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The Effects of The Blended Project-Based Literacy that Integrates School Literacy Movement Strengthening Character Education Learning Model on Metacognitive Skills, Critical Thinking, and Opinion Expression
Abstract
p style="text-align: justify;">Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.</p
... The abilities needed in the 21st century will not be more accessible if the learning process is teacher-centered while students tend to listen more (Pantiwati et al., 2023). So, one of the learning model options that is known to be more modern and effective in developing thinking skills (C.-S. ...
... Project-based learning is also famous for its flexibility, and this is evidenced by research (Pantiwati et al., 2023), which found project-based learning practices combined with literacy and character education activities (character education integrated project-based literacy: Li-Pro-GP). The results showed that students who received the Li-Pro-GP learning model tended to think more broadly because, with projects, they were trained to analyse, interpret, and evaluate problems critically as the culmination of creating a work. ...
This research intends to track the progress and focus of project-based learning research in Scopus publications. Researchers focus on analyzing Scopus-indexed publications on project-based learning from 1964 to 2023 using bibliometric analysis techniques. Data was analysed using Excel, R/R-Studio. VOSviewer provides a visual analysis of keywords and document citations co-occurring. The author found research data of 1,803 published documents according to the function, subject, and criteria specified. This research demonstrates an annual growth rate of 8.04% for project-based learning research and the highest number of publications in 2022. The United States had the most research papers, while National Taiwan Normal University had the most document affiliates. Barak, M. and Yang, S.C. became the most productive writers on project-based learning themed. Researchers were limited to using Scopus data for bibliometric analysis. The study solely focused on one database without considering other national or international databases. The research presents a brief literature review on learning methods for educators, with recommendations for future research in the field of education.
... Meanwhile, another stated that Indonesian students struggle with self-control [19]. Low metacognitive skills, firmly related to students' selfregulation, are also reported to be caused by a lack of self-control in the thinking process [20]. ...
... This is because students' low metacognitive skills are closely related to self-regulation. It is caused by the lack of self-control in the thinking process by educators and students [20]. This kind of thing is also needed to avoid the causes of students' poor metacognitive skills, such as their inability to apply monitoring and evaluation skills to themselves proficiently [18]. ...
Metacognition and information literacy self-efficacy have been confirmed separately from a gender perspective, which is a determining factor for achieving students' academic performance. Meanwhile, students' metacognition could be improved in lectures. The need for more use of information literacy self-efficacy is a problem students face. Therefore, this study explores how to comprehensively profile and connect students' metacognition and information literacy self-efficacy from the perspective of gender differences. A quantitative research design was applied to investigate it on 253 students from three different universities in Indonesia. Data analysis was done descriptively, and the outer and inner models used structural equational modelling least square. The study produced five findings, namely: (1) The metacognition profile of male and female students are categorized as good with male superior to female; (2) The information literacy self-efficacy profile of male and female students is categorized as high with male superior to female; (3) Gender affects metacognition through cognitive knowledge and cognitive regulation; (4) Gender affects information literacy self-efficacy, and (5) There are correlations between metacognition and information literacy self-efficacy. This study's results recommend that educators pay attention to and use learning and teaching strategies based on metacognition and information literacy self-efficacy for gender competence equality.
... It is clear that learners with metacognition skills and high critical reading self-efficacy perception will make a difference in their professional lives, shape, develop and advance the society. In addition, although there are studies on the relationship between metacognition and critical reading in the literature (Ansas, Azizah, Oktavianto & Nasihin, 2023;Pujiastuti, Susilo, & Lukiati, 2023;Bagri & Dickinson, 2023;Bouknify, 2023;Pantiwati, Kusniarti, Permana, Nurrohman, & Sari, 2024;Kim & Anderson, 2023;, and the study investigating the relationship between metacognition and critical reading self-efficacy at the level of university students was conducted in the domestic literature (Bozgun & Can, 2023;(Bozgun & Can, 2023;Kökçüi, 2023) and few studies were found in the foreign literature (Ahmadian & Pasand, 2017;Safian & Jiar, 2022;Samarng, 2023;. This has led to the emergence of the relationship between the two variables as a topic that needs to be studied in order to fill the gap in the literature. ...
... Bilişsel farkındalık becerilerine sahip olan eleştirel okuma öz yeterlik algısı yüksek öğrenenlerin iş yaşamlarında fark yaratacakları, toplumu şekillendirecekleri, geliştirecekleri, ilerletecekleri açıktır. Ayrıca alan yazın incelendiğinde bilişsel farkındalık ve eleştirel okuma arasındaki ilişkiyi ele alan çalışmalar bulunsa da (Ansas, Azizah, Oktavianto & Nasihin, 2023;Pujiastuti, Susilo, & Lukiati, 2023;Bagri & Dickinson, 2023;Bouknify, 2023;Pantiwati, Kusniarti, Permana, Nurrohman, & Sari, 2024;Kim & Anderson, 2023;, bilişsel farkındalığın eleştirel okuma öz yeterlilik arasındaki ilişkiyi Üniversite öğrencileri düzeyinde araştıran çalışmaya alan yazında yurt içi (Bozgun & Can, 2023;Kökçüi, 2023) ve dışı literatürde (Ahmadian & Pasand, 2017;Safian & Jiar, 2022;Samarng, 2023; az sayıda çalışmaya rastlanılmıştır. Bu ise iki değişken arasındaki ilişkinin incelenmesi literatürdeki boşluğu gidermek adına çalışılması gereken bir konu olarak belirmesine neden olmuştur. ...
... The relationship of the concept of metacognition as a common term in education with the learning process is undeniable. Teaching metacognitive skills significantly impacts learners' learning enhancement (Pantiwati et al., 2023). The concept of metacognition was first introduced by Flavell as any cognitive activity knowledge that concerns cognition or the regulation of cognition. ...
... The findings also indicate that executive function training is effective on the biological markers in patients with coronary artery disease. These results align with the research conducted by previous researchers (Bellinger et al., 2021;Pantiwati et al., 2023;Sanal Kumar et al., 2018;Scionti et al., 2020;Wells et al., 2023;Wollesen et al., 2020). ...
Objective: Cardiovascular diseases are the primary cause of mortality in Iran. The current research aimed to compare the effectiveness of metacognitive skills training with executive function skills training on the biological markers of patients with coronary artery disease. Methods and Materials: This study was a quasi-experimental design with a pre-test, post-test, and follow-up alongside a control group. The population consisted of patients suffering from coronary artery disease, selected conveniently from those visiting a specialized cardiac clinic affiliated with a specialized and subspecialized hospital in Kish. Data were collected using the Beck Depression Inventory and the Wisconsin Card Sorting Test. The metacognitive skills training sessions were conducted using the Metacognitive Training package (D-MCT) and the executive functions training (the Calm Rehabilitation package), over 8 sessions of 90 minutes each week for the experimental group members. No intervention was performed for the control group. Data were analyzed using multivariate analysis of variance and SPSS software version 22. Findings: The results indicated that the executive function skills training (Calm Rehabilitation package) significantly affected blood sugar (P<0.01, F=23.44) and systolic blood pressure (P<0.01, F=19.82) compared to the control group. Similarly, metacognitive skills training (D-MCT package) significantly influenced blood sugar (P<0.01, F=85.40) and systolic blood pressure (P<0.01, F=22.13) in comparison to the control group. Conclusion: It can be concluded that both metacognitive and executive function skills training were effective on the biological markers of patients with coronary artery disease, but there was no difference between the two treatments on the biological markers of patients with coronary artery disease.
... Misalnya, beberapa riset menginformasikan bahwa pertimbangan penerapan model PjBL adalah karena model ini dapat mendorong siswa untuk memiliki kemampuan berpikir kritis (Adekantari, 2020;Syafitri et al., 2022). Sementara itu, penelitian Yuni Pantiwati et.al menemukan bahwa penerapan model PjBL yang terintegrasi dengan gerakan literasi sekolah dan penguatan pendidikan karakter (Li-Pro-GP) telah mampu memperkuat keterampilan siswa dalam berpikir kritis, metakognitif, dan berpendapat Pantiwati et al. (2024). Pertimbangan selanjutnya adalah bahwa model PjBL dipilih untuk diterapkan karena membantu dalam menguatkan kemampuan siswa dalam berkolaborasi (Mulyadi et al., 2023;Suryandari et al., 2023). ...
