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All Journal International Journal of Elementary Education Educate: Journal of Community Service in Education
Prafitasari, Ferrinda
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Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Integration of Critical Thinking Skill in Science Learning Using Blended Learning System in Elementary School Prafitasari, Ferrinda; Sukarno, Sukarno; Muzzazinah, Muzzazinah
International Journal of Elementary Education Vol 5, No 3 (2021): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i3.35788

Abstract

This research aims to analyze integration of critical thinking skills in science learning using a blended learning system in elementary schools during covid-19 pandemic. Research case study qualitative with descriptive percentages. Collected data: observation, interviews, documentation, and questionnaire. Validity data: source and techniques triangulation. Data analysis techniques using Miles & Huberman: collection, reduction, presentation, and conclusions. The results of the research integration critical thinking skills in science learning using blended learning system low with (Mo<Md<Me). Mean = 14.10 is in a low category. The frequency distribution of the majority of 47.37% belongs to the low category. Percentage of indicators formulating problems 23.20%, analyzing arguments and solving problems 55.60%, evaluating 22.20%. Efforts (1) motivating ask questions during face-to-face and online learning. (2) High Order Thinking Skill (HOTS) to analyzing problems relevant daily (3) Reading books related before learning. Features WhatsApp including video calls and voice notes can be used to maximize.
Integration of Critical Thinking Skills in Science Learning Using Blended Learning System Prafitasari, Ferrinda; Sukarno, Sukarno; Muzzazinah, Muzzazinah
International Journal of Elementary Education Vol 5 No 3 (2021): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i3.35788

Abstract

The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.
Pelatihan Pendekatan Teaching at the Right Level (TaRL) dan Culturally Responsive Teaching (CRT) pada Guru Sekolah Dasar Pelatihan Pendekatan Teaching at the Right Level (TaRL) dan Culturally Responsive Teaching (CRT) pada Guru Sekolah Dasar Prafitasari, Ferrinda; Purbosari, Para Mitta; Susilowati, Dewi; Pujiyana; Rosyid, Ahmad; Pratama, Sekar Ayu Pramudya; Maharani, Sahda Hasannah Zain
Educate: Journal of Community Service in Education Vol 5 No 1 (2025): June
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/educate.v5i1.6660

Abstract

Teachers at SD Negeri Pundungrejo 03 have difficulty implementing differentiated learning and tend to use existing learning devices without modification. This community service activity aims to improve teachers' ability to implement the differentiated Independent Curriculum with the Teaching at the Right Level (TaRL) and Culturally Responsive Teaching (CRT) approaches. This activity was carried out directly at SD Negeri Pundungrejo 03 Sukoharjo. The community service implementation procedure refers to the APTE stages (Needs Analysis, Training and Mentoring, Action, and Evaluation). The pretest results showed that teachers' initial understanding of the development of TaRL and CRT-based learning devices was still low. However, after mentoring, the posttest results showed a significant increase in teacher knowledge and skills. Indicators of success can be seen from the ability of teachers to develop learning devices according to students' thinking levels and their cultural backgrounds. Teachers also showed high enthusiasm in improving the quality of the learning process.
Co-Authors Ahmad Rosyid Anak Agung Gede Sugianthara Dewi Susilowati M. Sukarno Maharani, Sahda Hasannah Zain Muzzazinah Muzzazinah Para Mitta Purbosari Pratama, Sekar Ayu Pramudya Pujiyana