Socioscientific-Issues Based Classroom Intervention on Grade 10 Students’ Learning Achievement and Scientific Reasoning

Socioscientific-issues based instruction can promote science to students as a tool for necessary learning in the disruptive world. This instruction helps students critique and response as its nature of science, gaining higher-ordered thinking, and discussing with scientific reasoning. The objectives of this study were to compare learning achievement and scientific reasoning of grade 10 students. The topic “DNA technology” was employed with 90 grade 10 students from 2 classrooms. The quasi-experimental research was designed by comparing learning achievement and scientific reasoning between 2 learning organizations. The research tools were socioscientific-issues based and inquiry-based lesson plans, the achievement test consist of 30 items of 4 choices multiple test and scientific reasoning test. The statistic used to test the hypothesis was independent t-test. The results indicated that students had no difference score of learning achievement between learning organizations. While socioscientific-issues based learning had score of scientific reasoning higher than inquiry-based learning at the .05 level of statistically significance. The study can summarize that socioscientific-issues based learning can promote scientific reasoning to science classroom.

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THE USE OF LITERATURE-BASED INSTRUCTION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS

The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language ◽

10.36706/jele.v6i2.9278 ◽

2020 ◽

Vol 6 (2) ◽

pp. 61-73

Author(s):

Ressy Novasyari

Keyword(s):

Reading Comprehension ◽

Eighth Graders ◽

Population Based ◽

Mean Difference ◽

Eighth Grade ◽

Writing Achievement ◽

Eighth Grade Students ◽

Quasi Experimental ◽

Based Instruction ◽

And Control

Abstract: This research aimed to investigate whether or not there were significant differences in reading comprehension and writing achievement between the eighth grade students of SMP Islam Az-Zahra 2 Palembang who were taught by using Literature-Based instruction and those who were not. This study used one of the quasi experimental designs: pretest-posttest design. The sample was selected purposively from the whole population based on their reading comprehension scores. Forty six eighth graders were selected as the sample and equally divided into experimental and control groups. Pretest and posttest were given to both groups. Using paired sample statistics, the results of the experimental group showed that the students’ reading comprehension and writing achievement ? significantly improved. Furthermore, the result of the independent t-test showed that with mean difference of reading comprehension was 8.609, t value 11.111(p<0.05). Moreover, the mean difference of writing achievement was 6.8043, t value 10.478 (p<0.05). Keywords: Literature-based instruction, reading comprehension and writing achievement.

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PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

BIOEDUKASI (Jurnal Pendidikan Biologi) ◽

10.24127/bioedukasi.v11i2.3427 ◽

2020 ◽

Vol 11 (2) ◽

pp. 175

Author(s):

Ni Kadek Dewi Novianti ◽

Handoko Santoso ◽

Agil Lepiyanto

Keyword(s):

Learning Outcomes ◽

Experimental Research ◽

Learning Process ◽

Cognitive Learning ◽

Learning Model ◽

Research Data ◽

Psychomotor Learning ◽

Quasi Experimental ◽

Based Instruction ◽

Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

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PENGARUH IMPLEMENTASI ASESMEN OTENTIK DALAM PEMBELAJARAN TERHADAP HASIL BELAJAR GAMBAR TEKNIK DENGAN PENGENDALIAN BAKAT MEKANIK DI KELAS X TKRO SMK NEGERI 3 SINGARAJA

Jurnal Penelitian dan Evaluasi Pendidikan Indonesia ◽

10.23887/jpepi.v9i2.2882 ◽

2019 ◽

Vol 9 (2) ◽

pp. 58-69

Author(s):

Gede Aprianto ◽

I Made Candiasa ◽

I Made Gita

Keyword(s):

