PENGEMBANGAN BUKU AJAR MENGGUNAKAN MULTIMODUS REPRESENTASI UNTUK PEMBELAJARAN FISIKA BERORIENTASI PADA PEMBEKALAN KEMAMPUAN LITERASI SAINS, KETERAMPILAN KOMUNIKASI DAN KETERAMPILAN KOLABORASI UNTUK SISWA SMA

Penelitian ini bertujuan untuk mengembangkan buku ajar fisika SMA menggunakan multimodus representasi berorientasi pembekalan kemampuan literasi sains, keterampilan komunikasi dan keterampilan kolaborasi pada materi bunyi dan cahaya. Metode penelitian yang digunakan adalah Research and Development (R&D). Penelitian ini melibatkan 60 siswa kelas XI di salah satu SMA di kota Cimahi. Kegiatan pada buku ajar yang dikembangkan mengacu pada indikator literasi sains menurut framework PISA 2015 dan indikator keterampilan komunikasi dan kolaborasi mengacu pada partnership 21. Instrumen yang digunakan pada penelitian ini adalah angket uji kualitas, uji keterpahaman ide pokok, tes kemampuan literasi sains, lembar penilaian keterampilan komunikasi, dan lembar peer assessment keterampilan kolaborasi. Hasil penelitian uji kelayakan buku ajar dari rata-rata uji keterpahaman wacana 70,8% dengan kategori tinggi dan rata-rata uji kualitas 86,7% dengan kategori sangat layak. Selain itu, berdasarkan hasil uji coba lapangan diketahui bahwa buku ajar yang dikembangkan dapat meningkatkan kemampuan literasi sains siswa dengan N-gain 0,44 dengan kategori sedang. Berdasarkan hasil perhitungan ukuran dampak, diketahui bahwa penggunaan buku ajar memberi dampak yang berbeda dalam meningkatkan kemampuan literasi sains siswa dengan dcohen = 1,03 dengan kategori dampak yang besar. Berdasarkan hasil uji lapangan diketahui bahwa buku ajar yang dikembangkan dapat melatihkan keterampilan komunikasi dan keterampilan kolaborasi sehingga keterampilan komunikasi dan keterampilan kolaborasi siswa meningkat. Persepsi siswa terhadap penggunaan buku ajar dalam pembelajaran fisika ini pun positif. Siswa sepakat bahwa kegiatan dalam buku ajar yang digunakan untuk melatihkan kemampuan literasi sains, keterampilan komunikasi dan keterampilan kolaborasi yang mereka miliki. Kata kunci: buku ajar, multimodus representasi, kemampuan literasi sains, keterampilan komunikasi, keterampilan kolaborasi, bunyi dan cahaya. ------ This study aims to develop textbooks using multimodal representation oriented to the provision of scientific literacy, communication and collaboration skills on the topic sound and light. This research method used is Research and Development (R&D) model. This research was conducted at one of the Senior High Schools in Cimahi with 60 research subjects. Scientific literacy developed in the textbooks refer to the framework of PISA 2015 and indicators of communication and collaboration skills refer to the Partnership 21. The advisability of the developed textbook is seen from the comprehension test of the main idea 70,8% in the high category and the quality test which scored 86,7% in the very decent category. In addition, based on the results of field trials it is known that the developed textbook can improve scientific literacy with N-gain value of 0,44 included in the medium category. Based on the result of the calculation of the effect size, it is known that the use of textbook gives a different impact in improving scientific literacy with value of dcohen = 1, 03 with a large impact category. Based on the results of field trials it is known that the developed textbook can improve communication and collaboration skills. Students’ perception of the use of textbooks in physics learning are positive. Students agreed that the activities on the textbooks used can accommodate and enhance their scientific literacy, communication and collaboration skills. Keywords: textbook, multimodal representation, scientific literacy, communication skills, collaboration skills, sound and light

Profil Berpikir Kritis Siswa dalam Menyelesaikan Soal Fungsi Komposisi melalui Model Pembelajaran Kolaboratif

Critical thinking is one of the high-level thinking. Mathematics learning in globalization era usually uses critical thinking in solving problems. Mathematics is always thought as the difficult one to be learnt. This research will describe students critical thinking profile in solving the function of compositions through collaborative learning. This reseach can be used as the reference for teachers to recognize students critical thinking profile in their class, and also it can be used to motivate students to enhance their critical thinking ability. The critical thinking criterias are focus, reason, inference, situation, and overview. That criterias include eleven indicators. The type of collaborative learning in this research is Learning Together (LT). This research is descriptive with qualitative approach. The data were collected by documentation, observation, test, and interview. The subjects of this research are six students who are two high-achiever students, two medium-achiever students, and two low-achiever students from one of senior high school at Jember. High-achiever students can achieve all criterias of critical thinking and they dominate the role in learning and teaching activity. The medium-achiever students only fulfill focus in the first and second indicator, reason in the second, and inference, situation, clarity, and overview in the second indicator and also can join in the collaborative learning. While, the low-achiever students can only look to other students without get engaged actively in collaborative learning and only achieve focus in the first and second indicators of situation

