Print Media vs. Digital Manifest Destiny

Every communications medium reflects and reinforces intellectual habits and content patterns unique to the medium. A digital/internet hegemony is a paradoxical foreclosure on breadth of mind since digital formats do not reflect or reinforce the intellectual habits and content patterns unique to other media, especially books. A credible educational process w ill take appropriate advantage of digital media without allowing its influence to repress breadth of mind

IDENTIFIKASI KEMAMPUAN HABITS OF MIND SISWA MELALUI PRAKTIKUM DAN DISKUSI SERTA PENGARUHNYA TERHADAP PENGUASAAN KONSEP SISTEM ORGAN

Penelitian tentang identifikasi kemampuan habits of mind dilakukan untuk mendeskripsikan kemampuan habits of mind siswa dan mengetahui pengaruhnya terhadap penguasaan konsep siswa pada konsep sistem organ. Habits of mind yang diteliti mengacu pada habits of mind yang dikembangkan oleh Costa dan Kallick (2009). Metode penelitian yang digunakan adalah deskriptif. Subjek penelitian adalah salah satu kelas IX SMA N 1 Pemalang. Data dikumpulkan dengan menggunakan lembar observasi dan self assessment yang dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa kemampuan habits of mind siswa berada pada kriteria cukup dihitung berdasarkan gabungan lembar observasi dan self assessment, dengan rincian sebagai berikut: berdasarkan hasil observasi secara umum berada pada kriteria kurang sedangkan berdasarkan self assessment secara umum berada pada kriteria baik. Kesesuaian penggunaan instrumen habits of mind antara hasil observasi dan self assessment menunjukkan adanya perbedaan. Perbedaan ini dapat dilihat dari hasil uji perbedaan rata-rata yang menunjukkan adanya perbedaan dan beberapa indikator yang digunakan dalam kedua instrumen. Pengaruh kemampuan habits of mind siswa terhadap penguasaan konsep dapat dilihat melalui hasil uji korelasi antara kemampuan habits of mind dengan penguasaan konsep siswa yang menunjukkan hubungan yang dapat diabaikan. Hal ini karena belum terbentuknya kemampuan habits of mind siswa yang membutuhkan pembiasaan terus menerus dan berkesinambungan dalam jangka waktu yang panjang. . Kata Kunci: Habits Of Mind, Observasi, dan Self Assessment This research aims to describe students’s habits of mind and observe its influences on students’s learning outcomes in concept of organ system. Habits of mind in this research refer to habits of mind by Costa and Kallick (2009). The research method is descriptive. Subject in research is a class of grade XI at SMAN 1 Pemalang. Data has been collected by observation and self assessment then quantitatively and qualitatively analyzed. The results show that students’s habits of mind are “enough” based on average both of observation and self assessment, “less” based observation and “good” based on self assessment. The different two average both of observation and self assessment showed a difference. Conformity of using the intruments is different between observation and self assessment. This difference can be seen by difference test and several indicators that are used in both instrument. A relation which can be ignored is shown by correlation test between studens’s habits of mind and learning outcomes. It is because students’s habits of mind need a continually habit and take a long time. Key words: habits of mind, observation, and self assessmen

PENGARUH PEMBELAJARAN INKUIRI MODEL ALBERTA TERHADAP PENINGKATAN KEMAMPUAN REPRESENTASI MATEMATIS DAN HABITS OF MIND SISWA SMA

