Knowledge From Pictures (KFP)

The old maxim goes: 'A picture is worth a thousand words'. The objective of the research reported in this paper is to demonstrate this idea as it relates to the knowledge acquisition process and the automated development of an expert system's rule base. A prototype tool, the Knowledge From Pictures (KFP) tool, has been developed which configures an expert system's rule base by an automated analysis of and reasoning about a 'picture', i.e., a graphical representation of some target system to be supported by the diagnostic capabilities of the expert system under development. This rule base, when refined, could then be used by the expert system for target system monitoring and fault analysis in an operational setting. Most people, when faced with the problem of understanding the behavior of a complicated system, resort to the use of some picture or graphical representation of the system as an aid in thinking about it. This depiction provides a means of helping the individual to visualize the bahavior and dynamics of the system under study. An analysis of the picture augmented with the individual's background information, allows the problem solver to codify knowledge about the system. This knowledge can, in turn, be used to develop computer programs to automatically monitor the system's performance. The approach taken is this research was to mimic this knowledge acquisition paradigm. A prototype tool was developed which provides the user: (1) a mechanism for graphically representing sample system-configurations appropriate for the domain, and (2) a linguistic device for annotating the graphical representation with the behaviors and mutual influences of the components depicted in the graphic. The KFP tool, reasoning from the graphical depiction along with user-supplied annotations of component behaviors and inter-component influences, generates a rule base that could be used in automating the fault detection, isolation, and repair of the system

PENGEMBANGAN LKPD BERBASIS PJBL UNTUK MENINGKATKAN CRITICAL THINKING MATERI SISTEM PERNAPASAN PADA MANUSIA KELAS V SD

Project-based learning-based student worksheets are the end result of this study's efforts to foster critical thinking among fifth graders. Analysis, Design, Development, Implementation, and Evaluation (ADDIE) is the development model employed in this research (Research and Development). Tests and surveys are the primary research instruments here. The test is designed to measure the critical thinking skills of fifth graders, while the survey is used to validate the product and assess its usefulness to teachers. Experts in media, materials, and languages all contributed to the product's validity test. Expert validation by media professionals yielded 100% validity, expert validation by material professionals yielded 95% validity and revisions according to suggestions, and expert validation by linguists yielded 92% validity and revisions according to suggestions. The findings of the teacher survey indicated that the majority of the LKPD teaching materials based on Project Based Learning were very practical, achieving a score of 88%. The results of the critical thinking ability test on students can be obtained with an average of 0.71 and 0.82 which means there is an increase in the high category

PENGEMBANGAN LKPD BERBASIS PJBL UNTUK MENINGKATKAN CRITICAL THINKING MATERI SISTEM PERNAPASAN PADA MANUSIA KELAS V SD

Project-based learning-based student worksheets are the end result of this study's efforts to foster critical thinking among fifth graders. Analysis, Design, Development, Implementation, and Evaluation (ADDIE) is the development model employed in this research (Research and Development). Tests and surveys are the primary research instruments here. The test is designed to measure the critical thinking skills of fifth graders, while the survey is used to validate the product and assess its usefulness to teachers. Experts in media, materials, and languages all contributed to the product's validity test. Expert validation by media professionals yielded 100% validity, expert validation by material professionals yielded 95% validity and revisions according to suggestions, and expert validation by linguists yielded 92% validity and revisions according to suggestions. The findings of the teacher survey indicated that the majority of the LKPD teaching materials based on Project Based Learning were very practical, achieving a score of 88%. The results of the critical thinking ability test on students can be obtained with an average of 0.71 and 0.82 which means there is an increase in the high category

Pengembangan Modul Elastisitas dan Hukum Hooke Berbasis Guided Inquiry untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

