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Agus Fany Chandra Wijaya, Agus Fany Chandra
UNIVERSITAS PENDIDIKAN INDONESIA
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Energy Mathematics Physics Social Sciences Other

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Journal : Journal of Science Learning

 1 
Enhancing Students’ Critical Thinking through NASA Science as Interactive Multimedia in Learning Solar System Nurul Azizah Al Mar'ati; Eka Cahya Prima; Agus Fany Chandra Wijaya
Journal of Science Learning Vol 4, No 4 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i4.27563

Abstract

Science and technology advancement in the 21st Century requires several life skills that everyone must learn; critical thinking is one of them. Critical thinking is often defined as a process of metacognition that increases the chances of solving a problem. This research attempted to implement NASA Science as Interactive Multimedia to enhance students' critical thinking in learning Solar System. Interactive Multimedia is student-centered, allowing students to play an active role in learning to promote students' critical thinking skills. This study used a pre-experimental method with one group pretest-posttest design. The sampling used was convenience sampling, which participated in 42 7th grade students of a private school in Bandung. The Objective Test was used as a research instrument for both pretest and posttest. These test items were designed according to Facione's indicators of Critical Thinking Skills. Based on the analysis result, the value of g is 0.48. According to the Wilcoxon test, the hypothesis in this research is accepted. The value of Asymp. sig. (2-tailed) is 0.00, with a sig. α = 0.05. Thus, this research shows that: There is an enhancement of students' critical thinking after using NASA Science in learning Solar System.
Improving Students’ Sustainability Awareness through Argument-driven Inquiry Erning Rahmadini Salsabila; Agus Fany Chandra Wijaya; Nanang Winarno
Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i2.13104

Abstract

Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.
Edmodo as Web-Based Learning to Improve Student’s Cognitive and Motivation in Learning Thermal Physics Pia Fildzah Vania; Wawan Setiawan; Agus Fany Chandra Wijaya
Journal of Science Learning Vol 1, No 3 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v1i3.11796

Abstract

This research aims to investigate the use of Edmodo as web-based learning in learning thermal physics in junior high school. The analysis of this research focused on students’ cognitive and motivation in the classroom. The method used in this research was quasi-experiment with the pretest-posttest design. One class taken as a sample in this research comes from one of an international school in Padalarang. The quantitative data of this research was gained through the objective test (pretest-posttest) based on Bloom's Taxonomy and questioner of motivation based on ARCS Motivational Design. Data processing was done by SPSS 20.0. The result of this research shows that there is an improvement of student cognitive C2 until C5 after learning using Edmodo. The average score in pretest was 45.89 and improve to 72.63. The result of normalized gain was 0.49, it included as a medium improvement. Edmodo also increases student motivation in learning thermal physics.
The Effect of STEAM-based Learning on Students’ Concept Mastery and Creativity in Learning Light And Optics Gita Ayu Wandari; Agus Fany Chandra Wijaya; Rika Rafikah Agustin
Journal of Science Learning Vol 2, No 1 (2018): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i1.12878

Abstract

The integrated knowledge should be implemented to face the 21st-century era. Beside the integrated knowledge, mastery the concept and creativity also must be involved in order to enhance the quality of education. Thus, this research was aimed to investigate the effect of STEAM-Based Learning on Students’ Concept Mastery and Creativity in learning Light and Optics. The method that used was a mixed method with convergent parallel design. The population in this research was 8th-grade students in private junior high school in West Bandung and the sample was one class of 8th grade. The school implemented Indonesian Curriculum 2013 in the teaching-learning process. The sampling techniques were convenience sampling. The number of participants in this research was 27 students. The quantitative data in this research was obtained through an objective test. The objective test was made based on Bloom’s Taxonomy revision by Anderson. The qualitative data was obtained through the creativity rubric adopted from Creative Product Semantic Scale (CPSS) developed by O’Quinn and Bessemer. The dimension that was in creativity is novelty, resolution, and elaboration and synthesis. According to the research, students’ concept mastery improved as much as 0.78 with category high improvement after the implementation of STEAM-Based Learning. For students’ creativity achievement, in every dimension gained different result: 1) Novelty is categorized into good with 75.6%, 2) Resolution is categorized into good with 77.8%, and 3) Elaboration and synthesis are categorized into enough with 65.3 %. Overall, students’ concept mastery and creativity in the implementation of STEAM-Based Learning in learning light and optic is categorized as good.
Enhancing Students’ Creativity through STEM Project-Based Learning Sofi Hanif; Agus Fany Chandra Wijaya; Nanang Winarno
Journal of Science Learning Vol 2, No 2 (2019): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v2i2.13271

Abstract

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity.  STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics.  The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.
Co-Authors Arlina Arlina Fahrun Nisa Danawan, Agus David E Tarigan Eka Cahya Prima Erning Rahmadini Salsabila Gabriela Clarisa Gita Ayu Wandari Heni Rusnayati Heny Rusnayati Irsa Indriati Pratiwi Jenit Anggiani Lutfianis Karsih Karsih Liza Heryanti Mareza Riane Maharis Muhamad Gina Nugraha Muhammad Diandri Darmawan Nanang Winarno Nurul Azizah Al Mar'ati Pia Fildzah Vania Priatna Pratama Rosidi Purwanto, Purwanto Rika Rafikah Agustin Sofi Hanif T. R. Ramalis TATI NURHAYATI Wawan Setiawan Wina Fitria Dewi Marieta Yundari, Yundari