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All Journal Unnes Science Education Journal Journal of Innovation in Educational and Cultural Research
Risa Dwita Hardianti
Universitas Negeri Semarang, Indonesia
Education

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Promoting Students' Science Process Skills Through Predict Discuss Explain Observe Discuss Explain Implementation Risa Dwita Hardianti; Indhah Ulya Permatasari
Unnes Science Education Journal Vol 12 No 1 (2023): April 2023
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.v12i1.65648

Abstract

The ideal science classroom prepares students to enhance not only mastery knowledge but also skills. Certain skills can be developed during the process of learning science. One of the skills that expected to be possessed is Science Process Skills (SPS). SPS can be gain by applying Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE). Therefore, the intent of this study was analyzing students’ science process skills after the implementation of PDEODE. Measurements of SPS were obtained by collecting data from three domains of learning. SPS of students ranges from good to excellent level. About 18,29% students got excellent marks of SPS while most of them (81,71%) successfully reached good level. To put in a nutshell, PDEODE learning assisted students to attain all indicators of SPS.
Case Method and Scaffolding Technique Assisted by Supporting Technology: An Attempt to Train Students’ Academic Writing Stephani Diah Pamelasari; Risa Dwita Hardianti; Fahrur Rozi
Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v4i3.752

Abstract

Students still have problems achieving adequate writing skills in academic writing. Hence, the case method, scaffolding, and supporting technology are applied to help students improve their academic writing skills in the English for Specific Purpose (ESP) course. Therefore, this study aims to analyze the effectiveness of the case method and scaffolding technique assisted by supporting technology to train students' academic writing in ESP courses. The research was experimental research with a post-test-only non-equivalent control group design. The samples were 50 students of the Environmental Science Study Program. The instruments were the performance test of writing an essay and a questionnaire to determine students' responses to the learning process. The result shows Sig. (2 tailed) 0,05, indicating there is a difference between the academic writing of the experimental group and the control group. The mean score and writing aspect assessment of the experimental group are also higher than the control group. Therefore, it can be concluded that the case method and scaffolding technique assisted by supporting technology is effective in training students' academic writing, and it also reveals the case method's role in improving students' skills.
Co-Authors Fahrur Rozi Indhah Ulya Permatasari Stephani Diah Pamelasari