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<![CDATA[Levels of cognitive process in mathematics problem solving ]]>
<![CDATA[K Yumniyati]]>;
<![CDATA[I Sujadi]]>;
<![CDATA[D Indriati]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Level of cognitive process is a crucial issue in mathematics problem solving. Theability to solve unstructured problems in learning mathematics is influenced by level ofcognitive process. The mastery of cognitive process level determines how individualsunderstand the problems and discover the way to solve these problems. The researcher adoptedthe concept proposed by Kitchener, then it is completed by the opinion of Anderson andKarthwohl. A-three level model of cognitive process consisted of cognition, metacognition,and epistemic cognition. The research is set to find out levels of cognitive process inmathematics problem solving. This is a qualitative research used task-based interview. Astudent at tenth grade of SMAN 6 Surakarta involved as a participant in this research. Theresult revealed that the student is able to solve mathematics problems which the problems arein the cognition level, exactly in the first stage, namely factual knowledge.]]>
<![CDATA[The analysis of student's interest for physics lessons at sate high school in three districts in Manokwari Regency, West Papua Province ]]>
<![CDATA[M Y Abdurrahman]]>;
<![CDATA[Mujasam Mujasam]]>;
<![CDATA[A Y T Allo]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The purpose of this research is to know the interest of learners for physics lesson atState high school located in three Districts of Manokwari Regency. School of research in thethree districts are SMA Negeri 1 Warmare, SMA Negeri 1 Prafi, and SMA Negeri 1 Masni.The method used in this research is quantitative method with descriptive technique and usestudent population of class X and class XI IPA. Determination of sample using simple randomsampling. Data were collected using a questionnaire with a total of 16 validated statements.The result of data analysis shows that the percentage of students' interest in succession is SMANegeri 1 Warmare 69,2%, SMA Negeri 1 Prafi 66,7% and SMA Negeri 1 Masni equal to81,6%. Students' interest in the subject of physics can be said to be in the good category]]>
<![CDATA[An innovation developing flip flop book (digital) on organ systems in human ]]>
<![CDATA[N Sartono]]>;
<![CDATA[M Suprapto]]>;
<![CDATA[I J Ichsan]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[New trend in education leads to computer-based education, a variety of multimedia-based learning resources such as flip flop book. Flip flop book provides a combination of text, images, animations, and videos in one application. Thus students can learn optimally. The research aim is measuring effectiveness flip flop book to learning outcomes. The material chosen in the development of the flip flop book in this study is the material of the Organ Systems in Human. This material is selected based on need assessment which shows that some of the material on Human Organ System is the most difficult material in class XI. The research method used is Research and Development with Borg and Gall model, 2007. The research held in Senior High School . In learning the use of flip flop book is expected to improve student learning outcomes. From the results of the feasibility study by experts, small group trials, and large groups (whole class) show the results of Good (B) to Very Good (SB) indicator, from the value of 76 to 85 for the feasibility test. The effectiveness test results show a value of p <.05, which means that classes using digital books are better than that do not use. Conclusion that the development of digital books (Flip Flop Book) has a rating good to very good.]]>
<![CDATA[Digestive system for the re-design of performance assessment ]]>
<![CDATA[E Farida]]>;
<![CDATA[A R Wulan]]>;
<![CDATA[R Solihat]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[In the 21st century this required an increase in student health literacy. Literacy of digestive health is important to be improved.Various efforts were made, one of them by using performance assessment for learning. The purpose of this study is to describe the use of re-design performance assessment to improve student health literacy. The research method used is descriptive method. Instrument used consisted of teacher questionnaire, student questionnaire, task, rubric and feedback mechanism. Health literacy is measured by 4 dimensions on the Partnership-21 Century Skills framework. The data were analysed descriptively. The results of the use of tasks, rubric and feedback mechanism obtained an increase in the fourth dimension of student health literacy.]]>
<![CDATA[Correlation between cognitive abilitiy to the scientific creative thinking ability and scientific critical thinking ability on sound wave problems ]]>
<![CDATA[S Karim]]>;
<![CDATA[S Kartika]]>;
<![CDATA[H Rusnayati]]>;
<![CDATA[S Feranie A]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The aim of this study was to describe the correlation between cognitive ability to thesceintific creative thinking ability and scientific critical thinking ability on sound wavematerial. This study used an analytic descriptive method. The population of this study were11th grade students of SMAN 3 Cimahi academic year 2017-2018 which contained 20participant. The instrument used is a multiple choice questionnaire for cognitive tests and anessay questionnaire for the scientific and critical scientific thinking skill test. From theconducted study related to the correlation between cognitive ability to the sceintific creativethinking ability and scientific critical thinking ability showed a high correlation withcorrelation coefficient for cognitive ability with scientific creative thinking ability was 0,63 andcorrelation coefficient for cognitive ability with scientific critical thinking ability was 0,65.From the results it can be concluded that it has a good correlation.Which means that in solvingsound problem in this case student with high cognitive ability also have high scientific creativethinking ability and scientific critical thinking ability]]>
<![CDATA[Sharing and jumping task design on chemical equilibrium lesson for improving learning quality at senior high school ]]>
<![CDATA[W Nurningsari]]>;
<![CDATA[A Supriatna]]>;
