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Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok Hikmawati Hikmawati; I Wayan Suastra; Ni Made Pujani
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2021): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v7i1.530

Abstract

This study aims to analyze the needs of students in learning science in junior high schools which will be used as a basis in designing ethnoscience-based learning models for the development of critical thinking skills and concern for students' local culture. Teachers who were used as samples of this study were 30 junior high school science teachers in Lombok. Data were collected through field observations, literature review, questionnaires, and interviews. Data were analyzed descriptively. Based on the results of data analysis, it can be concluded that: 1) There are 5 basic competencies that can be developed in ethnoscience-based learning. 2) Methods suitable for ethnoscience-based learning are investigation / experimentation, field observation, and discussion. 3) Suitable learning resources to support science learning are the natural and socio-cultural environment, textbooks, audio visuals, and the internet. 4) The assessment system suitable for ethnoscience-based science learning to develop students' critical thinking skills and local cultural awareness is non-test assessment (performance, attitudes, portfolios, products) and assessment by tests. 5) Critical thinking skills that can be developed are: Providing simple explanations, building basic skills, concluding, making further explanations, strategies and tactics. 6) Local cultural concerns that can be developed are liking local culture, introducing local culture to others, preserving local culture. 7) Conceptual model of ethnoscience-based science learning which is suitable for developing critical thinking skills and local cultural awareness includes the following steps: Engage, Explore, Explain, Elaborate, Exhibit, and Evaluate.
PERSPEKTIF GURU SEKOLAH DASAR TERKAIT PENGGUNAAN MIND MAPPING DALAM MENYEIMBANGKAN OTAK KANAN DAN OTAK KIRI SISWA candra prastya; I Wayan Suastra; Ida Bagus Putu Arnyana
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 2 No. 4 (2021): Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Publisher : Yayasan Hurriah, Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Our educational pattern is still oriented to the development of the left brain, the development of the right brain does not receive an important portion, even if there is only a little or just a little. In the current development of science, the development of the right brain is very necessary, this is related to the fact that in the right brain there is emotional intelligence which actually determines the success of a person's life. This type of research is descriptive qualitative research. The data collection method used an open and closed questionnaire with 9 questions given to 10 elementary school teachers in Buleleng District. Data analysis was carried out with the stages of data collection, data reduction, data presentation, and conclusions/verification. The results showed that all teachers have a perspective that learning done with mind mapping techniques can balance the students' right and left brains. Learning is easier for children to understand because there is a combination of pictures and words. The content contained in mind mapping, namely pictures and words, symbolizes the performance of the child's right and left brain. The child's right brain is related to art or pictures, emotions, social, while the left brain is related to the ability to write words, the ability to analyze, and logic. Abstrak: Selama ini pola pendidikan kita masih berorientasi pada pengembangan otak kiri saja, pengembangan otak kanan kurang mendapat porsi yang penting, kalaupun ada itu hanya sedikit atau sekedarnya saja. Dalam perkembangan ilmu pengetahuan saat ini perkembangan otak kanan sangat diperlukan, hal ini terkait bahwa dalam otak kanan terdapat kecerdasan emosional yang justru lebih banyak menentukan keberhasilan hidup seseorang.Tujuan penelitian ini adalah mengetahui perspektif guru terkait penggunaan mind mapping dalam menyeimbangkan otak kanan dan kiri siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Metode pengumpulan datanya menggunakan kuesioner terbuka dan tertutup sebanyak 9 pertanyaan yang diberikan kepada 10 orang guru sekolah dasar di Kecamatan Buleleng. Analisis data dilakukan dengan tahapan pengumpulan data, reduksi data, penyajian data, serta simpulan/verifikasi. Hasil penelitian menunjukkan bahwa seluruh guru memiliki perspektif bahwa pembelajaran yang dilakukan dengan teknik mind mapping dapat menyeimbangkan otak kanan dan kiri siswa. Pembelajaran lebih mudah dipahami anak karena terdapat gabungan antara gambar dan kata. Konten yang terkandung dalam mind mapping yaitu gambar dan kata melambangkan kinerja otak kanan dan kiri anak. Otak kanan anak berkaitan dengan seni atau gambar, emosi, sosial, sedangkan otak kiri berkaitan dengan kemampuan menuliskan kata, kemampuan menganalisis, serta logika.
Study of improving the quality of learning in an effort to improve the quality of elementary school education Ketut Susiani; I Wayan Suastra; Ida Bagus Putu Arnyana
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 8, No 1 (2022): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202221786

Abstract

Quality education is education that is able to carry out the process of maturation of student quality developed by liberating students from ignorance, incompetence, helplessness, untruth, dishonesty, and from poor morals and faith. This study aims to analyze the quality of education in Buleleng Regency with a meta-analysis approach. The subjects of this study are researchers and research reports, data analysis begins with categorizing each research in accordance with its research paradigm and the central issues raised, and then the results of all studies are compared according to their categories. The results showed that student learning outcomes are strongly influenced by the quality of teachers or teaching staff. And the quality of teaching can be done by developing innovative learning models. If educators are able to improve performance related to improving classroom management and the learning process by participating in training on various innovative learning, then the quality of education and the quality of graduates will be able to compete in the global era