Kemampuan representasi matematis termasuk dalam standar kemampuan matematis yang diperlukan oleh siswa. Namun kemampuan representasi matematis siswa ternyata masih rendah. Salah satu penyebabnya adalah tidak mampu menyajikan permasalahan ke dalam model matematika dengan tepat dan kebiasaaan berpikir siswa yang masih rendah. Salah satu alternatif pembelajaran yang dapat meningkatkan kemampuan representasi matematis dan habits of mind adalah Inkuiri Model Alberta. Tujuan dari penelitian ini adalah: 1) Untuk mengetahui peningkatan kemampuan representasi matematis siswa SMA yang memperoleh pembelajaran inkuiri model alberta lebih tinggi daripada siswa yang memperoleh model pembelajaran konvensional; 2) Untuk mengetahui habits of mind siswa SMA yang memperoleh pembelajaran inkuiri model alberta lebih baik daripada siswa yang memperoleh model pembelajaran konvensional; 3) Untuk mengetahui efektivitas pembelajaran inkuiri model alberta untuk kemampuan representasi matematis. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain pretes dan postes. Populasi penelitian ini adalah siswa kelas X SMA Pasundan 8 Bandung. Sampel penelitian ini dipilih secara acak sebanyak 2 kelas yakni, kelas X Mipa 3 sebagai kelas eksperimen dan X Mipa 2 sebagai kelas kontrol di SMA Pasundan 8 Bandung. Instrumen penelitian yang digunakan terdiri dari instrumen tes kemampuan representasi matematis yang dibuat dalam bentuk uraian (pretes-postes) dan instrumen non-tes berupa angket habits of mind. Analisis data menggunakan uji parametrik pada data pretes-postes melalui software SPSS Statistics 20.0 for Windows dan rumus cohend’s untuk melihat efektivitas. Dari analisis data hasil penelitian, diperoleh kesimpulan sebagai berikut: 1) Peningkatan kemampuan representasi matematis siswa yang memperoleh pembelajaran Inkuiri Model Alberta lebih tinggi daripada kemampuan representasi matematis siswa yang memperoleh model pembelajaran konvensional; 2) Habits of mind siswa yang menggunakan pembelajaran Inkuiri Model Alberta lebih baik daripada habits of mind siswa yang memperoleh model pembelajaran konvensional; 3) Efektivitas pembelajaran Inkuiri Model Alberta untuk kemampuan representasi matematis siswa tergolong kedalam kategori besar. Kata Kunci: Inkuiri Model Alberta, Representasi Matematis, Habits of mind

PENERAPAN PENDEKATAN RIGOROUS MATHEMATICAL THINKING (RMT) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS, BERPIKIR KREATIF, DAN HABITS OF MIND MATEMATIS SISWA : Penelitian Kuasi Eksperimen terhadap Siswa Kelas XI pada Sekolah Menengah Atas Swasta di Kota Bandung

