Developing Problem-Based Learning (PBL) Worksheets for the Eight Grade Students at Junior High School

This study aims at developing problem-based learning (PBL) worksheets for the eighth grade students at junior high school. It belongs to Borg Galls research and development R D, involving 35 students from one class as the subjects. Interview guide for the teachers and questionnaire for the students were employed to collect data in needs analysis, and checklist in validation and try-out stages. The qualitative data collected through interview was analyzed descriptively, while, the quantitative data collected through questionnaire and checklist was analyzed using statistic descriptive by counting the frequency of appearance of the response. Finally the result of the data analysis was synthesized to get the real picture about the teachers and students response towards the use of PBL worksheets in learning English

"The Effect of Problem-Based Learning on Metacognitive Ability in the Conjecturing Process of Junior High School Students"

This study aimed to analyze the effect of problem-based learning on metacognitive abilities in the conjecturing process of junior high school students. To reach this purpose, a mixed-methods design, which is a combination of quantitative and qualitative methods, was used. +e quantitative method was used to analyze the metacognitive abilities of the students’ conjecturing process, while the qualitative method was used to explore observation and interview data. +e subjects of this study consisted of 60 eighthgrade students. Two learning models were compared, namely the problem-based learning model and the conventional learning model. +e metacognitive abilities of students’ conjecturing process were measured by a pattern generalization problem-solving test. After collecting the data and analyzing them through the independent-samples t-test, it was revealed that the PBL had a significant effect on the metacognitive abilities of students’ conjecturing process in solving pattern generalization problems. Finally, based on the, some conclusions and implications were suggested

Trends of science technology engineering mathematics (STEM)-based learning at elementary school in Indonesia

This research investigates the results of studies related to the implementation of Science Technology Engineering and Mathematics (STEM)-based learning at elementary schools in Indonesia. Using the Systematic Literature Review (SLR) with meta-synthesis model, this research selects research articles related to STEM-based learning at elementary school in Indonesia from google scholar and google site as sources for primary data and secondary data, respectively. After reviewed through inclusion and exclusion criteria evaluated by quality assessments, 15 scientific articles published within 2015 to 2020 are analysed.  Findings show that many studies have great interest in developing STEM-based teaching and learning materials, while others focus on identifying the impact of STEM-based learning on various learning achievements such as creative thinking skills, critical thinking skills, basic questioning skills, and scientific literacy, and learning achievement in general

Proving abstract algebra skills with problem-based learning integrated with videos and worksheets

Previous research showed students faced difficulties in solving the given problems in the abstract algebra course. The research aimed to describe the effect of the method of problem-based learning integrated with videos and worksheets to improve the proving skills of mathematics education students in one of the universities in Central Kalimantan, Indonesia. The researcher developed and uploaded the videos on YouTube. The research design was an experimental study. The researcher implemented the method in an experimental class. The control class students learned by using the usual method of the past three years that emphasized acquiring the abstract algebra concepts. The researcher selected the experimental class randomly. The numbers of students in the experimental and control classes were 32 and 28, respectively. The students of both classes solved the same problems in the post-test at end of the implementation. The post-test contained five problems to prove. The research results showed that the transactive reasoning activities in the experimental class enabled the students to prove at an appropriate abstraction level. The students’ scores in the abstract algebra for the experimental class were greater than those in the control class. Therefore, the method affected students’ ability to solve abstract algebra problems

The kite project to improve junior high school students’ numeracy

This research occurred to improve students' numeracy skills. To help students acquire these skills, develop learning projects through a STEAM approach using kite-making and collaborative learning projects. Design collaborative learning projects using a STEAM approach to assist students in acquiring these skills. This study's primary purpose is to create kites to aid junior high school students in addressing problems concerning PLSV and the kite area. This study applies a design research type of validation study. The data collection technique used is using images, products, and review documents for data collecting. The research participants were 30 seventh-grade (Phase D) junior high school students in Palembang. This study developed a learning trajectory that includes three exercises and post-test questions. Students can investigate and address issues associated with kite construction using PLSV materials. In the second activity, students can create kites and estimate their area based on their kite-making skills. After the kite is built, students fly a kite and study it. Students can improve their numeracy abilities through project-based learning employing STEAM in the context of kite creation, as demonstrated by the findings of this study. This knowledge aids them in overcoming obstacles associated with PLSV content and expands kite-making

