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International Journal of Active Learning
Published by Universitas Negeri Semarang
ISSN : 2528505X     EISSN : 26156377     DOI : -
Core Subject : Education,
Education
International Journal of Active Learning p-ISSN 2528-505X | e-ISSN 2615-6377 is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
Arjuna Subject : -
Articles 198 Documents
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The Effects of Ethnoscience Integrated STEM E-Book Application on Student’s Science Generic Skills in Chemical Equilibrium Topic Azalia, Izatul; Sudarmin, Sudarmin; Wisnuadi, Aries
International Journal of Active Learning Vol 5, No 1 (2020): April 2020
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (592.398 KB) | DOI: 10.15294/ijal.v5i1.24017

Abstract

This study aims to know the effects of the application of ethnoscience integrated STEM e-book on learning outcomes and student's science generic skills on chemical equilibrium topic. The research method that used is experiment and the research design that used is Pretest- posttest Control Group Experiment.  The sample of this research was taken by cluster random sampling technique, there are XI IPA 4 as an experimental class and XI IPA 3 as a control class. Data collection techniques are carried out with a reasonable multiple choice test to measure learning outcomes and student's science generic skills, questionnaires to find out students' responses to the e-book that used as teaching materials. Data analysis techniques that used is the average difference test, analysis of the effects between variables, and the stipulation of the determination coefficient. The research results obtained by the average cognitive learning outcomes of students in the experimental class and control class respectively 78.64 and 51.21. Analysis of the effects between variables shows a biserial coefficient is 0.90. Calculation of the determination coefficient shows the implementation of ethnoscience integrated STEM e-book accounted for 82%. While the average science generic skills of students in the experimental class and control class were 77.81 and 35.58, respectively. Analysis of the effects between variables shows a biserial coefficient is 0.97. Calculation of the determination coefficient shows that the application of ethnoscience integrated STEM e-book contributed 95%. Based on the results of the study it can be concluded that the application of ethnoscience integrated STEM e-book has an effect on learning outcomes and students' science generic skills in chemical equilibrium topic
Analysis of Learning Implementation Plan (LIP) of Explanation Text In Class XI Senior High School For Curriculum 2013 Wicaksono, Harits Agung; Pristiwati, Rahayu
International Journal of Active Learning Vol 5, No 1 (2020): April 2020
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.701 KB) | DOI: 10.15294/ijal.v5i1.24912

Abstract

The aim of this study is to explain the suitability and discrepancy analysis of the Learning Implementation Plan (LIP) teaching materials on explanatory text teaching of Indonesian subjects in class XI Senior High School of curriculum 2013 revised with a syllabus. The method used by researchers is a descriptive qualitative method, with note-taking techniques. The researcher reads the theory from reference sources such as books, articles, or laws and regulations, while supporting data analysis is recorded from the object of research. The results of the analysis of the Learning Implementation Plan (LIP) are adjusted to the syllabus which emphasizes several components, including: (1) subject identity, (2) indicators of competency achievement, (3) learning objectives, (4) teaching materials, (5) learning resources , (6) learning media, (7) learning activities, and (8) assessment. In the analysis conducted by researchers, five components of the lesson plan were found to be in accordance with the syllabus, among others, (1) subject identity, (2) teaching material, (3) learning resources, (5) learning activities, and (5) assessment. In addition, there are three components that are not in accordance with the syllabus found by the researchers in the three LIP, including (1) indicators of competency achievement, (2) learning objectives, and (3) learning media.
Pre Service Teachers’ Self-efficacy in Professional Competence Courses Offered at Faculty of Information Technology in a Private University in Salatiga Krismiyati, Krismiyati; Tupessy, Pricilia Musesil; Yulia, Hanita
International Journal of Active Learning Vol 5, No 2 (2020): October 2020
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v5i2.27609

Abstract

Having the belief of being competent in the subject area during the years of training are essential aspect for pre-service teachers. It will benefit them not only during their training or study but also when they are in their teaching duty.  It tries to look at how the ICT pre-service teachers look at their own ability in relation to their professional competence which is Informatics Engineering and Computer subjects. This is a preliminary study in an effort to investigate pre-service teachers during their teacher education training. By looking at their self-efficacy in relation to their professional competence, recommendation could be made for future reference. This study employs quantitative method by using questionnaire for its data collection. It involves 130 pre-service teachers in their training. The result of the study shows that the dimensions of self-efficacy explored in this study show high interval for all three dimensions; its level, strength, and generality. This reflects that those pre-service teachers have high self-efficacy when they are attending the professional competence courses. This condition reflects that they will likely to be successful in carrying out their teaching duty provided they consistently have the high self-efficacy. Finally, some recommendations for further study are made so that this area could be more thoroughly explored.
The Critical Problem Solving (CPS) E-Module Development on Ethnoscience-Integrated Thermochemistry Topics Hastani, Fatmi Sri; Sudarmin, Sudarmin; Pancawardhani, Helina
International Journal of Active Learning Vol 6, No 2 (2021): October 2021
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v6i2.31147

