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The purposes of this research study were to develop the instructional lesson plan with the learning management according to the concept of the STEM education method for processing performances and the performance results efficiency (E1/E2) at the determining criteria as 80/80, to assess students’ post learning achievements with the learning management according to the concept of the STEM education method and the criteria learning outcomes at 80%, to compare between students’ solving problem thinking skills to their pre and post STEM education instructional method, to analyze of associations between students’ post learning achievements and their perceptions of their solving problem skills. The target group consisted of 33 secondary students at the 10th grade level from Borabu Wittayakhan under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected in the secondary semester in 2016. Using a instructional lesson plan with the learning management according to the concept of the STEM education method in 4 weeks of 12 hours was administered, students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT), students’ solving problems were assessed with the Solving Problem Thinking Skill Assessment (SPTSA) which total score of 40. Data analysis was evaluated with percentage, mean, standard deviation, t-test, simple and multiple correlation, standardized regression weight validity, and coefficient predictive value (R2). The results of these findings have found that: the efficiency with the learning management according to the concept of the STEM education method of the processing performances and the performance results (E1/E2) indicated that evidence of 82.42/81.67, which was higher than with the criteria of 80/80. Students’ learning achievements of their posttest assessment ( = 24.67, S.D. = 1.89) and the criteria level of 75% indicated that at the level of .01, differently. Students’ responses of their post solving problem thinking skills ( = 32.67, S.D. = 2.41) and the criteria level of 75% on digestion of microorganism issue were differentiated of statistically significant at the level of 0.01. Associations between students’ post learning achievements and their solving problem thinking skills were positive relative (r = 0.33, ρ<.01), the relationships between two variables with the standardized regression weigh validity were found (β = 0.33, ρ<.01), the multiple correlation value indicated that of 0.8026 (R = 0.80, ρ<.01), and the coefficient predictive value was evidence at 0.6442 (R2 = 0.64, ρ<.01) and indicated that 64% of SPTSA of the variances in for the LAT. students in their achievement group has implications for thinking skills in solving problems that have been learned in the field of biology.
Problem-solving is an alternative learning strategy which is considered more effective and efficient for students engaged in the learning of Biology. This strategy has a couple of strengths in the teaching –learning process in which it makes the school learning more relevant to life and actively engages students in the learning process. This study aimed at testing the effects of the problem-solving strategy on students' learning outcome. It also aimed at testing if there was any effect of the achievement motivation on students' learning outcome. Furthermore, this study was intended to test if instructional strategy interacted with the achievement motivation on students' learning outcome. This study employed the factorial non-equivalent control group design in which109 ten grade students in the science program of Sekolah Menengah Atas Negeri 9 Malang were used as the subject of the study. Based on the data analysis, the conclusion of the study result was as follows: (1) there was discrepancy in the score acquired by the group receiving problem-solving (PS) and the other group instructed in direct instruction (DI). The use of problem-solving strategy was significantly better than direct instruction that yielded a significant value of (F=6.943; p=0.010); (2) the score discrepancy was noticeable between students with high achieving motivation and students with low achieving motivation. Students' motivation, either high or low impacted on the learning outcome indicated by the significant value of (F=10.999; p=0.001); (3) There was no difference in the score representing the interaction between students instructed in problem solving (PS) and students taught in direct instruction (DI) based on the high or low extent of motivation students had that was indicated by the significant value of (F= 0.010; p=0.922). Ho was then accepted and it was concluded that there was not a significant difference in the average score of the interaction between the instructional strategies and the extent of achievement. In other words, the effect of the interaction between the instructional strategies and the extent of the achievement on the average score of students' learning outcome was not evidently different. INTRODUCTION The advance of science and technology constantly demands human adjustment to the changes resulted by conducting a wide range of innovations in every aspect including the education. The developments are progressively made in terms of the theories and concepts that they are increasingly effective and appropriate to come up with a quality modern learning.Shambaugh & Magliaro (2006) argued that the current learning process consists of five elements, namely: (1) organizing knowledge in memory, (2) solving problems, (3) developing learners, (4) learning how to learn, dan (5) living and learning in the world. The concept implies that learning should by all means result in a capacity to resolve problems and be aimed at the interest of living in the future instead of meeting the school interest. One of the cases found by Malik (2010) concerning the learning of science is that many students taught in traditional manner acquired a science concept for mastery as it is rather than for knowing how to apply it in such a way that it might benefit them in a real life setting. As a result, the
The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t-test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value (R2) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E1/E2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science.
