Showing papers in "International Journal of Instruction in 2019"

RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities.

Abstract: The purpose of this study was to investigate the effect of RICOSRE learning models towards critical thinking skills of students with different academic abilities. This quasi-experimental study employed a pretest-posttest nonequivalent control group design and involved all the eleventh-grade students from high schools in Malang, Indonesia. The sample consisted of 134 students from two separate schools which represented different academic abilities (high and low). Data were collected using an essay test on students’ critical thinking skills. A rubric was employed to assess students’ answers and the results were analyzed using ANCOVA. Findings suggest that (1) there is a difference between the critical thinking skills of students whose learning was facilitated with RICOSRE and critical thinking skills of students who were engaged in conventional learning, (2) there is a critical thinking difference between the high and low ability students, (3) there is a difference in students’ critical thinking skills affected by the interaction between learning models and students’ academic abilities. Based on the results of this study, it can be concluded that RICOSRE can close the critical thinking skills gap between the high and low ability students.

Improving Students' Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model.

Abstract: Critical thinking skills are one of the important skills in dealing with the demands and challenges of the 21st century. This study aims to determine the effectiveness of Stimulating Higher-Order-Thinking Skills (Stim-HOTs) model in improving students' critical-thinking skills on cell metabolism topic. This research is quasiexperimental research with pretest-posttest control group design in one high school in Surakarta, Indonesia in 2017/2018 academic year with one class as the experimental class by using Stim-HOTs model while the other class as the existing class that uses discovery learning model. The data were obtained by using criticalthinking skill test instrument in the form of essay that has been through expert validations, namely the validation from the education and evaluation expert, biology expert, and the certified high school Biology teacher, as well as the empirical validation through try-out. The result showed that the average score of critical-thinking skill gain score calculation in the experimental class was higher by 0.66 compared to the existing class of 0.51.

The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement.

Abstract: This research was aimed to analyze the effect of interaction between guided inquiry learning and cognitive style on students’ science learning achievement. This study was a quasi-experiment with a 2×2 factorial design. The study was done with the fifth grade students in Singaraja City. The sample was selected using multi stage random sampling and 4 elementary schools were selected for the experimental group (n=132) and another 4 for the control group (n = 107). The experimental group used guided inquiry learning and the control group used conventional teaching model. The study used science learning achievement test and MFFT cognitive style test as the instruments for collecting the data. The result of hypothesis testing showed that: 1) there is a significant difference in science learning achievement between those who learned with guided inquiry learning model and those who learned with conventional teaching; and 2) there is a significant effect of interaction between guided inquiry learning model and cognitive style on students’ science learning achievement. Guided inquiry learning is more optimal in increasing students’ learning achievement if it is implemented to students with reflective cognitive style than to those with impulsive cognitive style.

The Effect of Blended Learning on Student's Learning Achievement and Science Process Skills in Plant Tissue Culture Course.

Abstract: The purpose of this research was to know the effect of blended learning strategy on learning achievement and science process skills of students in plant tissue culture course in the Universitas Negeri Medan. The research method was quasi experiment. The population of this study was all semester VIII students of biology education program. The study sample consists of two classes, namely: class A known as control class who were taught by conventional learning strategy and class C known as experiment class who were taught by blended learning strategy. They were selected using cluster random sampling technique. The results of the study showed that tcount = 3.769, P= 0.001 at the level significance of 0.05 in learning achievements score. It also showed that tcount = 5.435 > ttable = 1.661 P= 0.001 at the level significance of 0.05 in science process skills score. Based on the study result, it can be concluded the blended learning strategy found significantly more effective in enhancing students’ learning achievement and science process skills in plant tissue culture course as compared to the conventional learning strategy.

Development of Augmented Reality-Based Interactive Multimedia to Improve Critical Thinking Skills in Science Learning.

