Search

Learning based on Science Technology Engineering and Mathematics (STEM) has been widely implemented in learning to assist students in understanding learning in the 21st century. Developing teaching materials is one way to implement them, but these teaching materials must be in accordance with competencies in the 2013 curriculum and apply the values and concepts contained in learning in the 21st century. This study aimed to describe the characteristics of physics learning teaching material based on STEM to develop 21st Century Learning Skills and testing readability and feasibility. This study was divided into four stages (preliminary studies, planning, development, and testing). The trial design uses One Group Pretest-Posttest. The subjects of the small and large group trials were students of the fifth-semester Physics Education Study Program Universitas Negeri Semarang. The teaching materials showed data about the importance of STEM and 21st-century learning skills, STEM material, and 21st Century Learning Skills, and Physics Learning Teaching based STEM and examples. The results of the feasibility test using a questionnaire showed that the teaching material was in the category of feasible. Readability test results using a cloze test and Raygor graphic showed that the teaching material included in the easy to understand category.

Scientific argumentative skills could encourage the critical thinking skill of college students about scientific phenomena. This research aimed to measure and describe the scientific argumentative skill of the primary school teacher candidates, reviewed from the scientific literacy. This research applied the quantitative method by using a survey typed cross-sectional design. The researchers selected the participants with convenience sampling. The results were 184 college students of even semester of 2020/2021. The applied instrument was the validity process. The data collecting techniques were test and questionnaire assisted with a Google Form. The test instrument consisted of four items. Then, the questionnaire item of the student’s perceptions about the argumentative scientific skills consisted of ten items. The researchers arranged the instruments with the indicators of science literacy-based scientific argumentative skills about biodiversity. The validity results showed that the test and questionnaire instruments were valid, relevant, and reliable to measure the skills. The researchers measured the argumentative scientific skills with Toulmin argumentative pattern (TAP) that was modified. The scientific argumentative skill profiles of the students showed that a percentage of 52% students was at level 3. However, there were no students reaching level 5. The students’ perceptions showed that they were interested in expressing their arguments and confidence while expressing their opinions. The results suggested the science educators prepare teacher candidates with argumentative scientific skills by developing learning innovation. The empowerment strategy by using scientific argumentation measurement is essential to apply to create better primary school teacher candidate with 4.0 century skills.

Effective physics learning can be designed by recognizing students' difficulties in understanding physics concepts. Students build the concept through experience gained from the environment, so that they unconsciously have the concept in accordance with the understood. Students still have difficulty distinguishing work and energy definitions in physics and in everyday life. The concept of work and energy can be understood by students if students have good analogy skills. The Brain Based Learning (BBL) model through analogy facilitates learning to improve students' thinking ability analogy. The buying and selling analogy is used to relate concepts that students have understood (source problems) to the concept of work and energy as learning goals (target problems). Quasi-experimental learning is applied to determine the analogy of students. Data were analyzed from the achievement of analogy ability test results before and after learning. The success rate of mastering students' analogy abilities is analyzed from the stages of analogy in solving problems. Achievement of pretest and posttest scores of students 'analogy abilities shows that the BBL model through buying and selling analogy can improve students' analogy skills. The average achievement of students' analogy skills at the stage of generating the analogy includes good criteria, evaluating the analogy relations stage including good criteria, understanding the analogy case stage including good criteria, and at the transfering findings, including not good criteria. The results of the analogy ability show that the BBL model through the analogy of buying and selling gives positive results on the ability of students' analogy.

The similarity in characteristics between students’ life experiences and some of the science concepts supports the need to use analogies in learning science in elementary schools. This paper discusses the research results aimed at exploring the analogical thinking skills of students based on culture, especially in the Pesisir area. The discussion’s main focus lies in the format of the presentation given by students when presenting the analog of the concepts of electric current and plant motion. Data were collected through observation, interviews, and literature study from various selected school sources in the Pesisir cultural area: the Tegal Regency. Derived conclusion based on data analysis and discussion stated that students’ dominant presentation format to explain the scientific concepts given in this study analogically is the verbal-pictorial format.

Comprehending the problem-solving process is an effort that is no less important than teaching problem-solving skills at school. By understanding the problem-solving process, it will be easier to teach at school. Several neurological studies discuss activities in solving problems, but the scope of the discussion is narrow and in-depth. On the other hand, it requires complete information about how the problem-solving process is a complex cognitive process. This research is a systematic literature review using the PRISMA approach. The result shows that the problem-solving skills were developing based on ages of development. The effectiveness of problem-solving skills is characterized by minimal brain activity but produces the right solution. In addition, the result of the review shows that semantic ability and mathematical logic ability play an important role in a problem solving process. Getting complete problem solving process needs many parts of the brain. DLPFC and IFG are the dominant parts of the brain in the process of solving problems.

