scholarly journals Implementation of Competency Enhancement Program for Science Teachers Assisted by Artificial Intelligence in Designing HOTS-based Integrated Science Learning

2021 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Kadek Dwi Hendratma Gunawan ◽  
Liliasari Liliasari ◽  
Ida Kaniawati ◽  
Wawan Setiawan
Keyword(s):  
Artificial Intelligence ◽  
Science Teachers ◽  
Science Learning ◽  
Integrated Science

scholarly journals The responses to artificial intelligence in teacher integrated science learning training program

2021 ◽  
Vol 2098 (1) ◽  
pp. 012034
Author(s):  
K D H Gunawan ◽  
Liliasari ◽  
I Kaniawati ◽  
W Setiawan
Keyword(s):  
Artificial Intelligence ◽  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Science Learning ◽  
Field Evaluation ◽  
Learning Program ◽  
Integrated Science ◽  
Teacher Training Programs ◽  
Science Teacher Training

Abstract Artificial intelligence (AI) in education is the current development that provides solutions to problems in various contexts and levels. The use of AI in science teacher training programs is something that rarely done, especially in integrated science learning. The purpose of this study was to mapping the competencies of science teachers after receive pedagogical suggestions based on AI. This activity was attended by 20 science teachers in West Java who are members of the teacher training program. The competency patterns of science teachers were analyzed descriptively qualitatively in order to see the combination of knowledge between AI and natural knowledge of science teachers. The results show some teachers made innovative integrated science learning and teachers were able to follow, modify, or ignore pedagogical suggestions. These results also provide a field evaluation of the development of an integrated science learning program assisted by AI.

scholarly journals THE EFECTIVENESS OF UTILIZATION OF THE SCIENCE LABORATORY IN INTEGRATED SCIENCE LEARNING AT MTS UNGGULAN AL QODIRI 1 JEMBER

2021 ◽  
Vol 2 (2) ◽  
pp. 165-174
Author(s):  
Winda Kuncorowati ◽  
Mohammad Wildan Habibi ◽  
Choiriya Tri Mosrifa ◽  
Mela Mahardika Ilafi
Keyword(s):  
Qualitative Research ◽  
Learning Outcomes ◽  
Science Teachers ◽  
Science Learning ◽  
Research Data ◽  
Learning Motivation ◽  
Science Laboratory ◽  
Integrated Science ◽  
Science Laboratories ◽  
Motivation And Learning

The purpose of this study was to determine the effectiveness of usingscience laboratories and the factors that affected the effectiveness of using science laboratories in supporting learning at Mts Unggulan Al-Qodiri 1 Jember. This research was a qualitative research. Data collection techniques in this study used observation guidelines and interview guidelines. The data obtained were from the results of interviews with one of the science teachers as well as the head of the laboratory at MTs Unggulan 1 Alqodiri Jember. The results showed that the use of the science laboratory at MTs Unggulan Al-Qodiri 1 Jember can be said to be effective in supporting learning in schools. This can be seen from the effectiveness of the use of science laboratories facilitated with complete equipment, it can be said to be 90%. The tools contained in MTs Unggulan Al-Qodiri 1 Jember are very effective in utilizing the Science Laboratory in Integrated Science Learning. Based on this explanation, the function of the laboratory as a means of strengthening students' understanding, increasing learning motivation and learning outcomes through science experiment at MTs Unggulan Al-Qodiri 1 Jember has beeneffective.

scholarly journals Integrated Science Learning Using Scientific Approach in Junior High Schools in Semarang Regency

2018 ◽  
Vol 2 (1) ◽  
pp. 69
Author(s):  
Debora Natalia Sudjito ◽  
Natalia R. Keliat ◽  
Susanti P. Hastuti
Keyword(s):  
High Schools ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Educational Background ◽  
Junior High Schools ◽  
Qualitative Description ◽  
Integrated Science ◽  
Scientific Approach