Abstract In the last five years, the project-based learning (PjBL) model has colored the treasury of learning practices in schools and universities. This article discusses the definition, underlying theory, and elements of the PjBL model and its implications for Islamic Religious Education (PAI) learning. A qualitative approach with a library method was chosen as the design, so that references in the form of books, journal articles, and websites that display information about PjBL, PAI, and the relationship between the two are used to be analyzed through the stages of abstraction, interpretation, and conclusion. Based on conceptual research, this article concludes that project-based learning is a learning process that is expanded with investigations and challenges to stimulate the growth and mastery of 21st century skills in students' real lives, which is based on constructivist, social constructivist, experiential, independent, and discovery-based learning theories. In an effort to maximize the performance of project-based learning, model elements such as syntax, reaction principles, social and support systems must be carried out strictly and optimally. An example of a project-based learning design in PAI learning in schools is included in this article as a development of conceptual implications. Keywords : Project Based Learning, Implications, Learning Model, Islamic Religious Education, School Abstrak Dalam lima tahun terakhir ini model pembelajaran berbasis projek (PjBL) telah mewarnai khazanah dalam praktik pembelajaran di persekolahan dan perguruan tinggi. Artikel ini membahas tentang definisi, teori yang melatar belakangi, dan unsur-unsur model PjBL serta implikasinya terhadap pembelajaran Pendidikan Agama Islam (PAI). Pendekatan kualitatif dengan metode kepustakaan dipilih sebagai desainnya, sehingga referensi dalam bentuk buku, artikel-artikel jurnal, serta web yang menampilkan informasi tentang PjBL, PAI, dan keterkaitan di antara keduanya digunakan untuk kemudian dianalisis melalui tahap abstraksi, interpretasi, dan disimpulkan. Berdasarkan penelusuran secara konseptual, artikel ini menyimpulkan bahwa pembelajaran berbasis proyek merupakan proses pembelajaran yang diperluas dengan penyelidikan dan tantangan untuk merangsang pertumbuhan dan penguasaan keterampilan abad 21 dalam kehidupan nyata siswa, yang didasari oleh teori belajar kontruktivis, konstruktivis sosial, eksperiensial, mandiri, dan berbasis penemuan. Dalam upaya memaksimalkan kinerja pembelajaran berbasis proyek, unsur-unsur model seperti sintaks, prinsip reaksi, sistem sosial dan pendukung harus dilakukan secara ketat dan optimal. Contoh rancangan pembelajaran berbasis proyek dalam pembelajaran PAI di persekolahan disertakan dalam artikel ini sebagai pengembangan implikasi konseptual. Kata kunci : Model Project Based Learning, Implikasi, Model Pembelajaran, Pendidikan Agama Islam, Sekolah
... In the context of hybrid learning, PjBL allows students to work collaboratively both online and face-to-face, improving their communication and collaboration skills (Landberg & Partsch, 2023). Research shows that PjBL implemented in a hybrid manner can increase student engagement and motivate them to learn more independently (Pantiwati et al., 2023). ...
The project-based learning (PjBL) model with hybrid mode supports higher order thinking skills (HOTS) preparing students to become adaptive, creative, and competent educators in the 21st century. This study aims to analyze the effect of PjBL model with a hybrid mode on HOTS and social attitudes of prospective physics teacher students. This study was conducted on 5th semester students of the physics education study program, University of Mataram, who took the physics curriculum review course. The research design used was a quasi-experiment with a posttest only control group design. The study population included 75 students from class 5A, class 5B, and class 5C in the 2024/2025 academic year. The research subjects were divided into two groups, namely the experimental class (5A) and the control class (5C). The instruments used included a HOTS test and a social attitude questionnaire. Data analysis was performed using one-way Manova statistics. The results showed a significant difference in students' HOTS between the experimental class and the control class with an average HOTS of students in the experimental class of 81, higher than the control class which obtained an average score of 72. However, there was no significant difference in students' social attitudes between the two classes with an average score of social attitudes in the experimental class of 83 and in the control class of 82. This finding indicates that the PjBL model with a hybrid mode is effective in improving students' HOTS, but has little effect on the development of students' social attitudes.
... The above is reinforced by Salmela-aro et al., (2016)that in digital technology, especially project-based learning for digital native students, it provides convenience in accessing and using technology to seek knowledge and understanding related to projects that will be developed by students. Where with the ease of access and use of technology will have an impact on students in adding insights related to digital technology-based projects (Pantiwati et al., 2023) . ...
Background: Education in the digital era is undergoing a significant transformation that demands a paradigm shift in the learning process. Through this learning activity, technology is required to develop students' skills. In this context, an innovative learning approach is Project-Based Learning. Where digital native students are accustomed to using digital technology, they use this technology in their daily lives. Aim: Therefore, the researcher in this study aims to analyse the perception of digital technology in Project-Based Learning for digital native students in elementary schools. Method: This research uses a qualitative approach. Research participants are principals and teachers. Data collection techniques are observation, interview and documentation. The analysis technique used is interactive data analysis through data reduction, data presentation, and data conclusion. Results and Discussions: The results showed that the perception of digital technology in Project Based Learning is the ease of access and use of technology, motivation and involvement in learning, collaboration and social learning, creativity and innovation, and improving technology skills. Conclusion: Through learning activities with project-based learning, students can access various applications and software such as tiktok, zoom, google meet, and learning platforms. Therefore, project-based learning with digital technology has an impact on students in developing varied, innovative, creative and interesting project skills.
... From the research results above, it can be concluded that learning with the Digital Project Based Blended Learning (DPBBL) model is better than conventional learning methods (I Made Tegeh et al., 2023;Pantiwati et al., 2023;Telaumbanua, 2022). Because in learning students are required to be more active and creative. ...
... Mathematical literacy is pivotal as it underpins the development of critical thinking skills and the ability to solve real-world problems (Segers et al., 2015;Pantiwati et al., 2022). It empowers individuals to identify, interpret, formulate, and solve problems effectively (Geiger et al., 2015;OECD, 2013;Adeyemi & Adaramola, 2014). ...
Indonesia's efforts to achieve international education standards and address shortcomings in educational attainment are evident in implementing the Merdeka curriculum. However, a major challenge remains limited learning resources that hinder the curriculum's goals. This research addresses this gap by developing a valid, practical, and potentially impactful STEAM (Science, Technology, Engineering, Art, and Math)-based teaching module designed to enhance elementary school students' literacy skills. The research employs a development research methodology with four stages: definition, design, development, and dissemination. The target population consisted of students from state elementary schools in Bengkulu, Indonesia. Data collection utilized a combination of observation, questionnaires, and literacy tests. Qualitative descriptive statistics were employed for data analysis. The findings demonstrate that the developed STEAM module meets the criteria for validity and high practicality. Additionally, the module exhibits the potential for positively impacting students' literacy abilities. The implication of this research is that the STEAM module, through its engaging activities, can increase student motivation in learning, ultimately leading to improved literacy skills.
... This learning model emphasizes collaborative activities that produce joint products. Research result Pantiwati et al. (2023), all shows that the use of the CITP Model has a positive impact on improving creative thinking skills, critical thinking, metacognition, scientific attitudes, cognitive learning outcomes, and student retention, so it is concluded that the application of the CITP Model can improve students' learning experiences and produce creative products (Rahmawati et al., 2020;Eliaumra et al., 2024). Interaction between Project-Based CI Collaborative Learning Model and Learning Motivation on Students' Problems Solving Skills Interaction is the variation of two or more independent variables in influencing the dependent variable (Xu et al., 2023;Mundelsee & Jurkowski, 2021). ...
The problems solving skills of class V students in mathematics learning are still relatively low. One of the things that causes this is the teacher's tendency to carry out learning conventionally through lecture, question and answer and assignment methods. Teachers have a dominant role in finding, processing and explaining the material being taught. Students are not given the freedom to elaborate on the material taught through collaboration with their peers. The objectives of this research are: to describe the influence of the project-based CI Collaborative Learning Model on students' problems solving skills; Describe the interaction between the project-based CI Collaborative Learning Model and learning motivation on students' problems solving skills. The research method used was Quasi Experiment with a Nonequivalent Pretest-Posttest Only Control Group Design. The research instruments used were problem solving skills tests and learning motivation questionnaires. The results of the homogeneity test and normality test of problems solving skill show that the sample variance is homogeneous and normally distributed. After fulfilling the prerequisite tests, a hypothesis test is carried out and it can be concluded that the project-based CI Collaborative Learning Model has a significant effect on students' problems solving skills. Apart from that, there is no interaction between the project-based CI Collaborative Learning Model and learning motivation on students' problems solving skills
... The results of a survey conducted by researchers regarding critical thinking skills and creativity in biology learning show that the critical thinking skills of high school students in Magetan Regency are 50% in the medium category and 50% in the low category, while creativity is 64% in the low category and 36% in the medium category. The results of this survey are supported by several previous studies that the critical thinking skills of students in Indonesia are still relatively low (Meryastiti et al., 2023;Pantiwati et al., 2022;Satria et al., 2023) and creativity skills are also still relatively low (Leasa et al., 2021;Priyanto & Dharin, 2021). The results of the survey and several previous studies are also supported by interviews with biology teachers and deputy principals for curriculum at one of the public high schools in Magetan Regency to encourage students to think critically and creatively, the school has provided outreach to teachers to present questions that not just a short answer. ...
A good instrument is an instrument that can measure students' abilities accurately. The research aims to analyze the quality of critical thinking and creativity items on water pollution material in terms of validity, reliability, and level of difficulty using the Rasch model. The research used a quantitative descriptive method involving biology learning experts and 173 class X high school students. The research was carried out in December 2023-January 2024. The data collection method used expert assessment sheets and critical thinking and creativity essay questions. Data were analyzed using the Rasch model assisted by Quest. The results showed that of the 10 critical thinking essay questions, 3 questions were invalid, while of the 8 creativity essay questions, 1 question was invalid based on the suitability of the INFIT MNSQ and OUTFIT T scores. The results of the reliability test with Cronbach’s alpha showed that the reliability value of the critical thinking instrument was 0.74 and creativity 0.79. Average difficulty level of questions with threshold values in the medium and difficult categories. Overall, the instrument was feasible and question items that did not fit the Rasch model were removed.
... The ability to think critically is one of the higher-order thinking skills (Fikri et al., 2020). The ability to think critically is a skill that students must have in learning (Pantiwati et al., 2023). Active learning can motivate students' critical thinking skills (Hidayat et al., 2023). ...
p style="text-align:justify">Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.</p
... The importance of literacy skills to be mastered by students in this century requires them to be present in every lesson in the classroom. Good literacy mastery can influence each individual's thinking ability (Pantiwati, et al, 2022); abilities that can help students solve problems and make decisions (Luthfiyani et al., 2019) as well as apply and evaluate information in everyday life (Setyaningsih et al., 2017). This means that this ability is needed to solve problems found in mathematics learning. ...
