Articles
<![CDATA[The Analysis Critical-Thinking Skills of Junior High School Students on Geoscience ]]>
<![CDATA[Anggraeni Rusmia Putri]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Erman]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v2i3.102
<![CDATA[This research aims to analyze the critical-thinking skill of the junior high school student in Mojokerto. This research describes students geoscience conception by using question instruments related to students' critical-thinking skills. The method that used in this research was pre-experimental design with one-shot case study design and descriptive quantitative approach. The test is done online via google form. The question instrument contains 20 questions related to geoscience concept, disasters, and mitigation materials that have been validated by a validator. This research involved 107 students who were on the 7th grade of junior high school in Mojokerto. The results showed that the analysis related to geoscience knowledge of students got an average of 48.79% which was included as very low category, while the critical-thinking skills got 43% on the interpretation indicator, 52% analysis, 79% evaluation, 40% inferential, explanation. 54%, and self regulation 40% with an average critical-thinking skills of 51% which concluded in the very low category. These critical-thinking skills must be built, especially in geoscience conceptl. The accuracy of the analysis of critical-thinking skills in this research only shows the results in the Mojokerto area.]]>
<![CDATA[Geoscience Literacy Profile of Junior High School Students ]]>
<![CDATA[Desy Suryani]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v2i3.105
<![CDATA[The purpose of this research is to find out the geoscience literacy profile of junior high school students in Surabaya. The method used in this research is quantitative method. The test is done online through google form. The problem used in the test instrument is an adaptation of the TIMSS (Trends in Mathematics and Science Study) question in the Earth Science sub-discussion. The question instrument contains 10 points of multiple choice questions, and 3 items of description questions that are the result of the development of indicator slices of TIMSS (Trends in Mathematics and Science Study) 2019 and basic competency indicators of curriculum 2013. The study subjects were 85 respondents who were grade VIII students of State and Private Junior High in Surabaya. The results showed that the geoscience literacy capability profile of junior high school students in Surabaya with an average score of 58.2% is included in the low criteria, there are two indicators that have low achievement criteria, namely identifying or describing changes in the earth's surface, and the impact of geological events; and describe the process of hydrological cycles and know the sun as a source of energy for the hydrology cycle, sufficient achievement criteria, contained in the domain of cognitive knowing and reasoning. While the criteria for achievement are low, it is found in the cognitive domain applying]]>
<![CDATA[The Effectiveness of Science Learning Tools Based on Education Sustainable Development (ESD) to Improve Problem-Solving Skills ]]>
<![CDATA[Dwita Dana Pradipta]]>;
<![CDATA[Madlazim]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 3 (2021): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v2i3.113
<![CDATA[This study aims to determine the effectiveness of practicing problem-solving skills from ESD-based science learning tools. This research is development research with the ADDIE development model and a one-group pre-test post-test design. Data collection methods using validation and tests. Learning tools in all aspects are stated to be very valid so that they can be implemented. The pre-test average score was 52.96 and the post-test score was 79.84 with an N-gain score of 0.67 in the moderate category. This shows that students can be improve in problem-solving skills with ESD-based learning. Students can improved problem-solving skills in the Lapindo mud phenomenon by integrating the liquid pressure material (Archimedes Law and Bernoulli's Law) with the ESD concept (social, ecological, and economic). In terms of ecology, Lapindo mudflow can be overcome by applying Bernoulli's Law. In the economic sector, the overflowing Lapindo mud can be used as a building material. This is studied in the material of Archimedes Law. In the social point, students can communicate the results of problem-solving with the concept of ESD to the surrounding community.]]>
<![CDATA[Profile of Junior High School Students' Constraints in Online Science Learning ]]>
<![CDATA[Desy Suryani]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Tjipto Prastowo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 5 (2021): September ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v2i5.153
<![CDATA[This research aims to determine the online learning constraints of Junior High School students in Nganjuk on science subjects. The change in learning methods that were originally carried out face-to-face to online learning experienced several obstacles such as internet connection, lack of enthusiasm for learning, difficult materials, unclear teaching materials, and teacher’s teaching methods. The type of this research is descriptive survey research, the data of this research was obtained from 70 junior high school students in Nganjuk. The data collection technique in this research was a questionnaire (questionnaire) while the instrument used in this research was an online Google Form questionnaire, which is distributed through the WhatsApp application. The data analysis technique used in this research is descriptive analysis. The results showed that the most common obstacle felt by junior high school students in Nganjuk was the lack attractiveness of teaching materials.]]>
