International Journal of Education and Teaching Zone
International Journal of Education and Teaching Zone (IJETZ) is a double-blind peer-reviewed and open-access journal on Education and teacher training. The focus of this journal is to discuss issues of education and teacher training in countries around the world, both in public educational institutions and private educational institutions. IJETZ Journal provides the opportunity to receive articles related to education and teaching from research results starting from preparatory levels, elementary schools, and universities. The scopes of IJETZ Journal include Islamic Education, Social Education Studies, Natural Science Education Studies, Physics Education, Physical Education, Mathematics Education, Environmental Education, Language Education, Management Education, Teaching and Learning, Quality Education, Teacher Education, Educational Technology, Early Childhood Education, Special Education, Guidance and Counseling Education, and other educational fields in the world.
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<![CDATA[The Critical Thinking Skills of Junior High School Student on Simple Machines ]]>
<![CDATA[Ramadhani, Firda Amelia]]>;
<![CDATA[Nurita, Tutut]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.29
<![CDATA[This study describes students' critical thinking skills in learning science on simple machines. The method used in this research is descriptive quantitative. The subjects in this study were 34 students from one of the public junior high schools in Surabaya. The data collection method used is a test of critical thinking skills. The essay question sheet consists of five critical thinking skills indicators: interpretation, analysis, inference, evaluation, and explanation. The study's results showed that the average percentage of students' critical thinking skills indicators was 20%. The percentage results indicate that the critical thinking skills of one of the public junior high schools in Surabaya are classified as very poor with the standard reference assessment criteria.]]>
<![CDATA[The Effect of the STAD Type Cooperative Learning Model with the Help of Crossword Worksheet on Biology Learning Outcomes, especially the Cognitive Domain ]]>
<![CDATA[Zb, Aminah]]>;
<![CDATA[Ananda, Rizki]]>;
<![CDATA[Mensah, Bismark]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.31
<![CDATA[This study aims to determine the effect of the STAD-type cooperative model with the help of Crossword Puzzles on students' biology learning outcomes, especially on Development and Growth material in terms of Cognitive aspects. The population in this study amounted to 5 classes, and a sample of 2 classes was taken randomly. The study was conducted in two classes which were grouped as experimental class and control class. In the experimental class, learning is carried out using a STAD-type cooperative model with the help of crossword puzzle worksheets, while in the control class, learning is carried out using a conventional model research data obtained from the test of learning outcomes for cognitive aspects. Student learning outcomes on cognitive aspects were analyzed by t-test. The results of data analysis show that the learning outcomes of cognitive domain biology students whose learning uses the STAD-type cooperative model with the help of crossword puzzle worksheets are higher than students whose learning uses the conventional model.]]>
<![CDATA[Chemistry Learning Through CIRC on DNA Base Materials: Hypothesis Testing the Kolmogorov-Smirnov Method on Male and Female Population Samples ]]>
<![CDATA[Tri Susdarwono, Endro]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.32
<![CDATA[Cooperative Integrated Reading and Composition (CIRC) is one type of cooperative learning model that combines reading activities with other activities, such as writing, discussion, and presentation in an integrated manner. The purpose of this study is to provide a description of learning chemistry through CIRC on DNA base material. The method used in this research is experimental research. The characteristics of experimental research in this study include manipulation, control or control, and observation. The research design used is the one-shot case study design, while the sampling technique used for this design is purposive sampling. The research hypothesis testing procedure used the Kolmogorov-Smirnov method for multiple sample groups. Based on the comparison between the D value in the table and the calculated D value, the D value is 0.142857. This value is smaller than the D value in the table of 0.726951. Thus, the null hypothesis which states that the post-test score category for male students is the same as the post-test score category for female students. In this condition, it can be concluded that Chemistry Learning Through CIRC on DNA Base Material for students of different sexes produces the same category of posttest scores. This means that this learning can be applied to male and female students equally well.]]>