Teaching materials designed using local contexts are important in improving students' literacy skills. The lack of teaching materials to support these skills causes low student literacy achievements in elementary schools. This study aims to design a course book, grounded in the coastal context of Bengkulu, to enhance the literacy skills of elementary school students. The research employs a developmental approach using the ADDIE model, which encompasses five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The subjects of the study are fifth-grade students from elementary schools in Bengkulu City. The study is conducted in three phases: expert trials, limited trials, and wide-scale trials. Data is collected through both tests and non-tests. The instruments used for data collection include product validity sheets, practicality questionnaires, and literacy test instruments. Descriptive statistical analysis is utilized for data analysis. The result of the research suggests that the course book, based on the Bengkulu coastal context, meets the criteria for validity, and practicality, and effectively enhances the literacy skills of elementary school students. Teaching materials that integrate with coastal contexts have been proven to support students' thinking skills, one of which is mathematical literacy.
... Students' skills in solving everyday problems will be better if they have good mathematical literacy skills (Geiger et al., 2015). In addition, good literacy skills affect the development of each individual's thinking skills (Pantiwati et al., 2022). The literacy process will increase one's sensitivity to numbers and arithmetic communication in solving everyday problems (Manolitsis et al., 2013). ...
p style="text-align: justify;">This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.</p
... Mathematical critical thinking skills are also important to improve students' problem-solving skills and understanding of math concepts (Afriansyah et al., 2020). Numerous researchers have studied critical thinking, including (Mafarja & Zulnaidi, 2022;Sutama et al., 2022;Putri et al., 2023;Assi et al., 2023;Pantiwati et al., 2023;Sinaga et al., 2022). The extensive research on critical thinking has sparked the author's interest in conducting a bibliometric analysis. ...
Mathematical critical thinking is one of the most important skills that students must possess. The ability to think critically in mathematics is an essential skill that can be developed through effective teaching practices and student engagement. This article presents the questions to be investigated regarding critical thinking using bibliometric analysis. Bibliometric analysis is a method used to analyze research articles related to a chosen topic. The data source for this analysis is Scopus. The search was filtered by subject area, document type, language, and publication year. According to the results from Scopus, a total of 148 documents related to mathematical critical thinking were obtained from 2019 until May 2023. Based on the co-occurrence analysis of authors' keywords, besides 'critical thinking' and 'critical thinking skills', 'secondary school' and 'secondary education' appeared most frequently, with 6 occurrences. These trends in the number of articles can provide insights into the research interests in this field.
Objective: The objective of this study is to examine the impact of teacher learning on the social science literacy skills of post-pandemic junior high school students. Theoretical Framework: This research is crucial to elucidate the observed decline in students' science literacy proficiency over recent years. Method: The study used a Kirkpatrick design with four parts. It involved four junior high schools, 14 teachers, and 423 students. Data were collected through interviews, questionnaires, observations and tests. The data were analysed using a variety of techniques, including graphs. Results and discussion: Aiken's formula showed that the research questionnaire and literacy questions are highly suitable. The research questionnaire had a Cronbach Alpha value of 0.950, which is excellent, while the literacy questions had a value of 0.727, which is good. 95% of students achieved the reaction dimension, 91% achieved the learning dimension, 88% achieved the behaviour dimension, and 69% achieved the outcome dimension. The results show that 30.97% of students did not achieve proficiency in social science literacy after learning. This is important for Sustainable Development Goal 4, which is about making sure everyone has access to quality education and learning opportunities. More research is needed to gain a better understanding of this outcome. Research implications: This study contributes to the field by providing a comprehensive evaluation of social science literacy skills among post-pandemic junior high school students.
The 21st century has revolutionized education with technology, but challenges such as teachers’ resistance, students’ comprehension issues, effective implementation, and teacher training persist. This study employs a qualitative content analysis to document and analyze data from 18 research studies on blended project-based learning models. It aims to identify the stages, research methods, subject areas, and educational levels that most frequently implement this model. Data was col-lected from Google Scholar, Scopus, and ERIC databases over the past five years (2019-2023). Findings reveal that 7 out of 18 journals discuss blended project-based learning models with sim-ilar syntax. Key findings include: (i) the combination of face-to-face and online learning enhances effectiveness; (ii) quasi-experimental methods are prevalent, particularly in biology and higher education; and (iii) blended project-based learning effectively improves 21st century skills, in-cluding critical thinking (mean effect size 1.65), creativity (mean effect size 1.19), and prob-lem-solving (mean effect size 1.44), resulting in an overall mean effect size of 1.42.
Understanding the concept of genetics needs to be balanced with high-level thinking skills and excellent metacognitive skills. However, efforts to measure the correlation between these two factors are still carried out partially. This study aims to determine the correlation between critical thinking, metacognitive skills, and cognitive learning outcomes in genetic studies. This study is correlational that measures the relationship between variables students’ critical thinking skills (X1), metacognitive skills (X2), and students’ cognitive learning outcomes (Y). As much as 118 students who took the genetic course were involved as the population as well as research subjects. Data collection instruments in this study consisted of tests of critical thinking skills and metacognitive skills tests as well as students' cognitive assessment sheets. The results showed that the achievement of student cognitive learning outcomes was influenced by 94% of the dependent variables examined in this study, while other variables influenced the remaining 6%. The conclusion of this study recommends that the regression models and coefficients used in this regression can be used to predict cognitive learning outcomes.
The purpose of this study was to find out the effect of flipped classroom-based service learning application on metacognitive awareness and science literacy in fungi material class X SMA Negeri 3 Batusangkar. This type of research is quasi experiments with the research design Posttest Only Control Group Design with a sample number of students who participated in this study as many as 66 people. Data collection in this study using metacognitive awareness questionnaire and science literacy essay test after the implementation of service learning model based on flipped classroom. As a result of the study, the average grade of experiments for science literacy tests was 74.11 and 67.86 in the control class, while the average scores for metacognitive awareness of experimental class learners were 73.79 and 66.23 in the control class. In conclusion, flipped classroom-based service learning has an influence on metacognitive awareness and science literacy of learners. Keywords: Flipped Classroom, Metacognitive Awareness of Science Literacy, Service Learning
The ability to express opinions to students is still low, so learning becomes boring. Researchers want to find out how planning and implementing learning models affect results, constraints, and solutions for implementing them. Students in Pancasila and Citizenship Education (PPKn) are using Problem-Based Learning (PBL) learning models to improve their ability to express themselves.The purpose of this study was to determine the planning, implementation, and results of learning models, constraints, and solutions for using the Problem-Based Learning (PBL) learning model. Participatory learning theory. Descriptive research method with an analytical approach data collection techniques by means of interviews, documentation, and literature study. The sampling technique is purposive sampling, and the data analysis is data reduction, display, and verification. The implementation of the Problem-Based Learning (PBL) learning model that is appropriate and in accordance with the learning syntax can foster students' skills in expressing opinions by looking at the indicators of courage, accuracy in opinion, respecting the opinions of others, not forcing their opinions on others, and conveying opinions in accordance with democratic values. In conclusion, 75% of the respondents, or more than half of the respondents, stated that the application of problem-based learning models can affect the skills of students in the learning process. Abstrak: Keterampilan mengemukakan pendapat pada peserta didik masih rendah sehingga pembelajaran menjadi membosankan. Peneliti ingin mencari tahu bagaimana perencanaan, implementasi model pembelajaran, hasil, kendala, dan solusi implementasi.model.pembelajaran.Problem Based Learning (PBL) untuk meningkatkan keterampilan mengemukakan pendapat pada peserta.didik.dalam pembelajaran.Pendidikan.Pancasila.dan Kewarganegaraan.(PPKn). Tujuan untuk mengetahui perencanaan, implementasi model pembelajaran, hasil, kendala, dan solusi dalam menggunakan.model.pembelajaran Problem.Based.Learning (PBL) Teori belajar partisipatorik. Metode.penelitian.deskriptif.dengan.pendekatan kualitatif. Teknik.pengumpulan.data.dengan cara.wawancara,.dokumentasi, dan studi literatur. Teknik pengambilan sampel purposive sampling dan analisis data reduksi data, display dan verivication. Implementasi model pembelajaran Problem Based Learning (PBL) yang tepat dan sesuai dengan sintak pembelajarannya, dapat menumbukan keterampilan peserta didik dalam mengemukakan pendapat, dengan dilihat dari indikator keberanian, ketepatan dalam berpendapat, menghargai pendapat orang lain, tidak memaksakan pendapatnya terhadap orang lain, dan menyampaikan pendapat sesuai dengan nilai-nilai demokratis. Kesimpulannya 75% responden atau lebih dari setengahnya responden menyatakan bahwa penerapan model pemblejaran problem based learning dapat memengaruhi keterampilan berpendapat pada peserta didik dalam proses pembelajaran.
