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R Solihat, R
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Chemistry Education Mathematics Physics

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Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem Sumarni, E N; Widodo, A; Solihat, R
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (968.79 KB) | DOI: 10.20961/ijsascs.v2i1.16688

Abstract

Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control group
Do Performance Assessment has Contribution to Achieve Students’ Commnunication Skills? Isnaeni, Aisah; Wulan, A Ratna; Solihat, R
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (986.981 KB) | DOI: 10.20961/ijsascs.v2i1.16670

Abstract

Communication skill was an important component of education. This study aims to analyzed students' communication skills and response by using performance assessment on water cycle concept. The method that used in this study is descriptive. Subject consists of first-grade students’ in senior high school (n:32). The instruments that used in this study are the task, observation sheets, questionnaire, self and peer assessment. Those instruments analyzed four indicators of communication such as; (1) articulate thoughts and ideas effectively,(2) listen effectively, (3) use communication for a range of purposes and (4) Communicate Effectively in diverse environments. Sccorring of instruments has two categories,  score from 1-4 for task and sheets of observation, score from 0 and 1 for self and peer assessment and questionnaire using descriptive analyzed. Then, indicators of communication skills categorized into three groups: high, medium and low. The data showed that all of the indicators in medium categorized 81.3% in the first indicator, 53.1% in the second indicator, 46.9% in the third indicator, and 68.8% in the fourth indicator. Therefore students’ have communication skill in medium category and most of the students’ has positive respond in performance assessment because its’ can help students’ to fix their performance in the instructional process.
Co-Authors A Ratna Wulan, A Ratna A Widodo Aisah Isnaeni, Aisah E N Sumarni, E N