<![CDATA[The Analysis of Mathematical Critical Thinking Ability and Mathematical Creativity: Judging from the Process of Deriving the Fermi-Dirac Formula ]]>
<![CDATA[Nehru, Nehru]]>;
<![CDATA[Ananda, Rizki]]>;
<![CDATA[Zb, Aminah]]>;
<![CDATA[Navalyyan, Devie]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.33
<![CDATA[This study aims to see and simultaneously describe the ability to think critically and creatively in student physics teacher candidates in the Fermi-Dirac course. Descriptive quantitative was used as the method of this research. Data collection in the study used tests on the cognitive domain in the form of a description of 8 questions where four measured critical thinking skills and four questions measured creative thinking skills. The data analysis process was carried out qualitatively and then described to determine the students' mathematical critical thinking and creative thinking skills, which were then assessed in distribution based on the categories that had been created. The data and facts that the researchers found after the study showed that the average mathematical thinking ability of students was in the Good Enough category, and the average mathematical communication ability of students were also in the Good Enough category.]]>
<![CDATA[The Understanding Mathematical Communication Concepts and Skills: Analysis of the Ability of Prospective Physics Teachers? ]]>
<![CDATA[Yusuf, Irfan]]>;
<![CDATA[Zb, Aminah]]>;
<![CDATA[Rozal, Edi]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.34
<![CDATA[The research that has been carried out aims to see the ability to understand mathematical concepts and mathematical communication of students on the Maxwell-Boltzman material for Tadris Physics students, especially students in semester VI. This research is a quantitative descriptive study in which the data collected from the test results and the results of the lecture process at the time of giving the Maxwell-Boltzman material will be analyzed and described and added with a test technique on the cognitive domain in the form of a description test (essay) consisting of 7 test questions, where five questions are for understanding students' mathematical concepts and two questions for technical analysis of students' mathematical communication skills. The data obtained in the quantitative analysis and according to the five categories that have been determined. The facts obtained from the results of the study show that students' ability to understand mathematical concepts in the Maxwell-Boltzman material is in the Good Enough category, and the average mathematical communication ability of students is also in the Good Enough category.]]>
<![CDATA[Application of Model Group Investigation based on Experiments Against Student Academic Skills ]]>
<![CDATA[Rahim, Abd]]>;
<![CDATA[Nadira, Nadira]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.35
<![CDATA[This study aims to see the effect of the Experiment-based Group Investigation learning model on the academic skills of students at one of the Madrasah Aliyah Negeri in Tebo. This research is quantitative by using the experimental method. using a posttest-only control group design. This study used two classes, namely the experimental class and the control class, sampling using the cluster random sampling technique. The instruments used for data collection are test questions and observations. Before the data were analyzed, normality and homogeneity tests were first performed. Then, the data were analyzed using a t-test and effect size. Based on the results of the study, it is known that there is an effect of using the Experimental-based Group Investigation learning model on the Academic Skills of students in learning physics. This can be seen from the calculation of the average post-test academic skill score for experimental class students, 78.7 out of 26 students, and the average post-test academic skill score for control class students, 73.7 out of 25 students.]]>
<![CDATA[Investigating Problem Solving and Mathematical Connections in Solving the Fermi-Dirac Equation ]]>
<![CDATA[Misbah, Misbah]]>;
<![CDATA[Trisnowati, Eli]]>;
<![CDATA[Rahim, Abd]]>;
<![CDATA[Zb, Aminah]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.36
<![CDATA[This study aimed to describe the problem-solving abilities and mathematical connections of the sixth-semester students of Physics Tadris in the Statistical Physics course, especially the Bose-Einstein Equation Material. This type of research is quantitative descriptive research. Data collection in this study used a cognitive test technique in the form of a description test to measure students' mathematical abilities, which amounted to 8 questions, of which four were used to measure problem-solving abilities, and four were used to measure students' mathematical connections. Data analysis was carried out descriptively to determine the profile of students' mathematical abilities and the distribution of predicate achievement on the ability of problem fractions and students' mathematical connections. The results showed that students' average problem-solving ability and mathematical connection were in the Pretty Good category.]]>