Abstract

Critical thinking and problem-solving skills (CPS) are included in the 21stcentury competencies that are emphasized in K13. However, this ability is still low because there is less emphasis on learning. One of the devices that can be used as a means to train students in both cases is through e-modules. CPS provided through e-modules is more meaningful if it integrates material with ethnoscience. In this study, an e-module has been developed through the R&D method which aims to provide students' CPS skills. The feasibility value of the emodule is 88.26% (material expert) and 92.14 (media expert), while the practicality value is 77.95%. Based on the results of data analysis, it can be concluded that the e-module which developed feasible and practical to use.
The Effectiveness of Tpack-Based Learning Physics with The PBL Model to Improve Students' Critical Thinking Skills Wardani, Cindy Adelia; Jatmiko, Budi
International Journal of Active Learning Vol 6, No 1 (2021): April 2021
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v6i1.28497

Abstract

Critical thinking skills are thinking skills that are needed to live in the 21st century. This study aims to analyze the effectiveness of TPACK based physics learning with the PBL model to improve students' critical thinking skills. The research is a Pre-Experimental Design with the trial design a one-group pretest-posttest design. The subjects in this study were students of class X IPA 5 and X IPA 6 SMA Negeri 1 Driyorejo Gresik in the academic year 2020-2021. Trial design using. The data analysis technique used quantitative and interferential descriptive analysis. The results showed that physics learning based on TPACK with the PBL model was effective in improving students' critical thinking skills. In terms: a) improving critical thinking skills of students is significant at α = 0.05 (2-tailed), b) mean n-gain score with high category, and c) nothing different in improving critical thinking skills of students at each class. Thus, TPACK-based physics learning with the PBL model can use as input for teachers to improve the critical thinking skills of students.
Developing Ardgotic Game to Improve Logarithm Learning Outcomes Prameshela, Rakeltamara Y.; Kristiyanto, Wahyu H.; Mampouw, Helti L.
International Journal of Active Learning Vol 6, No 2 (2021): October 2021
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v6i2.30582

Abstract

This research aims to produce ardgotic learning media that can improve student learning outcomes on logarithm.  This research consists of 5 development steps, namely analysis, design, development, implementation and evaluation. Ardgotic is a game developed from an othello type board game that requires players to win the games where logarithm is the topic. The results of this media validation reached 94.54%. Trials on 32 students of class X SMK showed a practically rate of 85.71%, both of which were in the very good category. The use of ardgotic media can improve learning outcomes logarithm by 0.697 or a moderate increase. Students find the appearance of the media attractives and the media can motivate them to learn logarithms. These results indicate that ardgotic media can be used to learn mathematics in different ways.
Making STEM Equitable: An Active Learning Approach to Closing the Achievement Gap Burke, Christian; Luu, Richard; Lai, Andy; Hsiao, Valerie; Cheung, Elwin; Tamashiro, Dustin; Ashcroft, Jared
International Journal of Active Learning Vol 5, No 2 (2020): October 2020
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v5i2.23933

Abstract

Active learning is a pedagogical approach which engages students in the learning process, aiming to optimize comprehension of educational material. Meta-analysis of current research shows maximum impact when applied to STEM education, especially for underrepresented minority (URM) students and students with a low GPA. This study focuses on student success, progression, completion and STEM interest within the General Chemistry course sequence at Pasadena City College, which has a 51% Hispanic student population. Data from classes implementing active learning pedagogy consistently had higher success and progression rates, as well as increased progression success from General Chemistry 1 to General Chemistry 2, with a greater positive impact and completion success among Hispanic students compared to students from Asian populations, whose progression success was negatively impacted through use of active learning pedagogy in comparison to traditional lecture-based coursework. Comparison of scores for the American Chemical Society General Chemistry Exams, from this community college and at a national level, indicates active learning students perform equally well on chemistry standardized tests. In total, active learning classes were most beneficial to Hispanic students, and should be designed according to course level, be scaffolded to future coursework to maximize impact through development of STEM active learning pathways in which students are immersed in active learning classrooms continuously through undergraduate STEM academic coursework.
Developing Problem Based Learning Module Containing Multiple Levels of Representation of Ksp Material to Improve Students' Problem Solving Ability Sulistiyanti, Irma; Haryani, Sri; Cahyono, Edy
International Journal of Active Learning Vol 6, No 1 (2021): April 2021
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v6i1.28587

