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Dewi, Novi Ratna
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Journal of Environmental and Science Education

 1 
Development of Guided Inquiry Learning Tools using Socio-Scientific Issue to Train Critical Thinking Ability and Care for The Environment of Students Wulansari, Fitria Wahyu; Dewi, Novi Ratna
Journal of Environmental and Science Education Vol 2 No 1 (2022): Journal of Environmental and Science Education : April 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v2i1.50465

Abstract

Learning cannot be separated from the existence of learning tools. Learning devices are components that are used as a reference for implementing the learning process. The learning process requires appropriate models and strategies to train students' knowledge and attitudes. This study aims to determine the characteristics and feasibility of guided inquiry learning tools using the socio-scientific issue (SSI) to train critical thinking skills and care for the environment of students. The learning tools developed consist of a syllabus, lesson plans, student worksheets, and evaluation tools for question sheets. The characteristics of the learning tools are (1) containing guided inquiry (2) containing socio-scientific issues (SSI), (3) training critical thinking skills, and (4) training environmental care. The research model used is ADDIE (analyze, design, development, implementation, and evaluations) which is modified by using 4 of the 5 stages of ADDIE. The results of the feasibility analysis of the learning device components from the validation results and the teacher/student readability questionnaire obtained very feasible criteria and the evaluation tool of the question sheet was valid. The results obtained indicate that the development of guided inquiry learning tools using the socio-scientific issue (SSI) is feasible to use in the learning process
The Effect of Remap Cooperative Script (Remap-CS) Learning with Wordwall Assistance on Students’ Critical Thinking Ability Saputri, Wahyu Dina; Dewi, Novi Ratna
Journal of Environmental and Science Education Vol 2 No 1 (2022): Journal of Environmental and Science Education : April 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The learning model that can improve students’ critical thinking skills is the Remap Cooperative Script model with the help of Wordwall. This study aims to determine the effect of Remap Cooperative Script assisted by Wordwall on critical thinking skills and to determine student responses from the application of the model. The research method used is a quasi-experimental design. The sample in this study was taken by cluster random sampling technique. The effect of the Wordwall-assisted Remap Cooperative Script model was analyzed using the related t-test. Improvements in critical thinking skills were measured using N-Gain, and measured the results of student response analysis. The influence of Remap Cooperative Script assisted by Wordwall on students’ critical thinking skills as measured by the final related t-test test of 4.12 indicates that there is an influence from the application of the model on students’ critical thinking skills. The increase in students’ critical thinking skills as measured using N-gain in the experimental class was 0.53 while the control class was 0.38. These results indicate that there is a difference in the increase between the experimental class and the control class due to the treatment given. The results of the study were also supported by a very good student response of 82.11%. Based on this, it is concluded that learning using the Remap Cooperative Script model with the help of Wordwall has an effect on increasing students’ critical thinking skills
Development of Website-based Virtual Science Learning to Train Students' Critical Thinking Skills Putrianingtyas, Sinta; Dewi, Novi Ratna; Adriyani, Resti
Journal of Environmental and Science Education Vol 2 No 2 (2022): Journal of Environmental and Science Education : September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v2i2.53956

Abstract

The main concept in education in the 21st century revolution 4.0 is a process or learning with the support of information technology. The 2013 curriculum is designed to develop the 21st century skills of students. One of them is critical thinking skills. Based on government policies issued by the Ministry of Education and Culture (Kemendikbud) Directorate of Higher Education No. 1 of 2020 which states that the learning process is carried out boldly (online). This is because to respond to the COVID-19 pandemic that has occurred throughout the world, none other than Indonesia. The LMS referred to in the research is the development of a website-based Virtual Science Learning or “VISEL” to train critical thinking skills. This study aims to develop an e-learning system called VISEL (Virtual Science Learning) based on a website that can be used to train students' critical thinking skills. The development procedure is carried out with reference to the development of a 4D model. The research data obtained were in the form of product validation score data, questionnaire readability data, and response questionnaire data. The results showed that after going through the product validation process, the material expert obtained an average percentage of 97%% with valid criteria. Product validation by media experts obtained an average percentage of 96% with valid criteria. The average readability questionnaire obtained 88.57% and was included in the very good category. The average payment from VISEL's response obtained an average of 95.46% and was included in the very good category.
Development of Metacognitive Self Assessment for Junior High School Students on Materials Interaction of Living Things and Their Environment Chaetsunnajah, Chaetsunnajah; Dewi, Novi Ratna
Journal of Environmental and Science Education Vol 3 No 2 (2023): Journal of Environmental and Science Education : September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v3i2.66429

