Development of an E-Flipped Classroom Learning Model to Improve Mathematics Students' High Level Thinking Ability

The purpose of this study was to create an e-flipped classroom learning paradigm to help mathematics students enhance their higher order thinking skills. This study is a research development, often known as R&D. In this study, the development model proceeded through the stages of conceptual model, theoretical model, hypothetical model, and final model. The learning devices created in the form of prototypes are restricted to eight disciplines as a consequence of the design of learning devices achieved. The method for building the e-flipped classroom model to increase higher order thinking abilities is separated into three stages: pre-development activities, development activities, and model implementation activities. Validation sheets, observation sheets, questionnaires, and assessment sheets were utilized as study instruments. Validity, practicability, and effectiveness data analysis approaches are employed. The study's findings show that: (1) the e-flipped classroom model was developed to improve the parts that have been obstacles to its use thus far; (2) the flipped classroom model is not only a combination of online and offline but also allows for full online conditions; (3) the model is designed to train students' high-level thinking skills through several supportive activities; and (4) the devices used. Thus, based on the study findings, the e-flipped classroom concept and its learning aids satisfy the requirements for being valid, practical, and successful.

Learning Facilities that Can Develop Science Process Skills in Indonesia : Review of Experimental Studies

Aims of this study are to analyze: (1) types of learning facilities, (2) variants of each type of learning facilities, and (3) recommendations for implementation of variants of types of learning facilities that are empirically proven to be effective in developing the science process skills of students in Indonesia. This research is a literature review study. The data sources are articles in journals and proceedings published from 2016 to 20120. The articles that have been collected are then analyzed using the thematic method. Learning facilities consist of 7 types, namely strategies, approaches, models, methods, media, and learning aids. In total there are 106 variants with details of 7 variants of the type of strategy, 7 variants of the type of approach, 34 variants of the type of model, 11 variants of the type of method, 28 variants of the type of media, 5 variants of the type of teaching aid, and 15 variants of the type of learning device. From these various variants, there are 7 variants that are recommended to be used in facilitating students and students in developing their SPS. The variants are guided inquiry learning models, inquiry, PBL, PjBL and learning cycles, as well as learning media variants of modules and worksheets. This review is useful as a reference for teachers and lecturers because it provides various choices of learning facilities that can be applied to improve science process skills. The many choices help them to match the characteristics of the learners to be facilitated, their ability to implement, and the availability of infrastructure.

The Impact of English Language Proficiency on Writing Critical Literary Assessments

This research paper seeks to investigate the importance and impact of proficiency in English language, especially in contexts where English is a foreign language, in creating well-versed literary analyses produced by university students. This study theorizes that students who have not profoundly established proper proficiency in English and indispensable critical skills are most prone to demonstrate low-grade analytical quality in their literary critical evaluations. The mainstream in the field of language teaching utilizes literature only as one of the potential learning aids that offer demanding decoding challenges to the students. The overall quality, however, of language proficiency across the students’ literary critical writings is less investigated, especially in contexts where English is a foreign language and specifically among the students who study at the Department of English at University of Human Development (UHD). The present study argues that different elements that shape language proficiency coalesce, in collaboration with developed literary and critical skills, in adequately written critical assessments of literary works. Moreover, Educational workers’, at English departments, foremost priority, based on their mission ─teaching either literature or language─ is, accordingly to hone students’ critical and language skills. Notwithstanding, the very title of the BA program in English language and literature predominantly considers the vital role of language proficiency.

