PROGRAM PERKULIAHAN ORIENTASI PRAKTEK KEGURUAN DENGAN POLA IRVARE BERBASIS BEBAN KOGNITIF UNTUK MENINGKATKAN PEDAGOGICAL CONTENT KNOWLEDGE IPA TERPADU MAHASISWA CALON GURU

Penelitian ini bertujuan untuk menghasilkan Program Perkuliahan Orientasi Praktek Keguruan (OPK) berbasis beban kognitif untuk meningkatkan Pedagogical Content Knowledge (PCK) mahasiswa calon guru. Penelitian dilakukan dengan desain Research and Development yang meliputi empat tahap yaitu tahap studi pendahuluan, perencanaan, pengembangan, implementasi, dan evaluasi. Studi pendahuluan menunjukan pembekalan PCK pada calon guru kurang efektif. Atas dasar itu dikembangkan Program Perkuliahan OPK berbasis beban kognitif untuk meningkatkan PCK mahasiswa yang terdiri dari enam tahap perkuliahan yaitu Introduction, Reflection, Visualization, Application, Recitation dan Evaluation (IRVARE), yang selanjutnya disebut Program Perkuliahan OPK dengan pola IRVARE berbasis beban kognitif. Pada tahap perencanaan dihasilkan draft program perkuliahan OPK, perangkat perkuliahan, dan instrumen penelitian. Pada tahap pengembangan dilakukan judgement oleh pakar PCK, pakar teori beban kognitif, pakar asesmen, dan pakar konten IPA serta uji coba program pada perkuliahan OPK Pendidikan Biologi Universitas Pakuan (31 mahasiswa). Seluruh data hasil judgement dan uji coba divalidasi secara kuantitatif. Pada tahap implementasi dilakukan pengukuran dampak program menggunakan metode kuasi eksperimen dengan satu kelas kontrol (18 mahasiswa) dan satu kelas eksperimen (18 mahasiswa). Keberhasilan program diukur secara kualitatif dan kuantitatif berdasarkan data menerima dan memroses informasi yang menggambarkan Intrinsic Cognitive Load (ICL), usaha mental yang menggambarkan Extraneous Cognitive Load (ECL), dan PCK yang menggambarkan Germane Cognitive Load (GCL). Karakteristik program yaitu memiliki tahapan IRVARE dengan materi analisis kurikulum, keterampilan mengajar, LKS diagram Vee, dan IPA terpadu, scaffolding pada tahapan visualization dan application, dapat menurunkan ICL, ECL, dan mengoptimalkan GCL, serta meningkatkan PCK. Hasil implementasi menunjukkan bahwa Program Perkuliahan OPK dengan pola IRVARE berbasis beban kognitif berhasil meningkatkan PCK secara signifikan dengan ICL dan ECL yang rendah. Hasil uji korelasi memperlihatkan adanya hubungan yang kuat antara variabel ICL dan ECL dengan GCL. This study aims to develop cognitive load based teaching practice orientation course (OPK) program to improve prospective science teacher Pedagogical Content Knowledge (PCK). This study was conducted by Research and Development design which includes four phases, namely preliminary study, planning, development, and implementation phase. The results of the preliminary study indicated that the PCK debriefing program for prospective teacher was uneffective. Based on preliminary studies, the developed the OPK course program based on cognitive load to improve student PCK which consist of six stages of lectures namely Introduction, Reflection, Visualization, Application, Recitation, and Evaluation (IRVARE), named as cognitive load based teaching practice orientation course program with IRVARE pattern. At the planning phase, the initial draft of the OPK program, course tools, and research instruments were produced. At the development phase, judgement was carried out by PCK experts, cognitive load theory expert, assessment experts, and science content experts as well as program trials on OPK Biology Education course in Pakuan University (31 students). All data from judgment and trials are validated quantitatively. At the implementation phase, the impact of the program was measured using the quasi-experimental method with one control group (18 students) and one experimental group (18 students). The success of the program is measured qualitatively and quantitatively of receiving and processing skill which describe Intrinsic Cognitive Load (ICL), mental effort which describe Extraneous Cognitive Load (ECL), and PCK which describe Germane Cognitive Load (GCL). The characteristics of the program have IRVARE stages with curriculum analysis, teaching skills, Vee diagrams worksheet analysis, and integrated science materials, scaffolding at visualization and application stage, reduce ICL, ECL, and optimize GCL, and increase PCK. The results of the implementation show cognitive load based teaching practice orientation course program with IRVARE pattern significantly improve PCK with low ICL and ECL. The correlation analysis results show a strong relationship between the ICL and ECL with GCL

Social construction of technology (SCoT) from generation X’s shopping experiences to omnichannel as new way of shopping

