Analysis of Critical Thinking of IPS Education Students

Critical thinking is the skill to objectively analyze, evaluate, and solve problems using logical and rational thinking. Critical thinking skills are useful in many aspects of life, including making effective decisions and evaluating arguments. Students’ critical thinking skills refer to students’ skills to actively analyze, evaluate, and solve problems rationally. The purpose of this research is to know the analysis of critical thinking skills in IPS education programs. This literature review study used the systematic literature review (SLR) method. The analysis showed that there is variation in the level of critical thinking ability among social studies students. Some students may demonstrate higher abilities in analyzing, evaluating, and relating social studies-related information, while others may still need to improve their critical thinking skills. The need for improvement in the critical thinking skills of social studies education students; and the need for an increase in learning approaches that focus on the development of critical thinking. Teachers can integrate teaching strategies that stimulate analytical thinking. Keywords: skills analysis, critical thinking, social studies educatio

Freedom Learning in University (MBKM): Strengthening Social Studies Curriculum Through Critical Pedagogy

The emergence of society 5.0 era opens opportunities as well as challenges that are increasingly complex for the education world existence and progress with information and communication technology (ICT) support in learning process which is expected to be able to produce students who are adaptive to social changes around them. A lack of relevant curriculum regarding access to learning and technology is also still a challenge for the education world. The education system and social studies curriculum in Indonesia must improve to be able to adapt to science and technology development in this society 5.0 era through a critical pedagogical theory approach. The paper aims to contribute visible ideas on strengthening the social studies curriculum through critical pedagogy in the MBKM context. The research method used is qualitative with a literature review that is relevant to the social studies curriculum through critical pedagogy in the MBKM context. The analysis results show that strengthening the social studies curriculum through critical pedagogy in the MBKM context is by implementing the significant learning models and providing space for developing student competencies. Keywords: critical pedagogy, freedom learning, MBKM, social studies curriculu

THE EFFECT OF GAMIFICATION BASED ON BALINESE LOCAL STORIES AS TEACHING MEDIA TOWARD FIFTH GRADE STUDENTS’ SELF REGULATION IN PRODUCTIVE SKILLS

This research aimed to investigate the effect of Gamification based on Balinese Local Story toward students’ self-regulation in productive skills. The design of this research was one group pretest-posttest. The research population consisted of 150 students of SD Negeri 1 Tukadmungga. Then, the research sample was the 5th-grade students consisted of 20 students. The result shows the writing mean score of the pretest was 0000 and writing mean score of the posttest was 0000. While speaking mean score of the pretest was 0000 and speaking mean score of the posttest was 0000 and the result of the effect size of both writing and speaking was 000 that was the large effect. The result of those analyses showed Gamification based on Balinese local story could improve students’ self-regulation in productive skills. This result also supports by the result of the questionnaire that the motivation of students was increased after implemented gamification in their learning process.

Developing English Learning Materials Based On The Emancipated Curriculum For 11th Grade Students Of Senior High School

This research discusses the development of curriculum-based learning materials for class XI SMA second semester. The purpose of this study was to analyze the development of learning materials by using the questionnaire method to student representatives in two schools, (School A) and (School B) questionnaires were distributed through google form obtained the results that school A grade 11 as the research subject was dominated by auditory learning therefore, school A grade 11 students are more dominant auditory learning style. Meanwhile, the value of school B is at the bottom. Based on the results of the questionnaire given by the researcher to school B, the quality of learning materials determines the success of the educational process. Good materials must be organized systematically, relevant to the curriculum and tailored to the level of ability and needs of students

COMPARISON OF CHARACTER EDUCATION IN THE ELEMENTARY SCHOOL CURRICULUM IN INDONESIA AND MALAYSIA

Character education is currently an issue that is receiving serious attention from governments in various countries. The main focus of this discussion is human resource development through instilling character values. One of the education sectors that has implemented character education comprehensively, both in curriculum development and field activities, is basic education. Basic education institutions have a big responsibility in developing and implementing character education to advance national civilization. This character education is based on basic values ​​that are rooted in community life, with the hope of producing quality individuals in all dimensions of their personality, especially in the educational context. This research aims to describe the comparison of character education in the elementary school curriculum between two countries, namely Indonesia and Malaysia. This research is library research, which was carried out using data collection techniques through reviewing books, literature, notes, and various reports related to the problem to be solved. Based on the analysis of various curriculum documents, it was found that both countries, Indonesia and Malaysia, have implemented character education both in the curriculum and in educational activities. There are similarities and differences between character education in the two countries, which can be seen from three main aspects: character education in the curriculum, character values ​​in the curriculum, and strategies for implementing character education. Overall, character education in elementary schools has an important role in shaping individual character and advancing national civilization. Even though there are similarities between Indonesia and Malaysia in the implementation of character education, differences in character values ​​and implementation strategies need to be looked at to understand the local context of each country. This research contributes to a further understanding of character development efforts in the context of basic education