2018 •
This study aims firstly to find out the difference of biology learning achievement of students applied problem based learning strategy and expository learning strategy, secondly to discover the differences of learning achievement between the students with abstract sequential thinking style and students with abstract random thinking style, thirdly to determine the presence or absence of interaction between learning strategies and thinking styles in influencing students biology learning achievement. The population in the study was all students of grade XI IPA (science program) consisted of 108 students. The sample in this study was taken by cluster random sampling. The research method was experimental method with 2x2 factorial design. The data analysis technique used was a two way analysis of variance. The research findings showed, first, the biology learning achievement of the students by using problem based learning strategy was higher than the students biology learning achievement ...
This study was aiming at knowing the effects of Project Based Learning Strategy and Process Skill of Science on students’ learning outcomes of the seventh graders of Mts Mu’allimat NW Pancor. Research method used in this study was quasi experiment with treatment by level 2x2. The population was the students of Madrasah Tsanawiyah, while the targeted population was all students of seventh grade in year 2016/2017 which consists of 6 classes. Four classes were selected randomly and each class consists of 30 students, which were administrated by Project Based Learning and Direct Learning. The data was analyzed using two ways ANOVA with a treatment by level 2 x 2. Result of this study showed that: (1) Biology learning outcomes of the students who were treated using Project Based Learning strategy was higher than those who were treated using Direct Learning Strategy; (2) there was an interaction effect between learning strategies and science process skill on the students’ learning outcomes of science; (3) For students who have high process skill on science, when they were treated using Project Based Learning the outcome was higher than those who were treated using Direct learning Strategy; (4) Biology Learning Outcomes of the students who were treated with Project Based Learning strategy was not lower than those who were treated by using Direct Learning strategy for students who have low science process skill.
2016 •
The study was aimed to investigate the effect of higher order thinking questionsin biology practical worksheets to students learning achievement on ecosystem topic. The type of the research was quasi experiment and pre-test and post-test were applied. The population of the research is grade X of SMA Negeri 2 Binjai academic year 2015/2016. The samples consist of two groups and were selected randomly, grade X PMS 2 as control group (n=36 students) and X PMS 4 as experiment group (n=36 students). Learning method in both groups was practical. For experimental group, the learning process used the revised-worksheets and the control group used the student’s handbook. Multiple choice questions were the instrument to collect the cognitive data and questionnaires were used to assess the psychomotor aspect of the student achievement. Hypothesis was tested by t -test. The post-test result showed that, the average score in experimental group (85.72) was higher than control group (78.61). t coun...
Journal of Learning Improvement and Lesson Study
Analysis of biology students' problem-solving skills using the PBL model through Lesson Study (LS) onlineProblem-based learning models train students to develop thinking and problem-solving skills in contextual circumstances. This research aims to analyze the problem-solving ability of 32 biology students in 2020 at Malang State University in the course of Plant Physiology. This study is a second-cycle action study using the PBL model through lesson study activities. Data analysis uses a problem-solving skills essay test consisting of identifying problems, identifying strategies, formulating hypotheses, evaluating potential, implementing solutions and evaluating results. The results showed that there was an increase in students' problem-solving ability from cycle I by 60.0% to 72.0% in cycle II and there were several indicators that experienced an increase in scores, namely indicators identifying strategies, formulating hypotheses, implementing solutions, and evaluating results. But the indicator score identifies the problem, and implements the solution decreases.
Journal of Education and Learning (EduLearn)
The Influence of Biology Learning Using Concept Attainment Model on Student's Cognitive Learning AchievementThis research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12 th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12 th Science 4 grade as the first experiment class using Concept Attainment Model and the 12 th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students' cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
The Journal of Social Sciences Research
The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning ModelThis research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is...
PAKISTAN LANGUAGES AND HUMANITIES REVIEW
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