Abstract: This study aimed to describe the development of augmented reality-based interactive multimedia to improve the critical thinking skills of elementary school teacher education students in learning earth structure and fisheries material science. This type of research was research and development by Sukmadinata consisting of preliminary studies, model development, and model testing. The research subjects were elementary school teacher education students at Sebelas Maret University, Indonesia. The technique of collecting data used tests, questionnaires, and observations. The collected data was then analyzed qualitatively and quantitatively. Qualitative data analysis used the interactive models of Miles and Huberman and quantitative data analysis using a paired sample t-test. The results of the study show that the development of media products determines indicators of learning, programming, display, and curriculum. The main field test obtained ρvalue = 0.002< 0.05, it can be decided that H0 rejected. Students think critically using augmented reality-based interactive multimedia better than before using it. At present, it is obtained interactive multimedia based on augmented reality that is feasible to use in accordance with the views of experts and users.

Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem-Based Learning Model.

Abstract: This research aimed at examining the effectiveness of collaboration of Jigsaw and problem-based learning (PBL) model in developing students’ critical thinking skills. This research exerted an experimental design using pre-experimental one group pretest-posttest. The implementation of such model collaboration was carried out in SMK Batik 1 Surakarta, Central Java, Indonesia by engaging 37 accounting students of class XI. Before and after the implementation of the twomodel collaboration, the students were given the tests of critical thinking skills which were set in the same composition. The research data were in the form of pretest and posttest scores which were analyzed by examining t-test and gain score whose calculation was assisted by SPSS 23 program. The result indicated that there was a difference between the pretest score and the posttest score with the significance level of 0,000 < 0,05. The average of pretest and posttest scores respectively referred to 48,44 and 68,93. Accordingly, the implementation of collaboration of Jigsaw and problem-based learning (PBL) model was effective in developing students’ critical thinking skills. From this research finding, there was an impediment of time limitation in enacting the collaboration of the two models. This constraint happened while presenting the result of group discussion.

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Abstract: Hybrid-PjBL is an innovative learning model relevant to the demands of the twenty-first century scheme. The study on Hybrid-PjBL is still rarely conducted by Indonesian researchers and the studies are still limited to the effect of this model on student's thinking skills and metacognitive awareness. Thus, this study aims to examine the effect of Hybrid-PjBL implementation on learning outcomes, creative thinking skills, and student’s learning motivation. This study used quasiexperiment, through Nonrandomized Control Group Pretest-Posttest Design. The population was all the sixth-semester students in the Biology Education Department, University of Muhammadiyah Malang. The study sample involved two classes randomly selected from a total of three classes at this institution, comprising students who took Environmental Knowledge course; each class consisted of fifty students. Learning outcomes test sheets, creative thinking skill notes, and motivation questionnaires were instruments used to collect the data. The data obtained were then analyzed using one-way analysis of covariance with the significance level of 5%. The results showed that the application of Hybrid-PjBL had a significant influence on the achievement of learning outcomes and creative thinking skills. The results of this study indicate that Hybrid-PjBL is an alternative learning, suitable to the demands of the twenty-first century.

Development of Social Studies Learning Model Based on Local Wisdom in Improving Students’ Knowledge and Social Attitude

Abstract: This study reports the design results of developing model of social studies learning based on local wisdom. Learning design adapted to learning needs in elementary school. The presentation report contains the results of expert evaluation, teacher and student assessments and assessment of the results of the implementation of the product learning model developed. The Product model produced is seen to be in accordance with learning needs. The results of the development research showed that: first, testing the effectiveness model of social studies learning based on local wisdom is feasible from an expert perspective; second, testing the effectiveness model of social studies learning based on local wisdom is feasible from the user’s perspective; third, testing the effectiveness model of social studies learning based on local wisdom can improve the knowledge and social attitudes students class IV at SDN 6 Katobu and SDN 3 Batalaiworu in odd semester of the school year 2017/2018 in the Muna District Southeast Sulawesi Province. Overall, the author concluded that social studies learning based on local wisdom was a regeneration of knowledge of the values of local wisdom in students from an early age, so become cultured and have guidance in their attitude. Thus, created noble knowledge and character.

The Effect of Flipped Classroom Strategy on Students Learning Outcomes.