This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid‐19 pandemic, and also educational games, computer‐supported cooperative learning (CSCL) and computer‐assisted instruction (CAI), largely used in schools but with potential for outside school. Eight research databases were searched. Studies which were non‐school, before 2000, not in English, without data and duplicates were removed, leaving 1355 studies: online 7%, blended 13%, CSCL 7%, games 26% and CAI 47%. Overall, digital technology was more effective (better) than regular instruction in 85% of studies, 8% the same and 3% worse. Blended learning was considerably better than online learning. CAI was the most effective, with games and CSCL coming after blended learning, but of course CAI was not searched for and these were not widely used outside of schools. Primary and early years/kindergarten were most effective (87% better) and secondary/high next (80%). Although science and mathematics were the most popular subjects, English as a foreign language interventions were the most effective, then writing and STEM, thinking, arts/music, humanities, health and science, reading and maths, foreign languages and English in that order. Overall, females did better than males. ‘Low ability’ children and second language learners did especially well. Disadvantaged and special educational needs/disabled students did slightly worse. Self‐efficacy was highly related to better outcomes. The limitations/strengths of the research were discussed and linked back to previous literature, a critical analysis made, and detailed implications for practitioners, policy makers and future researchers outlined. Digital technology's main advantage may be the possibility for enhanced task flexibility and learner autonomy, encouraging greater self‐regulation. However, this may not be an advantage for all students.
Literacy has become one of the education needs in the 21st century. Literacy education implementation can be held through the management of literacy culture in schools. This step is taken as an effort to optimize the quality of education and equalize the students’ achievement at the international level. This study aimed to analyze the implementation of literacy culture management applied in elementary schools, in Indonesia. This research used the mixed-method sequential explanatory. The interviews, questionnaires, and documents study techniques were performed to collect data from teachers, students, and principals of public elementary schools in Boyolali, Central Java, Indonesia as data sources. Data were validated using the triangulation technique and triangulation sources. The data then were analyzed quantitatively and qualitatively. The findings of the study revealed: (a) literacy culture planning has been implemented optimally; (b) the organization of literacy culture has been carried out by establishing a school literacy team and it has operated optimally; (c) management of literacy culture; which consists of habituation, development, and teaching; has been implemented, and the objectives have been achieved (d) control includes regular academic supervision and evaluation has been carried out properly. This research implies that management literacy culture implementation in Boyolali, Indonesia can be a good reference and guideline for schools that will adopt a literacy culture program that needs intensive efforts to improve literacy culture in schools.
Concept understanding and product creativity of Ma'arif class VII A junior high school students are less than optimal. This problem is because learning activities do not invite students to increase literacy. Based on this, it is necessary to innovate learning. The purpose of this research is to apply Li-Pro-GP learning (Project-Based Science Literacy in the integrated scientific literacy movement strengthening character education) to improve conceptual understanding and creativity of learning poster products. The type of research used is quasi-experimental research (quasi-experimental) using a one-group pretest-posttest design. The research population is seventh-grade junior high school students. While sampling using purposive sampling. The research sample is all Ma'arif junior high school students in class VII A. Data collection techniques use tests and documentation with research instruments, namely written test questions in the form of essays used to pretest and posttest. The measurement of the creativity of the learning poster product uses the product creativity rubric. Data analysis using paired t-test with the help of data processing applications IBM SPSS 26 and Ms.Excel. The results showed that: 1) there was an effect of using the Li-Pro-GP learning model on the ability to understand concepts; 2) there is an effect of using the Li-Pro-GP learning model on the creativity of the learning poster product.
Pembelajaran Bahasa Indonesia memiliki peran instrumental dan fungsional dalam membentuk mengembangkan pendidikan karakter di sekolah. Oleh karena itu, penelitian ini bertujuan untuk mengetahui insersi pendidikan karakter melalui pembelajaran bahasa Indonesia di sekolah dasar. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Teknik pengumpulan data berupa dokumentasi. Teknik analisis data menggunakan deskriptif analitis melalui kajian teoretis. Hasil penelitian ini menunjukkan bahwa insersi pendidikan karakter dapat dilakukan melalui pembelajaran bahasa Indonesia dengan penguasaan ke empat keterampilan berbahasa, yaitu menyimak, berbicara, membaca, dan menulis. Keterampilan menyimak dapat membentuk karakter siswa menjadi teliti, kiritis, peka, dan bernalar. Keterampilan berbicara dapat membentuk karakter siswa menjadi tenang, berani, percaya diri, santun, dan kejujuran. Keterampilan membaca dapat membentuk karakter siswa menjadi kreatif, bertanggungjawab, rasa ingin tahu dan gemar membaca. Keterampilan menulis dapat membentuk karakter siswa menjadi cermat, antusias, inisiatif, dan disiplin. Melalui keempat keterampilan tersebut, pendidikan karakter dapat diinsersi dalam pembelajaran Bahasa IndonesiaKata Kunci: Pendidikan Karakter; Pembelajaran; Bahasa Indonesia.
This study aims to determine the effect of applying problem-based learning models, critical thinking skills, and their interactions on students’ higher-order thinking skills in optical materials. The research method used is a quasi-experimental method with a two-way ANOVA design. This research was conducted at IKIP PGRI Pontianak in the second-semester students of the physics education study program as many as 34 students. Data on students’ higher-order thinking skills were obtained using multiple-choice tests with reasons, while data on students’ critical thinking skills were measured using multiple-choice tests. Based on the results of data analysis, it can be concluded that: The ability of prospective physics teacher students to complete the HOTS-based physics test is better after the problem-based learning model is applied. Future physics teacher students with high critical thinking skills have better performance in meeting HOTS-based physics tests. There is an interaction between applyingicip2021est the problem-based learning model and the essential skills of thinking of prospective physics teacher students in completing the HOTS-based physics test. Implementation of the problem-based learning model is vital for other physics materials. In addition to improving the understanding of physics concepts, it also enhances higher-order thinking skills for prospective physics teacher students.
The study results of the Programme for International Student Assessment 2018 (PISA) show that the reading literacy of Indonesian students is below average. Meanwhile, the ability to read is very important in everyday life and in order to develop an advanced and educated generation. In addition, the ability to read is also important so that a person can play an effective role in society. This lack of reading literacy is caused by a lack of interest in reading or lack of accessibility to reading. Therefore, it is necessary to make efforts to overcome the low reading literacy of Indonesian students. Some of the efforts that can be done are through the "Gerakan Literasi Sekolah" program and the provision of various and latest books as well as equitable distribution of books, especially in frontier, outermost, and least developed regions.
The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a need to examine different instructional approaches including online, hybrid, and blended learning methods. This descriptive study provide an in-depth review of the history of blended learning, evolution of hybrid model of instruction, preparedness of faculty with minimal or no experience in online teaching, and lessons learned as faculty worked on navigating COVID-19 situation since early 2020. A fish-bone analysis, a visual and structured approach to identify possible causes of problem, has been used to present the problems faced by faculty during the pandemic. A detailed Strength–Weakness–Opportunities–Threat analysis of blended/hybrid learning has been presented. An evidence-based approach on how instructors can combine the best of both traditional and online instruction to offer engaging learning experiences for students has been described. This research provides valuable insights to faculty and administrators who are preparing to teach during a pandemic and making efforts to academically survive it.
The present study aimed to investigate the metacognitive ability of students using e-portfolio assessment in project-based learning classes. The projects were a set out a critical analysis based on the selected references (project 1) and set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation, and evaluation abilities that were assessed through e-portfolio assignments. There were 87 participants who divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category: not yet, at risk, not-really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of the student is “not really” and “developing” respectively. Student metacognitive ability through conducting the project 2 activities is higher than project 1. The findings showed that project-based learning (PBL) enables to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments. © 2021, Institute of Advanced Engineering and Science. All rights reserved.