Project Based Practicum Student Worksheet on Buffer Solution Material

Practicum-based worksheets have been proven to improve students' thinking abilities. This research aims to describe the design and determine the feasibility of a project-based practical worksheet on buffer solution material. This research uses the Borg & Gall development model which consist of analyzing potential problems stage, data collection, product design, product marketing, product analysis and revision. The research subjects were 11th grade students from two different senior high school. The validation results show that the project learning-based student worksheet is classified as very valid with a score of 93 for small scale, 96 for medium scale, and 99 for large scale. The media was declared suitable for use based on the results of trials on small, medium and large scale students in the very good category with scores of 50, 51 and 55 respectively. This shows that project-based practical worksheets on buffer solution material are suitable for application to students

Problem based learning in a middle school science class : effect on student retention of concepts in plate tectonics and rocks

This study investigated the effectiveness and student perceptions of Problem Based Learning (PBL) compared to Traditional Based Learning (TBL) in an eighth grade rural, public middle school using two earth science concepts. Over a four week period, students were taught concepts related to both Plate Tectonics and Rocks. The control group (TBL) for Plate Tectonics (n = 46) was the experimental group (PBL) for Rocks (n = 47). Similarly, the experimental group (PBL) for Plate Tectonics (n = 49) was the control group (TBL) for Rocks (n = 51). The pretest scores and learning gains for the students were compared to suggest PBL is equally effective as TBL for the concepts. In addition, the pretest questions were categorized into lower order and higher order questions and the positive learning gain for the higher order questions suggests PBL is effective as TBL. Student retention for the concepts was assessed six months after the original study. The data implies students in both the experimental and control groups are not statistically different in terms of content retention. Finally, student perceptions suggest the experimental groups enjoyed learning about their concept more when PBL techniques were used

Using Augmented Reality in Science Education to Foster 21st-Century Skills and Higher-Order Thinking Skills

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Developing of character science teaching tools integrated with the value of Qur'an for junior high school students

The curriculum of 2013 places spiritual attitudes as the first competencies from core competencies and social attitudes as the second. This indicates that a spiritual and social attitude is needed to survive in the 21st century. Therefore, this study was held with the aim to develop science teaching materials with integrated character of the Qur'anic verses that valid and effective criteria. The type of research that used in this research is adapted from Thiagarajan’s developing model which focused on defining, designing, and developing stages. The instruments used are validation sheets for expert judgement and student response questionnaires to collect spiritual character of the students. Based on the results of the study, the science teaching materials with Islamic character interpretations meet the valid criteria with the validity of RPP = 3.37, modules = 3.23 and LKS = 3.51. Meanwhile, based on the results of limited trials, it can be concluded that the students' responses to science teaching materials with integrated character of the Qur’anic verse are in the positive and very positive category

A Critical Thinking Capability Analysis of Student Worksheets in A Collaborative Learning Environment

The ability to think critically in mathematics is one of the cognitive abilities that students require in order to learn problem-solving techniques and arrive at logical conclusions, particularly while dealing with advances in the twenty-first century. One method is to use live worksheet-assisted cooperative learning. The goal of this study was to assess students' critical thinking abilities when using LKS-assisted cooperative learning. This study employs a descriptive research design with a qualitative methodology. Thirty eighth-grade students participated in the study. Lesson plans, observation sheets, assessments, and interviews are examples of research instruments. Data collection methods include observation, exams, and interviews. Students' post-test results showed that 17 students scored 72.36% in the category of high critical thinking ability, three categories of students scored 9.67%, and students in the category of low critical thinking ability scored 6.67%. Adopting cooperative learning settings with LKPD support can also aid enhance student engagement throughout mathematics instruction, with an average of 82.1% activity