PENGEMBANGAN MODEL INKUIRI ABDUKTIF BERORIENTASI KETERAMPILAN BERPIKIR KREATIF SISWA SMK PADA MATERI FLUIDA

Penelitian ini bertujuan untuk mengembangkan model inkuiri abduktif dengan memasukkan keterampilan abad 21 yang sangat penting untuk dimiliki oleh siswa yaitu keterampilan berpikir kreatif. Keterampilan berpikir kreatif sangat membantu siswa dalam penguasaan terhadap konsep fisika, sehingga perlu dilatihkan dalam proses pembelajaran. Penelitian ini bertujuan merancang sebuah RPP materi Fluida dengan model inkuiri abduktif berorientasi keterampilan berpikir kreatif, mengidentifikasi tipe abduktif siswa, kemampuan berpikir kreatif serta penguasaan konsep siswa terhadap materi fisika. Metode yang digunakan dalam penelitian ini adalah metode campuran dengan desain embedded experimental methods dengan subjek berjumlah 26 siswa kelas X TKR disalah satu SMK Negeri di Siak. Data tipe abduktif siswa diperoleh melalui lembar transkrip dialog guru dan siswa selama pembelajaran. Data kemampuan berpikir kreatif diperoleh melalui lembar kerja peserta didik (LKPD) sedangkan penguasaan konsep diperoleh melalui pretest dan posttest. Data kualitatif berupa tipe abduktif siswa, dianalisis secara deskriptif sedangkan data kuantitatif berupa hasil LKPD dan tes penguasaan konsep dianalisis menggunakan pemodelan Rasch. Dari hasil analisis diperoleh kemampuan berpikir kreatif siswa selama proses pembelajaran dan penguasaan siswa terhadap materi Fluida. Dapat disimpulkan bahwa rencana pelaksanaan pembelajaran (RPP) dengan model inkuiri abduktif berorientasi keterampilan berpikir kreatif memberikan peningkatan terhadap keterampilan berpikir kreatif walaupun belum menyeluruh dan penguasaan konsep siswa, namun masih perlu untuk dikembangkan pada materi-materi yang lain. Kata kunci : Tipe Abduktif, inkuiri abduktif, keterampilan berpikir kreatif dan penguasaan konsep fisika sisw

The extent of usage of mobile devices for learning outside the classroom in a secondary school in Tanzania

Secondary school students are labelled as bad mannered, and low achievers because of their extent of using mobile devices. Elder siblings and parents have not supported these students use of mobile devices. In some cases, students have had their devices confiscated. Little do parents know; their children are using mobile devices for learning outside the classroom. Students view using their mobile devices for learning to be compatible with using textbooks and that as they use the devices outside the classroom, they are supplementing their learning. When confused, they contact teachers for clarification. To understand the extent of secondary school student’s use of mobile devices for learning outside the classroom in Tanzania, a single secondary school was purposively selected. A total of 202 students responded to questionnaire, and 20 students were interviewed by the researchers. The theory of diffusion of innovation was employed to provide an understanding of the phenomenon of interest. This research aims to debunk the myth on secondary school student’s use of mobile devices, equip students staying far from schools, and with less resources evidence of a tool they can use for learning, provide a theoretical elaboration on usage of mobile devices for learning, and apprise the informal learning community

Designing Andorid based Mobile Application for Earth Layer Learning at Junior High School

The complexity of science topics makes it difficult for students to understand all science concepts correctly. Mobile devices can help students to be more focused and efficient in learning. The study aimed to develop the android - based mobile application about the earth layer and include its natural disaster concept. The development model used was the 4D Model. This research produces a product in the form of Earth Panel Cellular Application. The expert validation average score of 3.38, which is in the excellent category, shows that the earth layer application is suitable for usage. The application's effectiveness can be quite effective in enhancing students’ cognitive learning outcomes based on the gained sig. The significance of application is said to be quite effective in improving cognitive learning outcomes with a value of 0.000 less than 0.0

PEMBELAJARAN INKUIRI ABDUKTIF SUHU DAN KALOR UNTUK MENGANALISIS PENINGKATAN KETERAMPILAN PROSES SAINS DAN KETERAMPILAN BERPIKIR KREATIF