Abstract: The purpose of this study is to examine the effects of the flipped classroom strategy to preparatory year instruction on student’s self-regulation and social connectedness. A quasi-experimental pre-post-test design conducted with 160 university students enrolled in three educational tracks (health, engineering and science). The students were divided into two groups: an experimental flipped classroom group and a control group. Experimental group was taught via flipped classroom, while the control group taught via traditional strategy. The levels of self-regulation and social connectedness were measured through questionnaire at the beginning and the end of the classes. The results based on ANOVA analysis reported that students in flipped classroom had shown significantly higher level of self-regulation and social connectedness compared to students in the traditional group. Based on the obtained findings, self-regulated learning and social connectedness were successful in making significant improvements among students exposed to flipped classroom mode compared to their counterparts in the traditional group. The results demonstrate that flipped classroom strategy can be used to promote self-regulated learning and enhancing students’ social connectedness.

Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners.

Abstract: The mastery of the writing skills is crucial, not only among the school children, but also to everyone. The use of Cooperative Learning (hereafter, CL) has become increasingly popular in recent years as pedagogy trends worldwide. It has shifted from teacher-centred to learner-centred methods. Among the methods endorsed in teaching writing is the application of CL. This research investigated the effects of CL to improve the writing skill of ninth grade students in a middle school in Kuala Lumpur. This research used the quasi experimental design, with pre-test and posttest of the narrative essays as the instruments. The data were further analysed by employing descriptive and inferential statistics. The students’ writing were scored on the five writing components, they are vocabulary, organization, grammatical accuracy and mechanics. The results showed that the students had increased in their writing scores from the pre-test to the post test after the application of CL in the class. Subsequently, the results indicate positive effects of CL in improving the writing skill of students at the school, and they are also discussed in the paper.

Enhancing Different Ethnicity Science Process Skills: Problem-Based Learning through Practicum and Authentic Assessment.

Abstract: Problem-Based Learning (PBL) is a constructivist learning with the potential to enhance students' science process skill. The implementation of PBL has revealed many advantages; however, a free exploration from a highly complex environment may result in a heavier workload of memory. Accordingly, practicum method can be used to overcome the shortcomings of PBL with the support of authentic assessment. This research aimsed to investigate the effect of PBL through practicum supported by authentic assessment, PBL, and conventional learning on science process skills of Dayak and Malay students in Animal Physiology lectures. The research used a quasi-experimental research design with a pretest-posttest non-equivalent control group design with 3 x 2 factorial design. Data collection involved a science process skill test. The data were analyzed descriptively and inferentially with ANCOVA. Significant differences between groups were assessed with LSD test. The result showed that the learning model influenced students' science process skill. The PBL model implemented through a practicum and supported with authentic assessment was the most influential being significantly different to both PBM model and conventional learning. Ethnicity did not significantly affect the students' science process skill. There was no interaction between learning model and ethnicity toward students' science process skill.

Investigating Critical Thinking Skill of Junior High School in Solving Mathematical Problem

Abstract: Critical thinking skills are one of the four skills needed in the 21st century. Critical thinking skills are so important that they need to be taught and included in the school curriculum. This research aims to: (1) describe the critical thinking skills of junior high school students in solving mathematical problems and (2) identify the students' critical thinking components in the analysis, evaluation, inference, explanation, and self-regulation sub-skills. This is descriptive research with a qualitative approach. Data was collected through a test and interviews, triangulation accomplished by comparing between test and interviews. This research involved 24 subjects comprising 9 male students and 15 female students. The test used in this research consisted of 6 problems representing 6 sub-skills of critical thinking skills. The results of data collection were analyzed through data reduction, data display, and conclusion drawing. The research results showed that: (1) the critical thinking skills of junior high school students were in a low category; (2) the evaluation, analysis, and self-regulation sub-skills became the lowest critical thinking sub-skills mastered by the students compared to other critical thinking sub-skills.

Distance Learning in Elementary School Classrooms: An Emerging Framework for Contemporary Practice.

Abstract: When new advanced technologies showed up in the market, teacher’s role in distance learning step further in its path to change. Teachers often fail to find what their purpose of acting among technologies is and what the method for teaching elementary school students online would be right. Considering student’s need in communication with a teacher to be at the core of learning as it is, we define what shape the new curricula will take from year to year. This research is a two-stage experiment with two additional surveys that included 430 students aged 8-9 years from across the Republic of Tatarstan. Students need not only facilitators to get better grades, but also a teacher mentoring them. Student-teacher communication can help students to raise their academic performance and motivation. Questions asked by students in time reduce the number of those who cannot reach their grade level from 9% to 0%, and increase the number of A-level students from 11% to 26%. The results confirm that the on-the-spot teaching method should be introduced into the e-learning curricula for primary school so that it provides a more intimate communication between the student and the teacher during classes. Results can be put into practical context to create new e-learning courses for public and private schools.