Omnichannel is considered a new way of shopping that integrates online and offline methods to offer seamless shopping experiences. Omnichannel requires consumers adaptation to use the internet, mobile devices, and social media as tools for seamless shopping experiences. Based on 2021 YouGov’s report on omnichannel retail, 83% of Indonesians already used dual channels to shop, including generation X. How does generation X accept omnichannel and its technology as a new way of shopping? Using Social Construction of Technology (SCoT) theory, generation X is positioned as a relevant social group, and their interpretative flexibility on how they give meaning to omnichannel as a new way of shopping will be analyzed; followed by understanding their closure or common agreement towards webrooming, showrooming, buying online pick-up in store, and buying online return in-store as the attributes of omnichannel; then finally analyzing their stabilization in accepting omnichannel as a new way of shopping. Using the interpretative phenomenological analysis, this research was conducted by interviewing generation X to understand their acceptance of omnichannel. The results of this research show that generation X has no hesitation to omnichannel, but they saw it as additional services rather than integration of seamless shopping experiences

STUDENTS GENERATED QUESTION QUALITY THROUGH STEM BASED PROJECT LEARNING IN SCIENCE ACTIVITY

STEM based project learning also capable triggering student to express another higher order thinking skill, such as inquiry by posing question. Generating questions, making comparisons, dealing with contradictions, and scientific inquiry skills are an example of cognitive activities that are classified as higher-order thinking skills. Those skills are including in 21st century skills that needed by the students to face the workspaces demanding in this revolution industry 4.0 and future. The purposes of this research is to investigate students question quality through STEM based project learning in science activity. The method that is used in this research is descriptive. The subject in this research are the students of preservice teacher biology and science education for about 21 students. The research needs an analysis of students generated question quality when they are in basic physics laboratory activity. This laboratory activity used STEM based project learning approach with reading assignment in the early meeting before each laboratory activity. The technique to take the data that is used in this research are video recording, observation, and informal interview. The research instrument to take the data that is used are observation sheet for students generated question quality. The result of this research is from the science laboratory activity, students generated question quality that has the most are understanding and relationship which is in the beginning of open question quality and information category gained lower than both of category. It means that, students promoting the improvement of their question quality. It also proved that evaluating, finding and solution category has expressed by the students in both of laboratory activities. It can be concluded that that the quality of students generated question has slightly improved to open question quality through STEM based project learning in science activit

THE SPECIFICATIONS OF ENERGY MODULES IN LIFE SYSTEMS INTEGRATING RELIGIOUS VALUES ON STUDENTS’ SCIENTIFIC LITERACY

This study aims to analyze the specifications of energy modules in life systems integrating religious values on students’ scientific literacy. The research method uses a quasi-experimental design with a one-group pretest and posttest, with 50 seventh grade students in Islamic-based schools as research subjects. The data obtained were then analyzed using quantitative descriptive. The results of this study indicate that the application of energy modules in living systems integrating religious values is effective on the scientific literacy of students based on the average n-gain score of 0.44 which falls into the medium category. The scientific literacy competence of students in this study sequentially from the highest is to explain scientific phenomena with a percentage of 68.62%, then interpret data and scientific evidence with a percentage of 53.64%, and evaluate and design scientific investigations with a percentage of 41.67 %. Learning by using this module can improve students’ learning outcomes by making learning situations more active so that it is easier to understand the concept of energy in living systems. The research concludes that the application of energy modules in life systems integrating religious values is effective on students’ scientific literacy.

ENVIRONMENTAL LITERACY OF JUNIOR HIGH SCHOOL STUDENTS IN BOGOR: CONTRIBUTION OF KNOWLEDGE TO ENVIRONMENTAL ATTITUDES AND BEHAVIORS

