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All Journal International Journal of Contextual Science Education
Agus Ramdani
Mataram University
Decision Sciences, Operations Research & Management Education Other

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Dissemination of Kaffah Model of Learning through In House Training (IHT) Syahrial Ayub; Joni Rokhmat; Agus Ramdani; Aliefman Hakim; AA Sukarso; Endang P Handayani
International Journal of Contextual Science Education Vol. 1 No. 1 (2023): October - December 2023
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v1i1.523

Abstract

This study describes the responses of prospective teacher students to learning the Bernoulli principle. The research design used descriptive research with a sample of 38 prospective teacher students from PGMI State Islamic University of Mataram. Data was obtained from response questionnaires with 3 indicators, namely happy, easy to understand and useful. As a result, the response of prospective teacher students to Kaffah learning is very good and has a positive impact on them. Kaffah learning integrates religion, science, application and meaningfulness from a single concept. This learning is expected to contribute to the development of the ability of prospective teacher students in planning, implementing and evaluating learning.
Application of Symposium Learning Method to Enhance High School Students' Critical Disposition and Critical Thinking Skills in Addressing Socioscientific Issues in Biology Ririn Mardiana Saputri; AA Sukarso; Prapti Sedijani; Agus Ramdani; Rangga Alif Faresta
International Journal of Contextual Science Education Vol. 2 No. 1 (2024): January - March 2024
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v2i1.596

Abstract

This study explores the effectiveness of the Symposium Learning Method in enhancing critical disposition and critical thinking skills among high school students in the context of biology education. Employing a quasi-experimental design, the research compares the outcomes of students instructed using the Symposium Learning Method with those taught through conventional methods. Pre-test and post-test assessments were conducted to evaluate students' critical disposition and critical thinking skills. The findings reveal a significant improvement in both critical disposition and critical thinking skills among students exposed to the Symposium Learning Method. This underscores the method's efficacy in promoting active participation, collaborative learning, and deeper engagement with course material. The study emphasizes the importance of innovative teaching approaches in nurturing critical thinking skills essential for addressing complex societal issues in biology education.
Co-Authors AA Sukarso Aliefman Hakim Endang P Handayani Joni Rokhmat Prapti Sedijani Rangga Alif Faresta Ririn Mardiana Saputri Syahrial Ayub