Understanding, Planning, and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia

Abstract: Higher-order Thinking Skills (HOTS) is significant for students and has to be trained and managed well by teachers. This study aims to describe the preparation of biology teachers in learning, to analyze the understanding of biology teachers about HOTS, and to examine the efforts of biology teachers in developing HOTS for high school students in Banjarmasin, Indonesia. The subject of this survey was forty-one senior high school biology teachers in the city of Banjarmasin who were involved in routine activities of MGMP (biology subject teacher working group). The research instrument is in the form of a modified questionnaire from previous researchers and has been validated by experts. The data were analyzed using descriptive statistic (percentage). The results showed that the senior high school biology teachers in Banjarmasin have prepared the lesson well, but this was not done consistently (continuously). Some teachers have not maximally prepared the lessons according to the recommended educational standards. The teacher's understanding of HOTS is broad enough, and they assume that HOTS really needs to be trained to students. However, it has not been described in their teaching activities because the HOTS aspect tends to be neglected (not well conducted).

Implementation of ICT Policy (Blended Learning Approach): Investigating Factors of Behavioural Intention and Use Behaviour.

Abstract: The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.

The Misconception Diagnosis on Ionic and Covalent Bonds Concepts with Three Tier Diagnostic Test.

Abstract: The purpose of this research was to understand the misconception level of 10th grade students in Yogyakarta province of Indonesia in understanding the concept of ionic and covalent bonds. The ionic and covalent bonds were chosen based on the need assessment on chemistry teachers. This study was inclueded qualitative descriptive research which described the level of students’ misconceptions. The sample of this study was 56 students of 10th grade students. The sample was selected by using purposive random sampling technique. The data was collected by three-tier diagnostic test. The data was analysed to determine the percentage of misconception level. The results indicated that the 10th grade students in Yogyakarta suffered misconception with high, medium, and low categories of 19.05%, 42.86%, and 9.52%, respectively.

Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers.

Abstract: This study aims to (1) measure pre-service teachers’ pedagogical belief in the value of teaching Critical Thinking (CT), their preparedness to teach CT, and their preference toward constructivist teaching approaches to develop students’ CT skills; and (2) explore the potential links between these pedagogical beliefs and aspects of teacher education experience. Participants were 223 mathematics pre-service teachers from 3 teacher education institutions in East Java, Indonesia. Beliefs about the value of teaching CT and perceived readiness to teach CT were measured using Likert-type scales, while preference towards constructivist instruction was assessed using vignettes depicting teaching dilemmas. Participants believed that some CT skills (thinking independently and logical communication) were important, but CT dispositions were not. About 60% believed they are prepared to teach CT and generally preferred constructivist over traditional instruction. Most aspects of the pre-service education were not associated with pedagogical beliefs about CT disposition, perceived preparedness, or preference for constructivist instruction, while some were only weakly associated with belief about teaching CT skills. These highlight the need for mathematics teacher educators to give more emphasis on the importance of CT, especially its dispositional dimensions, and the role of constructivist instruction in developing CT.

The Effect of Online Problem Posing on Students' Problem-Solving Abilitiy in Mathematics

Abstract: This study aimed to investigate the effect of online problem posing on students’ problem-solving ability in mathematics. The study followed a quasi-experimental research with post-test that only controlled group design. The population was all of the 11th grade students in science classes of SMA Negeri 4 Singaraja in the academic year 2017/2018. A total of 119 students were sampled using cluster random sampling techinique that were divided into 39 in experimental class, 40 in comparative class and 40 conventional class. The instrument used in this study was a mathematics problem-solving ability essay test. The data were analyzed using One Way ANOVA and Sceffe test. The result showed that there was a difference in terms of problem-solving ability in mathematics among the students who used online problem posing, problem posing and conventional learning. The result of Scheffe test showed that students’ problem-solving abilitiy in mathematics that used online problem posing was better. The study revealed that online problem posing had a significant effect on students’ problem-solving abilitiy in mathematics, which are better than problem posing or conventional learning.

The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers' Metacognition Knowledge and Metacognition Awareness.

Abstract: This study aimed at (1) evaluating the effectiveness of inquiry learning model; (2) consistency of inquiry learning model impact; and (3) identifying differences of consistency of inquiry learning model impact in improving the prospective teachers’ metacognition knowledge and metacognition awareness in learning about fluid. This study was a weak-experimental research since there was no control class. There were three experimental classes in order to find consistency within the results of the study, which was also designed as one-group pretest-posttest protocol. Samples in this study were 90 students, which were distributed into three groups by using saturated sampling technique. Metacognition knowledge tests consisted of 20 items asking about description, while Metacognition Awareness Inventory (MAI) was used to collect data about metacognition awareness. Results showed that metacognition knowledge and metacognition awareness of samples from three groups were significantly varied after being engaged in learning (p < 0.05). The impact of applying inquiry learning model was not significantly varied (p> 0.05), but only on samples’ metacognition awareness among Group B and Group C. The inquiry learning model was proven effective in increasing samples’ metacognition knowledge and metacognition awareness in learning about fluid. However, the impact was inconsistent in all three experimental groups.

Living Values Based Interactive Multimedia in Civic Education Learning.

Abstract: This study seeks to develop and validate a model of living values-based interactive multimedia in Civic Education learning. A Research and Development approach was employed. Data were gathered through observations, interviews, document study, focus group discussions, and questionnaires. Data were analyzed by way of interactive models and a descriptive quantitative analysis. The subjects were students and teachers at junior high schools and senior high schools in Bandung, Indonesia. Results reveal that: i) the model conceptually integrates living values and the principles of living values education into interactive multimedia with especial attention to core competencies and basic competencies of Civic Education according to the 2013 curriculum of Indonesia, the principles of scientific learning, and the principles of interactive multimedia development; ii) the framework of the model consists of motivation, title, menu, CC-BC (Core Competencies and Basic Competencies) and learning objectives, concept maps, material contents with multimedia variations, motivational/reflection videos, VCT Lists, and Quizzes; iii) the results of the validation indicate that most of the components of contents, presentation, multimedia principles, and the initial product of the model are considered fairly good. Most students very positively perceived the use of interactive multimedia in Civic Education learning for character development.

The Role of "Jigsaw" Method in Enhancing Indonesian Prospective Teachers' Pedagogical Knowledge and Communication Skill.

Abstract: The broad context of this paper is based on the authors’ fieldwork experience in implementing a jigsaw-type cooperative learning method. The paper aims to explore the role of Jigsaw Model for prospective teachers’ understanding of pedagogical content knowledge and how it can be integrated with their instructional communication skill. This study was a qualitative case study. Sixty second-year university students were involved as the study participants. Data were gathered through observations, field notes, and interviews with key respondents. The data were thematically analyzed, and they were interpreted based on the prepared achievements indicator. The results of the study reveal that the implementation of a jigsaw-type cooperative learning method is successful in improving both pedagogical content knowledge and verbal communication skill of the prospective teachers.

Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games.

Abstract: The purpose of this research is to enrich the process of developing the basic language skills of 4th grade students with digital story activities and games based on the Flipped Classroom Model (FCM). This study was conducted with 4th grade students in a Turkish course. It was based on action research. The Turkish courses were prepared according to the FCM. The aim was to develop basic language skills of the students with various activities. This study focused on digital story and games. For the digital story activity, the students prepared some scenes of the text they wrote with play dough, took pictures and recorded their voices by reading the text aloud. After that, they sent them to the researcher via WhatsApp. After gathering the material, digital stories were converted into a video. Before the game based activities, some texts and grammar topics were presented to the students. Then, some games were played in the classroom to reinforce the newly acquired knowledge. In conclusion, with the use of FCM, by enriching with digital story and game-based activities teaching-learning processes in Turkish courses, the development of students in many areas, firstly basic language skills, then cognitive, emotional, social and psychomotor skills were contributed.