This study aims to produce a product in the form of a guided inquiry-based module that is feasible, effective and pratical to use. The design used in this study is 4D model consisting of define, design, develop and disseminate. Data collection techniques used validation sheets, critical thinking skills test instruments and student response questionnaires to the module. The validity data were analyzed by determining the CVI for the module by an expert validator. The result of CVI analysis for guided inquiry-based modules by expert lecturers is 1 which is in the very good category, while the results of CVI analysis by practitioners is 1 which is in the very good category. The pretest and posttest data were analyzed to determine the improvement of students’ critical thinking skills through the n-gain test. The results of data analysis obtained an average n-gain of 0.54 with a moderate category which indicates an increase in critical thinking skills. Based on the results of the questionnaire analysis of student responses to the module, it shows positive criteria with an average acquisition of 86.1%. These results can be concluded that the product developed is very feasible, effective and pratical to use in learnin

Discovery Learning Model-based Virtual Lab on Photoelectric Effect Material to Improve Critical Thinking Skills

This article provides an overview and explanation of a product in virtual laboratory media based on the development of discovery learning with a focus on the material of the photoelectric effect. The paper also outlines the readability and practicality aspects for both students and teachers in the virtual lab while explaining the effectiveness of the virtual lab in enhancing students' critical thinking skills. The product discussed in this article was developed using the 4D model and scheme. It has undergone expert validation and product testing. The research presented in this article was conducted at two public high schools in Yogyakarta. The study utilized questionnaires, observation sheets, expert validation sheets, readability sheets, practicality sheets, and tests. The research data was analyzed using Gregory's analysis for expert validation and Manova's analysis for field testing. The study results indicate that the virtual lab is deemed appropriate as a learning medium based on expert validation for the photoelectric effect material. From the perspectives of readability and practicality, the developed product falls into the excellent category. This study, using the Manova test, effectively illustrated a substantial enhancement in the critical thinking abilities of students, notably in the areas of analysis, elaborating on concepts, and forming conclusions. Consequently, this paper offers a detailed insight into the creation of novel educational tools and presents robust empirical data supporting their role in improving critical thinking in students, with a specific focus on the subject of the photoelectric effect

The Implementation of Guided Inquiry Learning Model to Improve Students’ Creative Thinking Skills in Physics

The aim of this research was to find out the improvement of students' creative thinking skills by using guided inquiry learning model. The research was classroom action research which held on 3 cycles. Each cycle consisted of four steps that are Planning, Action, Observation, and Reflection. The data collecting technique was carried out through ten creative thinking skills tests in essay form and also questionnaire to evaluate students’ response to the learning activities. An expert validation test was first was first run before the instrument test was tested on the students. Analysis data technique used descriptive analysis. The results of research showed that there was an improvement in each of these aspects of students’ creative thinking skill from cycle I, cycle II until the cycle III. Average percentage improvement of students' creative thinking skills where the highest indicator score was fluency while the highest score attitude aspect of creative thinking was curiosity. From the result, it can be concluded that guided inquiry learning was able to improve students' creative thinking skills especially in physicsThe aim of this research was to find out the improvement of students' creative thinking skills by using guided inquiry learning model. The research was classroom action research which held on 3 cycles. Each cycle consisted of four steps that are Planning, Action, Observation, and Reflection. The data collecting technique was carried out through ten creative thinking skills test in essay form and also questionnaire to evaluate students’ response to the learning activities. Before instrument test are tested on students, expert validation tests were carried out first. The creative thinking skill test indicators used consist of fluency, flexibility, originality and elaboration. Analysis data technique used descriptive analysis. The results of research showed that there was an improvement in each of these aspects of students’ creative thinking skill from cycle I, cycle II until the cycle III. Average percentage improvement of students' creative thinking skills were the highest indicator score was fluency while the highest score attitude aspect of creative thinking was curiosity. From the result, it can be concluded that guided inquiry learning was able to improve students' creative thinking skills especially in physics

Contested modelling

We suggest that the role and function of expert computational modelling in real-world decision-making needs scrutiny and practices need to change. We discuss some empirical and theory-based improvements to the coupling of the modelling process and the real world, including social and behavioural processes, which we have expressed as a set of questions that we believe need to be answered by all projects engaged in such modelling.  These are based on a systems analysis of four research initiatives, covering different scales and timeframes, and addressing the complexity of intervention in a sustainability context. Our proposed improvements require new approaches for analysing the relationship between a project’s models and its publics.  They reflect what we believe is a necessary and beneficial dialogue between the realms of expert scientific modelling and systems thinking.  This paper is an attempt to start that process, itself reflecting a robust dialogue between two practitioners sat within differing traditions, puzzling how to integrate perspectives and achieve wider participation in researching this problem space.&nbsp

