of scientific attitude, and problem-solving checklist. In addition, when the t scores regarding the significance of the regression coefficients were examined, it has been revealed that attention, inhibitory control, working memory, and other independent variables (year of attendance at preschool education, educational status of the mother, family income, age of the child), which are sub-dimensions of self-regulation skills, are significant predictors of science process skills.
يهدف البحث الحالي إلى التعرف على أثر التدريب باستخدام الواقع الافتراضي والواقع المعزز من خلال منصة Cospaces Edu على مهارات عمليات العلم لدى طالبات برنامج رياض الأطفال، حيث تکونت العينة الأساسية من عدد (60) طالبةً من طالبات برنامج بکالوريوس رياض الأطفالبکلية التربية جامعة الجوف وبمتوسط عمر زمني قدره (20.58±2.09) عام، بواقع (20) طالبة بکل مستوى من المستوى السادس والسابع والثامن. اعتمد هذا البحث على المنهج شبه التجريبي والتصميم التجريبي ذي المجموعة الواحدة، وتم التطبيق القبلي لمقياس مهارات عمليات العلم، ثم تم تقديم البرنامج التدريبي على الواقع الافتراضي والواقع المعزز من خلال منصة Cospaces Edu لطالبات برنامج رياض الأطفال، کما تم التطبيق البعدي لمقياس مهارات عمليات العلم، ومن ثم تم إجراء التطبيق التتبعي لمقياس مهارات عمليات العلم، وبعد المعالجة الإحصائية بمجموعة من الأساليب الإحصائية، أسفرت النتائج عن فعالية التدريب على الواقع الافتراضي والواقع المعزز من خلال منصة Cospaces Eduفي تحسين مهارات عمليات العلم لدى عينة من طالبات برنامج رياض الأطفال، کما أسفرت النتائج عن بقاء أثر التدريب لفترة زمنية بعد انتهاء التدريب، وأوصى البحث بأهمية تدريب الطالبة المعلمة على استخدام الأنواع الأخرى من تطبيقات الواقع الافتراضي والمعزز مثل المعامل الافتراضية في عمليات التعليم والتعلم، والاهتمام بتوفير المزيد من برامج الواقع الافتراضي وتدريب طالبات رياض الأطفال عليها.
Penerapan scientific approach dalam group investigation untuk meningkatkan keterampilan berpikir kritis siswa kelas IV SD Ploso I. Tujuan penelitian ini yaitu untuk meningkatkan keterampilan berpikir kritis ssiwa melalui penerapan scientific approach dalam group investigation. Penelitian ini merupakan penelitian tindakna kelas menggunakan desain model Kemmis & Taggart. Subjek penelitian adalah siswa kelas IV berjumlah 35 siswa. Teknik pengumpulan data yang digunakan adalah observasi, tes, dan dokumentasi. Data yang terkumpul dianalisis dengan teknik deskriptif komparatif. Pembelajaran dilaksanakan dengan langkah-langkah: (1) Goals, (2) Motivation, (3) Planning Activities; (4) Materials; (5) Group Activities; (6) Closure; (7) Appraisal and Feedback; and (8) Reflection. Hasil penelitian menunjukan bahwa penerapan scientific approach dalam group investigation dapat meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran IPA. Diketahui Presentase keterampilan berpikir kritis siswa mengalami peningkatan pada setiap pertemuannya. Pada siklus I skor rata – rata 23,4 dengan presentase 68,57% berada dalam kategori Cukup. Kemudian mengalami peningkatan pada siklus II yaitu mencapai 29,5 dengan presentase ketercapaian 85,71% dalam kategori Amat Baik. Pada siklus III terus mengalami peningkatan menjadi 32,5 atau 91,42% dalam kategori Amat Baik. Dari hasil tes tersebut diketahui bahwa keterampilan berpikir kritis siswa mengalami peningkatan dan telah mencapai target yang diinginkan yaitu ≥80%.
This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.
METODE DISKOVERI TERBIMBING (GUIDED DISCOVERY):
Konsep dan Aplikasi dalam Pembelajaran Sains MI/SD
Tri Wibowo
IAIN Purwokerto, Jawa Tengah
triwibowo@iainpurwokerto.ac.id
Abstract
The learning strategy that is highly recommended by experts in science learning activities in elementary school is to use discovery learning strategy. The discovery learning strategy is a learning strategy that provides opportunities for students to discover and construct their own understanding (knowledge) of the learning activities carried out to produce knowledge that is holistic and meaningful. One method of discovery learning strategies that can be used in elementary school science learning activities is using guided discovery methods.
The role of educators in science learning activities using guided discovery method is very significant and urgent. These roles include instructors, observers, motivators and evaluators. In order for the application of guided discovery methods to run optimally and according to purpose, educators need to pay attention to various things, including planning and presenting guided learning, application and guided learning techniques and characteristics and potential of students.
