scholarly journals The Influence of the Elementary Science Class that Utilized Graphic Organizer according to Thinking Skill on Students' Achievement, Science Process Skills and Learning Motivation

2012 ◽  
Vol 40 (2) ◽  
pp. 209-224 ◽  
Author(s):  
Bae Jin Ho ◽  
소금현 ◽  
배동규
Keyword(s):  
Elementary Science ◽  
Learning Motivation ◽  
Graphic Organizer ◽  
Process Skills ◽  
Science Class ◽  
Thinking Skill ◽  
Science Process Skills

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERVISI SETS DENGAN METODE DISCOVERY LEARNING UNTUK MENANAMKAN NILAI BAGI SISWA SEKOLAH DASAR

2016 ◽  
Vol 5 (01) ◽  
Author(s):  
Setyo Eko Atmojo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Elementary Science ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Process Skills ◽  
Learning Method ◽  
Science Process Skills ◽  
Average Student

<p>This study aims to develop the vision SETS elementary science learning with discovery learning method. To know effectivity elementary science teaching tools in growing SETS visionary science process skills and instill values in themselves and to know the implementation learning devices in the classroom. This study is a research &amp; development (R &amp; D / Research and Development) is a software product developed science learning in Fifth Grade Elementary School envisions SETS with discovery learning method. Based on the results of analysis show the validity of the learning value is 4.12 on a valid category. Average student has good science process skills, the average percentage of the value of &gt; 70 %, the effective development of learning tools for to build values in students. Average student learning outcomes in the category of either &gt; 70, the development of learning outcomes appropriate to apply &gt; 80 % of students gave positive responses. SETS visionary science learning by discovery learning methods to actively engage students in learning, can improve science process skills, instill values in students, and provide an average of student learning outcomes that achieve average scores &gt; 70. Implementation LKS and LDS assist students in learning, apply science concepts and provide opportunities for students to apply as scientists so as to provide a more in-depth experience of the concept of science.</p><p> </p><p> </p>

scholarly journals Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school

2017 ◽  
Vol 1 (1) ◽  
pp. 45 ◽  
Author(s):  
Fengky Adie Perdana ◽  
Sarwanto Sarwanto ◽  
Sukarmin Sukarmin ◽  
Imam Sujadi
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Research And Development ◽  
Student Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Process Skills ◽  
Science Process Skills ◽  
Improve Student Learning

Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&amp;D). Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1) the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2) Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3) effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4) Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.

scholarly journals PENGEMBANGAN SSP FISIKA BERBASIS PENDEKATAN CTL UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN MOTIVASI BELAJAR

2015 ◽  
Vol 1 (1) ◽  
pp. 73 ◽  
Author(s):  
Faiq Makhdum Noor ◽  
Insih Wilujeng
Keyword(s):  
Research Data ◽  
Learning Motivation ◽  
Process Skills ◽  
Physics Teaching ◽  
Paper Test ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Subject Specific ◽  
Expert Validation

This research aims to develop a learning device as Subject-Specific Pedagogy (SSP) of physics, and to improve science process skills and learning motivation of the students. This research used the 4D model. The subjects of this research were the XI grade students of Muhammadiyah High School 2 Yogyakarta. The data collecting instruments were expert validation sheets, science process skill observation sheets, questionnaire of students’ response to the student books and worksheets, question-naire of students’ response to teaching process, students’ motivation learning sheets, and science process skill paper test. The research data were collected through observation, questionnaire, and paper test, and analyzed quantitatively. The results show as follows. (1) The development of physics SSP is carried out in accordance with the procedures of 4D model product development. (2) The results of expert’s validation show the physics SSP is in the very good criteria. (3) The readability of the student books and worksheets is in the good criteria. (4) The increasing of the score of science process skills and students’ learning motivation in the experimental class is higher than that in the control class. This shows that the physics SSP is fit for use in physics teaching.

scholarly journals The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

2020 ◽  
Vol 1 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Safaruddin Safaruddin ◽  
Nurlaiha Ibrahim ◽  
Juhaeni Juhaeni ◽  
Harmilawati Harmilawati ◽  
Laeli Qadrianti
Keyword(s):  
Electronic Media ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Average Score ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to analyze the effect of using Project Based Learning (PjBL) strategy assisted by Electronic Media in increasing learning motivation and Science Process Skills (KPS) on the material “Heat Transfer”. The study used a quasi-experimental pretest-posttest experimental design with 59 students. The experimental group was taught using the PjBL strategy while the control group was taught with a conventional strategy that was teacher-centred. Learning motivation is measured using questionnaires distributed to students, and KPS is measured through observation using observation sheets. The results, average score of KPS with the PjBL strategy = 86.33, the conventional strategy = 74.52; the average score of learning motivation with PjBL strategy = 78.05, conventional strategy = 69.49. Conclude from this data that the use of the PjBL based on e-media strategy is effective and influences the improvement of KPS and learning motivation of elementary school students.

scholarly journals Problem Based Learning Model With Science Props To Enhancing Students’ Science Process Skills And Cognitive Learning Outcome

2021 ◽  
Author(s):  
Erwinsyah Satria
Keyword(s):  
Natural Science ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Model ◽  
Process Skills ◽  
Science Class ◽  
Learning Models ◽  
Science Process Skills ◽  
Class Iv

This classroom action research was motivated by the students’ lowscience process skills and cognitive learning outcome in naturalscience. One of the reasons is the lack of teachers’ ability in choosingappropriate learning models and using of science props in natural sciencelearning. Thus, the implementation of the Problem Based Learning modelwith science props to students of class IV SD Negeri 15 Surau GadangSiteba Padang is one of the ways to solve this problem. The objective ofthis research is to describe the improvement of the students’ scienceprocess skills and cognitive learning outcome in natural science in classIV at SD Negeri 15 Surau Gadang Siteba Padang by using ProblemBased Learning model with science props. The instruments of thisresearch were the observation sheets of students’ science process skillsand teachers’ activities and the test sheets of students’ cognitive learningoutcome. The results showed that there was a significant improvementof students’ science process skills and cognitive learning outcome innatural science class IV by using Problem Based Learning model withscience props from the first cycle to the second cycle.

scholarly journals Collaborative Robotics, More Than Just Working in Groups

2017 ◽  
Vol 56 (7) ◽  
pp. 979-1004 ◽  
Author(s):  
Kellie Taylor ◽  
Youngkyun Baek
Keyword(s):  
Problem Solving ◽  
Learning Motivation ◽  
Collaborative Problem Solving ◽  
Process Skills ◽  
Science Process Skills ◽  
Collaborative Robotics ◽  
Experience Level ◽  
Positive Effects ◽  
Collaborative Problem ◽  
The Impact

The purpose of this study was to determine what collaborative interventions produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem-solving, and learning motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem-solving, and learning motivation. The results indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students’ motivation and collaborative problem-solving. Experience level also had effects upon student learning motivation and collaborative problem-solving with the Novice status associated with higher levels as compared with students who had more experience. A collaboration intervention was identified that has the potential to produce positive effects for students in collaborative robotics projects as well as assist classroom educators in the purposeful design of collaborative robotics projects with scientifically based strategies to improve the attitudinal outcomes for students of various robotics experience.

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