scholarly journals The Growing Scientific Attitudes and Worship to Science for Students

2019 ◽  
Vol 1 (1) ◽  
pp. 136-146
Author(s):  
Hirma Meuthia
Keyword(s):  
Scientific Literacy ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Contextual Learning ◽  
Scientific Attitude ◽  
Learning Problem ◽  
Literature Research ◽  
Pedagogical Skills ◽  
The World ◽  
Scientific Attitudes

This study presents a literature review on growing scientific attitudes and literacy towards science for students. Natural science is a product, process, and ends with an attitude that is a scientific attitude. Scientific attitudes are developed through scientific literacy activities or processes in learning when conducting discussions, experiments, simulations, and project activities at the field. Although in the world of education, we have encountered many models that carry out the activities described above in developing students' scientific attitudes. Some of them are inquiry, discovery learning, problem-based learning, project-based learning, and contextual learning. The learning model improves the scientific attitude in learning. However, there are some obstacles in its efforts to foster the scientific attitude of students, one of the problems is that educators lack the relevant pedagogical skills needed in learning in an atmosphere of inquiry. Another disadvantage is that the background of teachers' understanding of scientific literacy content is still poor. This research was conducted to see the factors that influence the scientific attitude of students. Literature research results show that the scientific attitude of students will be positive, if the ability of educators in scientific learning and literacy of science is mastered by the teacher.

scholarly journals IMPROVING TEACHER ABILITY IN MI (MADRASAH IBTIDAIYAH) TO MAKE PLAN OF LEARNING IN EAST DISTRICT OF JATITUJUH

2018 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Eti Jaskarti
Keyword(s):  
Experimental Design ◽  
Curriculum Implementation ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Learning Problem ◽  
Study Population ◽  
Teacher Ability

The purpose of this study is to observe: 1) the final ability of MI teachers to make / compile RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum after being given the drill method using job sheet. 2) early ability of MI teachers to make / compile RPP with discovery learning model, problem based learning, and project based learning according to the provision in curriculum 2013 before being given practice / drill method using job sheet. Data collection during the workshop on Curriculum Implementation 2013 for 22 hours (3hari). Alternative strategy taken in this research using experimental method with Pre-Experimental Design form. While the design used One-Group Pretest-Posttest Design. In this design there are pretest before being treated, and posttest after being given treatment using drill method, the study population is all the participants of workshop on the implementation of curriculum 2013 which amounted to 34 MI teachers in one class. Posttest implemented towards the end of the workshop. Based on the results of the study and discussion are described as follows: 1) the final ability of MI teachers is good with average posttest 77,082 with variance 31,780 and Corelasi 0,934> 0,05. 2) the initial ability of MI teachers is still in doubt with pretest averages of 55.440 and variance of 12,678, better ending ability than initial ability and with Asymp.Sig (2-tailed) = 0.005 <0.05 means there is a difference in ability beginning and end. In the end, it can be concluded that the practice / drill method using job sheet in the workshop can improve the ability of MI teachers to arrange RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum, in other words the method of drill / drill classified effective in the preparation of RPP based on the provisions according to the curriculum 2013.

scholarly journals Pengaruh Model Discovery Learning Terhadap Sikap Ilmiah dan Hasil Belajar Kongnitif Peserta Didik

2021 ◽  
Vol 9 (1) ◽  
pp. 34-43
Author(s):  
Rika Wulandari ◽  
◽  
Darlen Sikumbang ◽  
Dina Maulina ◽  
◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Scientific Attitude ◽  
Control Group Design ◽  
Average Value ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