<![CDATA[Development of Interactive Learning Media as an Alternative to Improve Students' Conceptual Understanding and Motivation on the Temperature and Heat Topics ]]>
<![CDATA[Dion Bahrudin, Azhar]]>;
<![CDATA[Insjaf Yogihati, Chusnana]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.37
<![CDATA[This study aims to develop and determine the feasibility of interactive learning media on the topic of temperature and heat. The type of research is Research and Development (R&D) with the ADDIE model. In this model, the stages include Analyze, Design, Develop, Implement, and Evaluate. However, this research is only up to the development stage. The subjects of this study were 20 students from one of the XI MIPA classes at Panjura High School. The interactive media was developed in the form of an android-based application with the topic of temperature and heat. The research data was obtained from the results of content and construct validation by the validator and then the feasibility test by the students. From the research that has been done, the average percentage of content or display validation is 82.2% including in the very valid category and the average percentage of construct validation is 93.1% including in the very valid category. For the feasibility test conducted by students, the percentage is 95.2% so it is included in the very feasible category. Based on the validation test and student feasibility test, it was found that interactive learning media can strengthen students' conceptual understanding and motivation in learning. The media developed is also easy to download and use and easy to operate. Suggestions for further research are applications that are made can be downloaded via the google play store, then the questions on the diagnostic test are easier than Quiz and not only the Android system but iOS as well.]]>
<![CDATA[Level of Students Conceptual Understanding and Resource Theory View: Geometric Optics ]]>
<![CDATA[Hilma Wahyuni, Ike]]>;
<![CDATA[Reyza Arief Taqwa, Muhammad]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.38
<![CDATA[This study aims to identify the level of understanding (LoU) and resources that students activate. This is a descriptive study. The study used a survey method by distributing ten multiple-choice questions. The focus of the study is geometric optics. The research was conducted on 64 physics students who were taking Basic Physics III courses. Data analysis was carried out by determining descriptive statistics and categorizing students' LoU based on the reasons given. The LoU includes Sound Understanding, Partial Understanding, Partial Understanding with Specific Misconceptions, Specific Misconceptions, and Not Understanding. Based on the analysis of the research results, the average score of students' conceptual understanding was 53.44. Furthermore, the average levels of understanding are 15.9% for Sound Understanding, 28.1% for Partial Understanding, 14.7% for Partial Understanding with Specific Misconceptions, 16.4% for Specific Misconceptions, and 26.2% for Not Understanding. Meanwhile, the resource that is activated by students when showing possible rays in the formation of images on a convex lens is "there are only three possible rays". It means that students do not understand that it is not only "three special rays" reflected by objects towards the lens to form an image.]]>
<![CDATA[Learning Reflection During Covid-19 Pandemic: Teacher Perception Toward Google Form Based Test ]]>
<![CDATA[Zakwandi, Rizki]]>;
<![CDATA[Wulansari, Putri]]>;
<![CDATA[Maula, Atika Rofiqatul]]>;
<![CDATA[Hasan, Suhandi]]>;
<![CDATA[Anditya, Novia]]>
<![CDATA[ International Journal of Education and Teaching Zone Vol. 1 No. 2 (2022): October 2022 Edition ]]>
Publisher : <![CDATA[Yayasan Nurul Yakin Bunga Tanjung ]]>
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DOI: 10.57092/ijetz.v1i2.42
<![CDATA[This study aims to analyze the usability of Google Form as an online learning assessment tool. This study uses a quantitative approach through survey methods. Respondents in this study were teachers from various levels of education ranging from elementary to high school levels and from various subjects. The respondents' answers were collected by using a Google Form questionnaire. The analysis results show that using Google Forms is the most straightforward alternative for conducting online assessments. Assessment through Google Form has the principle of being an open system, so it takes the ability to use it. The novelty in this study is to determine the proficiency of Google Forms as an assessment tool during the COVID-19 pandemic and teacher perceptions of the assessment principles using Google Forms. Using Google Forms as an assessment tool during the Pandemic requires additional teachers' competencies for designing a better assessment process. Thus, the comparison of the assessment principle with the assessment process using Google Form to conduct a Pedagogical Review can be considered in designing an assessment using Google Form.]]>
