Research Based Learning: Added Value in Students' Science Critical Thinking Skills

Many new learning models in the 21st century have emerged in improving students' academic skills, one of which is research-based learning (RBL). This pedagogic and constructivist model connects research and learning in improving students' critical thinking skills (CTS). The results of the study show that studies in empowering students' CTS using RBL are still limited. Therefore, exploration and deeper measurement of CTS with the RBL model were carried out through this study. The purpose of this study was to improve students' CTS using the RBL learning model. The results of the ANCOVA test showed that there was an effect of the RBL model in improving students' CTS. Descriptive data also shows that the average value of CTS is 72.70 using RBL, while students who take part in learning using conventional models show an average value of critical thinking skills of 58.30. Thus, RBL can be recommended in increasing the CTS of elementary school students in science learning.

Self Awareness and Mitigation of Learning Loss on Students' Science Learning Outcomes During the Covid 19 Pandemic

This study aimed to analyze the correlation between self-awareness, mitigating learning loss, and student science learning outcomes during the COVID-19 pandemic. Data was collected using a correlational study, a questionnaire, and data analysis using linear regression using the SPSS 16.00 application. The analysis results found that the correlation value or R correlation between self-awareness and learning outcomes was 0.020. The coefficient of determination (R2) was 0.000. In contrast, the regression between learning loss and learning outcomes was R, which was -0.073, the coefficient of determination (R2) was 0.005. The self-awareness regression coefficient on the correlation between self-awareness and learning outcomes is 0.018 or only 0.02%, so the equation becomes Y = 83,287 + 0.018X. In the correlation between self-awareness and learning outcomes, the regression coefficient of learning loss is -.119 or only <0, so the regression equation formed is Y = 94.480 -.199X. Therefore, it can be concluded that self-awareness has no correlation with students' cognitive learning outcomes, and there is no correlation between learning loss mitigation and student learning outcomes during the COVID-19 pandemic

Science Learning Training Using Information Technology in The Covid-19 Pandemic

The Covid-19 pandemic has a direct impact on the environment of society, both regarding aspects of knowledge and aspects of problem solving which are all trial and error or speculative on various things, as a result in the world of education it is also inseparable from various problems, so that not a few end up leading to conflicts or debate. This community service program (PKM) is aimed at SMA Muhammadiyah Pangandaran teachers with the aim of being able to help solve problems, especially those related to the Teaching and Learning Process in the form of networks (online) in the field of science learning. For this reason, it is necessary to have a technology device that can help teaching and learning activities, especially internet-based information technology applications, with the hope that the online teaching and learning process can take place as it should. and motivate teachers to teach. The results of this PKM activity are in the form of increased motivation or enthusiasm for teaching and additional insight into the use of Information Technology (IT) in carrying out the On Line-based Teaching and Learning Process. In conclusion, the PKM which was appointed under the title Science Learning Training Using Information Technology in the Covid-19 Pandemic Period provided an adequate contribution to 32 SMA Muhammadiyah Pangandaran teachers as training participants.

Development of Social and Culture Aspects Pre-service Science Teachers on Learning for Nature of Science

Understanding aspects of the Nature of Science (NOS) for preservice science teachers is one of the essential components to be able to understand Science and its processes. There are seven aspects of NOS: empirical, inference, creative, latent theory, tentative, scientific procedural myths, theories and laws of science, social and cultural dimensions, and their embedding in science. There are 48 preservice science teachers involved in this study. Researchers explored their views about NOS and Indigenous Knowledge (IK) through a validated questionnaire. Results showed that the students' opinions on NOS consisted of empirical, tentative, inference, law, scientific theory, and creativity. Meanwhile, aspects of laden theory, myths of scientific procedures, and social and cultural dimensions embedded with science have not been described by students. Fortunately, the students presented IK as an authentic context based on the culture in science learning. Students express IK ideas: 1) biomedicine (40 students), Biopesticide (2 students), beauty ingredients (2 students), additives (1 student), and supernatural medicine (1 student). Integrating Science and IK as an authentic context in science learning leads IK toward high technology and strengthens NOS aspects. In addition, the assumption that IK has no future is declining.