This study aims to analyze students' environmental literacy levels through survey methods and determine the relations between each environmental literacy indicator. The research sample was 80 junior high school students in Bogor. The collection technique was carried out using environmental literacy instruments adapted from the Middle Schools Environmental Literacy Survey/Instrument (MSELS/I) questions by NELA with modifications to the context of environmental pollution. Data acquisition was transformed and interpreted using the NELA transformation method. The results showed that students' environmental literacy was still low; knowledge (23.2%) is in the medium category, cognitive skills (11.4%) are in the low category, environmental attitudes (40.8%) is in the medium category and environmental behavior (22.2%) is in the low category with the results of achieving the entire student literacy domain of 97.8 (low). The results of further research show that there is a relation between knowledge and attitudes, knowledge with behavior, and attitudes with behavior, and there is no relation between cognitive skills and knowledge, attitudes and behaviors. A considerable contribution from other factors that affect each indicator of environmental literacy will be a chance for follow up research.Penelitian ini bertujuan untuk menganalisis tingkat literasi lingkungan siswa melalui metode survei dan mengetahui hubungan antara masing-masing indikator literasi lingkungan. Sampel penelitian ini adalah 80 siswa SMP di Bogor. Teknik pengumpulan dilakukan dengan menggunakan instrumen literasi lingkungan yang diadaptasi dari soal-soal Survei/Instrumen Literasi Lingkungan Sekolah Menengah (MSELS/I) oleh NELA dengan modifikasi konteks pencemaran lingkungan. Akuisisi data ditransformasikan dan diinterpretasikan menggunakan metode transformasi NELA. Hasil penelitian menunjukkan bahwa literasi lingkungan siswa masih rendah; pengetahuan (23,2%) dalam kategori sedang, keterampilan kognitif (11,4%) dalam kategori rendah, sikap lingkungan (40,8%) dalam kategori sedang dan perilaku lingkungan (22,2%) berada dalam kategori rendah dengan hasil mencapai seluruh domain literasi siswa sebesar 97,8 (rendah). Hasil penelitian lebih lanjut menunjukkan bahwa ada hubungan antara pengetahuan dan sikap, pengetahuan dengan perilaku, dan sikap dengan perilaku, dan tidak ada hubungan antara keterampilan kognitif dan pengetahuan, sikap dan perilaku. Kontribusi yang cukup besar dari faktor lain yang mempengaruhi setiap indikator literasi lingkungan akan menjadi peluang untuk penelitian lanjutan

The Efforts to Improve Students' Digital Literacy using Flipbook-Based E-Modules on Biodiversity Topic

Background: This classroom action research was motivated by the low digital literacy skills of students due to the lack of effective and quality literacy resources in schools. The aim of this research is an effort to increase students' digital literacy through the use of flipbook-based Biodiversity e-modules. Methods: This research applies the collaborative PTK method based on lesson study. This research was carried out in class X8 of SMA Negeri 9 Bogor City with 36 students. The instruments used were a digital literacy questionnaire and student response questionnaire, as well as a teacher interview format. Results: The average score obtained in Cycle I was 72.45 which increased to 81.67 in Cycle II, with the percentage of students' digital literacy skills in Cycle II being 83% of the total number of students with Very Good criteria. The average emergence of digital literacy skills in each indicator in Cycle I was in the good criteria (60 - 80) and in Cycle II there was an increase with the average showing very good criteria (81 - 100). The results of the student response questionnaire obtained scores ranging from 81 - 100 in the very good category which is in line with the positive response from teachers regarding the use of the flipbook-based Biodiversity e-module.. Conclusion: The results of all the instruments used show that there is an increase in students' digital literacy skills through the use of flipbook-based Biodiversity e-modules. Keywords : E-module; flipbook; biodiversity; digital literac

Science Reasoning: A Review and Bibliometric Analysis

Improving critical thinking in science classes can be accomplished by developing reasoning thinking approaches. The goal of studying science reasoning in science classes is to see how much of this strategy is used in solving science problems and developing Higher Order Thinking Skills (HOTS) that are based on critical thinking. Between 2015 and 2021, a total of 100 articles were retrieved from the Google Scholar database and the Publishing or Perish (PoP) program. Mendeley desktop, a referencing management software, was then used to handle the selected references. Once the database was handled, this research employed VOS viewer software to categorize and visualize it. In general, this study provides a solid foundation for further research into "science reasoning."Abstrak: Mengembangkan metode berpikir nalar dalam IPA merupakan salah satu cara untuk meningkatkan berpikir kritis dalam pembelajaran IPA. Tujuan menganalisis pemikiran penalaran dalam pembelajaran IPA adalah untuk mengetahui sejauh mana metode ini diterapkan dalam memecahkan masalah sains dan Higher Order Thinking Skills (HOTS) berbasis berpikir kritis. Artikel dicari menggunakan software Publishing atau Perish (PoP) menggunakan data base Google Scholar antara tahun 2015-2021 dengan total data sebanyak 100. Referensi yang terpilih kemudian dikelola menggunakan software reference manager yaitu Mendeley desktop. Setelah mengelola database, penelitian ini mengklasifikasikan dan memvisualisasikannya menggunakan software VOSviewer. Secara keseluruhan, ulasan ini memberikan titik referensi yang tepat untuk penelitian lebih lanjut tentang "penalaran sains"

Identifikasi Extranous Cognitive Load Siswa Dalam Mengembangkan Computational Thinking Skill Melalui Pembelajaran Jaring-Jaring Makanan Berbasis Snap!