Penelitian ini bertujuan untuk mendapatkan gambaran mengenai karakteristik pembelajaran Inkuiri Abduktif, peningkatan keterampilan proses sains (KPS) dan keterampilan berpikir kreatif (KBK) peserta didik setelah mengikuti pembelajaran Inkuiri Abduktif, serta korelasi antara kedua keterampilan tersebut. Metode penelitian yang digunakan adalah mixed methods dengan embedded design. Partisipan peneletian ini terdiri dari 35 peserta didik kelas XI di salah satu SMA Negeri di Kota Bandung. Instrumen penelitian yang digunakan yaitu instrumen tes keterampilan proses sains berupa 20 soal pilihan ganda, dan instrumen tes keterampilan berpikir kreatif berupa 6 soal uraian. Karakteristik tipe abduksi ditinjau dari kegiatan pembelajaran dan lembar kerja peserta didik (LKPD). Tipe abduksi pada penelitian ini teridentifikasi abduksi teoretik, abduksi aturan, dan abduksi analogi. Peningkatan keterampilan proses sains dan keterampilan berpikir kreatif dalam kategori sedang dengan perolehan N Gain masing- masing sebesar 0,69 dan 0,65. Hasil uji korelasi antara nilai posttest keterampilan proses sains dan nilai posttest keterampilan berpikir kreatif menunjukkan nilai 0,41 dalam kategori sedang. Dengan demikian disimpulkan penerapan Inkuiri Abduktif dapat meningkatkan keterampilan proses sains dan keterampilan berpikir kreatif dalam kategori sedang dengan korelasi sedang. This study aims to obtain an overview of the characteristics of Abductive Inquiry learning, the improvement of scientific process skills (SPS) and creative thinking skills (CTS) of students and the correlation between the both of skills. The research method used is a mixed methods with embedded design. The subject of this study consisted of 35 stundent of 11th grade in one of the public high schools in the Bandung city. The research instrument used was a scientific process skills test instrument in the form of 20 multiple choice questions, and the creative thinking skills test instrument in the form of 6 essay questions. Characteristics of the type of abduction in terms of learning activities and student worksheets. The students abduction types in this study identified theoretical abduction, rule abduction, and analogical abduction. Then, there was an increase in scientific process skills and creative thinking skills in the medium category with N Gain of 0.69 and 0.65 respectively. The results of the correlation test between the posttest value of scientific process skills and the posttest value of creative thinking skills show a value of 0.41 in the sufficient category. Thus it can be concluded that the application of Abductive Inquiry can improve scientific process skills and creative thinking skills in the medium category with the correlation between the two in the sufficient category

PENERAPAN MODEL PEMBELAJARAN INKUIRI ABDUKTIF TERINTEGRASI TIPE CONNECTED UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP SISWA PADA MATERI PEMANASAN GLOBAL