This study aims to determine the effect of the Discovery Learning model on scientific attitudes and cognitive learning outcomes of students. The design used was an experiment with a Pretest Posttest Non Equivalent Control Group Design. Scientific attitude data were analyzed descriptively in the form of a percentage, while learning outcomes were analyzed using the Independent Sample t-Test at the 5% confidence level. The results showed that the scientific attitude obtained the highest results in the critical aspects with a percentage of 85.4% with very good criteria, while the lowest gain was in the active aspects of asking with a percentage of 70.4% with a fairly good criterion. The pretest-posttest N-gain average value in the experimental class was 0.49 higher than the control class, namely 0.39 with sig. (2-tailed) 0.043 < 0.05 so that H1 was accepted and H0 was rejected. Thus, the discovery learning model has an effect on scientific attitudes and is significant on the cognitive learning outcomes of students.

scholarly journals Project Based Learning Implementation to Student's Scientific Attitude and Creativity Improvement

Mangifera Edu ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 64-77
Author(s):  
Aep Saepudin
Keyword(s):  
Random Sampling ◽  
Learning Model ◽  
Waste Recycling ◽  
Project Based Learning ◽  
Scientific Attitude ◽  
Model Learning ◽  
Analysis Techniques ◽  
Processing Information ◽  
Scientific Attitudes ◽  
Cluster Random Sampling

ABSTRACT Scientific attitude and creativity of students in processing information when the learning process is still low. The purpose of this study is 1) to obtain data on the implementation of project based learning model learning can improve scientific attitudes, 2) to determine the implementation of project based learning model learning can increase student creativity. The method used in this research is the experimental method with the technique of sampling by cluster random sampling. The research instrument used was the task and rubric of students' scientific attitudes and creativity. Data analysis techniques normality, homogeneity and hypothesis. The hypothesis t=4.476 means that the implementation of the project based learning model of learning can improve scientific attitudes. The hypothesis t=8.486 means that the project based learning model of learning can increase student creativity. The conclusion is the implementation of the project based learning model of learning can improve students' scientific attitudes and creativity. Teachers should apply a project based learning model with video media on waste recycling materials.

scholarly journals Sustainable Development and Sustainability in Engineering Education in Nigeria

2019 ◽  
Vol 8 (5C) ◽  
pp. 515-520
Keyword(s):  
Sustainable Development ◽  
Engineering Education ◽  
Sustainability Education ◽  
Project Based Learning ◽  
Education Curriculum ◽  
Integrative Learning ◽  
Education Programs ◽  
Learning Problem ◽  
The World ◽  
Meaningful Result

Following the United Nation’s pronouncement of 2005-2014 as the Decade for Education for Sustainable Development (DESD), education and particularly Higher Education was earmarked as the most convenient and appropriate vehicle for advancing training and awareness for sustainability and sustainable development. This study reviewed articles to investigate the level of awareness about ESD among engineering stakeholders in Nigeria and also to investigate the various approaches that could be used to integrate Sustainability in Engineering Education curriculum in Nigeria. The study employed a systematic review on Sustainable Development and Sustainability in Engineering Education in Nigeria. Articles on Sustainability Education and Sustainability in Engineering were analyzed using inductive content analysis. The review showed that, there is lack of awareness about ESD even among engineering stakeholders; and approaches such as: modular/ Bolt-in, Project Based Learning (PBL), Integrative Learning, Problem Project Based Learning (PPBL), amongst others were found out to be used by scholars in other parts of the world for incorporating sustainability in their Engineering Education programs. It could be a Stand-alone or an Integrated course. The researcher therefore suggests the use of any of these approaches to institutions and faculties planning to integrate sustainability in their programs. This study recommends that; for sustainable education to yield a meaningful result, Government should create awareness about the need for sustainability in the country. This can be done through Sustainability Education intervention and implementation of Sustainability Policies.

scholarly journals Scientific literacy: a key part of school contexts

2021 ◽  
Vol 14 (33) ◽  
pp. e15611
Author(s):  
Stefanny Colonia Cerna ◽  
Doris Fuster-Guillén ◽  
Angélica Sánchez Castro ◽  
Hugo Wálter Maldonado Leyva ◽  
Teodoro Víctor Cabezas Ramírez
Keyword(s):  
Learning Strategies ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Actual World ◽  
Project Based Learning ◽  
Discovery Learning ◽  
School Contexts ◽  
Four Dimensions ◽  
Learning Research ◽  
Teaching Learning

