Thematic Learning Design to Guide Primary Education Students on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Primary Education ◽  
Scientific Literacy ◽  
Learning Design ◽  
Education Students ◽  
D Model ◽  
Thematic Learning

This research constructed then implemented thematic learning’s design for guide primary education students on achieving scientific literacy, using R&D approach 4-D model that combinedwith correlational type

Constructing Thematic Learning Lesson Plan to Guide Primary Education Student on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Primary Education ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Education Student ◽  
Educational Method ◽  
The Past ◽  
Assessment Tests ◽  
D Model ◽  
Thematic Learning

It is requisite that each activity is necessary to have a clear purpose as it was designed to be a well applicable plan. Scientific literacy indicates that science has value outside scientific practice is hardly modern idea and reality, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several preexist works has shows that common science teachings don’t optimally guide students to achieve scientific literacy. As matter of fact, the answer to how to guide student achieving scientific literacy has not been obtained yet. By proposing this work, I am consider that thematic learning as an alternative method to guide students on achieving scientific literacy. Thematic learning is an educational method of teaching in which emphasis is given on choosing a specific theme for teaching concepts. It is based on integrating various information and use it to demonstrate the topic. Pedagogy of thematic learning is based on its exploration of broad areas in one theme. I don’t deny that the concept of integrating subjects to teach in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider thematic learning as an opportunity while others view it as having problems. The answer, however, to how thematic learning education implementation has not been studied yet comprehensively. Therefore, thematic learning lesson plans is very important to be designed then implemented. This work constructs lesson plan to guide primary education student on achieving scientific literacy, using R&D approach four-D model: define, design, develop, and disseminate. It gained lesson plan completed by student worksheets also assessment tests as well, that validated by experts and practitioners nor reliability counted based exclusively on test.

Constructing Thematic Learning Lesson Plan to Guide Primary Education Student on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Primary Education ◽  
Scientific Literacy ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Education Student ◽  
Educational Method ◽  
The Past ◽  
Assessment Tests ◽  
D Model ◽  
Thematic Learning

It is requisite that each activity is necessary to have a clear purpose as it was designed to be a well applicable plan. Scientific literacy indicates that science has value outside scientific practice is hardly modern idea and reality, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several preexist works has shows that common science teachings don’t optimally guide students to achieve scientific literacy. As matter of fact, the answer to how to guide student achieving scientific literacy has not been obtained yet. By proposing this work, I am consider that thematic learning as an alternative method to guide students on achieving scientific literacy. Thematic learning is an educational method of teaching in which emphasis is given on choosing a specific theme for teaching concepts. It is based on integrating various information and use it to demonstrate the topic. Pedagogy of thematic learning is based on its exploration of broad areas in one theme. I don’t deny that the concept of integrating subjects to teach in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider thematic learning as an opportunity while others view it as having problems. The answer, however, to how thematic learning education implementation has not been studied yet comprehensively. Therefore, thematic learning lesson plans is very important to be designed then implemented. This work constructs lesson plan to guide primary education student on achieving scientific literacy, using R&D approach four-D model: define, design, develop, and disseminate. It gained lesson plan completed by student worksheets also assessment tests as well, that validated by experts and practitioners nor reliability counted based exclusively on test.

scholarly journals Financial Literacy Learning for Primary Education

2021 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Primary Education ◽  
Mixed Method ◽  
Financial Literacy ◽  
Literacy Learning ◽  
Learning Design ◽  
Validity And Reliability ◽  
Education Students ◽  
Exploratory Model

This research constructs learning design to guide primary education students on achieving financial literacy. The approach used is mixed method sequential exploratory model. This results shows that validity and reliability of this design in general on the category can be used.

Scientific Literacy Profile Based on Multiple Intelligences and Learning Motivation Through Thematic Learning in Primary Education

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Multiple Intelligences ◽  
Primary Education ◽  
Scientific Literacy ◽  
Learning Motivation ◽  
Thematic Learning

The goal of this work is to gain the profile of the student scientific literacy competences through thematic learning in primary education, that is based exclusively on multiple intelligences and learning motivation. This work limited on human and environment’s topic.

Constructing Thematic Learning Lesson Plan for Guide Students on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Scientific Literacy ◽  
Teaching Method ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Final Test ◽  
The Past ◽  
Assessment Tests ◽  
Three Stages ◽  
D Model ◽  
Thematic Learning

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several preexist works has shows that common science teachings don’t optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is best teaching method to achieve scientific literacy has not been obtained yet. By proposing this work, I am consider that thematic learning as an alternative to guide students on achieving scientific literacy. Thematic learning is an instructional method of teaching in which emphasis is given on choosing a specific theme for teaching one or more concepts. It is based on integrating various information and use it to demonstrate the topic. Pedagogy of thematic learning is based on its exploration of broad areas in one theme. I don’t deny that the concept of integrating subjects to teach in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider thematic learning as an opportunity while others view it as having problems. The answer, however, to how thematic learning education implementation has not been studied yet comprehensively. Therefore, thematic learning lesson plans is very important to be designed then implemented. This work constructs lesson plan for guide students on achieving scientific literacy, using R&D approach four-D model that reduced into three stages: define, design, and develop. It gained lesson plan, student worksheets, also assessment tests as well, that validated by experts and practitioners nor reliability counted based exclusively on test. The final test of any teaching methods lies, of course, in implementation. The implementation of this work is yet to do.

Scientific Literacy Learning for Primary Education

2020 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Primary Education ◽  
Mixed Method ◽  
Scientific Literacy ◽  
Literacy Learning ◽  
Primary Students ◽  
Learning Design ◽  
Validity And Reliability ◽  
Exploratory Model

This research constructs learning design to guide primary students on achieving scientific literacy. The approach used is mixed method sequential exploratory model. This results shows that validity and reliability of this design in general on the category can be used. The implementation of 35 students in Kabupaten Kudus revealed that this design could be applied by the teacher and could be responded to by elementary education’s students during learning.

Constructing Thematic Learning Lesson Plan for Guide Students on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Teaching Methods ◽  
Scientific Literacy ◽  
Teaching Method ◽  
Scientific Practice ◽  
Lesson Plan ◽  
Final Test ◽  
The Past ◽  
Three Stages ◽  
D Model ◽  
Thematic Learning

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several works on that periods, has shows that common science teachings dont optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is best teaching method to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that thematic learning as an alternative to guide students on achieve scientific literacy. Thematic learning is an instructional method of teaching in which emphasis is given on choosing a specific theme for teaching one or more concepts . It is based on integrating various information and use it to demonstrate the topic. Pedagogy of thematic learning is based on its exploration of broad areas in one theme. We dont deny that the concept of integrating subjects to teach in Indonesian schools, generally is not new and has not been very successful in the past. In addition, some people consider thematic learning as an opportunity while others view it as having problems. However, the answer to how thematic learning education implementation has not been studied yet comprehensively. Therefore, thematic learning education’s lesson plans is very important to be designed then implemented. This work constructs lesson plan for guide students on achieve scientific literacy, using R&D approach four-D model that reduced into three stages: define, design, and develop. It gained lesson plan, students worksheets, also assessment test as well, that validated by experts and practitioners nor reliability counted based exclusively on test. The final test of any teaching methods lies, of course, in implementation. The implementation of this work is yet to do.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

Designing Worksheet to Guide Primary Education Student on Achieving Scientific Literacy

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Sherly Yulidarti
Keyword(s):  
Primary Education ◽  
Scientific Literacy ◽  
Education Student ◽  
Validity And Reliability

This work aims is to gain the validity and reliability of worksheet that designed to guide primary education student on achieving scientific literacy.

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

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