Abstrak-Penelitian ini bertujuan untuk mengembangkan buku ajar yang valid, praktis dan efektif pada mata pelajaran IPA (Biologi) dengan materi Sistem Organisasi Kehidupan dengan menggunakan model pembelajaran Inkuiri Terbimbing dalam upaya menumnbuhkembangkan kemampuan berfikir kritis dan karakter siswa. Populasi pada penelitian ini adalah siswa SMP Negeri 02 Seluma. Sampel penelitian di ambil pada semester genap yang terdiri dari 3 kelas yang memiliki jumlah siswa 102 orang yang dibagi menjadi dua kategori yaitu tahap uji terbatas dengan 12 siswa dan tahap uji luas dengan 90 siswa. Prosedur penelitian dan pengembangan mengacu model pengembangan 4-D yang terdiri dari empat tahap pengembangan, yaitu tahap pendefinisian (Define), perancangan (Design), pengembangan (Develop), dan penyebaran (Desseminate). Hasil penelitian menunjukkan bahwa buku ajar yang dikembangkan valid, praktis, dan dapat meningkatkan kemampuan berfikir kritis. Pengembangan buku ajar terdistribusi dengan normal dan homogen, serta hasil observer pada karakter siswa mandiri dan gotong royong dalam kategori sangat baik yaitu 3,25 dan kemampuan berfikir kritis yang dimiliki siswa pada kategori sangat kritis dengan rata-rata pada uji terbatas 3,4 kategori sangat kritis dan pada uji luas memperoleh 2,9 kategori kritis. Hal ini menyatakan bahwa dengan buku ajar dapat meningkatkan kemampuan berfikir kritis siswa dan karakter yang baik yaitu karakter mandiri dan gotong royong sehingga siswa lebih memahami materi pelajaran dengan baik dan memiliki karakter dengan baik. PENDAHULUAN Peningkatan mutu pendidikan salah satu dapat dicapai dengan adanya peningkatan kualitas buku ajar pada pembelajaran dengan segala bentuk kegiatan serta komponen-komponen yang ada didalam buku ajar yang berdampak pada peningkatan mutu pembelajaran dan kualitas proses berfikir kritis siswa. Nilai-nilai karakter diperoleh dengan pendekatan pendidikan karakter yang beragam, yang di padukan pada berbagai kegiatan pembelajaran dan ekstrakurikuler serta karakter dapat dimaknai positif atau negative dalam konteks pendidikan karakter terdapat nilai-nilai yang unik-baik seperti tahu nilai kebaikan, mau berbuat baik, dan nyata berkehidupan baik yang terpateri dalam diri dan terealisasikan dalam perilaku (Syarief, 2017; Kemendiknas, 2010). Karakter dan aktivitas siswa akan dimunculkan dengan cara pemberian buku ajar yang baik, buku ajar merupakan alat yang bermanfaat bagi guru terutama untuk memudahkan pemberian tugas, baik yang berupa kegiatan maupun evaluasi, sedangkan bagi siswa bermanfaat terutama sebagai pemandu dalam kegiatan belajar mengajar. Melalui buku ajar aktivitas dan karakter siswa dalam belajar mengajar dapat ditingkatkan, penyampaian materi pelajaran dapat dipermudah dengan menggunakan buku ajar (LPPK, 2015; Suwarni, 2015; Vellayati, 2017). Pada pembelajaran guru diharapkan dapat melibatkan siswa secara aktif dalam proses pembelajaran. Namun dalam pelaksanaannya beberapa guru masih tetap ada yang hanya sekedar mentransfer pengetahuan yang mereka miliki kepada siswa. Pemilihan model pembelajaran yang dilakukan harus mengacu pada karakteristik materi dan juga karakteristik siswa yang melakukan proses belajar, kemudian dalam pemilihan model pembelajaran diupayakan untuk memilih model yang dapat membangkitkan kemampuan siswa untuk melakukan aktifitas belajar (Misna 2017). Berdasarkan hasil telaah buku ajar yang digunakan dalam pembelajaran di SMP Negeri 2 Seluma diketahui terdapat beberapa masalah yang harus diperbaiki untuk dapat meningkatkan kemampuan berfikir kritis, aktivitas dan karakter siswa seperti: 1. Masih belum memuat pendidikan karakter yang belum dapat menumbuhkan atau memunculkan karakter siswa didalam buku ajar. 2. Belum terdapat standar kompetensi, kompetensi dasar, tujuan pembelajaran, alur pembeljaran, alokasi waktu, glosarium (kata kunci) sehingga membuat siswa terpaku hanya pada perintah guru. 3. Buku ajar siswa belum mengarah pada kemampuan berfikir kritis siswa. Pada kenyataannya cukup banyak masalah yang dihadapi guru dalam mengajar, khususnya bagaimana menumbuhkan karakter siswa dalam belajar untuk memahami pelajaran. Oleh karena itu dilakukan berbagai alternatif upaya diantaranya mengembangkan media pembelajaran yang memungkinkan siswa dapat belajar dengan baik seperti penggunaan buku ajar yang berbasis PPK. Banyak faktor yang menentukan keberhasilan proses belajar mengajar yaitu faktor
Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean "cognition about cognition". Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students' metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.
This study aimed to determine differences in the level of metacognitive awareness and learning outcomes of students who learn through problem-based learning model-assisted blended learning on technical drawing material as a reflection towards new normal era education. This study used a test instrument and metacognitive questionnaire with the results of a validity level of 92.58% and the Alpha Cronbach reliability coefficient was categorized as high with a score of 0.876. The research sample was carried out at the state of vocational high school in two classes. Experimental classes learned with a problem-based model were aided by blended learning and a control class learned through a problem-based model. The results showed a significant difference in cognitive domain learning outcomes in the experimental class and metacognitive awareness of students in the two research classes so that this learning model could be used as a reflection in the learning activities of the new normal era.
COVID-19 has accelerated the uptake of blended learning approaches all over the world. The need to restrict human interaction to reduce the possibility of infection has led to a full lockdown of all educational institutions. Blended learning is a new teaching style combining traditional and modern learning models, where the digital methods of teaching students do not completely replace the ways in which the traditional teachers used to interact with and teach the students. However, there are several challenges associated with the understanding of blended learning models and their implementation in an educational institution. With the development of these blended learning models, there have also been several challenges associated with the different ways of accepting the learning models and using them in combination. This is why this paper proposes a design for a system of blended learning activities that would provide students with a total learning model, which has not replaced the traditional learning models but has successfully utilized digital technologies and blended them with traditional learning. Therefore, they can be used along with the old way of teaching a student, evaluating how the student is performing and also how the staff are performing as teachers. This paper focuses on the development of this model for students in New Zealand.
This study aims to determine the impact of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on students' mathematical reasoning abilities in terms of student motivation. The research method used was a quasi-experimental method with a post-test only control design research design. The population of this study was all students in five classes XII Private School. The samples were taken at class XII AP-2 and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the control class. The data analysis technique used is hypothesis testing using ANOVA 2 paths. Based on the research results obtained that (a) There is an influence of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on mathematical reasoning abilities. (b) There is an influence of student learning motivation on mathematical reasoning abilities. (c) There is no interaction between the treatment of learning models and categories of students' learning motivation towards mathematical reasoning abilities. Thus, as a whole it can be concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model influences the ability of mathematical reasoning and can increase students' learning motivation. © 2020 The Author(s).Open Access- This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
Several countries have successfully reduced their COVID-19 infection rate early, while others have been overwhelmed. The reasons for the differences are complex, but response efficacy has in part depended on the speed and scale of governmental intervention and how communities have received, perceived, and acted on the information provided by governments and other agencies. While there is no ‘one size fits all’ communications strategy to deliver information during a prolonged crisis, in this article, we draw on key findings from scholarship in multiple social science disciplines to highlight some fundamental characteristics of effective governmental crisis communication. We then present ten recommendations for effective communication strategies to engender maximum support and participation. We argue that an effective communication strategy is a two-way process that involves clear messages, delivered via appropriate platforms, tailored for diverse audiences, and shared by trusted people. Ultimately, the long-term success depends on developing and maintaining public trust. We outline how government policymakers can engender widespread public support and participation through increased and ongoing community engagement. We argue that a diversity of community groups must be included in engagement activities. We also highlight the implications of emerging digital technologies in communication and engagement activities.
The development of technology makes learning media have an essential function for the learning process conducted by the teacher to students. However, in reality, there are still many teachers who have not yet implemented the development of learning media to support the learning program. The purpose of this study is to describe the challenges and problems that occur in the development of learning media to improve critical thinking skills and character. This study examines how the challenges of teachers in developing learning media to improve students' critical thinking skills and character. The method was in the form of qualitative data (phenomenology). Data were collected by conducting interviews and observations on nine teachers from 3 public elementary schools in Sleman Regency, Yogyakarta, Indonesia. Based on research, it conducted that students' critical thinking skills and character will increase if the teacher can solve or face challenges in developing existing learning media.
Critical thinking of students is needed in 21st century learning, the fact is the acquisition in the field is still low. Therefore this study aims to improve students' critical thinking skills using the inquiry model assisted with the ethnoconstructivism module. Methodology uses a quantitative design of a quasi-experimental pretest-posttest non-equivalent control group design with a total sample of 64 students taken by purposive sampling technique. There were significant differences in terms of students' critical thinking between the control class and the experimental class. It can be underlined that the inquiry model with ethnoconstructivism has a significant influence on the way students think about cultural values compared to traditional groups.
Metacognitive skills play a central role in the student learning process. However, there is a limited report consider regarding any learning model that can enhance students' metacognitive skills, particularly related to students' academic level. This current research aimed to perform the Simas Eric Learning Model (SELM) by considering students' academic level, namely, high and low academic levels toward metacognitive skills. The SELM is one of the learning model based on constructivism focusing on student-centered activities. The total of the participants was 254 senior high school students. The categorization of the sample was based on the homogeneity test in their IQ score. IQ tests had been conducted by schools before doing research in collaboration with higher education institutions that have official certificates measuring IQ. Test on the metacognitive skills was done before and after the learning and was analyzed by using Analysis of Covariance and Least Significance Different tests. The research results show that SELM was able to improve students' metacognitive skills significantly. The metacognitive skills of students who were taught by SELM were 71.9% higher than those who were taught by the conventional learning model. SELM can be used to improve students' metacognitive skills in learning biology.
One of the main factors in the success of projects is communications management and proper and timely distribution of information among all internal and external project stakeholders. Despite of emphasizing on the importance of project communications in the literature, there are few studies identifying factors influencing project communications. This research aims to address this shortcoming by identifying and determining sequences and relationships factors affecting project communications and their clustering. The informed communication strategy allows managers to structure the information flow in a better and more controlled manner and to avoid the costs caused by lack of effective and timely communication. The present study is conducted to help clarify the views of the organization's managers and project managers on project communications, and to identify factors affecting it and how they effectively communicate to successfully accomplish the projects. First a number of factors influencing project communications are identified on the basis of previous studies and interviews with experts and project managers working in oil, gas and power plant construction megaprojects in Iran. Then, these factors are analyzed by using the combination of fuzzy DEMATEL and Interpretive Structural Modeling (ISM) techniques. The relationships and sequence between the indicators are determined so that it can be effective in project communications planning and project success through providing an insight for senior managers and project managers.