<![CDATA[S Hendayana]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Lack of teacher anticipation of students responses lead to obstacles in a learning process which affect the quality of learning, therefore we need develop an innovation of learning design that has prediction of student’s response. The purpose of this research is to develop didactical design based on sharing and jumping task in chemical equilibrium calculation. Sharing task used to facilitate students slow learners with help fast learners. While jumping task used to challenge fast learners so they didn’t feel bored in learning. The method used in this research is the Didactical DesignResearch (DDR), which consists of three stages: prospective analysis, metapedadidactical, and retrospective analysis. The developed didactical design was implemented at students of grade 11 of a senior high school in Bandung. Then the revised didactical design was implemented at another group of students of grade 11. Data was collected through observations, interviews, documentation, then the data is transcribed and analyzed. Based upon the result of the first implementation analysis it was found that the teacher still dominated the learning proses, but in the second implementation of the revised didactical design affected some changes in the learning process indicated some students have started to discuss actively.]]>
<![CDATA[Use of RME approach in learning of KPK and FPB toincreasecritical thinking skill ]]>
<![CDATA[I Ismawati]]>;
<![CDATA[D Suryadi]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[AbstractThis paper is a Classroom Action Research conducted in 5th grade of Primary School.This research was conducted in three cycles to see the effectiveness of Realistic Mathematics Education approach in learning about the Biggest Fellowship Factor and Multiple Fellowship in Improving Student Critical Thinking Abilities. Critical Thinking is one of four 21th century skill through Mathematics. In the process of lesson, students will be train the oherskill; comunication and colaboration. The background of thisresearch is Students who have aconcept of mathematical form but not able to solve daily lives problems. The implementation of the study in first cycle of learning to use the problems in their daily lives with completion student by using a real object. In second cycle of learning with daily lives problems, thestudents do a simulation of FPB. In third cycle of learning with daily lives problems andstudents solve problems using the math concept, the students has been managed to construct aconcept. Author argues that this concept will be able to be used to solve the problem and match the way with the RME approach. The result of research proven learning Realistic math canimprove students Critical Thinking abilities.]]>
<![CDATA[Correlation of cognitive ability relevance to the ability of scientific creative thinking and scientific critical thinking skills of students of work and energy concept ]]>
<![CDATA[H Rusnayati]]>;
<![CDATA[R Wulansari]]>;
<![CDATA[D Saepuzaman]]>;
<![CDATA[S Karim]]>;
<![CDATA[S Feranie A]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The aim of this study was to analyze the correlation of cognitive ability relationshipto the ability of scientific creative thinking and students' critical scientific thinking ability.Research method used is correlation research because in this research there is no effort toinfluence the research variables. Participants are high school students in Cimahi cityconsisting of 32 students. Cognitive tests are sorted by sub-chapter on work and energy anddivided into four cognitive levels ranging from C1 to C4. Scientific thinking thinking tests arebased on the Scientific Structure Creativity Model (SSCM) with three assessed abilities offluency, flexibility and originality. While the critical thinking test instruments are based on theAssessment of Critical Thinking Ablility (ACTA) with the three capabilities being reviewed:Critical Thinking Ability 1, Critical Thinking Ability 2 and Critical Thinking Ablility 3.Correlation coefficient value for the relationship of cognitive ability with creative thinkingability is 0.743578, the correlation coefficient value for the relationship of cognitive abilitywith critical thinking ability is 0, 745445there is a very strong relationship between the abilityof creative thinking and critical thinking ability with cognitive ability.]]>
<![CDATA[Analysis of misconceptions on virus in the high school biology textbooks ]]>
<![CDATA[P Mitha]]>;
<![CDATA[M Ramli]]>;
<![CDATA[Y Rinanto]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[One of the factors that impedes the process of acceptance and assimilation of new knowledge in students is misconception. The cause of misconceptions, one of which can be from textbooks used by teachers and students in learning. This study aims to analyze the type and percentage of misconceptions contained in biological textbooks. This research is a descriptive study with document analysis method, which is done by evaluating the concepts that already exist in the book carefully and comparing it with the reference books. Concepts that have been studied include the structure and characteristics of virus, classification of virus, replication of virus, and the role of virus in human life. Sample consist of three books selected purposively. This research used the instrument of misconception indicator in textbook according to Hershey. The results of the analysis on the three books, found that there are misconceptions on some of the virus concepts, i.e. 37% Under generalizations (UG), Obsoleted Concepts and Terms (OCT) by 12%, Oversimplifications (OS) by 8%, Overgeneralizations (OG) by 36%, and Misidentifications (MI) by 7%.]]>
<![CDATA[The effect of problem based learning model on critical thinking skill students in primary school ]]>
<![CDATA[N Fadillah]]>;
<![CDATA[B Maftuh]]>;
<![CDATA[E Syaodih]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Critical thinking is one of the 21st century skills that needs to be developed. This skill is one of the most important basic modalities for everyone and can affect their future life. This research aim to obtain a description of the effect of problem based learning on critical thinking skill students of grade IV in one of the primary schools in Lima Puluh Kota district, West Sumatera province. The research adopted quantitative research and employed quasi experiment which is non-equivalent control group design. The subjects of this research were 40 students of class A as an experimental class and class B as a control class. The data were collected through instrument tests which is critical thinking skill test on natural science subjects especially natural resource materials. The result of this research showed that critical thinking skill students in experimental class improved significantly. So, it can be concluded that the problem based learning affect to critical thinking skill students. This research is expected to be a reference of teachers in developing innovative natural science learning, let alone explicitly this concept not only emphasizes the cognitive abilities of students, but also implicitly can develop their social skills in natural science perspective.]]>
