Development of problem-based learning model with metacognitive strategy to improve students’ problem-solving ability

This research was conducted to: examine the problem solving ability of students in mathematics education FKIP UNS, (2) develop problem-based learning model with metacognitive strategy, (3) examine the effectiveness of problem-based learning model with metacognitive strategy. Three methods were used in this research: descriptive quantitative, research and development (RnD), and experimental method. The development method used 4-D model which consists of four phases: define, design, develop, and dessimenete. Experimental method was conducted to examine the effectiveness of learning model developed. The population in this research is all students of mathematics education FKIP UNS, while the sample used is students who took the Basics Matematics course. The data collections were used in this research: test, validation sheet, and observation sheet. Descriptive quantitative analysis technique was used to analyze the instrument development. Quantitative descriptive analysis was used to describe the validators’ mark result for the learning instruments. Descriptive quantitative analysis was used to analyze the problem-solving ability test result that described by percentages. The efectiveness of model development was analyzed by T-test method. The results of this study showed that: (1) students’ problem solving ability of mathematics education FKIP UNS particularly in non-algoritmic problems is still not good, but in algoritmic problems is good enough, (2) in the development of  problem-based learning model with metacognitive strategy learning instruments, three instruments that qualify valid, practical, and effective there are:  Learning Plan, Students’ Activity Sheet, and  Students’ Teaching Material

Identify Students’ Concept Understanding Using Three-Tier Multiple Choice Questions (TTMCs) on Stoichiometry

The research addressed 1) to develop a three-tier test, 2) to identify students’ concept understanding in stoichiometry. The design of this research is descriptive. Cluster sampling technique with proportional measuring is used to collect 176 selected samples from three different schools. Analyses were conducted to check on content validity, empirical validity, discrimination index, and difficulty index. Findings of the pilot study showed that the content validity is in the range of 0.56 – 1.00 score. The empirical validity value was found to be appropriate and good enough with 28 out of 30 questions are valid with ttable 1.99, reliability is 0.47. Discrimination index was found to be appropriate with 3.57% question in excellent, 42.86% question in good, 42.86% question in fair, and 10.71% question in poor. Difficulty was found to be appropriate with 17.86% questions in convenient and 82.14% question in fair. Identification of students’ concept understanding using three-tier showed that 33.10% of students comprehend the concept correctly, 4.06% students are less understand the concept, 31.53%  students are in misconception, 19.50%  students did not comprehend the concept, and 11.81% students are guessing

The elementary school teachers’ ability in adding and subtracting fraction, and interpreting and computing multiplication and division fraction

The purpose of this study was to describe the elementary school teachers’ mathematical skills on the numbers, especially fractions after they have participated in a workshop. The teachers’ abilities which would be described by the researcher in this study were the ability to interpret, to order, to add and subtract, to interpret the meaning of the multiplication and division, to multiply and divide, and to make problems about fractions. In this paper, the author just only would describe the teachers’ mathematical skills in adding and subtracting two fractions, interpreting the multiplication and division of two fractions, multiplying and dividing two fractions. This capability was described base on the results of a test given to teachers after they have attended the workshop. Research subjects in this study were 17 Kanisius Demangan elementary school teachers at Yogyakarta. Of the 17 teachers, 16 teachers could add and subtract two fractions. Six teachers of 17 teachers could interpret what was the meaning of multiplication of two fractions. One teacher could interpret what was the meaning of division of two fractions. All of the teachers could divide two fractions. Sixteen teachers of 17 teachers could multiply two fractions

The compatibility analysis of subject matter description with basic competence at science textbook for 7th grade of junior high school

The aim of this research is to analyze the quality of science textbooks for 7th grade of Junior High School in Bandung City. This research use content analysis method and data analysis with quantitative descriptive analysis technique. The compatibility analysis of subject matter description with basic competence use instrument which adopted from the instrument of BSNP and based on three indicators, (1) completeness, (2) broadness, and (3) deepness. Completeness based on the presentation of subject matter, broadness based on the presentation of concept, definition, procedure, or example which support to the subject matter, and deepness based on subject matter explanation. The samples are one electronic textbook (BSE), be code in A and two non-electronic textbooks (non-BSE), be code in B and C. The samples selected by purposive sampling technique. Analysis result shows that the completeness of book A, B, and C are 100%, 96,15%, and 96,15% consecutively. The broadness of book A, B, and C are 100%, 88,46%, and 84,62% consecutively. The deepness of book A, B, and C are 92,31%, 88,46%, and 73,08% consecutively. So, book A (BSE) have better quality than book B and C (non-BSE)

Organizer of International Conference on Science and Applied Science (Engineering and Educational Science) 2016

OrganizerGraduate Program, Physics Department, Sebelas Maret University, Indonesia Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126, IndonesiaPhone/fax : 0271-669017 psw 308Email       : [email protected]. Suparmi, M.Sc., Ph.D, Sebelas Maret University, Indonesia Dr. Fuad Anwar, S.Si.,M.Si, Sebelas Maret University, IndonesiaOrganizing CommitteeProf. Cari, M.A., M.Sc., PhD, Sebelas Maret University, IndonesiaAhmad Marzuki, S.Si., Ph.D., Sebelas Maret University, IndonesiaDr. Eng Budi Purnama, S.Si, M.Si., Sebelas Maret University, IndonesiaDr. Fahru Nurosyid, S.Si.M.Si., Sebelas Maret University, IndonesiaDrs. Harjana, M.Si. M.Sc., Ph.D, Sebelas Maret University, IndonesiaDr. Agus Supriyanto, S.Si,M.Si. Sebelas Maret University, IndonesiaDr. Yofentina Iriani, S.Si.,M.Si., Sebelas Maret University, IndonesiaDr.Eng. Risa Suryana, S.Si,M.Si., Sebelas Maret University, IndonesiaKhairuddin, S.Si.,M.Phil, Ph.D., Sebelas Maret University, IndonesiaDrs. Iwan Yahya, M.Si., Sebelas Maret University, IndonesiaMohtar Yunianto, S.Si,M.Si., Sebelas Maret University, IndonesiaNuryani,S.Si,M.Si, Ph.D., Sebelas Maret University, Indonesi

Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem

Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control grou

Analysis of acid-base misconceptions using modified certainty of response index (CRI) and diagnostic interview for different student levels cognitive

The authors in this paper draw attention to the importance of an instrument that can analyze student’s misconception.This study described the kind of the misconception in acid-base theory, and the percentage students’ misconception occur in every subconcept of acid-base theory. The design of this study is a descriptive method, involved 148 of 11th grade science students from Senior High School, which divided into two classes are high cognitive and low cognitive. Further analysis of using Modified Certainty of Response Index (CRI) as a diagnostic instrument is used to explore misconception which in that test included evaluating only content knowledge with considering the reason behind the students' choice of response and their certainty of response in every question. The result of data analysis has shown that misconception occurred in high cognitive class, gained 43,86% and misconception occurred in low cognitive class, gained 24,63%. Based on the diagnostic interview has shown that misconception occurred in students due to students does not understand the concept well and they related the one concept to the other concepts with partial understanding, the result students make the failed conclusions. The type of misconception occurred is a conceptual misunderstanding.  According to the data analysis showed that Modified Certainty of Response Index (CRI) is effective used to analyze students’ misconceptions and the diagnostic interview is effective used to know the reasons that caused students which having misconceptions