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Juan David Martinez Zayas
University of Kansas, Lawrence
Education

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Case Study of Interactive Teaching of Science "Food and Digestive System": Developing Communication Skills Towards Science Literacy of Grade VIII Junior High School Students Alfi Mufidah; Wirawan Fadly; Juan David Martinez Zayas
Journal of Science Learning Vol 7, No 1 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i1.63594

Abstract

Communication skills require students to be able to manage, understand, develop, and create orally and in writing. Teaching methods that generally use conventional models of learning activities that are not formed in groups cause students' science communication skills to be lacking, so learning activities are more teacher-centered. This learning causes students' science communication skills to be challenging to develop, especially toward understanding or science literacy. The development of this science interactive teaching case study aims to develop communication skills towards science literacy of grade VIII junior high school students. The type of research used is the mixed method. This research involved the subjects of Science 1 and Science 2 teachers in class VIII and students from 2 classes with 32 students taught by the two teachers. Data analysis was conducted through transcript coding using N-Vivo assistance and statistical analysis from SPSS statistics and Minitab. The study's results show that from the three indicators described, there are significant differences in interactive teaching carried out by Science Teacher 1 and Science Teacher 2. This is due to the different perspectives held by the two teachers in the communication skills approach used. Science Teacher 1 emphasizes exploration activities more, while science teacher 2 focuses more on discussion activities.
Improving Contextualized Problem-Solving Skills among Grade 8 Students Through "Digestive System" Problem-Oriented Learning: A Study Intervention Findings in the Complex Domain Alfanisa Dwi Pramudia Wardani; Wirawan Fadly; Juan David Martinez Zayas
Journal of Science Learning Vol 7, No 2 (2024): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v7i2.64283

Abstract

Indonesia needs more appropriate learning methods and educational policies to improve literacy and numeracy skills, including problem-solving competence. These two capabilities are fundamental in this era of Industrial Revolution 4.0. This research investigates whether Digestive System learning designed to be oriented toward contextual problems with direct SESD-based teaching encourages students' ability to solve contextual problems better than conventional learning in the classroom. Data collection included paper and pencil assessments of students' problem-solving skills through a quasi-experimental study using a pretest-posttest experiment control group design. The experimental group received learning about the digestive system based on the principles of education for sustainable development. The study sample comprised class VIII students at SMPN 4 Ponorogo. The result of this research shows that the ANCOVA analysis with pre-test scores as a covariate: F (6.860) indicates that the experimental group displayed more autonomy, independence, and openness in their approach to problem-solving due to the treatment they received. With a Cohen's d of 0.60, 72.4% of the "treatment" group will be above the mean of the "control" group (Cohen's U3), 76.6% of the two groups will overlap, and there is a 66.3% chance that a person picked at random from the experimental group will have a higher score than a person picked at random from the control group.
Co-Authors Alfanisa Dwi Pramudia Wardani Alfi Mufidah Wirawan Fadly