THE EFFECT OF GAMIFICATION BASED ON BALINESE LOCAL STORY

This research aimed to know the significant effect of Gamification based on Balinese Local Story toward students’ listening comprehension. The implementation of one group pretest posttest was a design for collecting the data. The pretest and posttest was in the form of multiple choice tests. The research population consisted of 164 students of SD Negeri 2 Anturan. Then, the research sample was 5th grade students who consisted of 21 students. The result of the data presented that, there was significance different score between pretest and posttest. The mean score of pretest was 43.37. In contrast, the mean score of posttest was 79.74. Based on the results, the mean score of posttest was higher than pretest. The result of effect size was 3.190 that means to large effect. The result of effect size showed Gamification based on Balinse local story could improve students’ listening comprehension. &nbsp

A Comparative Study on the Effect of Cooperative Learning Techniques (Nht & Tps) on Students\u27 Reading Comprehension Viewed From Different Text Types

The present study aimed at comparing the effect of two cooperative learning techniques, namely, Numbered Heads Together (NHT) and Think-Pair-Share (TPS) viewed from different text types (narrative, spoof, and hortatory exposition) on students\u27 reading comprehension. The research design used in this study was Post-test Only Comparison Group Design. The samples were two classes of the eleventh grade students at SMA Negeri 2 Singaraja. After the treatment sessions, post-test was administered to obtain the data. The data obtained from the post-test were analyzed by using descriptive and inferential statistical analyses. From the analyses, it was found that there was a significant difference between the effect of those techniques. There was an interaction between the techniques and the text types. NHT affected better than TPS although in spoof and hortatory exposition texts the differences were not significant. This study has the implication to EFL pedagogy especially in the teaching of reading skill

The Development of Differentiated Learning Material for Teaching English to 6th-grade Students in Elementary School

The use of teaching materials to teach English language in the classroom is an important aspect and must be paid attention to English language teachers in classroom learning. This research aims to develop teaching materials that are varied and differentiated in activities using 3 learning methods consisting of problem-based learning, project-based learning, and discovery learning. Apart from that, the teaching materials developed are also differentiated in material content that adapts to students' learning styles, consisting of 4 learning styles: visual, aural, read/write, and kinaesthetic. In this part of developing teaching materials, researchers went through 2 comprehensive stages: design and development. The design stage consists of creating a matrix that is used as a reference in developing teaching materials, and selecting material, and the final stage is making a draft using Word. In the development stage, researchers went through stages consisting of designing a draft as well as developing media for activities, a revision process for the draft developed, finalization based on the results of revisions to the product, and assessments from experts. &nbsp

Developing Authentic Assessment Rubric for Assessing 5th Grade Elementary School Students at Buleleng Regency

Abstrak: Penelitian ini bertujuan untuk mengembangkan rubrik penilaian otentik dengan mengadopsi beberapa metode pembelajaran yang bersesuaian dengan pembelajaran abad ke-21 menggunakan model Desain dan Pengembangan disertai tahapan ADDE. Subjek dalam penelitian ini adalah guru dan siswa kelas 5 SD di Kabupaten Buleleng. Terdapat beberapa jenis instrumen yang diterapkan dalam mengumpulkan data, yaitu observasi, wawancara, kuesioner, dan analisis dokumen, selanjutnya dianalisis dengan mixed method analisis data. Dari keseluruhan pengujian atau proses evaluasi diperoleh bahwa rubrik yang telah dikembangkan dinyatakan sebagai rubrik penilaian yang sangat baik oleh tiga ahli dan satu guru penilai, serta dikatakan baik oleh satu hasil evaluasi guru. Dengan demikian dapat disimpulkan bahwa rubrik yang telah dikembangkan layak digunakan untuk menilai proses belajar mengajar Bahasa Inggris kelas 5 SD baik dari segi proses, kinerja, maupun produk yang dihasilkan. Abstract: This study aimed to develop an authentic assessment rubric by adopting several learning methods that are appropriate to 21st century learning using the Design and Development model accompanied by the ADDE stages. The subjects in this study were teachers and students of grade 5 elementary school in Buleleng Regency. Several instruments were applied in collecting data, including observations, interviews, questionnaires, and document analysis, which were then analyzed using mixed method data analysis. The rubric developed was declared very good by three experts and one teacher assessor; and good by one teacher's evaluation results. Thus, it can be concluded that the rubric that has been developed is appropriate to be used to assess the teaching and learning process of 5th grade English in terms of process, performance, and the resulting product

Micro Learning Media for Teaching English at Junior High School Students

The students’ lacked of interest in learning English at Junior High School tended to cause of having short memory on the material being explained. Micro-learning is a tiny activity by teachers and learners in the classroom, to help the students’ short memory. This means that teachers need to provide a bit-sized learning material to help students to maintain their memories. Based on the phenomena developing video materials using the micro-learning concept is badly needed. The aim of this study is to develop micro learning media for teaching English at junior high school students. The micro-learning video developed in this research are combined with three teaching model namely; problem-based learning, project-based learning and discovery-based learning. The effectiveness of the developed video materials for the learners at junior high school was evaluated using criteria of a good English material suggested by the formula. Moreover, the checklist consisted 5 scales of scoring they are; 5 represents excellent, 4 represents good, 3 represents average, 2 represents below average, and 1 represents poor. The result showed that the quality of the developed micro-learning-based video materials implemented at junior high school was good. Thus, the micro-learning based video materials were good to help the students at junior high school to sustain their memories in learning English