Peningkatan Keterampilan Tendangan Dalam Pencak Silat Melalui Variasi Gerak Dasar Tendangan “T” dan Tendangan Depan Pada Siswa Kelas V SDN Pinggir Papas 1

The purpose of this study was to improve the learning outcomes of basic kick motion skills in pencak silat through variations of the basic 'T' and front kick motion using assistive media in fifth grade students of SDN Pinggir Papas I in the 2020/2021 academic year.This research was a Classroom Action Research (PTK). The research was carried out using one cycle, if the desired results have not been achieved then the following cycle is continued, with each cycle consisting of planning, implementing actions, observing and reflecting. The subjects of this study were twenty-four students of grade five SDN Pinggir Papas I for the 2020/2021 academic year. The data sources came from teachers and students. Data collection by front kick pencak silat and activity observation during the teaching and learning activities of kicks in pencak silat using learning aids. The data in this study were in the form of quantitative and qualitative data. In this research, it produces data on the improvement of students in learning the basic movements of the T kick and front of the pencak silat with variations and learning aids. The achievement of completeness of the learning outcomes of the pencak silat T kick from pre-cycle one is about sixty-seven percent. From cycle one to cycle two amounted to twenty five percent. Meanwhile, learning outcomes for front kicks from pre-cycle to cycle 1 experienced an increase of fifty-four percent.The improvement of learning outcomes for T and forwards kicks with variations in T and forwards kick exercises has increased until it reaches the learning target, namely reaching the good and very good categories. Based on the results of the study, the conclusion is: Variations in the basic motion of the 'T' kick and forwards in learning can improve learning outcomes of the basic movement skills of pencak silat kicks in fifth grade students of SDN Piggir Papas I in the 2020/2021 school year.

Peningkatan Keterampilan Tendangan Dalam Pencak Silat Melalui Variasi Gerak Dasar Tendangan “T” dan Tendangan Depan Pada Siswa Kelas V SDN Pinggir Papas 1

The purpose of this study was to improve the learning outcomes of basic kick motion skills in pencak silat through variations of the basic 'T' and front kick motion using assistive media in fifth grade students of SDN Pinggir Papas I in the 2020/2021 academic year. This research was a Classroom Action Research (PTK). The research was carried out using one cycle, if the desired results have not been achieved then the following cycle is continued, with each cycle consisting of planning, implementing actions, observing and reflecting. The subjects of this study were twenty-four students of grade five SDN Pinggir Papas I for the 2020/2021 academic year. The data sources came from teachers and students. Data collection by front kick pencak silat and activity observation during the teaching and learning activities of kicks in pencak silat using learning aids. The data in this study were in the form of quantitative and qualitative data. In this research, it produces data on the improvement of students in learning the basic movements of the T kick and front of the pencak silat with variations and learning aids. The achievement of completeness of the learning outcomes of the pencak silat T kick from pre-cycle one is about sixty-seven percent. From cycle one to cycle two amounted to twenty five percent. Meanwhile, learning outcomes for front kicks from pre-cycle to cycle 1 experienced an increase of fifty-four percent. The improvement of learning outcomes for T and forwards kicks with variations in T and forwards kick exercises has increased until it reaches the learning target, namely reaching the good and very good categories. Based on the results of the study, the conclusion is: Variations in the basic motion of the 'T' kick and forwards in learning can improve learning outcomes of the basic movement skills of pencak silat kicks in fifth grade students of SDN Piggir Papas I in the 2020/2021 school year.

Development of a Certification Exam to Assess Undergraduate Students’ Proficiency in Biochemistry and Molecular Biology Core Concepts

Assessment of student learning aids in evidence-based decisions about educational efforts. This Essay describes the development of an annual certification exam offered by the American Society for Biochemistry and Molecular Biology and supported by a community of volunteers that assesses undergraduate students’ proficiency in core concept areas.

AUGMENTED REALITY IN FACILITATING LEARNING: A REVIEW

The present study reviews the augmented reality application in the education area. Justification of the use is to improve the learning motivation and outcome of students through the use of a deep learning approach. A deep learning approach is associated with better academic performances. Augmented reality provides a tool to motivate learning and understanding in the student. In the medical domain, augmented reality may serve as replacement of cadavers especially during online learning. The main aim of the current review is to reflect the use of augmented reality as a teaching and learning tool to motivate and promote the deep learning approach process which includes life-long learning and possible research areas that warrant and assess the impact of augmented reality on academic performance. Augmented reality may be a tool in complementing the learning aids of the conventional methods of teaching and learning.