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Tukiran
Science Education Study Program, Postgraduate Program, Universitas Negeri Surabaya, Indonesia
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Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects Alifia Suryatin Ramadani; Zainul Arifin Imam Supardi; Tukiran; Eko Hariyono
Studies in Learning and Teaching Vol. 2 No. 3 (2021): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v2i3.83

Abstract

The 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. Thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. These skills are necessary for science learning. Analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. This study examines learning models and learning tools that can improve analytical thinking skills. Learning based on inquiry learning is expected to improve students' analytical thinking skills. The findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. The problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. Analytical thinking skills are closely related to problem-solving. So with analytical thinking skills, students will quickly identify and solve a problem.
Science Technology Engineering Arts Mathematics (STEAM) Approach for Learning Science in Junior High School Arum Kismawardani; Tukiran; Eko Hariyono
Studies in Learning and Teaching Vol. 3 No. 1 (2022): April
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v3i1.101

Abstract

This study aims to determine how the application of the STEAM approach to science learning in junior high school. The research was conducted by giving questionnaires to science subject teachers at the junior high school level in Surabaya, Sidoarjo, and several surrounding areas. Based on the results of the questionnaire given to the science teacher, it showed that 72% of the STEAM approach had been understood by the science teacher, 12% said they did not understand the STEAM approach and the remaining 16% answered doubtfully whether they understood the STEAM approach in science learning. However, only about 50% of science teachers who understand carry out learning using the STEAM approach. As many as 28% stated the lack of supporting articles for implementing the STEAM approach. Another result stated that 56% of teachers had difficulty in referencing learning tools with the STEAM approach which had to be adapted to school conditions and another 16% needed training to apply the STEAM approach to be applied in learning. Based on the results obtained, the largest percentage needed by teachers to help implement science learning using the STEAM approach is the need for learning tools. Therefore, STEAM-based learning tools really need to be developed, especially for the science teaching and learning process.
Co-Authors Alifia Suryatin Ramadani Arum Kismawardani Hariyono, Eko ZAINUL ARIFIN IMAM SUPARDI