Enhancing Students’ Nature of Science Using STEM Engineering Design Process in Elements, Compounds, and Mixtures Topic

This study treats students by role-play simulation for learning the human circulatory system. Creative skill and concept mastery to be assessed aspects at the end of learning. The method used in this research is the quasi-experimental method. The sample was taken by cluster random sampling technique with the population of students in 8th grade at one of Junior High School in Bandung. The samples in the experimental class n=24 and control class n= 24.the data obtained using the rubric of creative skill consist of process and product. For treatment in experiment class, implemented the role play while for the control class conducted the group discussion. This study aims to examine the effect of role-playing on students’ concept mastery and creative skills. The data result of students’ concept mastery was taken by pretest and posttest. The result of students’ concept mastery was indicated by mean of posttest score in the experimental class, which is implemented the role play is higher than the control class, 79.50 > 64.00, respectively. Creative skills in the process that will be seen during the implementation of the role play and creative skills in product measured by the scenario of the role play. This research indicated that role play could be implemented in the teaching-learning process. The research findings show that there is a significant effect of role-playing on students’ concept mastery and lead students to be skillfully creative.

This research aims to determine students' conceptual understanding through the C-PBL (Context- and Problem-Based Learning) learning model. The method used was quasi-experimental with a posttest-only control group design. The population in this study were all class XI students in one of the high schools in Bandung. The sampling technique uses cluster random sampling. The samples used were class XI MIPA 1 as the control class and class XI MIPA 3 as the experimental class. Both classes were given a final test (posttest) after applying the C-PBL model in the experimental class and the discovery learning model in the control class. The research results showed that there were differences in students' conceptual understanding in the experimental class and the control class. Analysis of research results using hypothesis testing of the difference between the experimental and control classes averages using the t-test. The t-test was conducted using Microsoft Excel, and the sig results were obtained. (2– tailed) of 0.00. These results show that the C-PBL model significantly influences the mental physics model.

In order to survive and improve self quality in higher levels of education and work, generic science skills are needed. Generic science skill is the skill that can be grown from science learning as a provision to pursue careers in a broader field. In this day and age, many things can be done by using devices, including physics learning. This study aims to find out the differences of generic science skills improvement between a class that apply solar system learning with a scientific approach assisted by Solar System Scope with a class that do not use Solar System Scope. The method used in this study was quasi-experiment with the control group pretest-posttest design. The sample consisted of 31 experimental class students and 31 control class students in the junior high school in Bandung. Both classes were given the multiple choice test. The results of data analysis showed an improvement in both classes with N-gain 45.9% in the experimental class and 22.8% in the control class. The conclusion of this study can be showed by Mann Whitney hypothesis test which produces z = -3.60. It shows that there is a significant differences of generic science skills improvement between both classes after the implementation of solar system learning assisted by Solar System Scope.

The result of the monitoring and evaluation of the latest Indonesian curriculum (the 2013 curriculum) implementation at junior high school level year of 2014 showed that one of the difficult things that learners had in implementation 2013 curriculum is doing the result. The characteristic of applying the 2013 curriculum is to emphasize the modern pedagogic dimension of learning, which is using scientific approach, which requires learners to have highlevel thinking skills, one of which is creative thinking skills. The aims of this research is to implement performance assessment in measuring the creative thinking of junior high school students on subject Prakarya. The form of the main performance assessment is the task and assessment criteria. The experimental method that been used is the Quasi Experiment with Non-Equivalent Design Group Research. Population in this study is the students of VIII class of junior high school in Bandung, Indonesia which consists of six classes. And two classes are selected for the sample from that six classes and VIII A class were chosen, while VIII F class has been chosen as control class. The result of this research showed that the rubics of performance assessment can be measure or identify the creative thinking skill, its prove by the result of pre-test dan post-test are more dominant. In material of identification student’s creative thinking skills are reached an average 85 compare 79 with the control class. while in the presentation the experimental class got an average of 85 bigger than the control class which only reached 79.

The background of the research is that based on initial observations at school, it is known that a nature of science oriented module has never been developed due to time constraints due to the many administrative duties of teachers at school. In fact, one way to increase student literacy is based on the nature of science by developing appropriate and good teaching materials. One of the teaching materials developed is in the form of a module. The aim of this research is to determine the implementation and effectiveness of using nature of science oriented modules to increase student literacy. The research method uses a mixed method with an exploratory sequential design. The sample used was taken purposively as many as 60 students of class X Science at SMA Negeri 1 Ciwaru, with 30 students as the control class and 30 students as the experimental class. Data collection techniques include interviews, module validation sheet checklists, scientific literacy tests, questionnaires and documentation. Data analysis used descriptive analysis, mean difference test, and gain index. The results of this research concluded that: (1) The effectiveness of implementing the Nature of Science (NOS) oriented module to increase scientific literacy in environmental pollution material in class tall. (2) Students' scientific literacy skills in environmental pollution material increase through the implementation of the Nature of Science (NOS) oriented module to increase scientific literacy as evidenced by the significant difference in mastery of concepts in the experimental class and the control class with a probability value (p) of 0.0000.05 , and the experimental class's normalized gain index of 0.35 (medium category) is higher than the control class with a gain index of 0.17 (low category).