<![CDATA[Scientific Literacy Ability of Junior High School Students on Static Electricity and Electricity in Living Things ]]>
<![CDATA[Moh. Shohib]]>;
<![CDATA[Yuni Sri Rahayu]]>;
<![CDATA[Wasis Wasis]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 2 No. 6 (2021): November ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v2i6.170
<![CDATA[Junior high school students need to have good scientific literacy skills to have sufficient competence to compete in the current and future era of information and globalization. Science is basic knowledge covering products, processes, and applications. One of the science materials is static electricity and electricity in living things. This study aimed to determine the literacy profile of junior high school students on static electricity and electricity in living things. The subjects of this study were junior high school students. This research uses a descriptive research method. Data collection instruments consist of scientific literacy instruments. The results showed that junior high school students’ average scientific literacy ability on static electricity and electricity in living things, in general, was low criteria. The achievement of scientific literacy ability in the first indicator to explain scientific phenomena obtained a score of 28.76% higher when compared to the second indicator evaluating and designing scientific investigations to obtain a score of 15.73%, while the third indicator to interpret data and scientific evidence obtained the lowest average score. of 10.13%. In general, the criteria for scientific literacy in all indicators are very low.]]>
<![CDATA[Determining Learning Activities to Promote Scientific Reasoning in Science Learning: A Literature Review ]]>
<![CDATA[Husfina Lailiyatus Suaidah]]>;
<![CDATA[Endang Susantini]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v4i3.285
<![CDATA[Objective: The objective of this study is to analyze learning activities in science learning that can promote scientific reasoning skills and provide the best way to teach it. Method: The method used is a literature review analyzing 20 articles indexed by the Scopus database from 2017 – 2022. There are 200 articles about teaching scientific reasoning in the Scopus database, and 20 articles that focused on science learning were selected. The 20 articles then analyzed the domain of scientific reasoning and learning activities to train it. Results: The results showed that science learning interventions in practicing scientific reasoning can be carried out starting from secondary to higher education levels. The learning interventions can be designed in face-to-face learning by integrating social science phenomena/cases, conducting guided investigations assisted by modules, and implementing argument-based learning or online learning using mobile apps/online simulations. There is a tendency that investigative activities are the most widely used intervention to promote scientific reasoning skills in science learning. Novelty: This study can provide an overview of science learning activities that promote scientific reasoning so that teachers can design the most appropriate learning activities to train students' scientific reasoning.]]>
<![CDATA[Research Trend of Environmental Education in Science Based on Scopus Database ]]>
<![CDATA[Putih Sari]]>;
<![CDATA[Tarzan Purnomo]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 3 (2023): May ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v4i3.296
<![CDATA[Objective: This study analyzes the trend of implementing environmental education in science research. Method: This research was conducted using the bibliometric literature study method. The data collection of this study used a Scopus database and was analyzed by the Vosviewer application. Result: From this study known that there is a significant increase in environmental education science research. The highest number of publications carried out in 2021 was six articles. The results of the VOSviewer visualization found 3 clusters red, green, and blue. Red cluster show related keyword research about education, curriculum, learning science, and education program. Green cluster show related keyword research about environmental education and science education. Blue cluster show related keyword research about sustainable development, science and technology, environmental technology, environmental science, and environmental sustainability. From the cluster, there are known that some theme related can be used to combine and use to research environmental education in science. Novelty: Analysis of these research trends can be used as a reference and a means of developing self-abilities concerning being an environmental educator in schools. Implementing environmental education can make students better understand and explore their abilities in science.]]>
<![CDATA[Implementation of ESD (Education for Sustainable Development) in Climate Change Learning: A Literature Review ]]>
<![CDATA[Susanti Indah Perwitasari]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Endang Susantini]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v4i4.317