Emory-Tibet Science Initiative: Changes in Monastic Science Learning Motivation and Engagement During a Six-Year Curriculum

Led by His Holiness the Dalai Lama, the initiative taken by the Tibetan Buddhist monastic community to connect with western science and scientists presents a unique opportunity to understand the motivations and engagement behaviors that contribute to monastic science learning. In this study, we draw on quantitative data from two distinct surveys that track motivations and engagement behaviors related to science education among monastic students. The first survey was administered at one monastic university in 2018, and the second follow-up survey was completed by students at two monastic universities in 2019. These surveys assessed the reception of science education related to motivations among monastics and their demonstration of engagement-with-science behaviors. We also tested for variation over time by surveying students in all years of the science curriculum. We identified that monastic students are motivated by their perception that studying science has an overall positive effect and benefits their Buddhist studies, rather than negatively affecting their personal or collective Buddhist goals. In accordance with this finding, monastics behave in ways that encourage fellow scholars to engage with science concepts. Survey responses were disaggregated by years of science study and indicated changes in motivation and engagement during the six-year science curriculum. These insights support the relevance of considering motivation and engagement in a novel educational setting and inform ongoing work to expand the inclusiveness of science education. Our findings provide direction for future avenues of enhancing exchange of knowledge and practice between Buddhism and science.

PENGARUH PENERAPAN METODE DEMONSTRASI TERHADAP HASIL BELAJAR PESERTA DIDIK MUATAN IPA KELAS IV DI SDN 102/II SUNGAI KERJAN

This examination is awakened by low learning outcomes of science content that has not yett reached the minimum completeness criteria (KKM). One variable that contributes is the low learning outcomes of practice, especially in science learning. Therefore, the right learning strategy is needed which affects the results of easy-to-understand learning. The aim in this study was to understand how much impact the demontrasion method on the results of learning in class IV at SDN 102 / II Kerjan River in Science learning. This type of research is a type of Pre Experimental Design research with a quantitative methodology. Design that uses the type of One Group Pretest Posttest Design. The subjects of this study were 27 students at SD Negeri 102/II Sungai Kerjan. In this examination, the data collection instrument of the researcher used an instrument in the form of test questions. The data collection technique utilizes up to 20 pretest and posttest questions. The data analysis technique used a statistical test, namely the Paired Samples T-Test test because the data were normally distributed. Information handled using SPSS 22.

Analisis Presepsi Guru Tentang Pembelajaran Ilmu Pengetahuan Sosial Sekolah Dasar Berbasis Lingkungan

Environmental-based elementary school social science learning is a very important lesson in building a sense of concern for students about the surrounding environment both at school and in the community. However, teacher perceptions are needed in understanding environmental-based learning in order to apply it to classroom learning. Therefore, this study aims to analyze the teacher's perception of environmental- based Social Science learning. This research was conducted through surveys and giving questionnaires to school teachers, the sample of this study was 25 respondents from SDN Watugolong 02 teachers. The data of this study were analyzed using data interpretation analysis. The results of this study indicate that teachers' perceptions are positive about environmental-based Social Science-based learning with a percentage of 60% of 25 respondents and teachers give reasons that this learning will have a positive impact on elementary school students. In conclusion, the teacher's perception of environmental- based social studies learning is very positive. The positive thing in question is to build the character of students to foster a sense of care for the environment such as throwing garbage in its place.

The strategy of Science Learning in Curriculum 2013 to Increase the Value of Science’s Program for International Student Assessment (PISA)

Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.

Students’ Metacognitive Awareness in Natural Science Learning: An Overview by Gender

This study aimed to identify the metacognitive awareness of high school students in natural science learning based on gender. This research is a descriptive study with a sample of 24 students. Data on students' metacognition awareness was collected using the Metacognition Awareness Inventory (MAI) which was analyzed descriptively and statistically. The results showed that students' metacognitive awareness was categorized as good enough (1.33 < MA ≤ 2.33) and low (MA ≥ 1.33). Students' metacognition awareness was not significantly different in terms of gender (p> 0.05). Based on the results of the study, it can be concluded that metacognitive awareness needs to be improved through good interventions in learning. Student gender differences need to be investigated further using a larger sample to obtain more relevant and comprehensive data on metacognitive awareness

Feasibility test of STEM at home prototype kit as science project-based learning media for Junior High School students

To promote the application of the STEM approach in science learning, it is necessary to provide cheap, easy-to-obtain, and effective STEM project support materials. In addition, science teachers should try to plan and implement STEM in their teaching, even for simple projects. To overcome the problem of the length of time on projects in science teaching, we propose "STEM at Home", a term which means that STEM projects are carried out by students at home under the supervision of parents or families. In order for this home project-based learning to be effective, we have prepared a STEM at Home Kit and Worksheet for Junior High Schools students. We chose the topic Simple . The STEM at Home Kit and Worksheet that have been developed, have received expert approval as learning media that are suitable for use. One-to-one evaluation with 3 participants, and small group evaluation with 14 participants, were carried out to obtain feedback on students’ difficulties in using the product, their perceptions of the product, and their perceptions of the potential impact produced by the instructional product. The results of these evaluation showed that the STEM at Home Project Kit and Worksheet are valid and practically used in science learning, especially on the topic of Simple Machines