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All Journal International Journal of Education Unnes Science Education Journal
Yetti Supriyati, Yetti
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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THE EFFECT OF SETS LEARNING MODEL AND SCIENTIFIC ATTITUDE TOWARD STUDENT’S PHYSICS ACHIEVEMENT Amelia, Riski; Supriyati, Yetti; Indrasari, Widyaningrum
Unnes Science Education Journal Vol 8 No 3 (2019): December 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

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Abstract

The purpose of this study is determine the effect of science, environment, technology, and society (SETS) learning model and scientific attitude toward student’s physics achievement in XI grade student. This study was conducted at SMAN 2 Indramayu. This study used quasi experiment method with Two Way Anova design. There are 64 students as the sample and it was selected by purposive sampling. Students in experimental group learned through Science, Environment, Technology, and Society. Meanwhile, in control group, students learned through Inquiry Learning. The result of this study are: the student’s achievement given by Science, Environment, Technology and Society is higher than Inquiry; there is influence of interaction between learning models and scientific attitude toward student’s achievement; student’s achievement given by Science, Environment, Technology, and Society is higher than Inquiry in group of student’s with high scientific attitude; and student’s achievement given by Science, Environment, Technology, and Society is lower than Inquiry in group of student’s who have low scientific attitude.
Development of Physic Problems for The Final Assessment in High School Level with Rasch Model Analysis Maulana, Slamet; Supriyati, Yetti; Astra, I Made
Unnes Science Education Journal Vol 9 No 1 (2020): February 2020
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v9i1.36394

Abstract

The aim of this research is to develop Physics problems that are appropriate to be used for the final assessment at High School level with Rasch Model Analysis. Research method used in this study is Research and Development with the ADDIE model. Physics problems developed refers to the USBN blueprint issued by BSNP. Problems that have been developed will be validated by Physics experts, then tested on students, and analyzed for their quality using Rasch Model analysis. Validation results from Physics experts gave a score of 86.25% with very good criteria, it shows that Physics problems are feasible in terms of Physics material. The problems that have gone through the validation stage are then tested to several students and analyzed using the Rasch Model. Results of the analysis show that problems that have been developed have good validity and reliability. Problems that have been developed also have varying degrees of difficulty. Results of this analysis also show that problems that have been developed are not biased for a certain group. Based on the results, it can be concluded that Physics problems that have been developed are appropriate to be used for the final assessment at High School level.
Writing Ability with Metaphorming Approach: A Systematic Review Suwartini, Yati; Lustyantie, Ninuk; Suseno, Muchlas; Supriyati, Yetti
International Journal of Education Vol 14, No 2 (2021): Volume 14, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43885

Abstract

Metaphorming is a new way of brainstorming that covers all aspects and complexity of students’ creative thinking skills. This approach enhances fast-thinking ability and creativity, allowing them to connect something that is known with a new one for better problem-solving. The purpose of this study was to conduct a systematic review on how to improve students’ writing skills through a metaphorming approach. The methodology used was the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). Furthermore, the writing skills were examined using a metaphorming approach from 5 databases with several articles, including 143, 58, 4, 198, and 23 from Microsoft Academic, Scopus, JSTOR, crossref, and EBSCO, respectively. This study’s results analyzed 11 focus studies related to metaphorming effects. The study strategy was developed by formulating the problem, combining descriptors and keywords, and the year of publication. To choose the correct studies for review, three independent reviewers carried out abstract and full-text selection and research analysis. In this regard, 426 articles were obtained, though only 43 were selected for review. The results showed that mapping the metaphorming approach could improve writing skills. Therefore, this study provides valuable information about the metaphorming approach for better writing skills and can also be used to examine learning and teaching materials development. 
Co-Authors I Made Astra Maulana, Slamet Muchlas Suseno Ninuk Lustyantie Riski Amelia, Riski Suwartini, Yati Widyaningrum Indrasari