Penelitian ini bertujuan untuk mendeskripsikan langkah pengembangan serta melihat kelayakan dari sebuah game edutainment berbasis smartphone yang digunakan sebagai media pembelajaran berorientasi pada kemampuan berpikir kreatif siswa. Jenis penelitian ini adalah penelitian pengembangan dengan prosedur pengembangannya menggunakan model ADDIE. Adapun prosedur pengembangannya terdiri dari analisis masalah, analisis materi, validasi kesenjangan kinerja, desain produk, validasi ahli media dan ahli materi, uji coba perorangan, uji coba kelompok, dan implementasi. Subjek dalam penelitian ini adalah siswa kelas VIII SMPN 7 Kota Jambi. Instrumen yang digunakan berupa lembar validasi ahli media dan materi, lembar penilaian guru, lembar penilaian siswa, dan angket persepsi siswa, serta soal tes kemampuan berpikir kreatif. Dari hasilpenelitiandiperoleh temuanbahwa mediapembelajaran game edutainmentyang dikembangkanvalid ditinjau dari penilaian ahli media yang menyatakan bahwa mediavalid danrerataskorvalidasimateri seesar 4,1.Gameedutainmentyang dikembangkan praktis ditinjau dari hasil angket penilaian guru dengan rerata skor sebesar 4,2dan rerataskorangketpenilaiansiswasebesar4,7. Gameedutainmentyang dikembangkan efektif ditinjau dari hasil pre-test dan post-test kemampuan berpikir kreatif siswadiperoleh skor peningkatan sebesar 0,65 dengan kriteria peningkatan sedang dan dari hasil persepsi siswa, diperoleh tingkat persetujuan adalah pada kategori setuju untuk setiap indikatornya
This paper reports a study and results of the improvement of critical thinking skills in a blended learning environment in teaching high school physics. The research was a mixed-method quasi-experimental followed by a qualitative survey. Schoology is chosen as a blended platform for this study. The data of students’ critical thinking skills were obtained by multiple choice tests and were analyzed by using n-gain. Moreover, the information on students’ responses to the blended learning model was collected by open-ended questions at the end of learning process. Based on the results of the study, there were significant effects of blended learning on critical thinking skills. It is also reported that students have high interest, ease of learning, and have benefits in increasing their knowledge. It suggests that Schoology-based blended learning model is effective to improve students’ critical thinking in Physics learning process.
Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan metakognitif antara siswa yang memperoleh pembelajaran dengan menggunakan pendekatan RME dan siswa yang memperoleh pembelajaran menggunakan pembelajaran biasa, serta mengetahui sikap siswa terhadap pembelajaran matematika dengan menggunakan Pendekatan RME. Penelitian ini merupakan penelitian quasi eksperimental dengan desain penelitian berupa nonequivalent pretest-posttest control group. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTs Islamiyah Sayang Cianjur. Sedangkan sampel dalam penelitian ini adalah siswa kelas VIII B dan VIII C yang dipilih dengan teknik purposive sampling. Untuk mendapatkan data hasil penelitian digunakan instrument berupa tes soal matematis, tes kempuan metakognitif siswa, dan angket. Hasil penelitian diperoleh: (1) Peningkatan kemampuan metakognitif siswa yang menggunakan Pendekatan RME lebih baik dari pada peningkatan kemampuan metakognitif siswa yang menggunakan pembelajaran biasa; (2) Siswa memberikan sikap positif terhadap pembelajaran matematika dengan menggunakan Pendekatan RME.
This study aims to determine the implementation of School Literacy Movement (GLS) in Islamic school, awareness of academic civitas in cultural literacy, supporting and inhibiting factors in GLS’ implementation and analysis on implementation in Islamic school. The study used is qualitative research. Subjects in this study are residents of the school and its objects are all matters related to the implementation of the School Literacy Program (GLS) in MI Muhammadiyah Pengkol Gunungkidul.
The results of this study find that there is awareness with the school residents in actuating the GLS program and there are several strategies in implementing the GLS program. Supporting factors in the GLS program at this school one of them is a high awareness, good communication between school with parents and many strategies undertaken. While the inhibiting factors is the very minimal facility and hasn’t maximum support yet from the government. In the context of religion, Muslim should have a cultural literacy because it is the first teaching in the Qur'an. Challenges ahead in this case, children must have awareness to improve the quality of literacy. Nowadays, the textual reading quality of society through books is getting lower, so it is necessary to balance in understanding the phenomenon. It is also necessary to have a 'revolution' in changing the mindset of society in the literacy.
This study aims to determine the effect of learning journals with Problem Based Learning (PBL) models on the metacognitive abilities of class X students of SMAN on environmental pollution material. This type of research was quasi-experimental research. The study population was all students of class X SMAN as a hypothetical population. The research sample consisted of 72 students consisting of 36 students in class X MIPA 2 as an experimental class and 36 students in class X MIPA 5 as a control class. Data collection used questionnaires and description problems. Validation used in the form of content validation and empirical validation. The analysis technique used the One Way Anova test analysis. Based on the results of data analysis and discussion show that the use of learning journals with problem based learning models has a very significant effect on students metacognitive abilities in biology learning at SMAN 2 Pekanbaru. The magnitude of the value of the analysis of the average score of the metacognitive abilities of the experimental class in the very good category is 125.53 while in the control class in the good category is 107.43. This shows the metacognitive ability of students who follow the use of learning journals with problem based learning models is better than students who follow conventional learning.
Background
In this systematic review and meta-analysis, we aimed to explore the association between cardiac injury and mortality, the need for intensive care unit (ICU) care, acute respiratory distress syndrome (ARDS), and severe coronavirus disease 2019 (COVID-19) in patients with COVID-19 pneumonia.
Methods
We performed a comprehensive literature search from several databases. Definition of cardiac injury follows that of the included studies, which includes highly sensitive cardiac troponin I (hs-cTnl) >99th percentile.The primary outcome was mortality, and the secondary outcomes were ARDS, the need for ICU care, and severe COVID-19. ARDS and severe COVID-19 were defined per the World Health Organization (WHO) interim guidance of severe acute respiratory infection (SARI) of COVID-19.
Results
There were a total of 2389 patients from 13 studies. This meta-analysis showed that cardiac injury was associated with higher mortality (RR 7.95 [5.12, 12.34], p < 0.001; I²: 65%). Cardiac injury was associated with higher need for ICU care (RR 7.94 [1.51, 41.78], p = 0.01; I²: 79%), and severe COVID-19 (RR 13.81 [5.52, 34.52], p < 0.001; I²: 0%). The cardiac injury was not significant for increased risk of ARDS (RR 2.57 [0.96, 6.85], p = 0.06; I²: 84%). The level of hs-cTnI was higher in patients with primary + secondary outcome (mean difference 10.38 pg/mL [4.44, 16.32], p = 0.002; I²: 0%).
Conclusion
Cardiac injury is associated with mortality, need for ICU care, and severity of disease in patients with COVID-19.
The problem of student's reading literacy ability has achieved considerable attention with the active movement of the reading culture conducted both in developed and developing countries. As a developing country, the Indonesian government has risen and is actively working to move the reading culture for the Indonesian people. The movement starts from early childhood through the provision of libraries in various areas, such as schools, sub-districts and villages as reading parks for all ages. The movement of the reading culture that is undertaken will produce positive habits that possibly improves a student's interest in reading and affects student's future career. Qualitative analysis is implemented to obtain information about the important contribution of reading literacy for today's and the next generations to build strong nations. Using interview techniques, this study involves participants who like reading and experience the positive effects of reading on human life. The results of the study shows that reading literacy can influence the way people think and act.
The development of chemical literacy as well as critical thinking, are a prominent objective of science education and become essential skills in the 21st century. The stress has not been given to the measurement of both skills together in chemistry content in high school. Another problem shows in developing an instrument in which teachers often do not know whether the content and construct that they developed in the tool can measure the skill that supposed to be measured. The first step the teacher should do is studying the content validity when an instrument has been constructed and also psychometric testing is needed. Hence, this is addressed for exploring the content validity evidence, even assumptions for the modern theory in integrated assessment for measuring students' chemical literacy and critical thinking. Also, comparing a result of content validity and assumptions for modern theory to know which is mandatory for research instrument. The initial integrated assessment consists of 37 items. Content validity was first piloted under a review of six experts and also 133 participants involved to determine the assumptions of modern theory in integrated assessment. From this study, it can be confirmed that the development of the integrated assessment on the content validity can be used to measure 13 integrated skills of chemical literacy and also critical thinking in chemical equilibrium, and an assumption for modern theory met with the standard of the valid instrument. In general, to know the quality of the items test using more sophisticated statistical analysis, the integrated assessment is appropriate for measuring the big-scale of the paper-pencil test. The outcome of this research will help teacher/lecturer in the analysis quality of an assessment that will be used in student's evaluation
Eksistensi kurikulum bukan hanya sekadar menegaskan pentingnya perhatian terhadap pendidikan, namun juga terkait usaha kita untuk menyelami dan memaknai peran vital kurikulum yang akan membawa pendidikan Indonesia dapat bersaing hingga level internasional. Khususnya dalam pembelajaran kimia, mengedepankan struktur dan implementasi kurikulum yang tepat menjadi bagian esensial untuk memperkenalkan dan menghidupkan peran kebermaknaan pembelajaran kimia. Penelitian ini bertujuan untuk menyelidiki metakognitif mahasiswa dalam mengkaji implementasi kurikulum SMA di Yogyakarta. Penelitian ini merupakan penelitian deskriptif kuantitatif-kualitatif dalam project based learning. Penelitian dilaksanakan selama bulan Agustus hingga Desember 2018. Instrumen penelitian yang digunakan berupa lembar wawancara, soal tes sesuai indikator level metakognitif, kuesioner berupa Metacognitive Awareness Inventory (MAI), lembar penilaian presentasi-diskusi, dan lembar refleksi. Teknik pengumpulan data meliputi analisis deskriptif hasil tes level metakognitif, analisis kuesioner MAI menggunakan Rasch Model, analisis lembar wawancara, observasi, dan refleksi secara deskriptif. Hasil penelitian menunjukkan bahwa mahasiswa sudah baik dalam hal menganalisis struktur kurikulum dan mengkaji implementasi kurikulum kimia SMA di Yogyakarta dengan perolehan rata-rata nilai 82,65 untuk pemahaman kurikulum dan bedah komponen dan konten kimia SMA dalam kurikulum memiliki rata-rata nilai 89,57. Terkait nilai akhir proyek kelompok, rata-rata nilai dari aspek kemampuan dan analisis dalam wawancara guru kimia adalah 87,11; rata-rata nilai untuk desain presentasi adalah 91,51; dan rata-rata nilai keterampilan presentasi dan diskusi adalah 83,14. Dalam tes metakognitif, 87,5% dan 97,14% mahasiswa dapat tuntas dan didukung pula dengan nilai alpha Cronbach sebesar 0,94 untuk hasil analisis kuesioner MAI menggunakan Rasch Model. Kelima level metakognitif sudah tercapai dengan baik. Kata kunci Project based Learning, Keterampilan Metakognitif, Implementasi Kurikulum, Kimia SMA
The importance of reading literacy is shown in the results of achievement among international countries. Reading literacy has not become a culture for most students. Some students have not used reading strategies to improve their understanding. This will affect the academic achievement. This expost facto research design aims to examine: (1) wether reading literacy can predict academic achievement in knowledge and skill, (2) wether metacognitive strategy can predict academic achievement in knowledge and skill, and (3) wether reading literacy and metacognitive strategy together can predict academic achievement on knowledge and skill. The population is 543 students of three pilot senior high schools of Curriculum 2013 in Kulon Progo. The sample is 359 students established using the Table of Isaac and Michael. The instrument used is a questionnaire. The result is as follows. (1) Reading literacy can predict academic achievement in knowledge, but it cannot predict academic achievement in skill. (2) Metacognitive strategy can predict academic achievement in knowledge and skill. (3) Reading literacy and metacognitive strategy simultaneously can predict academic achievement on knowledge and skill. Therefore literacy habituation and the use of metacognitive strategies are strongly recommended to improve academic achievement of knowledge and skills.