Perkembangan ilmu pengetahuan dan teknologi yang semakin pesat di abad 21 menuntut siswa untuk memiliki keterampilan yang memadai guna untuk bisa bersaing di tingkat nasional maupun internasional. Salah satu keterampilan yang harus dimiliki oleh siswa adalah keterampilan berpikir kritis (KBK). Dari beberapa kajian yang dilakukan diketahui bahwa keterampilan berpikir kritis siswa SMP pada mata pelajaran IPA tergolong rendah dan penguasaan konsep (PK) siswa juga masih tergolong rendah, untuk itu diperlukan upaya untuk meningkatkan KBK dan PK. Salah satu model pembelajaran yang fokus untuk mengembangkan KBK dan PK adalah model inkuiri abduktif (MIA) terintegrasi tipe connceted. Tujuan dari penelitian ini adalah untuk mengidentifikasi karakteristik tipe abduksi, KBK dan PK dengan menerapkan MIA terintegrasi tipe connected. Metode yang digunakan dalam penelitian ini adalah metode campuran dengan desain embedded experimental methods dengan subjek berjumlah 30 siswa kelas VII disalah satu SMPN Lembang. Data tipe abduktif siswa dikumpulkan melalui lembar transkrip dialog guru dan siswa selama pembelajaran. Data KBK dan PK dikumpulkan melalui prestest dan posttest. Data kualitatif berupa tipe abduktif siswa, dianalisis secara deskriptif sedangkan data kuantitatif berupa tes keterampilan berpikir kritis dan penguasaan konsep dianalisis menggunakan teori respon butir (TRB). Hasil analisis TRB model 1 PL tes KBK dan model 2 PL tes PK menunjukkan adanya peningkatan kemampuan siswa. Sebanyak siswa berada pada katagori tinggi 90% untuk tes KBK dan 53,3 % berada pada kategori tinggi untuk tes PK, selebihnya siswa berada pada kategori sedang. Dapat disimpulkan bahwa tipe abduksi siswa pada pembelajaran MIA terintegrasi tipe connected adalah abduktif teoritik, abduktif aturan dan abduktif eksistensial serta mampu meningkatkan KBK dan PK. Kata kunci : Tipe Abduktif, inkuiri abduktif, connected, keterampilan berpikir kritis, penguasaan konsep dan siswa The rapid development of science and technology in the 21st century requires students to have adequate skills to be able to compete at national and international levels. One skill that must be possessed by students is a critical thinking skill (CBC). However, it was found that the critical thinking skills of junior high school students in science subjects were relatively low and mastery of concepts (PK) of students was also still relatively low, so efforts were needed to improve the KBK and PK. One learning model that focuses on developing KBK and PK is the abductive inquiry model (MIA) integrated connected type. The purpose of this study is to identify the characteristics of the abduction types; KBK and PK by applying an integrated MIA connected type. The method used in this study is a mixed method with embedded experimental method design with 30 subjects in class VII in SMP N Lembang. Collecting the data of students’ abduction type, the present study was using student teacher and student dialogue transcript sheets during learning. KBK and PK data were collected through the pre-test and post-test. Qualitative data in the form of student abduction types were analyzed descriptively while quantitative data in the form of tests of critical thinking skills and mastery of concepts were analyzed using item response theory (TRB). The results of the TRB analysis model 1 PL CBC test and model 2 PL PK test showed an enhancement in the students' abilities. As many students were in the high category 90% for the CBC test and 53.3% were in the high category for the PK test, the rest of the students were in the moderate category. It can be concluded that the type of abduction of students in integrated MIA connected type learning is the abduction of theology, rule abduction and existential abduction and it is able to increase the KBK and PK. Keywords: Type of Abduction, abductive inquiry, connected, critical thinking skills, mastery of concepts and student

