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Gagasan Pendidikan Indonesia
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 27219240     EISSN : 27220982     DOI : https://search.crossref.org/?q=2722-0982&from_ui=y
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Gagasan Pendidikan Indonesia contains research publications in the field of education such as Model and Modelling, Integrated STEM Education, STEAM Education, Scientific Argumentation, Socio-Scientific Issue Based Teaching and Learning, Model Based Integrated Inquiry in STEM, Model Based Teaching and Learning, Curriculum and Instruction, Curriculum Ideology, Curriculum Development, Learning Progession, Learning Assessment, Computational Thinking, Bioinformatics Learning, Machine Learning, ICT Based Teaching and Learning, 21st Century Skills, Scientific Literacy, Teacher Ability, Professional Development, Teaching and Learning Based on Local Wisdom, Contextual Based Teaching and Learning, Technological Pedagogical and Content Knowledge, Pedagogical Content Knowledge, Teaching and Learning Based on Indigenous Knowledge, Teacher Education, Educational Policy, Character Education, and Systematic Review and Meta-analysis in Education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
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Search results for , issue "Vol 3, No 1 (2022)" : 6 Documents clear
BACK MATTER (Acknowledgment) - -
Gagasan Pendidikan Indonesia Vol 3, No 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v3i1.16052

Abstract

The Effect of Playdough Games on Children's Creativity in Early Childhood Education Eka Setiawati
Gagasan Pendidikan Indonesia Vol 3, No 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v3i1.15122

Abstract

Education can be interpreted as teaching because education in general always requires instruction. In today's education and learning system, the presence of teachers in the teaching and learning process still plays an important role. The purpose of this study was to identify playdough games as an alternative to developing children’s creativity through playdough games in early childhood education. This study used a quasi-experimental method with a post-test control group using 22 students, a control class of 11 students, and an experimental class 11 students. Data collection techniques in this study using observation and documentation techniques. Check List is done by observing directly to the research location. The documentation technique was used to obtain data about the profile of an early chilhood education in Rangkasbitung, Indonesia, obtain data on the names of students who will be used as research samples, and obtain data on student test scores. Based on the results of this study, we found that role-playing affects children’s creativity in early childhood education, with values significance of 0.021 < 0.05. From the results of observation of the ability creativity of children, it can be concluded that thus the game playing a role, there is an influence on the creativity of children early childhood education. Based on the follow-up of this research suggest that teachers make innovations in learning, both in models, strategies, methods, and techniques and the quality of schools are better again.
Syntax of the Guided Inquiry Learning Model Based on Local Wisdom of Baduy's Society Towards Scientific Literacy on Environmental Conservation Theme Lukman Nulhakim; Liska Berlian; Aditya Rakhmawan; Asep Saefullah; Rt. Bai Rohimah; Bayu Fadhliana Firdaus; Amin Hasan; R. Ahmad Zaky El Islami; Indah Juwita Sari
Gagasan Pendidikan Indonesia Vol 3, No 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v3i1.14787

Abstract

This research aimed to develop the syntax of guided inquiry learning based on the local wisdom of the Baduy’s society, which is oriented towards student scientific literacy on environmental conservation. The method used is mixed-method with a sample in this study were 15 students. The syntax of guided inquiry learning in the implementation consists of six stages; orientation, presenting the problem, hypothesis submission, data collection, hypothesis testing, and conclusion formulation. In the orientation stage, students describe the context that comes from the local wisdom of the Baduy’s society. In presenting the problem, students asked questions about the science content related to the context of the local wisdom of the Baduy’s society, which was described earlier. In the hypothesis submission stage, the teacher asks students to submit hypotheses related to the previous questions. In the data collection stage, the teacher provides questions in the form of science content, scientific processes, and scientific attitudes to be answered by students that can be used to test hypotheses. In the hypothesis testing stage, students use the data that has been collected. In the conclusion formulation stage, students conclude the results of hypothesis testing using the data that has been collected. Implementing guided inquiry learning based on the local wisdom of the Baduy’s society can improve scientific literacy (N-Gain = 0.064). So, we can use guided inquiry learning based on the local wisdom of the Baduy’s society, which is oriented towards student scientific literacy on environmental conservation using six stages.
The Implementation of the Behavioral Remedial Program at Homeschooling: A Case Study at Homeschooling Kak Seto in Indonesia Herlina Siregar; Rahmawati Rahmawati; Mokete Nyaphisi Bendly
Gagasan Pendidikan Indonesia Vol 3, No 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v3i1.14726

Abstract

This study aimed to describe the implementation of the behavioral remedial program at Homeschooling Kak Seto in Indonesia. This research was conducted at Homeschooling Kak Seto, which is located at Jl. Raya Perigi Lama No. 3A Perigi, Pondok Aren, South Tangerang City-Banten, Indonesia with the informants including the head of special education, tutors, and parents of students. The research method used is descriptive method with a qualitative approach in order to be able to collect, compile and analyze the results. Data collection technique consisted interviews, observation and documentation. The steps of this research went through the orientation, exploration, and member check stages. Techniques for processing and analyzing data in this study were data reduction, data presentation, and drawing conclusion. The data validity technique in this research is credibility, transferability, dependability, and confirmability. Based on the results of the study, it was concluded that the application of the behavior remedial program to changes in the social skills of learning citizens with special needs at Homeschooling Kak Seto was in accordance with the theory of behavior modification, namely through the process of antecedent, behavior, and concequence.
Problem-based Learning Implementation Using Blended Learning on Environmental Pollution Concepts Verla Ardiani; Much. Fuad Saifuddin
Gagasan Pendidikan Indonesia Vol 3, No 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v3i1.14833

Abstract

Problem-based learning is a widely used learning model, but how to implement it using blended learning to overcome online learning in junior high school. This article focuses on finding out the effect of problem-based learning implemented by blended learning on students' motivation and learning outcomes. This studey used a quasi-experimental design. The research sample used two classes with a purposive sampling technique. The data collection technique used a post-test instrument test to see the learning outcomes and used a learning motivation questionnaire. The Mann-Whitney U-test of the learning outcomes showed the p-value is less than 0.05, which means that there is a significant difference on student learning outcomes due to the implications of the problem-based learning model with blended learning using Edmodo on environmental pollution. However, the Mann-Whitney U-test of the learning motivation showed the p-value is more than 0.05, which means that there is no a significant difference on student learning motivation due to the implications of the problem-based learning model with blended learning using Edmodo on environmental pollution
The Validity of the Sustainability Based Argument-Driven Inquiry to Improve Students’ Critical Thinking Skills Nur Khoiri; Kukuh Sugandi; Joko Siswanto
Gagasan Pendidikan Indonesia Vol 3, No 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v3i1.15115

Abstract

The sustainability based argument-driven inquiry learning model is designed to improve students' critical thinking skills. The sustainability based argument-driven inquiry learning model as an effort in the education to prepare human resources ready to support the Sustainable Development Goals (SDGs). This study aimed to investigate the validity of the sustainability based argument-driven inquiry learning model to improve students' critical thinking skills. Validation is carried out with the stages of discussion, revision, and then filling out the validation sheet by experts. The results of the content obtained a score of 3.52 or included in the very valid category, and the construct validity obtained an average score of 3.67 or included in the very valid category. The validation results show that the lesson plan scored 72 out of 80 or 90% and is in the very valid category. The results of expert validation of the student worksheets obtained 55 out of 60 (92%) and were included in the very valid category. The results of expert validation of the assessment instrument show that the twelve questions are included in the valid category, and three questions are included in the very valid category.

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