Using Problem-Based Learning Models to Improve Students' Critical Thinking Skills

This research aims to enhance critical thinking abilities through the use of problem-based learning in the Social Science Basic Concepts course. The research method used is Classroom Action Research, which is based on the Kemmis and Taggart model. This research was conducted in two cycle, with the researcher serving as a lecturer and observer during each cycle. The subject of the research was elementary school teacher education. The data collected are presented in table format and analyzed quantitatively in a descriptive manner. The findings indicated that implementing the Problem Based Learning model can help students improve their critical thinking abilities. The results of critical thinking observations in cycle 1 were 39% (poor), and the results of critical thinking skills tests improved from 26% (poor) to 54% (fair). Cycle II was conducted using the same model, and the observation results for critical thinking skills increased from 39% (poor) to 78% (good). The increasing of students pass critical thinking skills tests from 54% (fair) to 91% (good). It can be concluded that using the Problem Based Learning model can help elementary school teacher education students improve their critical thinking skills.

The effect of mathematics self-efficacy on numeracy skills of prospective elementary school teachers

Numeracy skills are the abilities to manage data and numbers to solve problems in various contexts of everyday life. However, numeracy skills of prospective elementary school teachers have not been satisfactory. One of the factors that influence numeracy skills is self-efficacy. Therefore, this study aims to investigate to what extent is the effect of self-efficacy on numeracy skills of prospective elementary school teachers. The type of this study was correlational research. In addition, the research population was prospective teachers in universities throughout Surabaya with a minimum accreditation of B for the bachelor’s programme of elementary school teacher education. Furthermore, the samples were selected using proportional cluster random sampling, resulting in 293 prospective teachers or college students from the bachelor’s programme of elementary school teacher education. Apart from that, the research instruments consisted of a numeration test and a self-efficacy questionnaire developed in a standardised manner. In addition, the applied analysis was a simple linear regression test with r-product moment. The results showed that (1) there was a positive relationship between self-efficacy and numeracy skills of prospective elementary school teachers and (2) the effect of self-efficacy on numeracy was 20.1%. This indicated that 20.1% of the contribution to numeration skills of prospective elementary school teachers is influenced by self-efficacy, while the remaining 79.9% is influenced by other factors not examined in this study. This study provides information on the characteristics and patterns of the relationship between self-efficacy and numeracy skills of elementary school teachers. Keywords: Self-efficacy, numeracy skills, prospective elementary school.

An Investigation of Conflict Resolution Strategies for the Students of Elementary School Teacher Education Study in Online Learning during the COVID-19 Pandemic

This study aims at identifying various types of conflicts experienced by students of elementary school teacher study program during online learning of elementary social studies learning courses during the COVID-19 pandemic, and determining the strategies they used to resolve conflicts they encountered . This study uses a descriptive research method with a survey design. The research participants were 4th semester students of the PGSD study program in a private university in the West Java region, totaling 243 that consisted of 182 female students and 61 male students. The instruments used in this study were interviews that were used to identify the conflicts experienced by students during online learning, and closed questionnaires that were distributed to determine the strategies used to resolve the conflicts; which were analyzed descriptively. Based on the data obtained from the interviews, it was revealed that the conflicts experienced by students during online learning were completing group assignments, bullying between students, discriminatory attitude, and acknowledging/taking goods/works of others without asking permission. Meanwhile, based on the data obtained from the questionnaires regarding the students' strategies in resolving conflicts, it was found that students used cooperative strategies in resolving these conflicts.

PEMANFAATAN E-MODUL BERBANTUAN VIRTUAL LABORATORY DALAM PEMBELAJARAN IPA MAHASISWA CALON GURU SEKOLAH DASAR DI MASA PANDEMI COVID-19

The purpose of this study was to analyze the effectiveness of using virtual laboratory-assisted E-modules in science learning for prospective elementary school teacher students during the Covid-19 pandemic. This research method is an experiment with a quasi-experimental design. The subjects of this study were students of the PGSD study program FKIP UPY which consisted of two classes, namely class A5-20 as the experimental group and class A6-20 as the control group. The data collection instrument used a test question sheet consisting of pre-test and post-test question sheets. Data analysis technique using t-test and Normalized Gain (N-Gain). The results showed that there was a significant difference in science learning achievement between experimental group students and control group students as indicated by the value of t count = 2,799 > t table = 1,988 and (p) count = 0 < 0.05. Meanwhile, based on the results of the N-Gain test, it is known that the increase in science learning achievement in the experimental group obtained an N-Gain of 0.73 which is in the high category and in the control group an N-Gain of 0.52 is obtained which is in the medium category. Based on these results, it can be concluded that the use of e-modules assisted by virtual laboratories is effectively used in science learning for prospective elementary school teacher students during the COVID-19 pandemic.

Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills

The Purpose of this study was to investigate the goodness fit model of Eco Critical Thinking Skills (ECTS) and effectiveness Science Technology Ecocultural Society (STEcS) model in elementary school teacher education programs. Participants in this study were 229 students, taken from 3 universities. The data collection method was an open ended essay test and questioner. The research analysis the goodness fit model used was Lisrel 8 and effect size analysis. The results of the investigation indicated that the construct analysis on the instrument model was categorized as a good fit model category with P-value 0.28 ( 0.05), RMSEA 0.02 (0.08) and other indicators of fit model were above 0.90. Analysis of the effect size based on Cohen's d criteria of 1.391 ( 0.08) is classified as very high criteria. This research concluded that instrument is good fit, Interpretation dimension is highest support. STEcS model is effective to enhance Eco Critical Thinking Skills at elementary school teacher education program. The research implication is Eco Critical Thinking Skills of students can be improved through the application of the STEcS model. The STEcS model is an alternative model for preparing 21st century learning.

Pre-service teacher's ability in solving mathematics problems viewed from Self-Resilience

The problem-solving ability is still a big problem for students. Many studies show that Indonesian students are still low in solving math problems. One thing that is needed in solving problems is self-resilience, so that students have resilience in facing problems. This study aims to analyze the differences in problem-solving abilities of pre-service elementary school teacher in terms of self-resilience. This study used a Quasi-Experiment method with the type Nonequivalent Pretest-Posttest Control Group. The population of this study were all elementary school teacher candidates at Majalengka University with a sample of 60 respondent. This study resulted in a significant difference in the increase in problem-solving abilities of student-teacher candidates. Based on Self Resilience, the group of students who received Problem Based Learning had higher problem-solving abilities than the group of students who received expository learning. Mathematical problem-solving ability requires students to have self-resilience because in solving problems, a person needs to have confidence in his ability to face problems.

Studi kasus permasalahan mahasiswa PGSD dalam menyusun RPP berbasis etnomatematika Kraton Yogyakarta

Rencana Pelaksanaan Pembelajaran (RPP) mempunyai fungsi strategis sebagai pedoman dalam pelaksanaan pembelajaran. Pengembangan RPP untuk meningkatkan kualitas pembelajaran banyak dilakukan berdasar model pembelajaran, strategi, media, materi, dan filosofinya. Etnomatematika merupakan hal yang masih baru sehingga pengembangan RPP berbasis etnomatematika yang berfungsi untuk mengenalkan dan mendorong kesadaran budaya masih belum banyak dilakukan. Penelitian ini ingin mengungkap permasalahan dan kesulitan apa saja yang dialami mahasiswa dalam menyusun RPP berbasis etnomatematika dan bagaimana karakteristik produk RPP terkait etnomatematika. Penelitian ini menggunakan studi kasus dengan responden terdiri dari 10 mahasiswa PGSD Universitas Negeri Yogyakarta yang memberikan keterangan mendalam tentang kesulitan yang dialami. Berdasar wawancara mendalam, diperoleh kesimpulan mengenai kesulitan penyusunan RPP antara lain pada aspek: sintaks, metode, dan model, kemudian muncul permasalahan yang esensi yaitu sejauh mana etnomatematika muncul dalam RPP.Case study of student problems in the Elementary School Teacher Education Study Program in compiling an ethnomathematical lesson plan based on the Yogyakarta Palace AbstractThe Lesson Plan has a strategic function as a guide in the implementation of learning. The development of lesson plans to improve the quality of learning is mostly carried out based on learning models, strategies, media, materials, and philosophies. Ethnomathematics is still new, so the development of ethnomathematics-based lesson plans that serve to introduce and encourage cultural awareness is still not widely practiced. This research wants to reveal, what students experience problems and difficulties in preparing ethnomathematics-based lesson plans, and how the characteristics of lesson plans relate to ethnomathematics. This study uses a case study with respondents consisting of 10 Elementary School Teacher Education students at Universitas Negeri Yogyakarta who provide in-depth information about the difficulties they are experiencing. Based on in-depth interviews, conclusions were obtained about the difficulties in preparing a lesson plan, among others, in the aspects: syntax, methods, and models, then the essential problem arises, namely the extent to which ethnomathematics appear in the lesson plan.