Keywords: Guided discovery method, elementary school learning
Abstrak
Dewasa ini strategi pembelajaran yang sangat direkomendasikan para ahli dalam kegiatan pembelajaran sains di MI/SD adalah menggunakan strategi pembelajaran diskoveri. Strategi pembelajaran diskoveri (discovery learning strategy) merupakan sebuah strategi pembelajaran yang memberikan kesempatan kepada peserta didik untuk menemukan dan mengkonstruk sendiri pemahaman (pengetahuan) dari kegiatan pembelajaran yang dilakukan guna menghasilkan pengetahuan yang holistis dan bermakna (meaningfull). Salah satu metode dari strategi pembelajaran diskoveri yang dapat digunakan dalam kegiatan pembelajaran sains MI/SD adalah menggunakan metode diskoveri terbimbing (guided discovery).
Peran pendidik dalam kegiatan pembelajaran sains menggunakan metode diskoveri terbimbing (guided discovery) sangat signifikan dan urgen. Peran itu antara lain sebagai instruktur, observer, motivator dan evaluator. Agar penerapan metode diskoveri terbimbing (guided discovery) dapat berjalan optimal dan sesuai tujuan, pendidik perlu memperhatikan berbagai hal antara lain perencanaan dan penyajian pembelajaran diskoveri terbimbing, aplikasi dan teknik pembelajaran diskoveri terbimbing serta karakteristik dan potensi peserta didik.
Kata Kunci: Metode diskoveri terbimbing, Pembelajaran Pendidikan Dasar (MI/SD)
Bu araştırmanın amacı, öğretmen ve öğretmen adaylarının fen bilgisi öğretiminde teknolojinin kullanımı hakkındaki fikirlerinin ortaya çıkarılmasıdır. Araştırma 2015-2016 eğitim-öğretim yılında özel bir ortaokulda fen bilgisi öğretmenliği yapan dört öğretmen ve Denizli Pamukkale Üniversitesi 4. sınıfında okuyan beş fen bilgisi öğretmen adayı olmak üzere toplam dokuz kişi ile yürütülmüştür. Çalışmada nitel araştırma yöntemlerinden durum çalışması, araştırma deseni olarak seçilmiştir. Katılımcılar ile tek tek görüşmeler yapılmış ve yarı yapılandırılmış görüşme formu kullanılmıştır. Mevcut öğretmenler kendilerine hizmet öncesinde bilgisayar, internet, öğretim amaçlı teknoloji kullanımı konusunda yeterli bilgi ve beceri kazandırılmadığını özenle belirtmektedirler. Bu nedenle problemin kaynağı öğretmen adaylarının, fakülte yıllarında aldıkları eğitim-öğretimle ilişkili denilebilir. Bu amaçla öğretmen adaylarının, öğretimde teknoloji kullanmaya ilişkin özgüven ve beceri düzeylerine dair görüşlerinin saptanması önem taşımaktadır.
The research was aimed to produce a science physics learning package based on the Model Pemaknaan to facilitate science process skills and cultivate character on the subject of Electromagnetic Induction. The object is achieved through the process of describing the feasibility, practicality, and effectiveness of learning package are developed. This type of research is the development of research, to develop a learning package including syllabus, lesson plans, worksheets, student textbooks, and learning outcomes assessment sheet. The researcher developed the learning package using 4-D and used One Group Pre Test – Post Test Design during the implementation. The subjects in this research is learning package, were tested on students of SMP Negeri 2 Mojokerto. Data collection was conducted in three sessions. Analysis of experimental data showed that the developed learning package categorized feasible, practical, and effective. Feasibility in terms of legibility student textbooks was 90%, and validation results were expressed valid. Demonstrated the practicality of enforceability lesson plan average of 97.6%, 76.7% student's activity. The effectiveness of the learning package is shown with 82.4% cognitive learning outcomes, 94.6% psychomotor, 97.3% science process skills, and 95.8% affective average (100% moral knowing, 100% moral feeling, 87.5% acting morally), and 92.1% the positive response of students (100 % respond positively to the interpretation phase, characteristic of Model Pemaknaan. Based on the results of data analysis concluded that the science physics learning package based Model Pemaknaan in the subject matter of electromagnetic induction feasible, practical, and effective to use in learning tofacilitate science process skills and cultivate character of junior high school students. Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran IPA Fisika berbasis model pemaknaan untuk melatihkan keterampilan proses sains dan menanamkan karakter pada pokok bahasan Induksi Elektromagnetik. Tujuan tersebut dicapai melalui proses mendiskripsikan kelayakan, kepraktisan, dan keefektifan perangkat pembelajaran yang dikembangkan. Jenis penelitian ini adalah penelitian pengembangan, yaitu mengembangkan perangkat pembelajaran meliputi Silabus, RPP, LKS, BAS, dan LPHB. Model pengembangan perangkat yang digunakan adalah model pengembangan 4-D, sedangkan dalam uji coba perangkat digunakan rancangan One Group Pretest – Posttest Design. Subjek dalam penelitian ini adalah perangkat pembelajaran yang diujicobakan pada siswa SMP Negeri 2 Mojokerto. Pengambilan data dilakukan dalam tiga kali pertemuan. Analisis data penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan berkategori layak, praktis, dan efektif. Kelayakan ditinjau dari keterbacaan BAS 90% dan hasil validitasi yang menyatakan perangkat pembelajaran valid. Kepraktisan ditunjukkan dari keterlaksanaan RPP rata-rata 97,6%, aktivitas siswa 76,7%. Keefektifan perangkat pembelajaran ditunjukkan dengan hasil belajar kognitif 82,4%, psikomotor 94,6%, keterampilan proses sains 97,3%, dan afektif rata-rata 95,8% (moral knowing 100%, moral feeling 100%, moral acting 87,5%), serta respon positif siswa 92,1 % (100% merespon positif terhadap fase pemaknaan, ciri khas model pemaknaan). Berdasarkan hasil analisis data di atas disimpulkan bahwa perangkat pembelajaran IPA Fisika berbasis model pembelajaran pemaknaan pada materi pokok induksi elektromagnet layak, praktis, dan efektif digunakan dalam pembelajaran untuk melatihkan keterampilan proses sains dan menanamkan karakter siswa SMP.
This study investigated the difference of student’s cognitive competency, scientific skills, and responsibility level after following teaching and learning process using discovery learning type less structured guided discovery and type guided discovery and describes the implementation and student’s activity on physics learning using teaching material based on discovery learning approah. The Subject of this study was students 10th grade of SMK Negeri 2 Sumbawa Besar at 2nd semester academic year 2010/2011. It was experimental research of two-groups pretesst-posttest design. The techniques of data collecting are testing and observing. The data were analyzed desciptively and by using inferential statistic. The results revealed that: (1) Student’s cognitive competency, scientific skills, and responsibility level after following teaching and learning process using discovery approach with less structured guided discovery type was better than guided discovery type (2) The implemnetation of physic learning by using teaching material which based on discovery learning on both less structured guided discovery and guided discovery types were each 98.08%; (3) The steps of discovery learning on both less structured guided discovery and guided discovery types have been proved to be able develope student’s academic competency and responsibility character; (4) Student’s activities at physics learning by using teaching material which based on discovery learning described activities which relevant with steps of discovery learning on both the less structured guided discovery and guided discovery types.Penelitian ini bertujuan untuk menguji adanya perbedaan kemampuan kognitif, keterampilan ilmiah, dan tingkat tanggung jawab siswa setelah diberikan pembelajaran discovery dengan tipe berbeda dan mendeskripsikan keterlaksanaan dan aktivitas siswa pada penerapan perangkat pembelajaran fisika yang berorientasi pada pendekatan discovery dengan tipe berbeda. Subyek dalam penelitian ini adalah siswa kelas X SMK Negeri 2 Sumbawa Besar semester genap tahun ajaran 2010/2011. Penelitian ini merupakan penelitian eksperimental dengan rancangan Two-Groups Pretest-Postest Design. Teknik pengumpulan data dalam penelitian ini adalah pemberian tes dan observasi. Data-data yang dikumpulkan dianalisis secara deskriptif dan menggunakan statistik inferensial. Hasil analisis data menunjukkan bahwa: (1) kemampuan kognitif, keterampilan ilmiah, dan tingkat tanggung jawab siswa setelah diberikan pembelajaran fisika melalui pendekatan pembelajaran penemuan (discovery learning) tipe less structured guided discovery lebih baik daripada tipe guided discovery; (2) keterlaksanaan pembelajaran fisika yang menggunakan perangkat pembelajaran berorientasi pada pendekatan discovery adalah 98,08 % pada kedua tipe guided discovery dan tipe less structured guided discovery; (3) aktivitas siswa selama penerapan perangkat pembelajaran fisika yang berorientasi pada pendekatan discovery menggambarkan aktivitas siswa yang sesuai dengan tahap-tahap pembelajaran discovery baik pada tipe guided discovery maupun pada tipe less strucured guided discovery; dan (4) penerapan perangkat pembelajaran fisika yang berorientasi pada pendekatan pembelajaran discovery pada kedua tipe less structured guided discovery dan tipe guided discovery terbukti dapat mengembangkan kemampuan akademik dan karakter tanggung jawab siswa.
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