<![CDATA[Objective: Education for Sustainable Development (ESD) is an educational agenda that focuses on the quality of learning outcomes and the emphasis on learning content and its contribution to future environmental sustainability, one of which is tackling climate change. Education for Sustainable Development (ESD) can be integrated into curriculum and learning. This study aims to describe and conduct a literature review of the implementation of ESD in climate change learning. Methods: This research is a literature study by screening 370 Scopus-indexed papers in the 2017-2022 time frame into 20 papers for analysis. The analysis results show that journal publications on implementing ESD in climate change learning still need to be made available despite increased research trends. The implementation that has been carried out can be through formal / school and non-formal education with learning innovations and developing curricula and policies. There is a tendency for developing learning innovations is the most widely practiced form of implementation in climate change learning. Implementing ESD in climate change learning is vital in improving the understanding, skills, and awareness of climate change. Novelty: The study reveals an urgent need to develop the right innovations, methods, and designs to implement ESD in climate change learning, especially government policies. These findings invite researchers, practitioners, governments, and communities to be involved in developing innovations, methods, designs, and policies within a sustainable framework by implementing ESD in climate change learning.]]>
<![CDATA[Development of Students’ Worksheet Through Guided Inquiry Model to Increase Science Process Skills in The Harmonic Vibration Subject ]]>
<![CDATA[Puspa Imroah Ramadhani]]>;
<![CDATA[Eko Hariyono]]>;
<![CDATA[Elok Sudibyo]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v4i4.319
<![CDATA[Objective: This study uses guided inquiry models to test the relationship between the Student Worksheets and Science process skills on the Harmonic Vibration subject. Method: This research uses an experimental method with subjects on high school students in two State Islamic School 1 Sumenep classes. Result: Through comprehensive equipment and questions. This research results in several aspects as follows: (1) the average validity on the Student Worksheet (SW) is 3.58, which is categorized as a very-valid; (2) the exciting aspect of SW is 93% with attractive criteria, the understanding SW is 87% with easy-to-understand criteria, clarity in terms of font size and typeface is 100% with clear criteria, clarity in terms of language aspects is 92% with clear criteria, as well as clarity of description supported by graphic illustrations of 87% with clear criteria; (3) The effectiveness of SW is measured through the pre-test and post-test which depicts that there is an increase in students' science process skills after the using learning tools and guided inquiry learning models. Novelty: This research contributes to the development of indicators in student's worksheets relating to science process skills, including formulating a problem, making a hypothesis, determining the experimental variable, defining operational definitions of variable, creating a data table, creating a finding and analysis, and making a conclusion.]]>
<![CDATA[Integration of PJBL, STEAM, and Learning Tool Development in Improving Students' Critical Thinking Skills ]]>
<![CDATA[Sri Dwi Indahwati]]>;
<![CDATA[Fida Rachmadiarti]]>;
<![CDATA[Eko Hariyono]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 4 No. 6 (2023): November ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46245/ijorer.v4i6.434
<![CDATA[Objective: This research aims to explore improving critical thinking skills by applying Project Based Learning (PjBL) based on the STEAM (Science, Technology, Engineering, Arts, and Mathematics) model in Renewable Energy material at 1st Trowulan State Vocational School. The main aim of this research is to assess the effectiveness of STEAM-based PjBL in improving students' critical thinking skills at 1st Trowulan State Vocational School Trowulan. Method: The research method used was an experiment with a One Group Pre-test and Post-test design. The research subjects comprised 25 students of Class X Computer and Network Engineering 1 (X-1) and 26 students of Class X Computer and Network Engineering 1 (X-2). During the research, students were given PjBL-based learning with a STEAM approach to Renewable Energy material. Before and after learning, students are tested using a pre-test and post-test to measure the increase in their critical thinking skills. Results: The analysis shows that implementing PjBL-based learning based on STEAM is efficacious in improving students' critical thinking abilities. A comparison of pre-test and post-test scores on Renewable Energy material shows a significant increase in students' critical thinking abilities. Novelty: The novelty of this research lies in its new contribution to the field of education. The combination of the PjBL and STEAM approaches in learning Renewable Energy makes a new contribution to preparing students to face real-world challenges that continue to develop. Critical thinking ability is an essential skill in facing the challenges of the 21st century, and this research shows that this approach is practical in developing it. Integrating critical thinking skills into STEAM-based learning provides essential added value in education.]]>
