PENGEMBANGAN INSTRUMEN PENILAIAN SIKAP PADA PEMBELAJARAN STEM DENGAN MEDIA PERAHU BERTENAGA UAP DI KELAS V SEKOLAH DASAR

This research is a research study of attitudes assessment instruments on STEM Learning (science, Technology, Engineering, and Mathematics) with steam-powered boat media in the V-class elementary school to support the 2013 curriculum in the face of real-life globalization challenges. This research is backed by several schools that have not developed an attitude assessment instrument on STEM learning. In addition, teachers assess student attitudes without the use of assessment instruments, so that teachers tend to judge the attitudes of students in subjectively. This research aims to develop and describe the design of an attitude assessment instrument that can be implemented in STEM learning. The research phase uses the Educational Design Research (EDR) method. This research presents 2 stages, namely 1) Analysis and Exploration, research in the early phase of the education design to analyze the needs and context of the problems contained in the field; 2) Design and Construction, at this stage done design and product development. The data collection techniques used in this study are literary studies, interviews, document analysis, and expert judgement. The results of this study confirm that the attitude assessment instruments on STEM Learning are needed in the 2013 curriculum to face the challenges of real life globalization. The resulting product is an attitude assessment rubric in STEM learning. The product is validated by several expert teams so that it is deemed worthy to be used as a form of blowing in the implementation of STEM learning in the primary school V class.  Â

Penerapan Strategi Role Playing Berbasis STEM pada Materi Nuklir dalam Meningkatkan Partisipasi dan Kemampuan Mahasiswa

Penelitian ini bertujuan untuk meningkatkan partisipasi dan kemampuan mahasiswa dengan strategi role playing berbasis STEM di Program Studi Pendidikan Fisika FKIP Unsri pada mahasiswa semester ganjil tahun akademik 2015/2016 sebanyak 14 mahasiswa. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas. Penelitian Tindakan Kelas merupakan ragam penelitian pembelajaran yang berkonteks kelas yang dilaksanakan oleh guru untuk memecahkan masalah – masalah pembelajaran yang dihadapi oleh guru untuk memperbaiki mutu dan hasil pembelajaran dan mencoba hal-hal baru dalam pembelajaran demi peningkatan mutu dan hasil pembelajaran. PTK mempunyai karakteristik tersendiri yang membedakan dengan penelitian yang lain, diantaranya yaitu : masalah yang diangkat adalah masalah yang diahadapi oleh guru dikelas dan adanya usaha tertentu untuk memperbaiki proses belajar mengajar di kelas. Penelitian Tindakan Kelas termasuk penelitian kualitatif meskipun data yang dikumpulkan bisa saja kuantitatif, dimana uraiannya bersifat deskriptif dalam bentuk kata-kata. Hasil penelitian menunjukan rata-rata partisipasi mahasiswa selama bermain peran berbasis STEM masing-masing siklus yaitu: 26 %, 54 % dan 83 %. Skor kemampuan memahami dan mengemas informasi Science (sains), Technology (teknologi), Engineering (teknik) dan Mathematics (matematika) pada masing-masing siklus yaitu: 26, 53 dan 86, untuk teknology, 60,70,dan 87, untuk engineering, 50, 60 dan 88, untuk mathematics, 25, 40 dan 60. Kesimpulan dari pembelajaran dengan strategi role playing berbasis STEM dapat meningkatkan partisipasi dan kemampuan memahami materi nuklir dalam lingkungan

Design, Development and Implementation Framework for a Postgraduate Non-Surgical Aesthetics Curriculum

Non-surgical aesthetics (NSA) procedures are primarily performed in private clinics away from traditional teaching hospital settings, establishing structured training and education in these procedures during residency training has been challenging. The objective of this study was to design and develop an evidence-based postgraduate curriculum in non-surgical aesthetics. It necessitated determining the current state of training and education for NSA procedures in postgraduate clinical education. Following a design-based research approach, a subsequent systematic literature review and a cross-sectional global-needs assessment study established the need for such a curriculum. Subsequent literature reviews and series of global Delphi studies have informed and guided the design and development of the conceptual framework, core curriculum content and finally, the implementation framework to facilitate the smooth delivery of the programme. The research also incorporated pilot studies for teaching methodology, assessment strategies like “objective structured practical examination (OSPE) and objective structured clinical examination (OSCE)”, which has shown to be very effective. The conceptual framework for curriculum design and development in NSA emerged from the global Delphi study. The conceptual framework is anchored on critical thinking and uses enquiry-based learning to develop information mastery, skills, and values and attitude. Moreover, relevant threshold concepts guided the construction of learning outcomes mapped against the core curriculum. The finding of this study is a crucial first step in bringing an evidence-based structure to training and education in NSA. This thesis will act as a ‘blueprint’ for the policymakers and program directors while curating a postgraduate programme in NSA

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality