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All Journal International Journal of Evaluation and Research in Education (IJERE) DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika
Thohir, M Anas
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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Higher order thinking skills in science learning: a systematic review from 2014-2023 Yanti, Fitri April; Thohir, M Anas
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28082

Abstract

This study presents a comprehensive overview related to higher-order thinking skills (HOTs) as well as recommendations for future study opportunities for educators and researchers. This study uses the systematic literature review (SLR) method to present critically the knowledge, ideas, and findings contained in academic-oriented literature. A total of 276 synthesized papers have been selected from the Scopus database. Annual publication frequency, number of documents, research methods, scope of themes, productive journals and proceedings in research, and learning approaches used in improving HOTs are reviewed. The results show that HOTs in science education have been receiving attention from researchers in the last eight years. Based on the 63 documents reviewed, include HOTs in the title and abstract. Proceedings in the Journal of Physics: Conference Series are the most contributors to publishing HOTs in science education. Quantitative methods are more widely adopted in HOTs research than research and development (R&D), qualitative, mixed, and non-empirical methods. In addition, models of teaching are also the most chosen theme in science education, and the most widely used mobile learning approach to increase HOTs. In the future, this study can become a reference for researchers to consider various solutions to maximize HOTs.
Development of Interactive Video on Material Changes to Improve Learning Outcomes of Elementary School Students Thohir, M Anas; Renata, Meidila Oda; Utama, Candra
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 7 No. 1 (2024): VOLUME 7, NUMBER 1, 2024
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v7i1.70129

Abstract

Abstrack In primary school science learning, videos are frequently used as a medium. However, there are still many teachers who do not utilize interactive videos. Some teachers face difficulties in independently developing videos. Self-made videos can be tailored to the content, and appropriate material can encourage students to be active, creative, and independent. Therefore, the development of interactive videos is needed in teaching, particularly in subjects like the change of states of matter. The development of interactive videos is expected to make students more active, thereby improving learning outcomes. The aim of this research is to develop interactive videos believed to be valid by experts, practical for teachers and students, and effective in enhancing the learning achievements of primary school students. The research type is development research and development and using the ADDIE development model. Data was collected from media and material validators in the interactive video, as well as from teachers and fifth grade students. Data collection techniques involved observation, interviews with teachers, questionnaires, and written tests. According to content experts, the material's validity in the video is 75%, categorized as moderately valid. According to media experts, the validity of the media is 96.87%, classified as highly valid. The practicality level of the interactive video, according to teachers and students, is 100%, considered highly practical. Based on effectiveness testing, the interactive video significantly influences improving student learning outcomes Keywords: Interactive video, Material Changes Form Objects, Learning Outcomes
Identification of Misconceptions with a Three-Tier Diagnostic Test on Elementary School Students' Force Topic Kusumaningtyas, Anisa Wahyu; Meydawati, Dilla Putri; Nadhif, Nur Hanifatun; Thohir, M Anas; Bintartik, Lilik
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.9887

Abstract

Misconceptions must be addressed immediately because they can cause failure to achieve learning objectives. The purpose of this study was to identify misconceptions, determine the level of misconception categories in the concept of force, such as friction, spring force, and muscle force, and determine the science learning process in the material of force. This study has a uniqueness in the form of subjects used, namely schools participating in the Kampus Mengajar 7 program, where the literacy and numeracy conditions of students are relatively low. This study uses a qualitative approach, with research subjects being students and teachers of grade IV at one of the elementary schools in Blitar City. The data collected include the results of the Three-Tier Diagnostic test to identify misconceptions, interviews with teachers, and documentation. Data analysis methods consist of data reduction, data presentation, and drawing conclusions. The results of the study showed that there were misconceptions in the material of force in science learning, especially in friction, spring force, and muscle force. Of the three concepts of force, there are still misconceptions in the material of force based on its type, such as spring force and friction having a high category and muscle force with a low category. These findings highlight the need for more hands-on experimentation and contextualized instruction in elementary science education to reduce misconceptions. Meanwhile, in the science learning process, teachers use a direct instruction model with a few experiments.
Pengembangan E-modul berbasis PBL untuk meningkatkan keterampilan pemecahan masalah dan berpikir kritis siswa sekolah dasar Ahdhianto, Erif; Masula, Siti; Thohir, M Anas; Khotimah, Khusnul
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 10 No 1 (2024): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v10i1.22376

Abstract

This research goal is to determine whether there are eligible, practical, and effective problem-based learning e-modules for elementary students. This research was conducted with 5th grade students and teachers in Blitar City, which operates the Kurikulum Merdeka. This study used the ADDIE Model, which entails analyzing a learning need, producing content, developing learning items, putting the product model to the test on participants, and conducting an evaluation. Every stage involves doing observations, interviews, and tests to gather qualitative data for the analysis of any learning requirements. The e-modules product is tested practically using the two types of surveys, ARG and ARS, to determine its eligibility for test quiz skills, problem-solving abilities, and critical thinking. Descriptive analysis and inferential statistics will be used to analyze the data. The study's findings indicate that: (1) Problem-based learning e-modules are matched based on the evaluations of the designers' team and the expertise team. (2) The results of the ARG and ARS tests indicate that problem-based learning e-modules are more practical. (3) The paired sample t-test indicates that problem-based learning e-modules are effective in enhancing problem-solving and critical thinking abilities. There is a significant difference between learning with and without problem-based learning e-modules
Co-Authors Candra Utama Erif Ahdhianto, Erif Fitri April Yanti, Fitri April khusnul khotimah Kusumaningtyas, Anisa Wahyu Lilik Bintartik Masula, Siti Meydawati, Dilla Putri Nadhif, Nur Hanifatun Renata, Meidila Oda