Performance Assessment ◽

Random Sampling ◽

Sampling Technique ◽

Authentic Assessment ◽

Single Factor ◽

Learning Achievement ◽

Project Assessment ◽

Technical Drawing ◽

Quasi Experimental ◽

Better Than

AbstrakTujuan utama penelitian ini adalah untuk mengetahui pengaruh implementasi asesmen otentik yang terdiri dari asesmen proyek dan asesmen kinerja terhadap hasil belajar gambar teknik dengan pengendalian bakat mekanik yang dilakukan di kelas X TKRO SMK Negeri 3 Singaraja. Penelitian ini merupakan jenis quasi experiment dengan rancangan single factor independent groups design with use covariate. Sampel penelitian berjumlah 70 orang siswa yang diambil menggunakan teknik random sampling. Pengumpulan data dilakukan dengan metode tes obyektif dan uraian. Hipotesis pada penelitian ini diuji dengan Anakova satu jalur. Hasil penelitian menunjukkan bahwa : Pertama, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada siswa yang diberi penerapan asesmen kinerja (thit = 2,303; p ≤ 0,05). Kedua, setelah dilakukan pengendalian terhadap bakat mekanik, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada hasil belajar siswa yang diberi penerapan asesmen kinerja (Fhit = 49,204; p ≤ 0,05). Ketiga, terdapat kontribusi bakat mekanik (86,2%) terhadap hasil belajar gambar teknik (R = 0,929; thit = 20,620; p ≤ 0,05). Atas temuan tersebut, disimpulkan bahwa asesmen proyek dan bakat mekanik mempunyai pengaruh terhadap hasil belajar gambar teknik pada siswa kelas X TKRO SMK Negeri 3 Singaraja. Kata kunci: asesmen otentik, hasil belajar gambar teknik, bakat mekanik AbstractThe main objective of this study was to determine the effect of authentic assessment implementation consisting of project assessment and performance assessment towards the technical drawing learning achievement by controlling mechanical talent in X TKRO class at SMK Negeri 3 Singaraja. The study employed a quasi-experimental type with a single factor design independent groups design with use covariate. There were 70 students as the samples of the study that determined by random sampling technique. The data were obtained through objective test and essay method. The hypothesis in this study was tested by a one-way Ancova. The results showed that: a) the technical drawing learning achievement of the students that applied project assessment were better than the learning achievement of students who were applied performance assessment (thit= 2.303; p ≤ 0.05), b) after controlling for mechanical talent, the technical drawing learning achievement of the students applied project assessment were better than the students who applied performance assessment (Fhit = 49.204; p ≤ 0.05), c) there was a contribution of mechanical talent (86.2%) to the technical drawing learning achievement (R = 0.929; thit = 20.620; p ≤ 0.05). Based on these findings, it was concluded that project assessment and mechanical talent had an influence on the technical drawing learning achievement of X TKRO class at SMK Negeri 3 Singaraja. Keywords: authentic assessment, technical drawing learning achievement, mechanical talent

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The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.8.16 ◽

2021 ◽

Vol 20 (8) ◽

pp. 262-277

Author(s):

Josiane Mukagihana ◽

Catherine M Aurah ◽

Florien Nsanganwimana

Keyword(s):

Negative Attitude ◽

Control Group ◽

Biology Teachers ◽

Lecture Method ◽

Significant Difference ◽

Before And After ◽

Quasi Experimental ◽

Based Instruction ◽

Teachers Attitudes ◽

Attitudes Towards Learning

A positive attitude correlates to successful learning; while a negative attitude leads to poor learning. The present study aimed to compare the pre-service biology teachers’ attitudes towards learning biology and assessing their attitudinal change before and after being taught by resource-based instructions (RBI) in Rwanda. A survey-research design was used, in combination with a quasi-experimental control group, and the equivalent time-series designs. Pre-service biology teachers were taught at a public university in three separate groups, with one control group and two experimental groups. Each group received a pre-attitude and a post-attitude assessment. In contrast, at a private university, they were taught as a single group, in a series of instructions, starting with the lecture method, followed by animation-based instruction and small- group laboratory activities, in which at each stage, the pre-service biology teachers received the same assessment. The biology Attitudinal Scale showed a Cronbach alpha reliability of 0.625 before its use. The data were analyzed quantitatively; and the results revealed no statistically significant difference between the public and the private pre-service teachers’ attitudes before learning microbiology. After the teaching interventions, the results revealed that both the traditional and the resource-based instructions improved the pre-service biology teachers’ attitudes towards learning biology, as a result of their improved maturity and their anticipated future teaching career.

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Measurement Instrument of Scientific Reasoning Test for Biology Education Students

International Journal of Instruction ◽

10.29333/iji.2019.12188a ◽

2019 ◽

Vol 12 (1) ◽

pp. 1383-1398 ◽

Cited By ~ 3

Author(s):

Bagus Endri Yanto ◽

◽

Bambang Subali ◽

Slamet Suyanto ◽

◽

...

