Communication skills on mathematics should be mastered by students to involve in mathematics learning process. T his study aims to determine the effect of the Probing-Prompting based on Ethnomatematics learning model on the impact on mathematical communication skills. This research is an experimental with simple random sampling technique . T he instrument used to collect data is a test of mathematical communication skills. Test trials include content validity, level of difficulty, difference in power, and reliability. For the normality test using the Liliefors-test, the homogeneity test uses a similarity test of two variances. The hypothesis test used by t-test. The results show that there is an influence from the Probing-Prompting based on Ethnomatematics learning model on mathematical communication skills.

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Probing-Prompting Based On Ethnomathematics Learning Model: The Effect On Mathematical Communication Skill

An urgent learning problem in the Covid 19 pandemic is the unavailability of IT-based teaching materials that support online learning. In addition, in learning physics there are also fundamental problems, namely students' low understanding of concepts. Misconceptions often occur in learning physics, especially in the concept of motion. Therefore it is necessary to know the problems and supporting factors of learning, especially in motion material, so that the right solution can be found. This study aims to determine students' understanding of the concept of motion and to determine the conditions of learning in one of the high schools in Padang Pariaman Indonesia. This type of research is descriptive research, in the form of survey research. The instrument used was a concept test of motion taken from the FCI (Force Concept Inventory), this test is equipped with questions of belief and answers to the students' reasons. Another instrument is a student and teacher questionnaire. The sample consisted of 31 superior class students and 3 physics teachers. The results showed that 36% of students had misconceptions, 34% of students did not understand the concept and only 30% of students understood the concept even though they had studied the topic being tested. Teacher learning is also lacking in identifying misconceptions (50%), less experimental activities (50%), discussions (58%) and other activities that actively involve students. Meanwhile students want learning that involves them actively even in the conditions of online learning during the current Covid19 era.

Conditions of learning physics and students’ understanding of the concept of motion during the covid-19 pandemic

The student's self-regulation and motivation are essential for students to study. Especially with 21st-century learning students are required to be more active in learning than teachers. This Mixed Methods research aimed to determine the influence between the students' self-regulation with the motivation of students learning. The sample size was 534 students from Madrasah Tsanawiyah in Jambi city, Indonesia determined by total sampling technique. Data were then analyzed with the SPSS 21 application to find descriptive statistics as well as inferential statistics using simple regression and for comparison using the independent sample T-Test. The results of this research are dominant in both self-regulation and student motivation in learning, which is strengthened by the relationship and influence between self-regulation and the motivation of students in learning. It is seen from the value of sig = 0.019 and has a contribution of 70.3%. According to the results, it is recommended that students need to be given the opportunity to conduct learning directly and teachers must perform innovative learning.

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Students’ self-regulation and motivation in learning science

Conceptual understanding is often a problem in science learning, and this issue has become the point of science education experts, including in Indonesia. Lately, ten articles in Indonesia and six articles in other countries have discussed the model of the 7E Learning Cycle. It was mentioned that this model is able to increase learnersâ€™ conceptual understanding. This research intended to reveal the effectivity of physics learning using the 7E Learning Cycle in improving studentsâ€™ understanding of temperature and heat concepts. The research design is quasi-experimental with a non-equivalent control group design. The sample was senior high school students. Objective test in the form of multiple choices equipped with reason was employed as the data collection instrument. Based on the data analysis, the value of Effect Size was 0.5 and belonged to the medium category. In other words, the use of the 7E Learning Cycle model is sufficient to improve the learnersâ€™ understanding of temperature and heat concepts. This could be seen from the success of the learning process that integrates the whole seven stages with the seven indicators of conceptual understanding in detail. Thus, the 7E Learning Cycle could be effectively applied and can increase the studentsâ€™ conceptual understanding.

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The 7E Learning Cycle Approach to Understand Thermal Phenomena

The purpose of this study is to develop textbooks on child-friendly of Information, Com m unication , & Technology (ICT) that are valid, practical and effective in improving the professional competence of teacher education students (PG) PAUD Sriwijaya University. This study uses the Research and Development model with the type of Analysis, Design, Development, Implementation, and Evaluation (ADDIE) which consists of five stages, namely analysis, design, develop, implementation, and evaluation. The sample in this study was Sriwijaya University PAUD teacher education study program students. In the implementation phase, field trials were carried out as a result of the development of child-friendly ICT-based teaching books with a sample of 42 people consisting of 12 samples for the small group test and 30 samples for the large group test. The data obtained in this study were analyzed using qualitative analysis and quantitative analysis. Qualitative data analysis was obtained from questionnaires and quantitative data obtained from the results of the pre-test and post-test at the implementation stage. Based on the results of the calculation of the data, it was obtained that the data were normally distributed and homogeneous, so that the inferior statistical test used the Independent Sample T-Test with a significance value of 0.05. Based on the test results of data analysis, it was found that the "child-friendly ICT" textbook that had been developed was valid, practical and effective. The results obtained prove that child-friendly ICT textbooks contribute to improving the professional competence of students. Child-friendly ICT textbooks not only provide new understanding and knowledge of ICT use in child-friendly learning, but also enhance the skills of prospective teachers in using ICT-based teaching materials.

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Development of "Child Friendly ICT" Textbooks to Improve Professional Competence of Teacher Candidates : A Case Study of Early Childhood Education Program Students

5E learning cycle strategy was students center oriented learning model. The learning process becomes more meaningful, which are prioritized authentic experience of students, made students become actively participating, able to critical thinking skills and creatively. The phases of the learning cycle 5E consist of engagement, exploration, explanation, elaboration, and evaluation. The purpose of the research was increased learning motivation and conceptual understanding improved by discovery learning due to the 5E learning cycle strategy. The research was conducted at SMA Teuku Umar Semarang. The research has used a qualitative approach. The type of research is classroom action research (CAR). The data analysis technique used a percentage of the learning motivation and the students' understanding concept. The percentage applied discovery learning by both of the first  CAR cycle is 78% and the second CAR cycle is 92%. The conceptual understanding was shown better in the second CAR cycle. The effectiveness discovery learning can be interpreted from the normalized gain. The score of the normalized gain is 0.52. The category of the normalized gain is a medium gain. Students' motivation was increased by both the first cycle is 62%  and the second cycle is 82%.  Based on the decision of the research, it can be concluded that the 5E learning cycle process can influence increased students learning motivation and students understanding the concept not only heat concept but also heat transfer concept

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Ika Yunita Nur Kholifah

Papers

5E-Learning Cycle Strategy: Increasing Conceptual Understanding and Learning Motivation