This study aims to determine the difference in the increase in mathematical reasoning ability between students who learn using mathematical interactive multimedia and students who learn using conventional learning, both in overall ability and by categories of early mathematical ability (high, medium, and low). This study is a quasi-experimental research with the experimental group learns through mathematical interactive multimedia and the control group learns through conventional learning. This study was conducted in one of Public Senior High Schools in Bandung with the subject sample consisted of two classes. Data was collected using an instrument in the form of mathematical reasoning ability test. Data analysis was performed on the average normalized gain between the two groups of samples by using t-test and two-way ANOVA. Early mathematical ability of students of both the experimental class and control class is divided into three groups, namely high, medium, and low. The results showed that the enhancement of mathematical reasoning ability of experimental group is better than the control group. Considering from early mathematical ability, there were significant differences in the increase of mathematical reasoning ability among the high, medium, and low ability students. There is an interaction between the learning method (using interactive multimedia and conventional) and the initial mathematical ability (high, medium, and low) in improving students' mathematical reasoning ability.

This study aims to analyze the character of students who obtain CORE learning model using metacognitive approach. The method in this study is qualitative research and quantitative research design (Mixed Method Design) with concurrent embedded strategy. The research was conducted on two groups: an experimental group and the control group. An experimental group consists of students who had CORE model learning using metacognitive approach while the control group consists of students taught by conventional learning. The study was conducted the object this research is the seventh grader students in one the public junior high schools in Bandung. Based on this research, it is known that the characters of the students in the CORE model learning through metacognitive approach is: honest, hard work, curious, conscientious, creative and communicative. Overall it can be concluded that CORE model learning is good for developing characters of a junior high school student.

In a school environment, interpersonal intelligence is important, because the space of relationships and communication will never be separated from daily activities. Based on the results of interviews with the homeroom teacher of grade V at SD Negeri 01 Kota Baru, it shows that there are still some students who still have low interpersonal intelligence. This study was conducted to determine significant differences in students' interpersonal intelligence in the experimental class and the control class. The approach used was quantitative with a quasi-experimental research type with a posttest-only non-equivalent control group design. The sampling technique used was saturated sampling with 47 students from two grades of SD Negeri 01 Kota Baru as the control and experimental groups. Data collection used a questionnaire. Based on the results of the calculation of the questionnaire scores for Interpersonal Intelligence in the control class and the experimental class, the average value (mean) in the control class was 68.97 while the average value (mean) in the experimental class was 72. Then, an analysis was carried out using the Shapiro-Wilk normality test and the Livene's homogeneity test. After the data were normally distributed and homogeneous so that the T-test requirements were met, the hypothesis test was carried out using the Independent Samples T-Test. The test results showed a significance value of 0.165 > 0.05, which indicates that there was no significant difference in interpersonal intelligence in the experimental class that was given cooperative learning treatment with the control class that used conventional learning in science learning.

This study aimed to analyze the implementation of the Process Oriented Guided Inquiry Learning (POGIL) model with the Socioscientific Issues (SSI) of environmental pollution in an effort to improve students’ scientific knowledge. The population in this research was 53 grade VII students at a junior high school in Bandung. The research used a quasi-experimental design with 24 multiple choice questions as the research instrument. The experimental group was taught through the POGIL model with the SSI context, while the control group was taught through a scientific approach. Based on data analysis, the n-gain category of scientific knowledge of the experimental class in content knowledge, procedural, and epistemic domains were dominant in the medium category of 50%, high of 46%, and high of 73%. The n-gain category of the control class in content knowledge, procedural, and epistemic domains was dominant in the low category of 52%, low of 41% and high of 67%. The result obtained from the t-test on normal and homogenous data showed that there was a significant difference. Based on the data analysis, the scientific literacy skill of students who received POGIL with SSI was better than students who received the scientific approach, and the attainment of students’ scientific knowledge domains was in the high category. Keywords: implementation, inquiry learning, socioscientific issues, environmental pollution, student Literacy

The study aimed to obtain the scientific information about increase of student’s concept mastering in project based learning that used authentic assessment. The research was conducted in May 2016 at one of junior high school in Bandung in the academic year of 2015/2016. The research method was weak experiment with the one-group pretest-posttest design. The sample was taken by random cluster sampling technique and the sample was 24 students. Data collected through instruments, i.e. written test, observation sheet, and questionnaire sheet. Student’s concept mastering test obtained N-Gain of 0.236 with the low category. Based on the result of paired sample t-test showed that implementation of authentic assessment in the project based learning increased student’s concept mastering significantly, (sig<0.05).

