JURNAL EKSAKTA PENDIDIKAN (JEP)

Research Trends in The Development of Biology Learning Media in Indonesia: A Bibliometric Analysis

2024-09-17T06:41:57+00:00

Several bibliometric studies have been conducted to see the progress of Biology Learning Media (BLM), but these researches still provide a broad scope in evaluating the development of BLM. This study aims to provide a holistic overview of the trends in the use of BLM in Indonesia during 2018-2023 on the Scopus database. The method used is bibliometric analysis by identifying and analyzing the growth patterns of literature, authors, institutions, and keywords related to BLM development. The research procedure consisted of investigation, reduction, compilation, and interpretation. A total of 43 articles were analyzed using VOSviewer software to visualize bibliometric mapping. For the last five years, BLM-related publications peaked in 2019 with 13 articles. Universitas Negeri Malang is a foremost institution in BLM development. The most widely used BLM are android-based media, interactive multimedia, and website-based media. Ecology is the most widely taught learning topic, while cognitive (knowledge) is the most frequently measured learning outcome. We highlighted a paradigm change in the use of more massive Technology-based learning media. In the future, we suggest exploring various research topics in biology learning such as protists, genetics, or microbiology that can empower literacy as a primary topic in more innovative and dynamic learning.

Mathematics Literacy of Middle School Students with Socio-Cultural Context Viewed from Learning Style

2024-09-17T06:41:46+00:00

The capacity to comprehend, reason, create, recognize, and compute to solve any mathematical problem about day-to-day living is known as mathematical literacy. Learning style is each individual's method of receiving and understanding all the information they get. One aspect that influences students' mathematical literacy is the learning style aspect. This research goal is to find out how junior high school students' mathematical literacy relates to the socio-cultural context in terms of learning styles. This research uses a qualitative method with a descriptive approach. This research involved three students in class eight at SMP Negeri 1 Perak with different learning styles with equal abilities as subjects. The results of this research indicate that student’s learning styles influence students' mathematical literacy processes. The mathematical literacy of students who have an auditory learning style is better than the mathematical literacy of students who have a visual and kinesthetic learning style. Students' mathematical literacy has not been achieved using existing indicators.

The Effect of the Somatic, Auditory, Visual, Intellectual (SAVI) Approach to Improve Students' Critical Thinking Skills on the Material of Work and Energy

2024-09-17T06:42:09+00:00

This study is motivated by students' low critical thinking skills in the material of work and energy and the lack of innovation in using approaches in learning Physics. Based on the initial test, it is known that the average percentage of students' Critical Thinking Skills (CTS) in physics is 30%, with a very low category. The effort made by the researcher to overcome this problem was to apply the Somatic, Auditory, Visual, and Intellectual (SAVI) learning approach. The purpose of this study was to determine the effect of the SAVI learning approach on students' critical thinking skills and to determine the improvement of students' critical thinking skills after implementing the SAVI approach in class X MIPA SMA Negeri 2 Singaparna Academic Year 2022/2023. The research method used is a quasi-experiment with a non-equivalent control group design. The population of this study was the entire X MIPA class of SMA Negeri 2 Singaparna. The research sample was taken using a purposive sampling technique. Data analysis techniques used include normality test, homogeneity test, hypothesis test, and N-Gain test. Based on the results of hypothesis testing at the level of significance (α = 0.05), it found > (1.97> 1.67) so that is accepted. The experimental class N-Gain test results obtained data 0.54 in the medium category. It means that the SAVI approach affects students' CTS, and SAVI facilitates students to increase their CTS.