Kemampuan berpikir kritis, berpikir kreatif, dan habits of mind matematis merupakan kemampuan yang penting untuk dimiliki siswa, namun kenyataan di lapangan menunjukkan bahwa ketiga hal tersebut masih belum sesuai dengan apa yang diharapkan. Salah satu pendekatan yang dipandang dapat meningkatkan kemampuan berpikir kritis, berpikir kreatif, serta habits of mind matematis siswa adalah pendekatan RMT. Tujuan pada penelitian ini adalah mengkaji pencapaian dan peningkatan kemampuan berpikir kritis, berpikir kreatif, dan habits of mind matematis siswa yang mendapatkan pendekatan RMT dan pendekatan ekspositori. Penelitian ini merupakan penelitian eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Pelaksanaan penelitian ini dilakukan pada siswa kelas XI di salah satu SMA Swasta di kota Bandung. Instrumen penelitian yang digunakan meliputi tes kemampuan berpikir kritis matematis, tes kemampuan berpikir kreatif matematis, skala sikap habits of mind matematis, dan lembar pedoman observasi. Analisis data dilakukan dengan menggunakan uji independent sample T-test untuk uji parametrik dan uji Mann-Whitney U untuk uji non-parametrik. Hasil penelitian ini yaitu: (1) pencapaian dan peningkatan kemampuan berpikir kritis dan kreatif matematis siswa kelas RMT lebih baik daripada siswa kelas ekspositori secara keseluruhan; (2) peningkatan kemampuan berpikir kritis matematis siswa kelas RMT lebih baik daripada siswa kelas ekspositori ditinjau berdasarkan KAM sedang dan rendah; (3) peningkatan kemampuan berpikir kreatif matematis siswa kelas RMT lebih baik daripada siswa kelas ekspositori ditinjau berdasarkan KAM sedang; (4) tidak terdapat perbedaan antara habits of mind matematis siswa kelas RMT dan kelas ekspositori ditinjau secara keseluruhan maupun berdasarkan KAM. ;--- Mathematical creative thinking, mathematical critical thinking, and mathematical habits of mind are an important ability to have students, but the reality shows that the three things are still not in accordance with what is expected. One approach considered to improve the students’ ability of critical thinking, creative thinking, and mathematical habits of mind is the RMT approach. The aim of this study is to assess the achievement and enhancement of students’ mathematical creative thinking, mathematical critical thinking and mathematical habits of mind that obtain the RMT approach and the expository approach. This research is a quasi-experimental research with non-equivalent control group design. Implementation of this research was conducted on the students of class XI in one of High School in Bandung. The research instruments used include mathematical critical thinking skills test, mathematical creative thinking skills test, habits-of-mind mathematical scales, and observation guidelines. Data analysis was performed by using independent sample T-test for parametric test and Mann-Whitney U test for non-parametric test. The result of this research are: (1) achievement and enhancement of mathematical creative and critical thinking ability of RMT class students better than expository class students overall, (2) enhancement of critical thinking ability of RMT class students better than expository class students reviewed based on medium and low prior knowledge students, (3) enhancement of creative thinking ability of RMT class students better than expository class students reviewed based on medium and low prior knowledge students, (4) there is no difference between the mathematical habits of mind students of the RMT class and the expository class reviewed in whole or on the basis of prior knowledge students

PEMBELAJARAN MORFOLOGI TUMBUHAN DENGAN PENDEKATAN KONSTRUKTIVISME UNTUK MEMBANGUN SELF EFFICACY DAN MEMBENTUK HABITS OF MIND MAHASISWA CALON GURU BIOLOGI

Tesis dengan judul Pembelajaran Morfologi Tumbuhan dengan Pendekatan Konstruktivisme untuk Membangun Self Efficacy dan Membentuk Habits of Mind Mahasiswa Calon Guru Biologi merupakan penelitian eksperimental yang menggunakan metode Poor Experimental Design dan desain penelitian The One Group Pretest- Posttest Design. Penelitian ini bertujuan untuk mengetahui tingkat self efficacy dan habits of mind mahasiswa calon guru biologi setelah diberikan pembelajaran dengan pendekatan konstruktivisme. Instrumen yang digunakan terdiri dari instrumen utama berupa angket, dan instrumen pendukung berupa lembar observasi, pretest-posttest, peer assessment dan self assessment. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan konstruktivisme memberikan pengaruh dalam proses membangun self efficacy dan membentuk habits of mind. Hal ini dapat dilihat dari perubahan skor rata-rata sebelum pembelajaran sebesar 62,34 menjadi 85,54 dengan indeks gain (N-gain) 0,62 untuk self efficacy dan skor rata-rata habits of mind sebelum pembelajaran sebesar 70,27 meningkat menjadi 86,99 dengan indeks gain (N-gain) 0,56. Berdasarkan kategori indeks gain tersebut, untuk self efficacy, 33,53% mahasiswa termasuk kategori tinggi dan 76,47% termasuk kategori sedang. Untuk habits of mind terdapat 29,41% mahasiswa termasuk kategori tinggi dan 70,59% termasuk kategori sedang. Dengan demikian dapat disimpulkan bahwa pembelajaran dengan pendekatan konstruktivisme dapat membangun self efficacy dan membentuk habits of mind mahasiswa calon guru biologi. Kata kunci: pembelajaran konstruktivisme, habits of mind, self efficacy Thesis titled Study of Plant Morphology with Constructivist Approach to Building Self Efficacy and Forming Habits of Mind Biology Teacher Student Candidate is an experimental research that uses methods Poor Experimental Design and research design The one group pretest-posttest design. This study aims to determine the level of self-efficacy and habits of mind biology student teachers after a given learning with constructivism approach. The instrument used consisted of the main instrument in the form of questionnaires, and supporting instruments such as observation sheets, pretest-posttest, peer assessment and self-assessment. The results showed that the constructivist approach to learning with influence in the process of building self-efficacy and forming habits of mind. It can be seen from the average change in score before learning of 62.34 into 85.54 with a gain index (N-gain) 0.62 to self-efficacy and the average score habits of mind before learning of 70.27 increased to 86.99 with a gain index (N-gain) 0.56. Based on the gain index category, to self efficacy, 33.53% of the students were high and 76.47% including medium category. For the habits of mind are 29.41% of the students were high and 70.59% including medium category. It can be concluded that learning with constructivism approach can build self-efficacy and forming habits of mind biology student teachers. Key word: constructivism learning, habits of mind, self efficac