The purpose of this research is to develop scientific literacy-based science text books and to determine the characteristics, validity, readability, as well as the effectiveness of the textbooks.The study started with product development and then continued by feasibility test and readability test. Feasibility test was done with the respondent of lecturer and science teachers of VII, VIII, IX grade at SMP N at Central Java. Readability test used cloze test that filled by VII, VIII, and IX grade students at that schools. The data analysis was done with percentage discription and t-test. The study results in feasibility test showed that the developed literacy science textbook has average score 90,74%. It means the literacy science textbook is suitable. Based on the readability test result, science literacy textbook is easy to learn. The average of score of cloze test was 88,14%. The effectiveness of the developed science textbook was classified as an effective stimulant to increase students scientific literacy.Tujuan penelitian ini adalah mengembangkan buku ajar IPA berbasis literasi sains, menentukan karakteristik, kevalidannya, tingkat keterbacaan, dan keefektifannya. Penelitian pengembangan ini dimulai dengan analisis kebutuhan, penyusunan tema, pengembangan buku ajar, uji kevalidan dan keterbacaan buku yang telah dikembangkan. Validasi dilakukan oleh dosen dan guru IPA kelas VII, VII, IX. Uji validitas, tingkat keterbacaan dan keefektifan buku dilakukan di SMP N di Jawa Tengah. Subjek ujicoba adalah siswa kelas VII, VIII, IX. Teknik analisis data menggunakan deskriptif persentase untuk uji kevalidan dan keterbacaan, dan uji t untuk keefektifan. Hasil validasi menunjukkan seluruh buku yang dikembangkan adalah valid dengan rata-rata skor 90,74% berada pada kategori sangat valid. Skor rata-rata tingkat keterbacaan sebesar 88,14% beradapada kategori mudah dipahami. Buku ajar yang dikembangkan efektif untuk meningkatkan kemampuan literasi sains.

This study aims to describe STEM-based Student Worksheets, which facilitate the development of critical and creative thinking skills. Another aim is to test the level of readability, feasibility, and describe the improvement of critical and creative thinking skills after the Student Worksheet is applied. This research uses Research and Development (R&D) method as well as one-group pretest-posttest design. As research subjects were ten high schools in the city of Semarang. The results of the feasibility test indicate the criteria are suitable for learning by obtaining an average of 88.96% which means it is very feasible. In addition, the readability test showed that the worksheets were easily understood with an average of 91.66% and an analysis of improvement in critical and creative thinking skills was found to have high average criteria.

The unique of magnet behaviour has been explored by many parties and attracted them to describe its characteristics using analogy. The use of magnetism concepts analogy are varies including those in the field of education. As a part of a research aiming to investigate culture-based elementary school students’ analogical thinking skill, a study on magnetism concepts analogy has been carried out. By using interview, documentary study and literature review methods, several analogies of magnetism concepts were generated with the basis of various sources of students’ cultural background and learning materials. This paper discusses the analogies, particularly those which can be delivered in elementary school science class, and their implication for education ofPesisir(costal) students. Based on the review and discussion, it was concluded that the analogies of magnetism concepts facilitate people with high educational values which can be put into practice in science learning forPesisirarea students.

This study aims to determine the implementation of Science, Technology, Engineering, and Mathematics (STEM) based Problem Based Learning (PBL) model, identifying increased knowledge achievement, character development, and skill enhancement. This research uses Quasi Experiment method while design uses one group pretest-posttest design. The instrument consists of an essay test for measuring the knowledge achievement and an observation sheet for measuring skills and character outcomes. Implementation PBL model based STEM on Impulse and Momentum materials, assisted by Student Worksheet, can improve knowledge achievement (cognitive) and skill (psychomotor), and also can develop the character of discipline, curiosity, communicative, and cooperation.

The research were aimed to develop and find out of validity, reliability, characteristic of scientific literacy assessment, and find out of the profile of students' scientific literacy skills in Energy themed. The research is conducted in 7th grade of Secondary School at Demak, Central of Java Indonesia. The research design used R&D (Research and Development). The results of the research showed that the scientific literacy assessment was valid and reliable with 0.68 value in the first try out and 0.73 value in the last try out. The characteristics of the scientific literacy assessment are the difficulty index and the discrimination power. The difficulty index and distinguishing are 56.25% easy, 31.25% medium, and 12.5% very difficult with good discrimination power. The proportion of category of scientific literacy as the body of knowledge, the science as a way of investigating, science as a way of thinking, and the interaction among science, environment, technology, and society was 37.5%:25%:18.75%:18.75%. The highest to the lowest profile of students' scientific literacy skills at Secondary School Demak was 72% in the category of science as a way of thinking and the lowest was 59% in the category of science as the body of knowledge.

All various traditional arts of Banyumas area support this area to be one famous region located in the periphery of West and Central Java with its unique cultural identity. In science learning, these traditional arts are very important aspect which can be implemented as a source of analog by students thinking a science concept analogically. This paper discusses a kind of Banyumas traditional art: the ebeg, and its cultural characteristics which can play a significant role in supporting elementary school students' analogical thinking of a science material. The method used were literature and documentary studies. It is concluded that the ebeg provides many cultural characteristics which can be used as analog of elementary school science material, in terms of its music player's motion, kinds of musical instruments played and its dancer motion.