Abstract

Based on the 2013 curriculum and Regulation of the Ministry of Education and Culture number 20 of 2016 concerning Achievement of Graduation Standards, graduates must not only be equipped with factual, conceptual, procedural knowledge but also metacognitive knowledge related to the field of knowledge, which is science. Metacognition can be measured by certain evaluation tools, so the instruments used in the learning assessment are oriented towards metacognition abilities. One of the characteristics of metacognitive assessment is that it involves students in their self-assessment process. Self-assessment is a habit of thinking about the relationship between metacognition and reflection. Metacognitive self-assessment is a metacognitive assessment instrument developed in this research, consisting 20 questions of metacognitive ability test and reflection journal as a self-assessment. This study aims to test the feasibility, analyze the characteristics of the product and determine the metacognitive profile of students. The results of data analysis showed that the Metacognitive Self Assessment product was very feasible with an average percentage obtained of 92.78% according to material experts, 86.43% according to evaluation experts, and the feasibility of readability data based on student responses of 83.59%. Metacognition profiles data based on their level are also supported by the results of reflection journals as a form of self-assessment that students have been able to carry out the process of reflection and evaluation of learning and what they are doing.
Co-Authors ACENG RUYANI Aditya Marianti Adriyani, Resti Andin Vita Amalia, Andin Vita Anggreini, Ramadhani Kasih Ani Rusilowati Anisa Vita Vela Aras, Avila Ardhani, Nadia Eka Arif Widiyatmoko, Arif Auliya, Helmi Bagus Dwi Atmaja Bambang Prayogo, Bambang BHAKTI KARYADI Brendyani Eka Setyowati, Brendyani Eka Bunaya Hanif Wintribrata Chaetsunnajah, Chaetsunnajah Cintiya Egi Purwadi Dewi Mustikaningtyas Erna Noor Savitri, Erna Noor Faiq Hisyam Hartanto Fidia Fibriana Haryono, M. Hasna, Nisa Nur Heriyanti, Andhina Putri Ika Susilowati, Ika Imam Sajidi Indah Urwatin Wusqo Indriyani, Serafica Iqbal Fathurrohman Isatunada, Aulia Ismida Rahmawati Izzatul Ulya, Izzatul Jannah, Anindita Firdatul Lestari, Astuti Budi Listiaji , Prasetyo Listiaji, Prasetyo Luthfi Hanum Saputri Maskhanah, Dinik Trisiani Siti Matsna, Maratul Maulana Malik Wicaksono Maulida, Iftita Melati, Elia Ling Ling Meutia Salwa Aisy Nabilla Mia Novita Ningrum Miranita Khusniati Nabilla, Meutia Salwa Aisy Nisa Nur Hasna Ni’mah, Siti Nur Novian Fitri Nurani, Novian Fitri Parlindungan, Deni Parmin Parmin PRASETYONINGSIH, DWI Prihestiyani*, Rini Putri Alifa Kholil Putri Ulyatun Niswah Putrianingtyas, Sinta Rahman, Nor Farahwahidah Abdul Rizki Nor Amelia Rohaeti, Ai Rohmatul Khasanah, Rohmatul Safaroh, Rose Saiful Ridlo Saputri, Wahyu Dina Sarwi - Sigit Priatmoko Sigit Saptono Siti Alimah Siti Fatimah Sri Haryani Sri Muryani, Sri Sri Sukaesih Sri Sukaesih Sriyanti, Mur Stephani Diah Pamelasari, Stephani Diah Suharto Linuwih Sukimin Sulistyorini Sulistyorini, Rr Supriyati, Titien Sutarno Sutarno Tafuz Mahabatis Shoba Tifani, Aizah Trida Ridho Fariz Ulfa, Saidatul Ulfiatun Ulfiatun Ulil Albab Virgayantie, D. Anna Mulia Wahyu Hidayati Wardana, Irfan Ihza Widianingrum, Risti Ayu Widyatama, Angga Sofyana Wiwi Isnaeni Wiyanto Wiyanto Wulandari, Tiara Dwi Wulansari, Fitria Wahyu Yonisa, Zahra Zulfa, Kamilia