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Gagasan Pendidikan Indonesia
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 27219240     EISSN : 27220982     DOI : https://search.crossref.org/?q=2722-0982&from_ui=y
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Gagasan Pendidikan Indonesia contains research publications in the field of education such as Model and Modelling, Integrated STEM Education, STEAM Education, Scientific Argumentation, Socio-Scientific Issue Based Teaching and Learning, Model Based Integrated Inquiry in STEM, Model Based Teaching and Learning, Curriculum and Instruction, Curriculum Ideology, Curriculum Development, Learning Progession, Learning Assessment, Computational Thinking, Bioinformatics Learning, Machine Learning, ICT Based Teaching and Learning, 21st Century Skills, Scientific Literacy, Teacher Ability, Professional Development, Teaching and Learning Based on Local Wisdom, Contextual Based Teaching and Learning, Technological Pedagogical and Content Knowledge, Pedagogical Content Knowledge, Teaching and Learning Based on Indigenous Knowledge, Teacher Education, Educational Policy, Character Education, and Systematic Review and Meta-analysis in Education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol 4, No 2 (2023)" : 5 Documents clear
The Implementation of Case-based Learning Approach in the Classroom: A Systematic Review Shaynen Fatimah; Indah Juwita Sari; Jun S. Camara
Gagasan Pendidikan Indonesia Vol 4, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v4i2.20535

Abstract

This research aimed to see how the implementation of case-based learning approach in the classroom using systematic review method. Based on the analysis of 10 journal articles on the implementation of case-based learning approach in the classroom, it can be seen that the highest level of implementation is to measure student learning outcomes and students' critical thinking skills. While the least level of implementation of the case-based learning approach in the classroom is to measure science generic skills, learning activities, mathematical reasoning ability, and student learning motivation. Therefore, it can be concluded that the implementation of the case-based learning approach in the classroom has a good influence on improving students' 21st century abilities and or skills.
Exploring Public Perceptions of ChatGPT in Education through Netnography and Social Media Analysis Listyanto Aji Nugroho; Emy Wuryani
Gagasan Pendidikan Indonesia Vol 4, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v4i2.23164

Abstract

This study aimed to examines public perceptions of ChatGPT, a language model developed by OpenAI, particularly in the context of education. Netnography and Social Network Analysis were employed in this study. Using Instagram as the main source of data, the top 10 posts related to ChatGPT were analyzed, and three active groups discussing the technology were identified: university accounts, education influencers, and AI technology developers. A keyword analysis was conducted, and 24 related search terms were grouped into four clusters, showing that ChatGPT is directly related to artificial intelligence, machine learning, learning systems, research, data mining, ethics, and authorship. Overall, the development of ChatGPT has attracted the attention of various parties, particularly in the field of education. There is significant concern about the impact of this technology on humanistic values in education, but many parties are also striving to optimize ChatGPT's potential to improve effectiveness and efficiency in the teaching and learning process. Therefore, a better understanding and adaptation of ChatGPT technology is needed to minimize negative impacts and maximize its positive potential in the world of education.
Adsorption Capacity and Phosphate Removal Efficiency of Oyster Shells and its Implications to Chemistry Learning John Rommel T. Retuya; Victoria N. Malaya
Gagasan Pendidikan Indonesia Vol 4, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v4i2.23628