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed

Vastutustundliku teaduse ja innovatsiooni mõistmine loodusteaduslikus hariduses

Väitekirja elektrooniline versioon ei sisalda publikatsiooneVastutustundlik teadus ja innovatsioon (Responsible Research and Innovation, RRI) on muutunud viimasel kümnendil Euroopa Liidu teadus- ja innovatsioonipoliitika oluliseks osaks ning seda kasutatakse poliitilise raamistikuna teaduse juhtimisel. Ehkki viimasel kümnendil on teadus- ja arendustegevuses hakatud üha enam huvi tundma RRI kontseptuaalse käsitluse vastu, võib RRI peamiseks probleemiks pidada piiratud arusaama kontseptsiooni olemusest. Näiteks ilmneb, et RRId on haridusvaldkonnas käsitletud eelkõige seoses Euroopa Liidu teaduspoliitika rakendamisega, kuid puudu on uuringutest, milles võrreldaks haridusvaldkonna RRI käsitust teaduskirjanduses avaldatud arusaamaga RRIst ning püütaks RRId haridusvaldkonda tähendusrikkal viisil integreerida. Eeltoodust lähtudes seati doktoriväitekirjale neli eesmärki: 1) välja selgitada RRI definitsioonid ja kontseptuaalsed dimensioonid; 2) teha selgeks, kuidas loodusteaduste õpetajad tajuvad RRId oma töös; 3) välja selgitada, kuidas loodusteaduste õpetajad mõistavad vastutustundlikkuse tähendust uurimusliku õppe eri etappides; 4) käsitleda RRIga seotud haridusfilosoofilisi suundi omavahel seotuna ning esile tuua vastutustundlikkuse osa haridusfilosoofilistes suundades. Uuringu tulemusena võib RRId kirjeldada protsessina, kuhu kaasatakse osalisi demokraatlikult, nähes ette ja tajudes, kuidas teadus ja innovatsioon võivad või saavad toimida ühiskonna hüvanguks. RRId iseloomustatakse nelja kontseptuaalse dimensiooni (refleksiivsus, operatiivsus, ennetamine, kaasamine) ja kahe avalduva kontseptuaalse dimensiooni (jätkusuutlikkus, hool) kaudu. Doktoritöö raames tehtud empiirilisest uuringust ilmnes, et RRId saab haridusvaldkonnas kontseptualiseerida järgmiste kategooriatena: arusaamine, tegutsemine, uurimine ja kaasamine. Seega võib RRId vaatlusaluses kontekstis tõlgendada kui tähendusrikast kaasamist, millega antakse õpilastele võimalus vastutada ja teaduslikult põhjendatud teadmistest või tehnoloogiaga seotud protsessidest aru saada, nendega seoses tegutseda või neid uurida. Töö praktiline väärtus seisneb panuses üldhariduskooli ja õppekava arendusse ning poliitikasse, kus tähelepanu tuleks pöörata vastutustundlikkuse tajumisele õppeprotsessis, loodusteaduslikus hariduses kanda kinnitanud suundade (nt uurimusliku õppe, sotsiaalteaduslike probleemide) sügavamale mõistmisele ning koolituste ja õppematerjalide väljaarendamisele.In recent decades, Responsible Research and Innovation (RRI) has gained a wider importance in the European Union where RRI is developed as a political framework in the governance of science. Although interest has increased in the conceptualization of RRI, the main problem is the lack of theoretical conceptualization as well as an explanation of RRI in practice. The literature indicates that RRI in science education is regarded in connection with the EU research politics, but there is still a deficiency of studies regarding the nature of RRI in education connected with scientific literature and also about integrating the RRI concept into education in a meaningful way. Therefore, the aims of the present research were to determine: (1) the definitions and conceptual dimensions of RRI based on the relevant literature on the topic, (2) how science teachers perceive the emergence of Responsible Research and Innovation in their work, (3) a better understanding of the meaning that the term responsibility can have in different phases of inquiry-based learning, (4) the complementarity of RRI-related philosophies in science education and to consider responsibility as a part of the RRI-related philosophies in science education. As a result of the study, RRI can be described as an effort to govern the process of research and innovation with the goal of democratically including, at the early stages, all stakeholders concerned in anticipating and discerning how research and innovation can or may work for the society as a whole. RRI can be described by the four conceptual dimensions – reflexivity, responsiveness, anticipation and inclusion – and with the two emerging dimensions – sustainability and care. Based on the empirical study of the current research, the RRI dimensions were conceptualized in education in the following categories: sense-making, action-taking, exploration and inclusion. In sum it can be said that RRI in education can be described as a process where teachers include learners meaningfully and where learners are given an opportunity to make sense, take action or explore the scientific knowledge or the technology-related processes. The practical value of the work stems from the contribution to the practice of the school for general education and curriculum development as well as to the politics. Attention should be paid on discerning responsibility in the learning process, a deeper understanding of the previously established approaches in science education (e.g. inquiry-based learning, socio-scientific issues) and development of the necessary training and teaching materials.https://www.ester.ee/record=b526604

Petualangan Bersama CBI (Computer Based Instruction)- Flipped Classroom Pada Mata Pelajaran Jaringan Komputer: Efek Empiris

CBI-flipped classroom adalah salah satu media pembelajaran berbasis komputer yang relevan dengan perkembangan pembelajaran pada revolusi industri 4.0. Perkembangan internet, komunikasi virtual dan sistem manajemen pembelajaran, terdapat banyak universitas dan institusi pendidikan yang tertarik pada CBI- flipped classroom. Penelitian tentang dampak dari CBI- flipped classroom pada keterampilan siswa, terdapat hasil yang tidak konsisten yang ditunjukkan oleh media tersebut mungkin tidak cocok untuk semua konteks pembelajaran. Sehingga tujuan dari penelitian ini adalah untuk melihat dampak dari CBI- flipped classroom pada keterampilan siswa pada mata pelajaran Komputer Jaringan. Penelitian ini didasarkan pada pendekatan deduktif menggunakan metode quantitative. Hasil dari penelitian ini menunjukkan bahwa siswa yang diajarkan menggunakan CBI- Flipped classroom telah meningkatkan keterampilan dibandingkan siswa yang tidak menggunakan CBI- flipped classroom