The work conducted a bibliographic review on alphabetization scientific, which is understood as the ability to use scientific knowledge in order to understand and help make decisions about the actual world. It also sought to explain the evolution of the dimensions of scientific literacy and to present theoretical proposals for methodological strategies to help improve it. Articles, doctoral theses and PIS test reports were reviewed to reach  two   conclusions:     1) it is essential to develop the four dimensions of scientific literacy, because, in this way,  scientifically literate students will be trained; that is, they are able to become world that goes through constant scientific and technological and 2) it is necessary to update the teaching-learning strategies  by  those that are part of the so-called  active methodology such as discovery learning,  research-based learning and  project-based learning.

scholarly journals Perspectives Related to Socio-Scientific Issues According to the Scientific Attitude Points of Secondary School Students

2021 ◽  
Vol 8 (2) ◽  
pp. 197-213
Author(s):  
Filiz EVRAN ACAR
Keyword(s):  
Secondary School ◽  
Scientific Literacy ◽  
Social Life ◽  
Power Plants ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Scientific Attitude ◽  
School Students ◽  
Qualitative And Quantitative ◽  
Scientific Attitudes

Individuals have different opinions and views on many socio-scientific issues such as stem cells, influenza vaccine, cloning, nuclear power plants, and organ transplantation that affect social life. Scientific attitudes and scientific literacy of individuals can affect their approach to socio-scientific issues. This research aims to reveal how 8th-grade secondary school students' opinions towards socio-scientific issues change according to their scientific attitudes. For this purpose, the "Scientific Attitude Scale" and "Socio-Scientific Issues Evaluation Form" were applied to the students. The study used a mixed research method that included both qualitative and quantitative data collection.The students' levels of scientific attitude were determined based on the quantitative findings of the study. The students were observed to have a moderate scientific attitude in general. According to their scientific attitude scores, students were divided into three groups: lower, moderate, and upper. The opinions of the students in the lower and upper groups on socio-scientific issues were analyzed based on both qualitative and quantitative findings. According to the findings, students who have a high scientific attitude have more awareness and opinions on socio-scientific topics than students who have low scientific attitude.

scholarly journals PENGEMBANGAN BAHAN AJAR BIOLOGI SEL PADA PROGRAM STUDI PENDIDIKAN BIOLOGI UIN ALAUDDIN MAKASSAR

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
St. Muriati
Keyword(s):  
Cell Biology ◽  
Biology Education ◽  
Contextual Learning ◽  
Learning Objectives ◽  
Improve Quality ◽  
Scientific Attitude ◽  
Teaching Materials ◽  
Scientific Attitudes ◽  
Education Courses

Learning in UIN Alauddin is still limited knowledge to students, while, one mission to improve the quality of educators Biology in terms of belief, moral and scientific attitudes have not been implemented. This is caused by a lack of learning resources that connects Biology Science and its relation to scientific Qur'an. Cell Biology as subjects that reveal about the phenomenon of the smallest unit of life, it can be studied with scientific Qur'an. Therefore, it is necessary to develop teaching materials of Cell Biology with scientific Qur'an to achieve one mission in Biology Education Courses of UIN Alauddin Makassar to improve quality in terms of the creed of Biology Educators, moral and scientific attitude. Cell Biology purposes of teaching materials even this can help students to better understand the concept of Cell Biology abstract to concrete, because in Cell Biology teaching materials displayed image by using a reference cell that contains the results of research conducted by experts Cell BiologY. Thus, the implementation and achievement of learning objectives can be achieved optimally so that it can support contextual learning of Cell Biology.

scholarly journals Implementasi Model PjBL terhadap Peningkatan Keterampilan Proses Sains dan Sikap Ilmiah Siswa Kelas VIII SMP