Food webs learning using the Snap! is one of the learning strategies that are expected to help improve students' computational thinking. For students, this learning strategy were something new and can cause Extraneous Cognitive Load (ECL). The purpose of this study was to identify students' ECL in food web learning using the Snap! to develop computational thinking skills. The research method used in this study was a pre-experimental design with a modified research design from an iterative action design. The sampling technique was purposive sampling. The sample in this study consisted of 30 seventh grade students at SMPN 2 Bandung. The research instrument used in this study was a student mental effort questionnaire to measure ECL, field notes, and a computational thinking test. Based on the results of the study, students' ECL was relatively low and increased at each meeting, except for the second meeting. Students experience an increase in their computational thinking skills after participating in food web learning using the Snap! computational model. The results of the N-Gain analysis also show that the improvement of students' computational thinking is in the moderate category and is quite effective

MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KREATIF SISWA MELALUI PEMBELAJARAN TATA NAMA SENYAWA KIMIA DENGAN MENGGUNAKAN MEDIA PIRINGAN KATION ANION

Penelitian ini bertujuan untuk mengetahui sejauh mana pemanfaatan media piringan kation anion dapat membangun keterampilan berpikir kritis dan kreatif siswa pada pembelajaran tata nama senyawa. Metode yang digunakan dalam penelitian ini adalah preeksperimen dengan pre-postest design. Instrumen yang digunakan terdiri dari soal keterampilan berpikir kritis, penilaian observasi keterampilan berpikir kreatif, dan angket respon siswa. Hasil penelitian menunjukkan bahwa pembelajaran yang dikemas dengan model inquiri sesuai dengan tahapan pembelajaran yang direkomendasikan berdasarkan kurikulum 2013, ternyata mampu meningkatkan keterampilan berpikir kritis dan kreatif siswa. Hasil penelitian juga menunjukkan bahwa terdapat korelasi positif antara keterampilan berpikir kritis dengan keterampilan berpikir kreatif dengan korelasi 0,478 (cukup). Siswa juga memberikan respon positif terhadap pembelajaran.

PROFIL KEMAMPUAN BERPIKIR KREATIF DAN SIKAP KREATIF SISWA KELAS VII PADA MATERI PENCEMARAN LINGKUNGAN

This study aims to determine the profile of students' creative thinking abilities and creative attitudes of class VII students which includes aspects of creative thinking abilities based on Guilford's criteria consisting of fluency, flexibility, originality, elaboration and evaluation. This type of research is expost facto research by collecting data directly respondents through questionnaires, creative thinking tests, and observation without treatment. The data analysis technique was carried out by quantitative descriptive and qualitative descriptive methods. This research was conducted on 165 students of class VII SMP/MTS in Cianjur Regency. The results showed that the creative thinking ability of class VII students on environmental pollution material in Cianjur Regency showed 52% including good criteria. The results of the research for aspects of students' creative thinking skills obtained aspects of fluency by 63.71%, flexibility 68.56%, originality 60.15%, elaboration 59.24% and evaluation 62.05%. As for the creative aspect of students, the curiosity aspect has the highest percentage, which is 80% and the lowest is in the aspect of seeing the problem from various points of view with a percentage of 66.9%. The results of this study indicate the importance of developing students' creative thinking skills and creative attitudes for students to develop students' potential, especially in conducting learning assessments.Keywords: Creative thinking, creative attitude, fluency,descriptive.AbstrakPenelitian ini bertujuan untuk mengetahui profil kemampuan berpikir kreatif siswa dan sikap kreatif siswa kelas VII yang meliputi aspek aspek kemampuan berpikir kreatif berdasarkan kriteria Guilford yang terdiri dari kelancaran, keluwesan, orsinalitas, memerinci dan evaluasi. Jenis penelitian ini adalah penelitian expost facto melalui pengumpulan data secara langsung kepada responden melalui metode pemberian angket, tes berpikir kreatif dan observasi  tanpa perlakuan. Teknik analisis data dilakukan dengan cara deskriptif kuantitatif dan deskriptif kualitatif. Penelitian ini dilakukan kepada 165 siswa kelas VII SMP/MTS yang ada di Kabupaten Cianjur. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif siswa kelas VII pada materi pencemaran lingkungan di Kabupaten Cianjur menunjukkan 52 % termasuk Kriteria baik. Hasil penelitian untuk aspek kemampuan berpikir kreatif siswa didapatkan aspek kelancaran sebesar 63,71%, keluwesan 68,56%, orsinilitas 60,15%, memerinci 59,24% dan evaluasi 62,05%. Sedangkan untuk aspek kreatif siswa, aspek rasa ingin tahu  memiliki persentase paling tinggi, yaitu 80% dan paling rendah terdapat pada aspek melihat masalah dari berbagai sudut pandang dengan persentase 66,9%. Dari hasil penelitian ini menunjukkan pentingnya pengembangan kemampuan berpikir kreatif dan sikap kreatif siswa dilakukan kepada siswa untuk mengembangkan potensi siswa, terutama dalam melakukan asesmen pembelajaran. Kata kunci: Berpikir kreatif, sikap kreatif, kelancaran,deskriptif