scholarly journals Development of Problem- Based Teaching Materials for The Fifth Graders of Primary School

2018 ◽  
Author(s):  
Yanti Fitria
Keyword(s):  
Problem Based Learning ◽  
Thinking Skills ◽  
Design Stage ◽  
Teaching Materials ◽  
School Students ◽  
Questionnaire Response ◽  
Learning Materials ◽  
Teachers And Students ◽  
Interesting Learning ◽  
Quality Learning

Packaging interesting learning materials is a key element in the achievement of quality learning results so it is important to do the development of teaching materials. The aim of this research is to develop teaching materials of science using problem based learning model for elementary school students. he developed science teaching materials should accommodate the interests of strengthening students' knowledge and thinking skills. This research method using development research refers to Thiagarajan model, consisting of define, design, develop, and dessiminate stage. The define stage is done curriculum analysis, needs analysis, concept analysis and student analysis. Design stage is done design of teaching materials. Develop stage is tested the validity and practicality of teaching materials through validation sheet and questionnaire response of teachers and students. Dessiminate stage is done limited-scale deployment to see the effectiveness of teaching materials on the achievement of activities and student learning outcomes. The results showed that the learning materials based on problem based learning developed obtained validity, practicality, and high effectiveness.

scholarly journals DEVELOPMENT OF PROBLEM-BASED TEACHING MATERIALS FOR THE FIFTH GRADERS OF PRIMARY SCHOOL

Ta dib ◽  
2017 ◽  
Vol 20 (2) ◽  
pp. 99
Author(s):  
Yanti Fitria ◽  
Idriyeni Idriyeni
Keyword(s):  
Primary School ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Primary School Students ◽  
Teaching Materials ◽  
School Students ◽  
Questionnaire Response ◽  
Teachers And Students ◽  
Limited Scale ◽  
Analysis Concept

Due to the importance of attractive learning materials in achieving a qualified learning results, it needs to carry on the development of the materials. The aim of this research is to develop science teaching materials using problem-based-learning model for primary school students. The developed  teaching materials should strengthen the students' knowledge and thinking skills. This research and development refers to Thiagarajan model, consisting of defining, designing, developing, and dessiminating stage. The defining stage is conducted to have curriculum analysis, needs analysis, concept analysis and student analysis. At the designing stage, the researchers design the teaching materials. At the next stage, the proposed teaching materials are tested in terms of validity and practicality through validation sheet and questionnaire response of teachers and students. At the dessiminating stage,  the researchers conduct a limited-scale deployment to notify the effectiveness of teaching materials on the achievement of activities and student learning outcomes. As the result, it indicates that the problem-based-teaching materials obtain high validity, practicality, and effectiveness.

scholarly journals Meta-Analisis Efektivitas Model Problem Based Learning Terhadap Kemampuan Berpikir Kritis dan Sikap Ilmiah

KULIDAWA ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 102
Author(s):  
Syafiatuz Zahro
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Model Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Learning Materials ◽  
Scientific Attitudes ◽  
Pbl Model

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model on students' critical thinking skills and scientific attitudes based on education level, learning materials and teaching materials used. This research used meta-analysis method. This research was obtained from 7 national scientific journals. Based on the results obtained based on the level of education, the PBL model is effectively used at the junior high school and senior high school levels. Based on learning materials, PBL models are used to develop critical thinking skills and scientific attitudes. Based on the learning material, the PBL model is more effective in using the human respiratory system material for critical thinking skills and scientific attitudes. Then based on the teaching materials, all teaching materials are effective when using the PBL model for critical thinking skill and scientific attitudes. Penelitain ini bertujuan untuk mengetahui efektivitas dari penerapan model Problem Based Learning (PBL)  terhadap kemampuan berpikir kritis dan sikap ilmiah siswa berdasarkan jenjang pendidikan, materi pembelajaran dan bahan ajar yang digunakan. Metode yang digunakan adalah meta-analisis. Penelitian ini diperoleh dari 7 jurnal ilmiah nasional. Berdasarkan hasil yang diperoleh berdasarkan jenjang pendidikan, model PBL efektif digunakan pada jenjang SMA maupun SMP. Berdasarkan materi pembelajaran, model PBL untuk mengembangkan kemampuan berfikir kritis dan sikap ilmiah. Berdasarkan materi pembelajaran, model PBL lebih efektif menggunakan materi sistem pernapasan manusia untuk kemampuan berpikir kritis dan sikap ilmiah. Kemudian berdasarkan bahan ajar seluruh bahan ajar efektif jika menggunakan model PBL untuk berfikir kritis maupun sikap ilmiah. 