This study aims to determine the effect of using PhET (Physics Education Technology) simulation media on enhancing students’ conceptual understanding of heat and heat transfer at SMP Negeri 1 Cot Girek. The research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group type. The sampling technique used was purposive sampling, involving a total of 50 students Class VII A as the experimental group and Class VII B as the control group, each consisting of 25 students. The instrument used was a multiple-choice test administered as both a pretest and a posttest to measure students' conceptual understanding. The results showed that the average posttest score in the experimental class was 71.4, while in the control class it was only 52.8. Hypothesis testing using an independent sample t-test on the posttest data revealed a significance value of 0.001 ( 0.05), indicating a significant difference between the two classes after the treatment. Meanwhile, the N-gain scores showed an improvement of 71% (high category) in the experimental class and 54% (medium category) in the control class. Thus, it can be concluded that the use of PhET simulation media is effective in improving students’ conceptual understanding of heat and heat transfer, especially in schools with limited laboratory facilities.

The low critical thinking skills of students encourage the need for solutions to control the problem. The recommended solution to this problem is the use of learning model project-based learning help mind map in economics studies. The purpose of this research is to know the use of the model project-based learning help mind map and its effectiveness in improving critical thinking skills in class X students at SMAS Dharma Kirti Sengkidu. This research is classified as experimental research by design nonequivalent control grup design. The population in this research is 49 students with a sample of class X E.A totaling 24 students as a control class using the expository model and class X E.B totaling 25 students as an experimental class using a model project-based learning help mind map. The sampling technique uses saturated sampling technique. This research was measured using multiple choice test instruments and observation sheets. Research results are interpreted from independent sample t-test, normalized gain test, and analysis of the observation sheet. The results of this research are: (1) there are differences in critical thinking skills with the experimental and control classes, (2) the percentage of student activity shows that students are more active with the experimental class than the control class, (3) the percentage of normalized gain scores with the experimental class is higher than the control class. Based on these results so that the model project-based learning help mind map effective in improving students critical thinking skills.

This study aims to determine the effectiveness of visual media human coordination system to improve students' metacognition and concept mastery in learning with the group investigation model. The research was carried out at SMA Negeri 1 Ungaran for the academic year 2021/2022. The research method used is an experimental research method with quasi-experimental type two group pretest-posttest with control design. Sampling was done by purposive sampling. Class XI MIPA 5 as the experimental group used the visual media human coordination system in learning with the GI model and class XI MIPA 6 as the control group used video and PPT in learning with the GI model. The effectiveness of the visual media human coordination system in learning with the Group Investigation (GI) model to improve metacognition ability was determined from hypothesis testing, there was a significant difference in metacognitive ability between the experimental class and the control class. The effectiveness of the visual media human coordination system in learning with the Group Investigation (GI) model to improve students' conceptual mastery skills is determined by the criteria, 1) Achievement of KKM, 2) Obtaining N-Gain, and 3) There are significant differences in the results of students' concept mastery between the experimental class and control class. The results of the metacognitive ability hypothesis test showed that there was no significant difference in the metacognitive ability of the experimental class and the control class. The results of the concept mastery ability showed that the experimental and control class classical mastery &gt; 75% with the increase in students' classical mastery in the experimental class which was higher than the control class. The results of the N-gain test showed that the students' mastery of concepts in the experimental class had reached the criteria. The results of the hypothesis test showed that there was a significant difference in the mastery of the concept of the experimental class and the control class. The conclusion of this study is that the visual media of the human coordination system ­in learning with the GI model is effective in increasing the ability to master concepts but is not effective in increasing students' metacognitive abilities.

Critical thinking ability is an important ability to have. However, students' mathematical critical thinking skills are still low. Efforts that can be applied are through the Metagontive Scaffolding learning approach. The Metcagontive Scaffolding approach has been proven to be able to improve mathematical communication skills, mathematical literacy, and self-efficacy. This study was conducted to test whether Metagontive Scaffolding can improve the mathematical critical thinking skills of junior high school students better than direct learning. This study uses a quasi-experimental method with a nonequivalent control group design. The population in this study were all eighth grade students in one of the public junior high schools in Bandung. This study uses two classes as a sample from a number of class VIII randomly graded. The data in this study were obtained through the results of the answers to students' mathematical critical thinking abilities. significantly compared to students who participated in direct learning

This study aims to examine the implications of the implementation of the Pengembanagan Keprofesian Berkelanjutan (PKB) policy on teacher career management in junior high schools in Bandung. The implication is seen in Penilaian Kinerja Guru (PKG) planning where the teacher explores her career needs, in the implementation of PKB where the teacher tries her career strategy, and in the evaluation where the teacher reflects on PKB. Teacher career management appears in the aspects of planning, implementation, and evaluation of PKB