Pengembangan Modul Elektronik Terintegrasi Problem Based Learning (PBL) Pada Materi Larutan Elektrolit dan Non Elektrolit

This study uses Research and Development (R&D) research methods, namely developing problem-based chemistry teaching materials on electrolyte and non-electrolyte solutions. Aims to determine the feasibility standard of chemistry teaching materials in accordance with the eligibility criteria for content, language, presentation, and graphics and see student responses to the developed teaching materials. The stages that were passed in the research started from syllabus analysis with 13 revised curriculum, book analysis, design and development of teaching materials, validation of expert teaching materials, and student responses to teaching materials resulting from the development so that problem-based teaching materials were composed of electrolyte and non-electrolyte solution materials that appropriate and in accordance with BSNP criteria.Based on the validation results of teaching materials using a modified BSNP questionnaire, in this questionnaire the aspects assessed include aspects of content feasibility, language feasibility aspects, presentation feasibility aspects, and graphic feasibility aspects. Based on the results of standardization of problem-based modules on electrolyte and nonelectrolyte solution materials by Unimed chemistry lecturers and Chemistry Teachers, overall the average content feasibility obtained a result of 3.48 with valid criteria and no need for revision, for language eligibility the results obtained 3.59 with criteria valid and does not need revision, for the feasibility of the presentation, the result is 3.73 with valid criteria and does not need revision, and for the feasibility of the graphic, the result is 3.60 with valid criteria and does not need revision. This means that the average result is 3.60. Problem-based Modules on electrolyte and nonelectrolyte solutions are valid and do not need to be revised. After the teaching materials are valid, it is recommended to conduct an assessment of students with the aim of seeing the percentage of students' satisfaction level with problem-based teaching materials developed based on aspects of appearance, material aspects, and benefits aspects. The results obtained from 30 respondents, namely the display aspect of 92.67%, the material aspect of 90.5%, and the benefit aspect of 88.17%. So that the average percentage level of student satisfaction with problem-based teaching materials that have been developed is 90.44%. This proves that students like problem-based teaching materials so that teaching materials can be used in chemistry learning as well as reading references for students.

Critical Thinking in Collaborative Video Annotations

Collaborative video annotation (CVA) combines media affordances to support critical thinking. A discourse analysis of preservice teachers' annotations in the process of a video-mediated observation of expert teaching revealed that critical judgements co-occurred with higher order thinking (HOT); however, criticism correlated less often with HOT than positive judgements of expert teacher practices. One hundred forty-one learners' small group discussions in CVA showed HOT annotations devoid of all judgment were the most frequent, and of HOT annotations that did contain criticism, applications of knowledge co-occurred most often with critical judgments, while analysis co-occurred most often with positive judgements, and intellectual modesty with mixed criticism. Results suggest that designs aimed at supporting critical thinking might benefit from expanded explanations of the purpose of observations and scaffolds to support the withholding of criticism.

Developing Teaching Material Bajo’s Local Wisdom Sea Preservation Thomson-Brooks/Cole Model

This research aims to identify the Bajo’s local wisdom in preservation sea and coastal area in the form of teaching material in the Basic Natural Science (BNS) focused on environment preservation. The type of research is research and development. Teaching material is arranged based on the principle and procedures of developing a 4-D model, there are: define, design, develop, and disseminate. Teaching material draft validated by two matter experts, one language experts, and one design expert. Teaching material draft tried to the Language and Literature Education students with 10 people in the small group and 40 people in the large group. The average validation results were 83.73% (very good) and did not need revision. Revised sections: cover, image source, chapter display, and change the unsuitable image. The small group student trials result obtained 80.68% (good) and large groups obtained 82.95% (good). The implication of this research is as an alternative solution to maintain and enhance the local wisdom value of the Bajo’s in preserving the sea and coast through teaching materials.

Determinanty expertního výkonu v tělesné výchově pohledem učitelů

In the paper, we deal with determinants of expert teaching in Physical Education from the expert-teachers’point of view. Our research study aims at highlighting how expert-teachers perceive the importance of various determinants of expert teaching in Physical Education. The research sample includes five expert-teachers (three female and two male) from schools in Brno they sorted determinants of expert teaching in Physical Education using Q-methodology. It was shown, that the researched teachers perceived following determinants as most important for expert teaching in Physical Education: teachers’ organizational skills, teachers’ improvisational skills, teachers’ experiences, teachers’ skills to motivate pupils, and teachers’ commitment to the teaching profession. Contrary, following determinants was seen as not very important: teachers’ demonstrating of subject matter, the number of pupils, teachers’ “sport-history”, teachers’ subjectively perceived limits and teachers’ using of punishments.