ORBIT - Overcoming Breakdowns in Teams with Interactive Tabletops

ORBIT implements and studies a joint problem-solving activity at an interactive tabletop providing participants with the opportunity to develop their collaboration methods by jointly overcoming breakdowns. The design and the research process relies on user-centered design methods and on an ethnomethodological conversation analytic framework. The project will generate scientific knowledge on participants’ collaboration methods and create a powerful collaborative learning tool

Characterizing and unpacking learning to learn together skills in a wiki project in primary education

This is the author accepted manuscript.The final version is available from Elsevier via the DOI in this record.Learning to learn together (L2L2) skills are widely acknowledged as some of the most important 21 st century skills that enable learners to participate in a digital and global society. This paper examines how L2L2 skills emerged in a small-group wiki-based collaborative project and in the context of face-to-face real-classroom practice, in order to conceptualise L2L2 and identify the key features of the skills involved. To this end, our paper reports on an empirical study with primary school students who worked in two different modes of interaction, namely face-to-face in-pair discussion and on-line wiki-based between-pair discussion. The study identified and defined key features of four L2L2 skills, namely distributed leadership, mutual engagement, group reflection and group assessment, all of which emerged to a similar extent during the wiki project. It was found that a few distinctive features of L2L2 skills are related to different stages of task resolution, wiki affordances and different modes of collaboration. Therefore, this empirical study argues that technology and pedagogy are equally important and required to promote L2L2 skills in primary school classrooms and also it discusses some educational implications for the design of more effective technology-enhanced pedagogy.This research was funded by the Ministerio de Economía y Competitividad of the Spanish Government (projects number: EDU2012-32415 and EDU2016-80258-R)

Fen bilimleri dersinin öğretiminde grup araştırması yönteminin farklı zamanlarda uygulanmasının etkililiğinin incelenmesi

The aim of the study was investigation the effect of twice application the Group Investigation method at different intervals on improvement of the students' academic achievement and science process skills in teaching the science lesson. Method of the study was a quasi-experimental design. The study used Solomon Four-group Experimental Design in the first year, and an experimental design in the second year which was created by adding a new experimental group to involve three experimental and two control groups. It was applied the Group Investigation method in the experimental groups and current methods on the curriculum of the secondary school science curriculum of Ministry of National Education in the control groups. Data collection process were used qualitative interview, preliminary information, science process skills and academic achievement tests. Applying the Group Investigation method for two years proved positive contributions to students' academic achievement and science process skills in science lessons. The researchers believe that experimental model developed this stduy will be used in different research areas in long-term studies in the future, and these studies will also make a great contribution to the literature.Çalışmanın amacı, Fen bilimleri dersinin öğretimde Grup Araştırması yönteminin farklı zamanlarda uygulanmasının öğrencilerin akademik başarılarını ve becerilerini geliştirmede etkisini incelemektir. Araştırmanın yöntemi, ön test- son test kontrol gruplu yarı deneysel desendir. Araştırmada ilk yıl Solomon Dört Gruplu Deneysel Deseni, ikinci yıl ilave bir deney grubu eklenerek üç deney ve iki kontrol gruplu yeni bir deneysel desen kullanılmıştır. Deney grubunda Grup Araştırması yöntemi, kontrol grubunda Milli Eğitim Bakanlığı fen bilimleri dersi öğretim programına ait mevcut yöntem uygulanmıştır. Veri toplama süreçleri ve araçları olarak yarı yapılandırılmış görüşmeler yapılmış; ön bilgi, bilimsel süreç becerileri ve akademik başarı testleri kullanılmıştır. Çalışmada Grup Araştırması yöntemini iki yıl boyunca uygulamanın fen derslerinde öğrencilerin akademik başarı ve bilimsel süreç becerisine olumlu katkılar sağladığı ortaya çıkmıştır. Araştırma geliştirilen deneysel desenin gelecekte yapılacak uzun vadeli araştırmalarda farklı araştırma alanlarında kullanılabileceği ve bu çalışmaların da alanyazına büyük katkılar sağlayacağı düşünülmektedir

Collaborative Learning and New Media

This book is an essential resource for researchers in the field of applied linguistics as well as practising teachers and teacher trainees in secondary and higher education. It explores collaboration in the foreign language classroom through the use of new media. Combining theoretical, empirical and practical insights into this intricate area of research, the contributions take different approaches across a wide range of international contexts

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

Learning to learn together with CSCL tools

In this paper, we identify Learning to Learn Together (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of Learning to Learn (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems that are too difficult for them. The togetherness becomes a necessity then. We describe the first cycle of a design-based research study aimed at promoting L2L2. We rely on previous research to identify collective reflection, mutual engagement and peer assessment as possible directions for desirable L2L2 practices. We describe a CSCL tool: the Metafora system that we designed to provide affordances for L2L2. Through three cases in which Metafora was used in classrooms, we describe the practices and mini-culture that actually developed. In all contexts, groups of students engaged either in mathematical problem solving or in scientific inquiry and argumentation. These cases show that L2L2 is a tangible educational goal, and that it was partially attained. We show how the experiments we undertook refined our view of L2L2 and may help in improving further educational practice