Development and validation of a critical thinking measurement instrument based on Megapodidae reinwardt bird ecotourism

Critical thinking skills are important in sharing aspects of life in the current and future era of globalization and information. An important aspect of critical thinking is literacy. Literacy abilities within the scope of Natural Sciences refer to scientific literacy. The critical thinking test results show that students' critical thinking components must still be developed. This paper discusses developing and validating a critical thinking measurement instrument for prospective science-biology teacher students based on Megapodidae bird ecotourism. The aim is to develop and assess the validity, reliability, and characteristics of critical thinking skills instruments so that they can be used to measure critical thinking skills in Science-Biology prospective teacher students. Product development in the form of critical thinking skills test instruments in Biology learning for prospective teacher students at FKIP Unram. Instrument development is carried out in four steps: identifying indicators, developing collection items, making validity checks, and improving item quality. Instrument validation is by a learning expert from FKIP Unram. Essay form questions consist of 21 items with difficulty levels at medium and high levels. The results of expert validation analysis using Aiken's V method for each aspect are classified as valid with a value of 0.79. The instrument developed can be used as a valid and reliable measure of critical thinking ability

PENGEMBANGAN LEMBAR KEGIATAN PESERTA DIDIK (LKPD) BERBASIS PROBLEM BASED LEARNING UNTUK MELATIH KETRAMPILAN BERPIKIR KRITIS PADA MATA PELAJARAN SEJARAH KELAS XI IPS DI SMAN 1 TARIK

One of the skills needed in the 21st century is critical thinking skills that can be honed through appropriate learning methods, especially in historical learning. It is hoped that the learners can be more active in the learning process. This study aims to (1) produce Problem Based Learning-based LKPD that is feasible to be used based on expert judgement assessment (2) to find out the effectiveness of Problem Based Learningbased LKPD and (3) to know the practicality of Problem Based Learning-based LKPD in training students' critical thinking skills in history subjects XI-IPS in SMAN 1 Tarik. This research is a development research with a 4-D model consisting of three main stages, namely, define (definition), design (planning), and develope (development). Data analysis techniques used in this research are descriptive statistical analysis. Data collection obtained through product feasibility validation results, student and teacher responses, as well as pretests and posttests with N-Gain analysis The results of the study showed that: (1) Problem Based Learning-based LKPD to train critical thinking skills was declared feasible to be used by Expert Judgement with a validation score of 70.5. (2) The effectiveness of Problem Based Learning LKPD in training students' critical thinking skills based on N-Gain analysis results obtained results of 0.6 with moderate critical thinking category and 67.7% problem-based LKPD is quite effective in training critical thinking skills. (3) Practicality of Problem Based Learning-based LKPD in training critical thinking skills based on the results of questionnaire responses bystudents and teachers shows that the student response obtained a final result of 83% with a very good category and the teacher's response obtained the final result by 80% with an excellent category.Keywords: Development, LKPD Problem Based Learning, Critical Thinking Skill

Skills for self employment

This small scale, explorative research study looks at the hitherto relatively under-researched question of the role of skills and training in the development of self employment. It draws on a literature review, data analysis from the Labour Force Survey, and a series of expert interviews. We summarise here the main findings from the research and, where appropriate, we highlight possible policy implications of those findings, although given the small scale, exploratory nature of the study, some of these issues would benefit from further investigation(and the report highlights possible avenues for new research to fill these gaps: see section 6.7). In thinking about policy we do not, for the most part, recommend specific interventions. Rather we highlight the kinds of considerations that policy-makers should be aware of when designing interventions" -- page i (Evidence Report). "This Annex presents an analysis of Labour Force Survey data, to provide descriptive statistics on the nature and extent of self-employment in the UK" -- page 1 (Annex)