<p>The scientific approach is strongly suggested to be used in implementing “Curriculum of 2013” (K13) by Department of Education. This study aimed to identify whether integrated science learning was implemented in Junior High Schools in the Semarang Regency, Indonesia used a scientific approach, how it was implemented, and what problems that emerged in it. This research was conducted in 13 Junior High Schools in Semarang Regency, Central Java Province that implemented K13 during the odd semester in 2016/2017 school year by interviewing the science teachers in each school to determine how scientific approach was implemented in their schools. Based on the interview results analyzed using qualitative description methods, K13 was implemented, teachers used a scientific approach to teach science subject in their classes, and they integrated science materials in the curriculum. However, not all of the science materials were able to be integrated and taught using scientific approach because the teachers’ educational background is not from science education. Furthermore, the availability of the teachers and students books, the laboratory facilities, and funds were very limited. Many solutions such as using various learning models were done, but they were not be able to maximize the learning even though the students were active and enthusiastic in learning. Therefore, the teachers really need real supports to enhance their learning using scientific approach.</p><p><br /><strong>Keywords</strong>: integrated science learning, scientific approach, curriculum of 2013, junior high school</p>

scholarly journals Need Analysis to Develop Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy for Grade VIII Students

2018 ◽  
Author(s):  
Asrizal Asrizal ◽  
Ali Amran ◽  
Azwar Ananda ◽  
Festiyed Festiyed
Keyword(s):  
Learning Style ◽  
Science Teachers ◽  
Science Learning ◽  
Digital Age ◽  
Learning Model ◽  
Contextual Learning ◽  
Research Subjects ◽  
Integrated Science ◽  
Average Value ◽  
Teachers And Students

Good competence of students is very important in the 21 st century. Integrated curriculum is a good way to develop student’s competence in this century. For this reason, integrated science learning and integration of literacy in learning are important for students. However, integrated science and literacy can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model of integrated science by integrating digital age literacy. Objective of the initial research is to describethe potency which supports the implementation of integrated science learning, the implementation of science learning in school, the characteristics of students, and thedigital age literacy. Type of research is descriptive research. As research subjects were science teachers and students who study science in three junior high schools in Padang.Instruments to collects the data were observation sheet, questionnaire sheet, and literacy test sheet. Data were analyzed by using descriptive statistics analysis. The results of the preliminary research are: 1). average value of supporting factors of the implementation of integrated science is 76.83 which classified into good category, 2). average value of contextual learning and integrated learning materials of science in learning respectively48.3 and 37.5 and these values can be entered into low category, 3). characteristics of students in background, interest, attitudes, learning motivation, and learning style are entered into good category with average value of 65.9, and 4). average value of digital age literacy of students is 42,92 which grouped into low category.

scholarly journals Technical Guidance of Science Teachers in The Preparation of Scientific Based Teacher Books, to Improve Teacher Professionalism in West Pasaman Regencys

2020 ◽  
Vol 3 (1) ◽  
pp. 63
Author(s):  
Ratnawulan - Ratnawulan
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Science Learning ◽  
Teacher Professionalism ◽  
Sources Of Information ◽  
Integrated Science ◽  
Scientific Approach ◽  
Thematic Learning ◽  
Technical Guidance ◽  
Learning Concept

There are problems in implementing integrated science learning in SMP / MTs in West Pasaman Regency. Most teachers do not have a handbook according to the nature of integrated science. Existing teacher books, the fields of biology, chemistry and physics are still not integrated into a single unit. The next problem, the low motivation and creativity of teachers in finding sources of information and integrating fields of study for learning. The solution offered is to increase the professionalism of science teachers is through technical guidance for making science-based Integrated science teacher books. Integrated science learning is designed with integrative thematic learning that is learning that integrates a learning concept with another subject. This Bimtek succeeded in increasing the competence of science teachers in MGMP Pasaman Barat in developing Integrated Science teacher books with themes in accordance with local wisdom with the Scientific Approach.

scholarly journals MODUL PEMBELAJARAN IPA TERPADU PADA MATERI TANAH DAN KEBERLANGSUNGAN KEHIDUPAN

2019 ◽  
Vol 7 (3) ◽  
pp. 100-105
Author(s):  
ELVI RAPILUS ◽  
BASA T RUMAHORBO ◽  
VIRMAN VIRMAN
Keyword(s):  
Learning Outcomes ◽  
Science Teachers ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Small Scale ◽  
Guided Inquiry ◽  
Soil Material ◽  
Integrated Science ◽  
Learning Modules ◽  
Increasing Student Learning

