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All Journal Jurnal Pendidikan IPA Indonesia
Hidayat, M. L.
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Education

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Improving Elementary School Students’ Critical Thinking Skill in Science through HOTS-based Science Questions: A Quasi-Experimental Study Sidiq, Y.; Ishartono, N.; Desstya, A.; Prayitno, H. J.; Anif, S.; Hidayat, M. L.
Jurnal Pendidikan IPA Indonesia Vol 10, No 3 (2021): September 2021
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v10i3.30891

Abstract

There have been many efforts to improve elementary school students’ critical thinking skills in science through various learning methods. However, only a few research results show efforts to improve critical thinking skills through HOTS-based science questions for elementary school students. Therefore, the purpose of this study is to test the effectiveness of student habituation with HOTS-based science questions in improving elementary school students’ critical thinking skills in science. Quasi-experimental methods were employed in this research with a nonequivalent control group design involving a treatment class and a control class. The treatment class gets treatment in HOTS-based science questions habituation during the learning process, while the control class in conventional approaches. A total of 60 students is from one of the elementary schools in Surakarta, Indonesia. To take data related to students’ critical thinking skills, they were given pretest and posttest where each test used HOTS-based science questions in an essay. The obtained data from the tests were then analyzed using descriptive and inferential statistical techniques. This study showed that the average of critical thinking skills in science of students in the experimental class was higher than the control class, with a positive mean difference of 0.4226. Based on these results, it is recommended that the results of this study can provide an overview to educational practitioners at the elementary school level and researchers in the field of science education related to efforts to improve elementary school students’ critical thinking skills in science through the habituation of HOTS-based science questions.
Science Learning in Answering Digital Competency Needs of Preservice Math and Science Teachers in the STEM Context Hidayat, M. L.; Prayitno, H. J.; Anif, S.; Meccawy, M.; Khanzada, T. J.S.
Jurnal Pendidikan IPA Indonesia Vol 12, No 3 (2023): September 2023
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v12i3.43960

Abstract

These study purposes are to map the digital competency of pre-service math and science teachers and investigate how science learning can answer the challenge of digital competencies (DigComp) needs. This research used Rasch Model analysis to make knowledgeability mapping of the subject and analyzed using Wright map output by Winsteps 5.3.4. Data was gathered from a survey of 328 pre-service teachers of science majors, e.g., Biology, Chemistry, Geography, or Math, using the DigComp Framework-Based Questionnaire (DFBQ). The responses were based on respondents’ diverse demographic profiles (gender, region, living area, and field of study). The findings identify several differences in teacher training students’ knowledgeability of digital competencies that the Wright map in the Rasch model can map. Knowledgeability mapping is essential to determine which part of DigComp still needs to be strengthened with science education in the context of Science, Technology, Engineering, and Mathematics (STEM) implementation. The study yields two main conclusions: 1) The mapping study of pre-service math and science teachers’ knowledgeability in the DigComp framework shows Logit Value Person (0.31LVP1.11) and Logit Value Item (LVI 0.66 logits); (0 ≥ LVI ≥ 0.66) that are reflecting a middle to lower level of competency, and 2) Science learning has high potential to address this challenge through its learning strategy implementations. The findings can be recommendations for future research of knowledgeability mapping and policy development and discuss implications for digital competency framework practices. 
Co-Authors Anif, S. Desstya, A. Ishartono, N. Khanzada, T. J.S. Meccawy, M. Prayitno, H. J. Sidiq, Y.