Critical Thinking in Collaborative Video Annotations

Collaborative video annotation (CVA) combines media affordances to support critical thinking. A discourse analysis of preservice teachers' annotations in the process of a video-mediated observation of expert teaching revealed that critical judgements co-occurred with higher order thinking (HOT); however, criticism correlated less often with HOT than positive judgements of expert teacher practices. One hundred forty-one learners' small group discussions in CVA showed HOT annotations devoid of all judgment were the most frequent, and of HOT annotations that did contain criticism, applications of knowledge co-occurred most often with critical judgments, while analysis co-occurred most often with positive judgements, and intellectual modesty with mixed criticism. Results suggest that designs aimed at supporting critical thinking might benefit from expanded explanations of the purpose of observations and scaffolds to support the withholding of criticism.

Teaching Style and Mental Representation of Teachers in Biology Learning Using Convention Picture

<p class="Abstract">Activities of teacher’s working memory in representing a picture are important in the teaching and learning process. This study aimed to reveal the tendency of teacher’s mental representation and teacher’s teaching styles in biology class using convention pictures. This research used descriptive method. The research was conducted by involving four high school biology volunteer teachers of grade XI from four schools in Lebak, Banten, Indonesia. Teacher’s teaching styles were measured by questionnaires and rubrics adapted from Grasha and teacher’s mental representations were measured using worksheets and rubrics developed based on the Causal Network Elicitation Technique (CNET) model. The data obtained were analyzed qualitatively. The results showed two dominant teacher teaching styles; there were expert style and facilitator style. The mental representation of teachers when reading convention picture was in the category of good (2 teachers), adequate (1 teacher) and inadequate (1 teacher). A teacher with expert teaching style tends to have a good mental representation compared to a teacher with facilitator teaching style.</p>

Supporting home hospice family caregivers: Insights from different perspectives

ABSTRACTObjective:Our intention was to describe and compare the perspectives of national hospice thought leaders, hospice nurses, and former family caregivers on factors that promote or threaten family caregiver perceptions of support.Method:Nationally recognized hospice thought leaders (n = 11), hospice nurses (n = 13), and former family caregivers (n = 14) participated. Interviews and focus groups were audiotaped and transcribed. Data were coded inductively, and codes were hierarchically grouped by topic. Emergent categories were summarized descriptively and compared across groups.Results:Four categories linked responses from the three participant groups (95%, 366/384 codes): (1) essentials of skilled communication (30.6%), (2) importance of building authentic relationships (28%), (3) value of expert teaching (22.4%), and (4) critical role of teamwork (18.3%). The thought leaders emphasized communication (44.6%), caregivers stressed expert teaching (51%), and nurses highlighted teamwork (35.8%). Nurses discussed teamwork significantly more than caregivers (z = 2.2786), thought leaders discussed communication more than caregivers (z = 2.8551), and caregivers discussed expert teaching more than thought leaders (z = 2.1693) and nurses (z = 2.4718; all values of p < 0.05).Significance of Results:Our findings suggest differences in priorities for caregiver support across family caregivers, hospice nurses, and thought leaders. Hospice teams may benefit from further education and training to help cross the schism of family-centered hospice care as a clinical ideal to one where hospice team members can fully support and empower family caregivers as a hospice team member.

Development of Animals Ecology Module for Macrozoobentos Community at Higher Institution

Development of animal ecology module with a material of macrozoobenthos community in higher education aimed to develop teaching materials based on the needs of students of Biology Education. The study was conducted from January to March 2014. This research is a development research of module material. Module development is based on study results at the stage of Structure of Macrozoobenthos Community in the Mangrove area of Bukit Batu Beach of Bengkalis Regency. Research and development of animal ecology module are conducted by following 4D model steps. The results of module material development of macrozoobenthos community are used as teaching materials of animal ecology at Biology Education Dept., FTTE- Islamic University of Riau. Results of animal ecology module development obtained was based on expert validation of animal ecology material expert, teaching material, and field practitioners which amounted to 92.59%, 94.86%, and 92.4%, respectively with qualification of excellent and unnecessary to be revised. A test result of small group which was conducted by 30 respondents of students of Biology education, FTTE- Islamic University of Riau amounted to 78.4% with qualification of good and unnecessary to be revised. Module of animal ecology can be used as proper teaching materials by Biology Education student.