Abstract

The aquaculture sector of the Philippines which includes fish pond culture systems faces many challenges and issues such as high concentration of phosphate which does not only affect water parameters but also triggers the occurrence of Harmful Algal Blooms. Hence, this study was conducted to evaluate the adsorption capacity and phosphate removal efficiency of oyster shell powder (OSP) using brackishwater under laboratory conditions as learning resources of chemistry learning. This quantitative research study used Completely Randomized Design (CRD) with three treatments: T1 (Control/Commercial) – 1.5g Calcium carbonate (CaCO3); T2 – 1.5g Oyster Shell Powder (OSP); T3 – 2.5g Oyster Shell Powder (OSP). Results revealed that in terms of surface morphology, the photographs showed irregularity of shapes and different sizes, implying heterogeneity of OSP while, in terms of elemental composition, Calcium and Oxygen are the major elemental composition of the OSP. Further, in terms of Phosphate Adsorption Capacity, One Way ANOVA revealed significant differences (p-value <0.01) among treatments. Further analysis using LSD revealed that commercial calcium carbonate has significantly higher adsorption capacity than oyster shell powder, however, 1.5 g OSP has higher adsorption capacity than 2.5g OSP. Furthermore, in terms of phosphate removal efficiency, One Way ANOVA revealed no significant differences (p-value <0.05). This means that the phosphate removal efficiency of OSP is comparable to commercial calcium carbonate (CaCO3).Moreover, the study's findings act as an educational resource, facilitating a profound comprehension of the practical applications of chemistry principles. It encourages chemistry learners to engage in critical evaluation and practical application of their knowledge, particularly in addressing pressing environmental challenges.
Inequality of Social Problems Related to the Management and Utilization of Household Waste: Seen from the Perspective of Family Education Nurul Hayat; Rahmawati Rahmawati; Ibnu Razak; Mokete Nyaphisi Bendly
Gagasan Pendidikan Indonesia Vol 4, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v4i2.23163

Abstract

Household waste management is an important aspect of sustainable living, which has an impact on environmental welfare and public health. However, the extent to which different socio-economic groups engage in responsible waste management practices varies widely, thereby contributing to broader issues of social inequality. This study investigates how family education, as a key determinant of individual behavior and decision making, influences inequality in waste management practices among various socio-economic groups. Through a comprehensive analysis of existing literature, case studies and empirical data, the author highlights various aspects of social problems related to household waste. From the research results, it was found that 74.4% said that managing waste was easy, 98.5% said they knew how to choose organic and inorganic waste, 82.7% said they knew how to manage and utilize RT waste. However, 61.7% do not carry out real practice of sorting organic and inorganic waste at home independently. It was proven that 51.1% subscribed to rubbish officers in their area and 30.8% disposed of rubbish independently at rubbish dumps. This could be due to a lack of learning in the form of direct practice based on habituation education from home. Supporting this, 78.9% have never taken courses or training regarding the management and use of household waste. And 89.5% of people from the basic family level expressed the need for knowledge, skills and management in the community. These findings highlight the potential of family education programs to bridge the gap in waste management behavior among various socioeconomic strata. Such interventions can empower individuals and families with the knowledge and skills necessary to implement sustainable waste management practices, thereby contributing to a more equitable and environmentally conscious society. 
Online, Offline, Flexible: Instructional Delivery Preferences of Pre-service Teachers in College Genetics and Its Implications for Curriculum, Instruction and Assessment Jun S. Camara
Gagasan Pendidikan Indonesia Vol 4, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/gpi.v4i2.23644

Abstract

Learning curricula are designed  to be needs-focused but are expected to be learner-friendly nonetheless. This study aimed to measure the level of instructional delivery preferences of undergraduate students in an introductory Genetics course (online, offline, flexible) and determined the influence of gender, year level, and post-secondary track. Using a descriptive survey approach, a list of genetics undergraduate topics were prepared based on various sources including university syllabi, textbooks, and other instructional materials. The questionnaire was administered digitally to undergraduate students in one large public university in mid-2021. Findings report that a genetics undergraduate course is preferred to be delivered ‘Highly Online’ with a few topics agreed upon by respondents as ‘Flexible’. On the contrary, teacher-experts prefer the course to be delivered in a ‘Flexible Manner’ with most of the topics to be delivered ‘Highly Offline’. Further, the student-respondents in any year level did not have any significant difference in their instructional delivery preferences in the listed topics, while a few topics’ instructional delivery preferences were viewed differently statistically by female respondents and those who graduated from non-STEM tracks in senior high school favoring such topics with ‘Highly Online’. Implications are drawn from the findings to better understand its influence to undergraduate curriculum, college instruction, and student learning assessment.

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