Proceeding of International Conference on Science, Education, and Technology
Proceeding of International Conference on Science, Education, and Technology adalah konferensi internasional dan forum kolaborasi ilmiah yang diselenggarakan oleh Universitas Negeri Semarang ISET mengundang peneliti, praktisi di sektor industri, pemangku kepentingan publik dan swasta, pendidik dari berbagai bidang yang datang dari berbagai negara untuk bertukar dan berbagi pengetahuan. Seminar ini diharapkan memberi percepatan inovasi teknologi yang memiliki potensi untuk mempercepat kemajuan industri dan pertumbuhan ekonomi, mengatasi krisis multidimensi, dan merevolusi dunia pendidikan di Indonesia.
Articles
644 Documents
<![CDATA[TPACK Competency Evaluation of Preservice Teachers in Microteaching ]]>
<![CDATA[Didi Nur Jamaludin]]>;
<![CDATA[Ani Rusilowati]]>;
<![CDATA[Edy Cahyono]]>;
<![CDATA[Sigit Saptono]]>;
<![CDATA[Aditya Marianti]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Technological Pedagogical and Content Knowledge (TPACK) is now recognized for teacher development and preparation programs. The purpose of the study was to evaluate the TPACK competence in microteaching of preservice teachers. The research approach uses qualitative research using the curriculum evaluation design of Stake Countenance Model with data collection including lesson plans, teaching practice activities, performance assessment, and in-depth semi structured interviews. The results of the microteaching evaluation program using an analysis of the ability to integrate pedagogy, content, and technology within the TPACK competency framework. In general, preservice teachers still use technology less, because the lesson plans design dont use learning technology. So for the development of TPACK competencies, preservice teachers provide opportunities for preservice teachers to apply technology in biology learning and use various learning strategies.]]>
<![CDATA[Applying the Rasch Model to Investigate Habit of Mind Pre-service Teacher ]]>
<![CDATA[Meyta Dwi Kurniasih]]>;
<![CDATA[YL Sukestiyarno]]>;
<![CDATA[Rochmad Rochmad]]>;
<![CDATA[Amin Suyitno]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The habit of mind mathematics is an intelligent behavior that affects individual success because by having this behavior students can quickly and precisely find complex solutions to mathematical problems. This study aims to identify the habit of mind of mathematics teacher candidates based on their indicators. This quantitative study applies the Rasch model with as many as 245 research subjects as prospective teacher students in the 2021/2022 academic year. Rasch analysis is used because it assumes parameter invariance, meaning that the statement item parameters do not depend on the teacher candidate's ability parameters and vice versa. The Habit of mind instrument was used in the form of a questionnaire with 7 (seven) indicators totaling 54 statements. Before the questionnaire is used, face and content validity are carried out by experts. The results of Rasch's analysis show that the habit of mind mathematics possessed by prospective teachers in each class is different. Upper-semester students have a better habit of mind than early-semester students.]]>
<![CDATA[Teacher’s Perception on Implementation of Content and Language Integrated Learning (CLIL) in the Primary School ]]>
<![CDATA[Nur Aflahatun]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Sri Wuli Fitrianti]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Content and Language Integrated Learning (CLIL) as one of approach that create an educational environment in English that promotes “internationalization at home” in schools has inspired many multilingual learnings. This much-appreciated stimulation is expected to lead to the achievement of an additional bilingual classroom with increased use of English at some points during the instructional process. This study aimed to investigate teachers' perceptions of implementing Content and Language Integrated Learning (CLIL) in primary schools. This study used a case study as the design of the research involving 25 primary school teachers from Global Inbyra School Tegal. Teachers’ interviews and observations were utilized as the instruments of the study. Research has shown that many teachers have implemented CLIL in the classroom and are fully aware of the importance of English and the integration of content and language, but lack knowledge of CLIL and lack the ability to implement a CLIL approach in the classroom. Observed not to use but yield to take a different approach. The results of this study demonstrate that CLIL teacher education programs need to implement this approach to increase teacher understanding and ensure better student learning outcomes in the classroom.]]>
<![CDATA[Dynamic Assessment Approach to Enhance the University EFL Students’ Ability on Listening to Learn ]]>
<![CDATA[Nur Ekaningsih]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Issy Yuliasri]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The University students’ problems in learning listening give an impact on students’ learning and achievement. This research objective is to scrutinize the role of Dynamic Assessment (DA) approach in enhancing the University students’ ability in listening to learn. Previous researchers argue that DA Approach motivates students’ critical thinking and activate students’ prior knowledge in listening comprehension class. By using a quasi-experimental design, an author wants to find out whether DA is effective or not in enhancing the students’ competence in listening class. The experimental and control class was designed to apply the treatment activities in listening to learn class. 40 participants of EFL students at private University in Semarang were divided into 20 in the experimental class and 20 for the control class. The data for investigation was taken from pre-test and posttest for both classes. DA Approach was applied in experimental and traditional approach was in control class. The SPSS used to analyze the data to see the descriptive analysis that is significance or not. Then, the result displayed based on SPSS tabulation that DA Approach was significant for EFL students in listening to learn ability.]]>