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals A Scoping Review on Implementation of I-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools

2021 ◽  
Vol 17 (2) ◽  
pp. 169
Author(s):  
Lina Mursyidah Hamzah ◽  
Wan Mazwati Wan Yusoff
Keyword(s):  
Scoping Review ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Measurement Scale ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Research Activities ◽  
Teachers And Students ◽  
The Impact

Abstract: Malaysian schools have been implementing i-Think program as a means to develop higher order thinking skills among primary and secondary school students since 2013. Thus, there is a need to assess the implementation of the i-Think program since it was made compulsory almost seven years ago. This paper reports a scoping review of research activities conducted on the implementation of the i-Think program in Malaysian schools to synthesize studies on the implementation of the i-Think program in the classrooms; teachers' and students’ acceptance of the program; examine its impact on HOTS and students’ achievement; and to identify and disseminate the gaps in the works of literature. Forty articles were reviewed and the results indicated that the data on how i-Think programs were implemented in classrooms were so small that no definite conclusions could be made. Results on both students' and teachers’ levels of knowledge on i-Think maps were mixed. Majority of studies showed that i-Think maps significantly enhanced students’ achievement. However, no study measured the impact of i-Think on HOTS despite researchers' claim that i-Think maps had stimulated students’ HOTS. Thus, future studies should focus on showing correlation between i-Think and HOTS by using a validated measurement scale to assess students’ HOTS, development of valid and reliable measurement scale to gather a large pool of data to illustrate more comprehensively the status of i-Think implementation in schools throughout Malaysia, support systems provided to teachers at school and district level, and identifying barriers that hinders teachers from implementing i-Think program. Keywords: HOTS, i-Think Maps, Malaysian schools, Scoping review.

scholarly journals Pengembangan Buku Ajar Berbasis Problem Based Learning di Sekolah Dasar

2021 ◽  
Vol 5 (2) ◽  
pp. 469-478
Author(s):  
Fitria Devirita ◽  
Neviyarni Neviyarni ◽  
Daharnis Daharnis
Keyword(s):  
Problem Based Learning ◽  
Development Stage ◽  
Design Stage ◽  
Development Research ◽  
Learning Tools ◽  
Teaching Materials ◽  
Living Things ◽  
Fourth Grade Students ◽  
D Model ◽  
Thematic Learning

The research objective was to develop thematic teaching materials based on Problem Based Learning in the two sub-theme of the diversity of living things in grade IV elementary schools. The development of teaching materials is motivated by the need for learning that can improve students' ability in problem solving, the ability to think critically, and foster curiosity. This type of research is development research (research and development). The development model used is the 4-D model which consists of the stages of defining, designing, developing and disseminating. The define stage will carry out an analysis of the curriculum, student analysis and needs analysis. The design stage is carried out by designing the lesson plans and teaching materials. The development stage is carried out by testing the validity, practicality and effectiveness test. The disseminate stage cannot be carried out because of the covid pandemic 19. The results of the research at the design stage obtained RPP and teaching materials designed by following PBL steps. The development stage based on the validity test of teaching materials is categorized as valid. At the effectiveness stage, the results showed that the teaching materials were effective so that they were easy to use by fourth grade students of SDN 03 Muaro. Based on these results, it can be concluded that the thematic learning tools based on Problem Based Learning on the sub-theme of the Diversity of Living Things for grade IV SD that have been produced can be declared valid, practical and effective.

The i2Flex Transformation of a Commemorative Event to a Service-Learning Experience

2021 ◽  
pp. 589-615
Author(s):  
Christina Bakoyannis ◽  
Sevasti Koniossis
Keyword(s):  
Middle School ◽  
Service Learning ◽  
United Nations ◽  
Learning Experience ◽  
School Setting ◽  
Thinking Skills ◽  
School Students ◽  
Advisory Program ◽  
Teachers And Students

The American Community Schools (ACS) Athens Middle School was able to transform a one-day commemorative event known as United Nations Day into long-term service-learning using i2Flex principles and methodologies. The i2Flex blended learning component enabled teachers and students to overcome time limitations and empowered students to take ownership of their service. Utilizing i2Flex strategies can prove meaningful for long term student character development, innovation, and critical thinking skills required in the 21st century. The United Nations Sustainable Development Goals (UN SDGs or Global Goals) guided the development of the Moodle course shell and a lasting service-learning experience for middle school students. The authors also discuss how the transformation of United Nations Day into authentic service-learning shaped an advisory program in the middle school and what implications it can further have in a school setting.

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