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All Journal IJORER : International Journal of Recent Educational Research
Endang Susantini
State University of Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Validity of Science Literacy on the Respiratory System in Indonesia’s Merdeka Curriculum Putri Apriliyani; Endang Susantini; Yuliani Yuliani
IJORER : International Journal of Recent Educational Research Vol. 4 No. 2 (2023): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i2.297

Abstract

Objective: This study aims to produce a junior high school-level scientific literacy test on the topic of the human respiratory system in the Merdeka Indonesia curriculum. Method: The method used in this study is a modified research and development method. The data collection technique was carried out using the validation method of Aiken calculations. The scientific literacy test instrument was developed using scientific literacy indicators from the adaptation of Gormally et al. (2012) combined with learning objectives. Then it was validated by three validators who are experts in their fields. The validator provides a Likert scale score (1-4) and suggestions as material for consideration for improvement. The validator assesses the instrument based on material substance, construction, and language aspects. The research data were analyzed quantitatively and descriptively. Results: The results of the validation were then carried out by Aiken calculations, with very valid results, namely the value of V ≤ 0.80 on the substance aspect of 0.89, the construction aspect of 0.94, and the language aspect of 0.93. The scientific literacy instruments developed are valid and can be used to measure the scientific literacy of junior high school students in the Merdeka Indonesia Curriculum. Novelty: This research can provide an overview of scientific literacy instruments per the Merdeka curriculum, which can motivate teachers to train in scientific literacy.
Implementation of ESD (Education for Sustainable Development) in Climate Change Learning: A Literature Review Susanti Indah Perwitasari; Eko Hariyono; Endang Susantini
IJORER : International Journal of Recent Educational Research Vol. 4 No. 4 (2023): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i4.317

Abstract

Objective: Education for Sustainable Development (ESD) is an educational agenda that focuses on the quality of learning outcomes and the emphasis on learning content and its contribution to future environmental sustainability, one of which is tackling climate change. Education for Sustainable Development (ESD) can be integrated into curriculum and learning. This study aims to describe and conduct a literature review of the implementation of ESD in climate change learning. Methods: This research is a literature study by screening 370 Scopus-indexed papers in the 2017-2022 time frame into 20 papers for analysis. The analysis results show that journal publications on implementing ESD in climate change learning still need to be made available despite increased research trends. The implementation that has been carried out can be through formal / school and non-formal education with learning innovations and developing curricula and policies. There is a tendency for developing learning innovations is the most widely practiced form of implementation in climate change learning. Implementing ESD in climate change learning is vital in improving the understanding, skills, and awareness of climate change. Novelty: The study reveals an urgent need to develop the right innovations, methods, and designs to implement ESD in climate change learning, especially government policies. These findings invite researchers, practitioners, governments, and communities to be involved in developing innovations, methods, designs, and policies within a sustainable framework by implementing ESD in climate change learning.
Analysis of High School Students’ Critical Thinking Skills Profile According to Ennis Indicators Leni Dwi Septiany; Rinie Pratiwi Puspitawati; Endang Susantini; Mohammad Budiyanto; Tarzan Purnomo; Eko Hariyono
IJORER : International Journal of Recent Educational Research Vol. 5 No. 1 (2024): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i1.544

Abstract

Objective: This study aims to identify the profile of senior high school students' critical thinking skills in ecosystem material on several critical thinking indicators compiled by Ennis. Method: This research uses quantitative descriptive methods. The research used six essay questions prepared to analyze students' thinking skills based on several indicators compiled by Ennis. The population in this study were all high school students at one of the senior high schools in West Nusa Tenggara, with the sample being class X students with a total of 60 students. Results: Based on research findings, it is known that the skills of the students in the sample are divided into three categories, namely very low, low, and moderate. Half of the sample size is in the very low category. At the same time, the rest is divided into the low and moderate categories, where a small number of students belong to the moderate category. Novelty: The novelty of this research is to explore the level of students' critical thinking skills using indicators compiled by Ennis. These results will provide an overall understanding of students' critical thinking skills, which teachers can use as a basis for designing learning designs to train students' critical thinking skills to reach the high and very high categories.
Application of A Guided Inquiry Learning Model to Improve Students' Scientific Literacy Skills Abdillah Faizin; Endang Susantini; Raharjo Raharjo
IJORER : International Journal of Recent Educational Research Vol. 5 No. 2 (2024): March
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i2.573

Abstract

Objective: This study aims to determine the guided inquiry learning model's effectiveness in improving students' scientific literacy skills. Method: This is an experimental research with a one-group pretest-posttest design without using a control class. Results: The research results show that applying the guided inquiry learning model significantly increases students' scientific literacy. Data were analyzed using descriptive methods. Evaluation of the learning plan shows a good feasibility level in its implementation. Student learning outcomes have increased significantly, including understanding of science concepts and scientific skills. Most students progress positively in reading, understanding, and analyzing scientific information. These findings are strengthened by direct observations of students' active participation and involvement during learning. Thus, using the guided inquiry learning model positively contributes to increasing students' scientific literacy. Novelty: The novelty of this research lies in its new contribution to increasing scientific literacy by applying the guided inquiry learning model. The positive response from students to this learning model emphasizes its relevance in advancing scientific literacy. These findings show that the practical use of the guided inquiry model can improve students' understanding of concepts and scientific skills. Integrating this learning model into the learning context adds essential value to science education. The research results confirm that the effective use of the guided inquiry model can increase students' scientific literacy, making a significant contribution to preparing them to face future scientific challenges.
Co-Authors Abdillah Faizin Hariyono, Eko Leni Dwi Septiany MOHAMMAD BUDIYANTO Putri Apriliyani Raharjo Raharjo Rinie Pratiwi Puspitawati Susanti Indah Perwitasari TARZAN PURNOMO Yuliani Yuliani