Development and results from a survey on students views of experiments in lab classes and research

The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was developed as a broadly applicable assessment tool for undergraduate physics lab courses. At the beginning and end of the semester, the E-CLASS assesses students views about their strategies, habits of mind, and attitudes when doing experiments in lab classes. Students also reflect on how those same strategies, habits-of-mind, and attitudes are practiced by professional researchers. Finally, at the end of the semester, students reflect on how their own course valued those practices in terms of earning a good grade. In response to frequent calls to transform laboratory curricula to more closely align it with the skills and abilities needed for professional research, the E-CLASS is a tool to assess students' perceptions of the gap between classroom laboratory instruction and professional research. The E-CLASS has been validated and administered in all levels of undergraduate physics classes. To aid in its use as a formative assessment tool, E-CLASS provides all participating instructors with a detailed feedback report. Example figures and analysis from the report are presented to demonstrate the capabilities of the E-CLASS. The E-CLASS is actively administered through an online interface and all interested instructors are invited to administer the E-CLASS their own classes and will be provided with a summary of results at the end of the semester

Urgensi Strategi Disposition Habits of Mind Matematis

Habits of mind have an important role in the learning process and the development of individuals in helping to solve the problem. Habits Of Mind (HOM) is the habit of thinking flexibly, manage empulsif, listening with empathy, get used to ask questions, solve problems effectively habit, the habit of using past knowledge to new situations, to get used to communicate, think clearly, precisely, using all the senses when gathering information, trying different ways and generate new ideas, habits to respond, the habit to take risks, the usual charge, have a sense of humor, familiarize interactive thinking with others, be open and try constantly. This is in line with the curriculum goals in 2013, which is preparing a generation of people that have the ability to live as individuals and productive citizens, creative, innovative, and affective. This article is assessed based on an analysis of: (1) the characteristics of mathematics, (2) the mathematical habits of mind, and (3) disposition example HOM in mathematics learning strategies developed in students

Examining facilitators' habits of mind in an asynchronous online discussion environment: A two cases study

Asynchronous online discussion has been widely used by faculty members and students in schools and universities. Previous research has examined how factors such as the discussion activity, knowledge about the discussion topic, and the behaviour of other participants can affect learner participation. This study explored student facilitators' influence in promoting learners' participation in terms of their exhibited habits of mind. The following habits of mind of the facilitators were examined: (a) awareness of own thinking, (b) accurate and seeks accuracy, (c) open minded, (d) taking a position when the situation warrants it, and (e) sensitive to other. A two-cases study methodology approach was used in this study. The habits of "awareness of own thinking" and "open minded" were found to be exhibited more often by the student facilitators in the two cases. When we zoomed into the top 30% of the forums in terms of learners' participation, we also found that the frequency of habits of mind, "awareness of own thinking" and "open minded", were exhibited more often by the facilitators.published_or_final_versio