Developing Students’ Book Characterized Realistic Mathematics Education (RME) to Improve Numeration Literacy Skill

2024-09-17T06:41:17+00:00

The purpose of this research was to develop a Student Book with Realistic Mathematics Education (RME) characteristics in terms of the results of validity, practicality, and effectiveness tests. The development of this student book uses the Plomp model that was carried out in three phases, namely: (1) Preliminary research, (2) Prototyping phase, and (3) Assessment phase. In the Preliminary research phase, it was found that the numeracy literacy skills at State Elementary School 2 Padenganploso were still low and the teaching materials used did not contain problems in everyday life that were relevant to the environmental conditions around students. In the Prototyping phase, student book development was carried out using steps that follow the principles and characteristics of RME. In the Assessment phase, based on the results of expert validation, an average score of 3.86 was obtained for all aspects, which means that the RME student book can be stated to be valid. From the observations of the implementation of the student book, a score of 3.87 is obtained, which means that the practical test by the observer meets the Practical criteria. From working on the numeracy literacy questions, it was found that 90% of students scored above 65, and the results of the N-Gain calculation as a whole obtained an average score of 0.71 with a high interpretation. The results of observations of student activity obtained an average of 3.8 with the active category, and the results of student responses obtained 90% gave a positive response, which means that the student book with RME characteristics meets the criteria of Effectiveness.

Integrating Lectora Inspire into Physics Learning: A Pathway to Enhance Critical and Creative Thinking Abilities through Interactive Learning Media

2024-09-17T06:41:02+00:00

As a means for conveying knowledge to pupils, learning media is required in the learning process. However, teachers are not highly involved in the development of learning media. Some learning media generated by instructors in high schools in Padang do not match the criteria for good learning media. As a result, more study is required to create interactive learning media that meets quality media criteria. This study contains ADDIE model development research. Lectora Inspire was used to create the media. The media validity score was 0.76. This Picture shows that the developed media is appropriate. The media's practicability was 0.89. This number demonstrates that the media may be utilised in schools.

Development of Mersics.com as an E-diagnostic Assessment with Rasch Model in Prerequisite Material for the Kinematics Chapter

2024-09-17T06:40:48+00:00

E-diagnostic Assessment is a diagnostic test instrument based on the Merscs.com website, which is used to determine students' initial level of understanding before carrying out physics learning. This research aims to determine the validity and reliability of the development of Mersics.com as an e-diagnostic assessment of the prerequisite material for the kinematics chapter. The limited trial subjects in this research were 75 class XI MIA students. Validity analysis uses the Item Response Theory (IRT) approach with one Logistic Parameter (PL), the difficulty level parameter, better known as the Rasch Model. The research results showed that 56 questions were declared valid by experts using Content Validity Ratio (CVR > 0) analysis. Meanwhile, the results of the analysis based on the Rasch Model showed 20 valid questions in the Understanding of Motion sub-chapter, nine valid questions and one invalid question item in the GLB and GLBB sub-chapters, ten valid questions in the Parabolic Motion sub-chapter, nine valid questions and one the question item is invalid and in the Circular Motion sub-chapter. The reliability of the questions as a whole is declared reliable. It can be concluded that this E-diagnostic Assessment is suitable for use in physics learning.

A Comparison of Science Education between Germany, China and Indonesia

2024-09-17T06:37:35+00:00

The development of a science-based society is strongly influenced by science education. The comparison of science education between Germany, China and Indonesia is an interesting topic because they have different traditions and approaches to developing their science education systems. This research aims to study the differences in science education in Germany, China and Indonesia. This research will compare science education between the three countries through several aspects, such as curriculum, teaching methods, teacher training, educational infrastructure, challenges and opportunities, and philosophical basis. The secondary data used in this research is obtained from reliable sources. The results show that the science education system in Germany is highly organised and focuses on an in-depth understanding of concepts. In contrast, science education in China is highly competitive, and academic achievement is prioritised. Science education in Indonesia tries to combine concept understanding and practical skills. However, implementation and assessment still need to be improved. Thus, a comparison of science education in Germany, China and Indonesia shows differences in curriculum, teaching methods, teacher training, educational infrastructure, opportunity challenges and philosophical basis. Each country has advantages and disadvantages. By thoroughly understanding science education in these countries, we can find many lessons that can be used to improve the science education system. Collaborative efforts and exchange of experiences between these countries will help improve science education.