Abstract

Research is based on the mastery of problem solving abilities is still low and the teaching materials used in learning lack training and develop students' problem-solving abilities. This study aims to develop a module based on problem-based learning and contains multiple levels of representation in the solubility material and its solubility product which is feasible and to determine the improvement of students' good problem solving abilities. The research method used is research and development (Research and Development) and the learning modules are arranged according to PBL. Data were collected through expert validation sheets, tests and questionnaires. The results of the validation of the material experts, linguists and media experts respectively showed very good results with an assessment percentage of 93.98%, 86.03% and 88.39%. The results of module trials by students through questionnaires received very good feasibility assessments with a percentage of 78.89% and the results of module trials by teachers got very good assessments with a percentage of 96.83%. The results of the application of problem-based learning modules obtained data in the form of pretest-posttest values which were tested using the n-gain test. The n-gain test results obtained a value of 0.56 in the medium category. The results of this test indicate that there has been an increase in the problem-solving abilities of students after using the module. Based on the results obtained, it can be concluded that the PBL-based chemistry learning module on the solubility material and the solubility product developed is very effective and suitable for use in chemistry learning processes in schools.
Development of Android-based Kimi Kimo Adventure Game as Learning Media on Chemical Bonds Kurniawan, Rivaldi Dwi; Hidayah, Rusly
International Journal of Active Learning Vol 6, No 2 (2021): October 2021
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v6i2.30756

Abstract

This research aims to test the development of an android-based Kimi Kimo Adventure game which is feasible as a learning media for Chemical Bonding material at SMK Negeri 1 Driyorejo Gresik. The feasibility of the Kimi Kimo Adventure game is reviewed in terms of validity, practicality, and effectiveness. Validity in terms of content validity and construct validity obtained from the validation results of 3 experts, namely 2 chemistry lecturers at Universitas Negeri Surabaya and 1 chemistry teacher at SMK Negeri 1 Driyorejo Gresik. Practicality was obtained from the results of student observations and student response questionnaires. While the effectiveness is obtained from the students learning outcomes. The research method that was used is research and development carried out until a limited trial. The limited trial was carried out in 18 students from class X at SMK Negeri 1 Driyorejo Gresik. The data that has been obtained from the limited trial of the Kimi Kimo Adventure game has a percentage assessment of (1) Validity consisting of content validity which is very valid and construct validity which is very valid, (2) Practicality consisting from the observation result of student activities which is very practical and the results of the response questionnaire which is very practical, (3) Effectiveness consists the value of students’ learning outcomes and the classical completeness between the pretest and posttest has increased. It means the Kimi Kimo Adventure game as a learning media can increase the students’ learning outcomes which means the game that has been developed is very effective for use as learning media on chemical bonds. Based on the results of the research, it can be concluded that the Kimi Kimo Adventure game is appropriate for use as a learning medium.
Design of Integrated Corrosion E-module Vocational Context to Improve Critical Thinking Skills of Class X Students in Vocational High School Wahyuni, Promes Sari; Haryani, Sri; Jumaeri, Jumaeri
International Journal of Active Learning Vol 5, No 2 (2020): October 2020
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v5i2.27782

Abstract

Chemistry subjects as the basis of expertise are not placed by the needs of vocational subjects in every skill competency in vocational high school. The need for chemical materials in vocational high school for each skill competency is not the same for different skill competencies. Therefore, a vocational context integrated e-module design is needed to support chemistry learning activities and students for independent learning. The quality of teaching materials is measured by validity criteria, effectiveness, and practicality if teaching materials are used in the learning process. The development model used in this research is the 4D model (define, design, development, and dissemination). The data analysis technique uses qualitative and quantitative tests. Product development validation was carried out by media expert validators and chemical material experts, while the trial was conducted by 36 students of class X TKJ 2. The results of the analysis from the validator stated that the quality of learning material was in a very good category with a mean of 3.70 of material experts and 3.68 of media experts. The effectiveness of the e-module is shown by the increase in critical thinking skills of students with the achievement of N-gain of 0.57 in the medium category and classical completeness by 86.12%. The response of students to the practicality of using the e-module shows a result of 77.78% which belongs to the very good category and 22.22% which belongs to the good category. Based on the results obtained, it can be concluded that the student's worksheet developed to meet the criteria of valid, effective, practical, and can improve critical thinking skills.

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