[Title: The 21st Century Skills Integration on Character Education]. Various cases carried out by teenagers require serious handling with a variety of strategies, including through character education. Character education does not mean reducing or replacing "traditional" educational goals such as the accumulation of knowledge and the development of intellectual and practical abilities. Character education is carried out integrated into every subject and requires the support of all parties: parents, teachers, schools, education staff, the daily community of students and of course the government. The development of character can be understood in a model, including the Neo-Aristotelian Model. Good character education will not only affect well being and good character, but also good academic ability. Character education is not something new, and it is not separated from the 21st-century skill-building needed today.
Metacognition is a key component of musical performance. Metacognitive knowledge and skills are fundamental for musicians at all stages of their academic and professional career to allow them to structure, monitor, assess and, if needed, revise practice sessions toward specific performance goals. Research in music education has highlighted the impact that metacognition has on enhancing musical performance and the learning processes that characterize it. Expert musicians usually show a high level of metacognitive competence, which allows them to effectively self-regulate their learning activity while preparing for a performance. While professional musicians seem to have a wide range of learning strategies and skills, music students are not always aware of the importance of adopting a metacognitive approach in their learning process. In addition, the metacognitive dimension is not always explicitly addressed during music lessons, leaving students to adopt inefficacious learning strategies, or to repeatedly use sets of strategies in an incorrect manner. The aim of the current paper is to present and discuss the most recent studies on metacognition in music performance from an educational perspective that focuses on process as well as results. The role of metacognitive competence in musical activity will be discussed, first by examining the components of the metacognitive competence exhibited by expert musicians, and then by focusing on the impact of metacognition on music students’ learning. Educational implications for enhancing the learning experience of young musicians will also be discussed.
Model pembelajaran berbasis proyek (Project Based Learning) adalah model pembelajaran yang menekankan kegiatan pembelajaran berpusat pada siswa, yang secara kolaboratif dan di bawah pengarahan seorang guru dapat merancang kegiatan, memecahkan masalah, membuat keputusan, melakukan kegiatan serta evaluasi tindak lanjut dan pada akhirnya akan menghasilkan suatu produk nyata. Keterlaksanaan model pembelajaran ini selaras dengan tahapan-tahapan dalam strategi metakognitif. Sehingga melalui pelaksanaan strategi metakognitif yang menyatu pada model pembelajaran berbasis proyek, siswa diharapkan mampu untuk meningkatkan hasil belajar, kemampuan kerjasama, dan kemampuan metakognitif. Penelitian menggunakan pendekatan deskriptif kualitatif yaitu menggambarkan atau mendeskripsikan fenomena-fenomena yang sesungguhnya terjadi di lokasi penelitian. Jenis penelitian yang diterapkan termasuk penelitian tindakan kelas (PTK) atau yang disebut Classroom Action Research. Subjek penelitian adalah siswa kelas X TKJ 2 SMK Negeri 5 Malang yang berjumlah 36 orang. Metakognitif siswa diukur dari inventori metakognitif, hasil belajar siswa diukur dari nilai proyek dan posttest. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Project Based Learning memiliki rata-rata metakognitif 68,10 pada siklus I dan rata-rata metakognitif 71,10 pada siklus II. Serta memiliki rata-rata hasil belajar 79,59 dengan persentase ketuntasan siswa sebesar 72,22% pada siklus I dan rata-rata hasil belajar 84,45 dengan persentase ketuntasan siswa sebesar 94,44% pada siklus II. Kesimpulan dari hasil penelitian yaitu terdapat peningkatan metakognitif dan hasil belajar siswa kelas X TKJ 2 SMK Negeri 5 Malang dengan penerapan model pembelajaran Project Based Learning.
This study aims to determine the effect of Ricosre learning model on students' critical thinking skills. This research was conducted in two high schools with total participant as many as 136 students. The research design used nonequivalent pretest-posttest control group design. Data on students' critical thinking skills were obtained from the results of the essay test, and the results were analyzed by Anacova technique. The results showed that Ricosre had an effect on students' critical thinking.
The objectives of this study are to analyze: (1) the correlation of metacognitive skill and critical thinking ability with biology student learning outcomes experiencing study of Problem Based Learning, and (2) the contribution of metacognitive skill and critical thinking ability towards students' Biology learning outcomes. Data analysis by double linear regression technique showed that: (1) there is a correlation between metacognitive skill and critical thinking ability with biology student learning outcomes, and (2) the critical thinking ability give more contribution than metacognitive skill toward students' Biology learning outcomes.
Communication is a key element of human behaviour. In other words, it is an act by which one person gives to or receives information from other person about that person’s needs, desire, knowledge, opinions and perceptions. Communication in the workplace can occur under many different modes such as writing, verbal and nonverbal (body gestures and facial expression). In business and industry, communication helps to align workers to work with one another and to achieve the objective of the organization, which means objectives, can be in the target, attained and improved. Without workplace communication, nothing can be done. Keywords: communication, organization, workplace
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.
Literacy skills are one of the basic skills of the 21st century. These skills become the basis of other skills, such as the ability to understand information analytically, critically, and reflectively. The School Literacy Movement (GLS) is one of the government's efforts to improve students' literacy skills. One of the programs is reading habituation 15 minutes before learning. The purpose of this research is to know the implementation of GLS program in schools, obstacles, and feedback related to improvement of GLS program implementation. This research uses evaluation method of Goal-Based Evaluation in analyzing GLS program. Respondents from this study are all school communities consisting of principals, teachers, employees, and students all over Indonesia who are willing to fill in google-form which contains questionnaires related to the implementation of GLS. The results of the evaluation indicate that 81.6% said that the GLS program has been implemented in the respondent's school, the reading habituation of 15 minutes in the school is in accordance with the national objectives, and 100% of respondents suggested that this activity should be continued with various inputs.
The purpose of this study was to describe the validity of the metacognition ability instruments which include metacognition knowledge and metacognition awareness. The metacognition knowledge instrument in the form of essay tests totaling 20 items, while the metacognition awareness instrument is the Metacognition Awareness Inventory (MAI). This study is a descriptive qualitative study to assess and obtain the quality of metacognition knowledge and metacognition awareness instruments that are valid to characterize student metacognition abilities. The instrument of student metacognition knowledge was validated by two physics educations’ experts, the instrument of metacognition knowledge was also empirically validated by involving 30 physics education students as respondents. Unlike the instrument of metacognition knowledge, the metacognition awareness instrument is only empirically validated by involving 90 students across the study program as respondents. The results showed: (1) the validator's assessment of the metacognition knowledge instrument both from the content validity aspect and construct validity was valid categorized (range of scores> 3.6) and reliable for the two components of assessment in a row namely Percentage of agreement = 97.3% and 98.6%, (2) the empirical validity of the metacognition knowledge instrument was declared valid (Pearson Correlation > rtable) and reliable (Cronbach's alpha = 0.944), (3) the instrument of metacognition awareness was declared reliable (0.6 ≤ α ≤ 1.0) although some components of the student metacognition awareness instrument are empirically declared invalid. These results indicate that the instrument of metacognition ability is valid to use in characterizing the prospective physics teacher students’ metacognition ability.
