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All Journal Natural: Jurnal Ilmiah Pendidikan IPA Journal of Disruptive Learning Innovation (JODLI)
Amrilizia, Nassa
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Improving students' critical thinking skills using e-modules-contextual teaching and learning (CTL) on the interaction of living organisms with their environment Amrilizia, Nassa; Habiddin, Habiddin; Marsuki, Muhammad Fajar
Journal of Disruptive Learning Innovation (JODLI) Vol 3, No 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um072v3i22022p65-82

Abstract

The ability to think critically is one of the 21st-century skills that students should master. Previous studies and international surveys such as PISA showed that the profile of Indonesian students' critical thinking skills is insufficient. This study developed e-modules based on Contextual Teaching and Learning (CTL) on the interaction of living organisms with their environment. The e-module was declared very feasible regarding its content, technological and assessment tools with 86.92%, 86.33%, and 93.5%, respectively. The readability test results by teachers and students were categorised as very feasible with 89,66 % and 88.08% percentages. The e-module was also tested empirically and demonstrated an improvement in students' understanding of the topic. The statistical procedures confirmed it, including the paired-sample t-test and the N-gain analysis.
Optimalisasi Hasil Belajar IPA Berbasis Problem Based Learning (PBL) Melalui Lesson Study Amrilizia, Nassa; Yusro, Andista Candra; Tamami, Muhammad Dafiq
N A T U R A L: Jurnal Ilmiah Pendidikan IPA Vol 10 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/natural.v10i2.14828

Abstract

The role of the science teacher in the learning process is as a facilitator in achieving learning objectives. Teachers are involved in the process of planning, implementing and reflecting. This is a challenge for teachers in managing their classes and enhancing their professional identity. Implementation of lesson study can be used as an alternative for school-based teacher professional development so as to improve the performance of science learners. This research is a classroom action research by implementing the Problem Based Learning (PBL) learning model through lesson study with the stages of plan, do see. This research collaborated with 4 PPG students and science expert teachers. Student learning outcomes show that 75% of students complete above KKM 75 so that there are only 25% of other students who have not completed. However, the results of the percentage of students' classical completeness only reached 63% so that in one class they had not achieved optimal learning mastery.
Co-Authors Habiddin Muhammad Fajar Marsuki Tamami, Muhammad Dafiq Yusro, Andista Candra