Keyword(s):

Scientific Reasoning ◽

Measurement Instrument ◽

Biology Education ◽

Education Students ◽

Reasoning Test

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The Effect of Learning Methods and Cognitive Style on Student Learning Achievement

10.31219/osf.io/5jpzc ◽

2021 ◽

Author(s):

Edi Ansyah ◽

Wachidi ◽

Riyanto

Keyword(s):

Student Learning ◽

Cognitive Style ◽

Quantitative Research ◽

Cognitive Styles ◽

Learning Methods ◽

Learning Achievement ◽

Quantitative Research Methods ◽

Quasi Experimental ◽

Data Collection Technique ◽

Dependent Learning

The purpose of this study was to examine: The effect of discussion and recitation methods on learning achievement, the effect of independent and dependent cognitive styles on learning achievement, the interaction between learning methods and cognitive style on learning achievement, whether learning achievement by using the discussion method with independent cognitive style was higher than the recitation learning method, whether learning achievement using the discussion method with a dependent cognitive style was higher than the recitation method. This research used quantitative research methods, the type of research was quasi-experimental factorial 2x2 with a population of 173 students and the sample was 61 students. The data collection technique used was a test of cognitive style and learning achievement. The analysis technique used two way ANOVA test and t-test. The results of hypothesis testing concluded: There was an influence of discussion learning methods and recitation learning methods on learning achievement, there was an influence of cognitive style on learning achievement, there was an interaction between learning methods and cognitive styles on student learning achievement, learning achievement using the discussion method of students who had independent cognitive style was higher than the dependent, learning achievement using the recitation method of students who had an independent cognitive style was not higher than the independent.

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Mengembangkan kemampuan penalaran statistik dan berpikir kreatif matematis mahasiswa di Kota Cimahi melalui pendekatan open-ended

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v4i2.16685 ◽

2017 ◽

Vol 4 (2) ◽

pp. 239 ◽

Cited By ~ 2

Author(s):

Ratna Sariningsih ◽

Indri Herdiman

Keyword(s):

Creative Thinking ◽

Problem Posing ◽

School Students ◽

Learning Achievement ◽

Significance Level ◽

Learning Mathematics ◽

Significant Difference ◽

Research Population ◽

Quasi Experimental ◽

Level Of Significance

Penelitian ini bertujuan menelaah peranan pembelajaran open-ended dan tingkat kemampuan awal statistik matematis mahasiswa terhadap pencapaian kemampuan penalaran statistik dan kemampuan berpikir kreatif matematis ditinjau secara keseluruhan dan pada tingkat kemampuan awal statistik matematik siswa (Tinggi, Sedang, Rendah). Berdasarkan hasil temuan dicari asosiasi kemampuan penalaran statistik matematis dan kemampuan berpikir kreatif matematis mahasiswa jurusan matematika di kota Cimahi. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol dan postes. Populasi dalam penelitian ini adalah seluruh mahasiswa jurusan matematika di Kota Cimahi, sampelnya adalah mahasiswa semester dua dari salah satu perguruan tinggi di Kota Cimahi dan dipilih dua kelas mahasiswa semester dua secara acak kelas yang ada. Tes kemampuan penalaran statistik, berpikir kreatif dan reflektif matematis mahasiswa masing-masing disusun mengacu pada kemampuan penalaran statistik matematis dan berpikir kreatif matematis serta pedoman penyususunan tes yang baik. Hasil penelitian menunjukkan bahwa (1) Kemampuan penalaran statistik matematis m a h a siswa yang memperoleh pendekatan pembelajaran open-ended lebih baik daripada yang memperoleh pembelajaran biasa. (2) Terdapat perbedaan yang signifikan kemampuan penalaran statistik matematis mahasiswa pada ketiga kategori TKASM (baik, sedang dan kurang) pada taraf signifikansi 5%. (3) Kemampuan berpikir kreatif matematis m a h a siswa yang memperoleh pendekatan pembelajaran open-ended lebih baik daripada yang memperoleh pembelajaran biasa. (4) Terdapat perbedaan yang signifikan antara kemampuan berpikir kreatif matematis mahasiswa pada TKASM Tinggi terhadap TKASM Sedang pada taraf signifikansi 5%. A Comparison of Statistics Learning Through CTL and Problem-Posing Approach in Terms of Learning Achievement and Interest in Learning Mathematics AbstractThis research aim s to describe the effectiveness of statistics learning through the CTL approach and problem posing approach in terms of learning achievement and interest in learning mathematics and to investigate which approach is more effective in learning mathematics for Vocational School students. This research is a quasi-experimental research using the pretest-posttest non-equivalent group design. The research population comprised all year XI students of SMK Negeri 5 Yogyakarta. From the population, two classes were randomly selected as the research sample. To test the effectiveness of statistics learning through the CTL and problem-posing approach, one sample t-test was used in the aspect of learning achievement and a proportion test on the aspect of interest in learning. The data were analyzed using the T2Hotelling’s test to compare the effectiveness of the CTL approach and problem-posing approach. If differences in effectiveness were found, then further study of t-univariate was done to determine certain variables that contributed to the overall difference. The results show that: (1) statistics learning through the CTL approach is effective in terms of learning achievement; (2) There is a significant difference of students' mathematical statistical reasoning ability in the three categories of TKASM (good, medium and low) at significance level of 5%. (3) The ability of students' mathematical creative thinking to get an open-ended learning approach is better than those who get regular learning. (4) There is a significant difference between students' mathematical creative thinking ability in TKASM Tinggi to TKASM Sedang at the level of significance of 5%.