One of the life skills exceedingly be required in the globalization era is critical thinking skills; therefore, every level of education has a role in enhancing critical thinking skills of students, especially biology students'. This research aimed to determine the efforts to enhance the critical thinking skills of students' in biology subject through a Contextual Teaching and Learning (CTL). This research used a quasi-experimental method with a total sample of 62 X grade students at SMA Negeri 4 Sintang. The data of critical thinking skills were obtained from pre-and post-test results with essay test instruments. The data were analyzed descriptively employing an inferential statistic with T-test. The inferential statistical analysis revealed that there was a difference in the critical thinking skills between the CTL learning and the expository learning (t = 5.98>1.83). The posttest average score of students' critical thinking skills in the CTL learning was 82.56 and categorized as very good. The post-test average score in the expository learning was 68.37 and categorized as fair. The average score of critical thinking skills in the CTL learning increased by 36.06 while the average score of critical thinking skill in the expository learning increased by 19.42. The results of this research concluded that CTL learning was better to enhance the critical thinking skills of students' in biology subject on the learning material of environmental pollution.
Abstract The aims of this research were to find out: (1) correlation between critical thinking skills and science literacy, (2) indentify the instructional model that is better to improve student’s critical thinking skills, and (3) indentify the instructional model that is better to improve student’s science literacy. The research was quasi-experimental research that used randomized pretest-posttest comparison group design. The sampling technique used in this research was cluster random sampling. Data analysis technique used bivariate correlation product moment Pearsons andmultivariate test with significance level of 0.05. The results of this research indicate that: (1) there is a strong correlation between critical thinking skills and science literacy, (2) science technology society instructional model is better than problem-based-learning instructional model to improve student’s critical thinking skills, and (3) science technology society instructional model is better than problem-based-learning instructional model to improve student’s science literacy. Keywords: Problem-Based-Learning, Science Technology Society, Critical Thinking Skills, Science Literacy Abstrak Penelitian ini bertujuan untuk mengetahui: (1) korelasi antara keterampilan berpikir kritis dan literasi sains, (2) mengidentifikasi model pembelajaran yang lebih baik untuk meningkatkan keterampilan berpikir kritis peserta didik, dan (3) mengidentifikasi model pembelajaran yang lebih baik untuk meningkatkan literasi sains peserta didik. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitian Randomized Pretest-Posttest Comparison Group Design. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Teknik analisis data yang digunakan adalah uji bivariat korelasi product moment Pearson dan multivariat dengan taraf signifikansi 0,05. Hasil penelitian menunjukan bahwa (1) terdapat korelasi kuat antara keterampilan berpikir kritis dan literasi sains, (2)model STM lebih baik daripada PBL untuk meningkatkan keterampilan berpikir kritis peserta didik, dan (3) model STM lebih baik dari pada model PBM untuk menigkatkan literasi sains peserta didik. Kata kunci:Pembelajaran Berbasis Masalah, Pembelajaran Sains Teknologi Masyarakat, Keterampilan Berpikir Kritis, Literasi Sains
Learning model and academic ability are important considerations in developing students' skills including metacognitive skills in biology learning. The study aimed to investigate the effect of open inquiry on the metacognitive skills of students in different academic abilities. The study was quasi-experimental research, using the equivalent post-test only with control group design. The subjects of the experiment comprised 60 eleventh grade students. The samples were randomly assigned in a 2×2 factorial design. Two learning models were compared: open inquiry and conventional models, and two academic abilities: high and low. The students' metacognitive skill was measured by an essay test integrated with academic achievement measurement, as well as an application of a learning journal as self-assessment. The result of a 2-way ANOVA test confirmed the metacognitive skills of students with high and low academic abilities in experiment class was significantly higher than those students in control class, but not for their interactions. Accordingly, the implementation of inquiry-based learning appears to be an effective strategy among students with different academic abilities.
Critical thinking skills, critical reading skills and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. The objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. This study conducted correlational research design. The data were collected by using tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension).
AbstrakLi-Pro-GP merupakan model pembelajaran yang mengembangkan literasi berbasispembelajaran proyek terintegrasi dengan GLS (Gerakan Literasi Sekolah) dan PPK(Penguatan Pendidikan Karakter). Li-Pro-GP telah dikembangkan menggunakan modelBorg and Gall (1983). Kegiatan literasi diterapkan dalam sintaks pembelajaran proyek yaitu1) pengenalan masalah, 2) mendesain perencanaan, 3) penyusunan jadwal, 4) pelaksanaandan monitoring, 5) menguji hasil, 6) evaluasi dan refleksi. GLS adalah sebuah gerakanliterasi di lingkungan Kementerian Pendidikan dan Kebudayaan yang merupakan bagiandari Gerakan Literasi Nasional. Tahapan GLS terdiri dari pembiasaan, pengembangan,dan pembelajaran . Sedang PPK adalah gerakan pendidikan di sekolah untuk memperkuatkarakter siswa yang diintegrasikan yaitu aspek integritas, Religius, Nasionalis, GotongRorong, dan Kemandirian.Kata Kunci: literasi, pembelajaran proyek, penguatan karakterAbstractLi-Pro-GP is a learning model that develops literacy based on integrated project learning with GLS(School Literacy Movement) and PPK (Strengthening Character Education). Li-Pro-GP has beendeveloped using the Borg and Gall (1983) model. Literacy activities are applied in the project learningsyntax, namely 1) problem recognition, 2) planning design, 3) scheduling, 4) implementation andmonitoring, 5) testing results, 6) evaluation and reflection. GLS is a literacy movement within theMinistry of Education and Culture which is part of the National Literacy Movement. The GLS stageconsists of habituation, development, and learning. Meanwhile, PPK is an educational movement inschools to strengthen the character of students which is integrated, namely aspects of integrity, Religious,Nationalism, Mutual Cooperation, and Independence.Keywords : literacy, project learning, character strengthening
p style="text-align: justify;">Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students’ skills are less satisfying. Thus, this study aims to improve students’ problem-solving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasi-experimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental ( n = 102) and control ( n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre- and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students’ problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students’ problem-solving and mathematical communication skills.</p
This research describes the subject of elasticity using the Project Based Learning (PjBL) model with the STEM approach to improve students activeness. This research implemented for XI MIPA 5 class at 2 Jember Senior High School in the 2019/2020 academic year during August until September 2019. Data were collected through observation and interviews. This data were analyzed descriptively. The results showed that the Project Based Learning model with the STEM (Sains, Technology, Engineering, and Mathematics) approach could increase of students activeness for XI MIPA 5 class at 2 Jember Senior High School of elasticity material.
Implementasi Program Penguatan Pendidikan Karakter Di SMPN 3 Bontomarannu Kabupaten Gowa. Penelitian ini bertujuanuntuk mengetahui: (i)implementasi program penguatan pendidikan karakter di SMPN 3 Bontomarannu Kabupaten Gowa;(ii) faktor pendukung dalam implementasi program penguatan pendidikan karakter di SMPN 3 Bontomarannu Kabupaten Gowa;dan (iii) faktor penghambat dalam implementasi program penguatan pendidikan karakter di SMPN 3 Bontomarannu Kabupaten Gowa.Penelitian menggunakanjenis penelitiankualitatif dengan pendekatan deskriptif.Berdasarkansumbernya,jenis data yang digunakan yaitu data primer dan sekunder. Data primer diperoleh melalui metode wawancara terhadap guru dan siswa serta dokumentasi dan observasi. Sedangkan data sekunder yaitu data yang diperoleh dari berbagai literatur seperti buku, undang-undang maupun sumber lain yang berkaitan. Pengolahan dan penyajian data dilakukan secara deskriptif.Hasilpenelitian menunjukkan bahwa: (i)Implementasi Penguatan Pendidikan Karakter di SMPN 3 Bontomarannu sudah berjalan namun pelaksanaannya belum maksimal. (ii) Faktor pendukung dalam mengimplementasikan penguatan pendidikan karakter di SMPN 3 Bontomarannu adalah adanya kompetensi guru, kerjasama yang baik dari wali peserta didik, kurikulum sekolah yang sudah baik, serta pengawasan intens dari kepala sekolah. (iii) Faktor penghambat dalam mengimplementasikan penguatan pendidikan karakter di SMPN 3 Bontomarannu adalah sarana dan prasarana, kualifikasi akademik guru yang tidak sesuai dengan mata pelajaran yang diajarkan, adanya karakter yang berbeda-beda pada peserta didik serta kedisiplinan peserta didik yang masih rendah.
Critical thinking skills are one of the four skills needed in the 21st century. Critical thinking skills are so important that they need to be taught and included in the school curriculum. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the analysis, evaluation, inference, explanation, and self-regulation sub-skills. This is descriptive research with a qualitative approach. Data was collected through a test and interviews, triangulation accomplished by comparing between test and interviews. This research involved 24 subjects comprising 9 male students and 15 female students. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The research results showed that: (1) the critical thinking skills of junior high school students were in a low category; (2) the evaluation, analysis, and self-regulation sub-skills became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills.
Artikel ini mengahas tentang pentingnya metode mengajar sebagai stratedi dalam mencapai tujuan belajar mengajar. Tujuan belajar mengajar tidak akan dapat tercapai secara efektif dan efisien tanpa strategi belajar mengajar sebagai sebagai alatnya. Metode mengajar adalah strategi yang digunakan sebagai alat untuk mencapai tujuan belajar mengajar tersebut. Pemilihan dan penentu metode mengajar yang tepat akan mengakibatkan pencapaian tujuan belajar mengajar secara efektif dan efisien. Tujuan belajar mengajar tertentu akan membutuhkan metode mengajar tertentu pula. Kata kunci : Tujuan belajar mengajar, strategi, metode mengajar, alat.