Science learning modules on soil material and life sustainability have never been made especially in SMP Negeri 2 Manokwari. This research is a research and development (Research & Development) that aims to find out how to make integrated science modules, the feasibility of integrated science modules, and increase learning outcomes in soil material and the sustainability of life. The research sample was carried out in class IX E SMP Negeri 2 Manokwari with a total of 38 students. The results of the study show that: 1) The method of developing an integrated science module based on guided inquiry on soil material and life sustainability starts with the stages of definition, module planning, module draft design, and development. from the validator of 88% in the very feasible category, science teachers by 90% in the very feasible category, and the results of small-scale trials by 89%. 3) Increasing student learning outcomes with an average pretest score of 35.72 to 71.11 in the posttest and n-gain tests an average of 0.55 in the medium category.

scholarly journals Increasing Teacher Professional Competence in Developing Procedural Abilities Using the Application of Assessment of Integrated Science Using Mobile Learning on Android Platform Gadgets

2020 ◽  
Vol 4 (2) ◽  
pp. 60-69
Author(s):  
Allesius Maryanto ◽  
Dadan Rosana ◽  
Didik Setyawarno
Keyword(s):  
Science Teachers ◽  
Mobile Learning ◽  
Junior High School ◽  
Science Learning ◽  
Professional Competence ◽  
Assessment System ◽  
Learning Material ◽  
Integrated Science ◽  
Android Platform ◽  
Spiral Model

The development of smart mobile phone terminals, mobile learning has become an effective and efficient way for teachers to learn, so that the continuous development of teacher competency development can take place in a fun way. From the aspect of integrated science learning material, it is very clear that science learning in the 2013 curriculum is carried out on an integrated basis. Integrative science has the meaning of combining various aspects, namely the domains of attitudes, knowledge and skills. Therefore, the assessment system developed in science learning must also be able to develop four dimensions of knowledge (factual, conceptual, procedural). In this study, procedural knowledge was specifically developed using the assessment of integrated science application using mobile learning on gadgets with the android platform. The methodology developed in this study is a Research & Development spiral model as referenced by Cennamo and Kalk (2005: 6). In this spiral model, there are 5 (five) development phases, namely: (1) definition, (2) design, (3) demonstration, (4) develop, and (5) presentation (deliver). The research results that have been achieved are; (1) A model for enhancing the professional competence of teachers in the development of procedural ability tests through the design of an assessment of integrated science using mobile learning on gadgets with a proper android platform based on expert judgemnet, (2) Practicality tests of the model have been carried out based on the results of training involving junior high school teachers in the MGMP area of science teachers, Mlati District, Sleman Regency, (3) The model is effective in improving students' procedural abilities

scholarly journals ANALISIS KEBUTUHAN PENGEMBANGAN BAHAN AJAR IPA TERPADU BERMUATAN LITERASI ERA DIGITAL UNTUK PEMBELAJARAN SISWA SMP KELAS VIII

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Asrizal Asrizal ◽  
Festiyed Festiyed ◽  
Ramadhan Sumarmin
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Digital Age ◽  
Learning Materials ◽  
Integrated Science ◽  
Preliminary Research

Science learning should be able to develop the ability to think, to work, to use tools, and to live in the world for students. Integrated Science learning and integration of digital age literacy give good opportunities for students to develop fourth of these skills. But the reality shows that the implementa-tion of integrated science learning and integration of literacy in learning can’t be implemented well. An alternative solution of this problem is to develop integrated science learning by integrating digital age literacy. Before developing this integrated science materials it is necessary to conduct preliminary research as a basis for designing this learning materials. The purpose of this preliminary research is to describe the integration of knowledge basic competencies of science subjects, the implementation of integrated science learning, the learning materials available for science learning, and the integrating literacy of students. The type of research was descriptive research method. As object of the research consist of science teachers, syllabus and science learning materials, and students of grade VIII in ju-nior high school. Instruments to collect data consist of interview guide sheet, science syllabus and learning materials document, and digital age literacy test sheet. Research data was analyzed with de-scriptive statistic. Base on data analysis can be stated that results of this research are: 1). integrated science learning on grade VIII junior high school students can’t be implemented well, 2). the value of integration of science learning materials and its application in knowledge basic competence can be classified into enough category, 3). generally science learning materials in integrated science text-books and science worksheet on grade VIII junior high school are still separated form, and 4). the average value of digital age literacy of students is classified into low category.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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