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The Just In Time Teaching: The Effect on Student Learning Achievements Viewed from Learning Motivation

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v7i2.6402 ◽

2019 ◽

Vol 7 (2) ◽

pp. 134

Author(s):

Alvina Barikhlana ◽

Sholikhan Sholikhan ◽

Hena Dian Ayu ◽

Akhmad Jufriadi

Keyword(s):

Student Learning ◽

Sampling Technique ◽

Learning Motivation ◽

Just In Time ◽

Anova Analysis ◽

Learning Achievement ◽

Physics Learning ◽

School Based ◽

Quasi Experimental ◽

High Motivation

The purpose of this study is to determine the effect of Just In Time Teaching using schoology and learning motivation on students learning achievement. This research was conducted in Malang Middle School. The type of research is quantitative with quasi-experimental research design. The population of this study is VIII grade students; the sample of this study is class C and D each number bout 32 students. The sample was selected using a purposive sampling technique. Data collection techniques are collected by learning achievement tests and learning motivation observation sheets. Data analysis used by two-way ANOVA analysis. The results of the study indicate that; 1) There are differences in Physics learning achievement between students who learn in using the Schoology-based on Just In Time Teaching and students who learn in using conventional learning, 2) There are differences in Physics learning achievement between students who have high learning motivation and motivated students low learning, 3) There is no interaction effect using school-based on Just In Time Teaching with learning motivation towards learning achievement. It can be concluded that Just in Time Teaching can be one solution to increase student learning achievement. Students who learn with the Schoology-based on Just In Time Teaching and students who have high motivation can improve students learning achievement.

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Next Generation Science Assessment

Approaches and Strategies in Next Generation Science Learning ◽

10.4018/978-1-4666-2809-0.ch013 ◽

2013 ◽

pp. 247-264

Author(s):

Edward G. Lyon

Keyword(s):

Science Education ◽

Education Reform ◽

Classroom Practice ◽

Scientific Reasoning ◽

Teacher Educators ◽

Science Classroom ◽

National Research Council ◽

High School Science ◽

Science Assessment ◽

Assessment Research

The recent release of science education documents such as A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012) marks the transition into a new generation of science education. This transition necessitates a close look at how pre-college science teachers will assess a diverse group of students in ways that are consistent with science education reform. In this chapter, the authors identify current research in science assessment and employ assessment coherence, assessment use, and assessment equity as guiding principles to address the challenges of putting science assessment research into classroom practice. To exemplify these challenges, they describe a study where a research instrument designed to measure scientific reasoning skills was translated into a high school science classroom assessment. The goal of this chapter is to stimulate conversation in the science education community (researchers, assessment developers, teacher educators, administrators, and classroom teachers) about how to put science assessment research successfully into practice and to describe what next steps need to be taken, particularly around assessing diverse student populations.

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