2020 ◽  
Vol 1 (3) ◽  
pp. 259-266
Author(s):  
Anthony Firdaus ◽  
Yula Miranda ◽  
Soaloon Sinaga
Keyword(s):  
Slow Motion ◽  
Treated Group ◽  
Project Based Learning ◽  
Learning Activity ◽  
Process Skills ◽  
Scientific Attitude ◽  
Science Process Skills ◽  
8Th Grade ◽  
The Impact ◽  
Scientific Attitudes

It has been observed that the level of science process skills and students' scientific attitudes, to seome extent, has not been formed, so the learning activity process has been running in slow motion. This study aims to examine the impact of project based learning (PjBL model) on the improvement of students‘ science process skills (KPS) and scientific attitudes, especially on plant tissue lesson. A pretest-posttest research design was applied to two classes of 8th grade students of SMPN 9 Palangka Raya, namely class VIIIA as the treated group, and while VIIIb as the control class using conventional learning models. The instruments used were lesson plans, science process skills observation sheets, scientific attitude questionnaires, and a number of test questions for testing. The results show that PjBL can improve science process skills with an N-gain of 0.70 in treated group, which is classified as high category, and N-gain of 0.48 in the control class which is in the moderate category. The PjBL implementation does not improve scientific attitudes because the N-gain value is 0.58 in the experimental class, quite similar to 0.32 point in the control class; both fall on moderate category.

scholarly journals Implementation of Discovery Learning to Improve Scientific and Cognitive Attitude of Students

2020 ◽  
Vol 6 (1) ◽  
pp. 23
Author(s):  
Erman Syarif ◽  
Syamsunardi Syamsunardi ◽  
Alief Saputro
Keyword(s):  
Positive Impact ◽  
Discovery Learning ◽  
Cognitive Tests ◽  
Scientific Attitude ◽  
Average Value ◽  
A Value ◽  
Cognitive Attitudes ◽  
Scientific Attitudes ◽  
Cognitive Attitude ◽  
Very High

This study aims to determine the implementation of discovery learning in improving scientific and cognitive attitudes of students. This type of research is a classroom action research conducted in class X Is7. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The instruments in this study were observation sheets, scientific attitude questionnaires and cognitive tests. The results showed: 1) the scientific attitude of the first cycle students showed an average value of 3.9 in either category. Cycle II scientific attitudes of students showed an average value of 4.4 in either category. 2) the average cognitive value in the first cycle with a value of 70.18 in the sufficient category and an increase in the second cycle with a value of 89.23 in the very high category. This improvement illustrates that students have an effort in mastering subject matter. Discovery learning has a positive impact in improving students 'scientific and cognitive attitudes which are marked by an increase in students' learning completeness in each cycle.

scholarly journals Perbandingan Sikap Ilmiah Peserta Didik yang menggunakan Model Discovery Learning dan Pembelajaran Langsung (Studi Pada Materi Pokok Larutan Penyangga)

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Sugiarti Sugiarti ◽  
Muhammad Danial ◽  
Yuli Ratnadillah
Keyword(s):  
Discovery Learning ◽  
Descriptive Statistics ◽  
Learning Models ◽  
Scientific Attitude ◽  
Buffer Solutions ◽  
A Value ◽  
Experiment Method ◽  
The Subject ◽  
Direct Learning ◽  
Scientific Attitudes

This study is a comparative study with the quasy experiment method which aims to determine the differences in scientific attitudes of students using the Discovery Learning Model and Direct Learning Models. The research design used was two experimental groups. The data obtained were analyzed using descriptive statistics and inferential statistics. The results of the analysis show the value of the average scientific attitude (curiosity, democratic attitude and academic honesty) of the experimental class I students, namely 74.57 and the experimental class II, which is 64.26. The results of hypothesis testing using the t-test obtained by the value of tcount = 2.30 at a significant level α = 0.05 with dk = 5 obtained a value of ttable = 2.021. This shows that there are differences in scientific attitudes of students who are taught through discovery learning models and direct learning models on the subject matter of buffer solutions.

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