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The relationship between capability dimension and cognitive dimension ability of grade VII middle school students
Abstract
Data from PISA and TIMSS shows that the literacy ability of students in Indonesia is still lacking. Based on this, the literacy ability of junior high school students needs to be improved and measured. Scientific literacy assessment can be focused on two dimensions, namely the content dimension and the cognitive dimension. The purpose of this study was to determine the correlation between the dimensions of content and cognitive dimensions. This type of correlational research with the ability variable dimensions content (x) and cognitive dimension capabilities (y). The study involved 76 of VII grade students of a SMP (Junio High School) in Malang. Data were collected using a writing test. The results show (1) there is a positive relationship between the ability of the dimensions of content with the ability of the cognitive dimensions, (2) there is a positive relationship between the ability of the dimensions of content with the ability to: a) use knowledge or concepts in a meaningful way, b) identify problems, c) analyze and evaluate data or events, d) design investigations, e) use and manipulate tools.
... One is applying a learning model with a scientific approach, namely the PBL model. This PBL model is principled in utilizing problems that occur in the surrounding environment, which are studied comprehensively so that it can improve students' cognitive abilities [40]- [42]. The advantages of this model include that students are encouraged to have the ability to solve problems in real conditions, the ability builds knowledge independently, use relevant knowledge reference sources, communicate skills, construct a situational, and reduce student learning difficulties both individually and in groups in peer teaching [43]- [46]. ...
Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.
... In order to improve students' mastery of concepts, lecturers must prepare as much learning as possible (Shi, 2011;Mutawah, et al., 2019). Students who have mastery of deep concepts will have the ability to 1) identify problems, 2) analyze and evaluate data or events, 3) design research, 4) use and manipulate tools, materials or procedures; and 5) solving problems in order to understand facts about nature and the changes that occur in life (Pantiwati, et al., 2020;Surif, et al., 2012). ...
21st century learning focuses on problem-solving skills. A higher level of education requires an understanding of a more systematic concept to elaborate problems. Problem-solving skill is one of the fundamental cognitive processes. It involves higher order thinking to discover solutions or ideas. This research aims to analyze the relationship between concept mastery and problem-solving skill of pre-service biology teacher in human physiology courses. This is descriptive correlational research conducted in Sulthan Thaha Saifuddin State Islamic University Jambi. The sample was selected using the purposive sampling technique. Respondents in this study were 33 students in semester VI. The instrument used in the study was an essay test of concept mastery integrated with problem-solving. The results showed that the average scores of the students' concept mastery and problem-solving were 56.8 and 58.0, respectively. Both included in the poor category. It also showed that there was a relationship between students' concept mastery and problem-solving skill. The correlation value was 0.76, with a significance value of p0.05; therefore, it included in the strong category.
Implementing a proper learning model during the post COVID-19 pandemic is fundamental for learning quality enhancement, specifically for students' conceptual mastery. The research aims to develop a Complexity Science- Problem Based Learning (CS-PBL) model assisted by the Sistem Informasi Pengelola Pembelajaran (SIPEJAR) e-learning platform that is valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic. The research and development model were adapted from Plomp Nieven consisted of three phases: preliminary research, prototyping phase, and assessment phase. The first phase research result was that the learning process in during COVID-19 pandemic was less interactive, which led to less effective learning. The students' score on conceptual mastery was in the poor category. The second phase resulted in a book of CS-PBL model assisted by SIPEJAR and supporting instruments considered valid by three experts. The third phase result was that the CS- PBL model assisted by SIPEJAR was considered practical in the learning process implementation. The CS-PBL model can enhance students' conceptual mastery where the N-gain was sufficiently effective. It is concluded that the CS-PBL model assisted by SIPEJAR was considered valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic.
Guided inquiry module is one of alternative to improve students’ science process skills and cognitive learning outcomes. The aim of this research was to produce guided inquiry module in animal reproductive system material as well as improving student science process skills and cognitive learning outcomes. The research used ADDIE development model which consists of the following stages: analyze, design, develop, implement, and evaluation. The research instruments for collecting the data included material and media expert validation sheets, field practitioner questionnaire, module practicality questionnaire, pretest and posttest question sheets (used to measure science process skills and cognitive learning outcomes). The data analysis technique used were quantitative and qualitative descriptions as well as quade's rank analysis of covariance. The results of content and media expert validations were 94.84% and 92.43% respectively. In addition, the field practitioner response reached 95.7% and the module practicality value was 91.3%. Furthermore, the module has significantly improved students’ science process skills [F(1,78) = 42.509, p < 0.05] and cognitive learning outcome [F(1,78) = 7.480, p < 0.05]. Hence, the module is recommended to be implemented in delivering animal reproductive system.
REIHE: Education and skills, The following values have no corresponding Zotero field:
ID - 81
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