<![CDATA[Physical and Social Environmental Conditions Affected by Rob Flood on the Semarang Coast ]]>
<![CDATA[Deka Setiawan]]>;
<![CDATA[Dewi Liesnoor Setyowati]]>;
<![CDATA[Hamdan Tri Atmaja]]>;
<![CDATA[Moh. Solehatul Mustofa]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Flood is an environmental problem that regularly occurs in communities around the coast. This condition causes changes in the physical and social environment of the community so that they can continue to live with the requirements of the tidal flood environment. Communities on the coast must adjust to the conditions in which they live in tidal flood areas. This study aims to find out how the physical and social environmental conditions of the community affected by the tidal flood on the coast of Semarang are and the factors that affect the physical and social needs of the community affected by the tidal flood on the coast of Semarang. This study uses a qualitative method. Data were collected by observing the field, conducting interviews with informants, and studying documents or literature. The location of this research is in Kaligawe and Tambak Lorok Villages, Semarang. The results of this study are that the Kaligawe and Tambak Lorok communities affected by tidal flooding on the coast of Semarang adapt to the physical environment, namely the conditions of their homes, places of worship, and public facilities. House building because the house building is lower than the village road. In the social environment of the community affected by tidal flooding both in Kaligawe and Tambak Lorok, there is a kind of bond that makes the community strong in facing tidal flooding for dozens or even decades. The internal factor is the feeling of sharing the same fate, making them strengthen each other outwardly and inwardly.]]>
<![CDATA[Developing Metacognitive Skills Through N03R Learning ]]>
<![CDATA[Nur Rokhman]]>;
<![CDATA[Sukestiyarno Sukestiyarno]]>;
<![CDATA[Rochmad Rochmad]]>;
<![CDATA[Mulyono Mulyono]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Students require metacognitive skills to reflect on what is being done, what is required in completing assignments, and selecting and implementing learning strategies that promote learning success. The development of metacognitive skills requires creative thinking and a systematic process in learning to solve mathematical problems, which has not been implemented optimally. This study aims to determine students' metacognitive skills through NO3R learning in solving mathematical problems. This study uses sequential exploratory mixed methods. Data was collected through tests, observation techniques, interviews, and documentation. The research subjects were 31 students who were asked to work on geometry problems. The researchers analyzed each student's work based on the NO3R learning stages. Furthermore, to clarify answers and explore students' metacognitive skills, in-depth observations and interviews were performed. The results showed that students' metacognitive skills in solving math problems were on high criteria. NO3R learning is effective for developing students' metacognitive skills. Metacognitive skills can be taught to students to develop their thinking so that their learning outcomes are better.]]>
<![CDATA[The Analysis Of Test Instrument And The Leaners’ Responses On Acidity Material With The Uses From Environment As The Learning Source ]]>
<![CDATA[Riyanti Riyanti]]>;
<![CDATA[Edy Cahyono]]>;
<![CDATA[Sri Haryani]]>;
<![CDATA[Budi Naini Mindyarto]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This research analyzes the test instrument and the learners' responses to acidity material using an environment as the learning source. This quantitative research collected the data with observation, tests, and questionnaires. The researchers used valid and reliable measuring tools to find out the learning achievements of some aspects. The experts’ judgments involved six experts and question item analyses with classical test theory (CTT) assisted by SPSS 21. The researchers conducted the trial run test and collected the learners’ responses in XI IPA1 of Public SHS 1 Bangsri Jepara, consisting of 35 learners. The data analysis used V Aiken which consisted of question items and learners’ responses. The results were 0.91 and 0.91. The content validity consisted of 40 objective question items in the test material about acidity. The reliability was observable from Cronbach's Alpha score, 0.945. The results indicated the question items were reliable and valid. The test analysis results of acidity material included validity and reliability. The analysis was useful to ensure that the instrument would be suitable for learners with various skills. The researchers also found positive responses toward the learning.]]>
<![CDATA[The Effect of Pancasila Student Profile on the Numerical Literacy Ability of Junior High School Students ]]>
<![CDATA[Setiyani Setiyani]]>;
<![CDATA[S.B. Waluya]]>;
<![CDATA[Y.L. Sukestiyarno]]>;
<![CDATA[Adi Nur Cahyono]]>;
<![CDATA[DPD Santi]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to see how the influence of the profile of Pancasila students in seventh grade junior high school students on numeracy literacy skills related to mathematical literacy. The samples in this study were students from SMP Negeri 2 and SMP Negeri 4 Cirebon City class VII totaling 56 students. The type of research used is a quantitative methodology. Data analysis in this study used descriptive statistics and inferential statistics with Pearson correlation analysis. This study uses the independent variable, namely the ability of numeracy literacy and the dependent variable, namely the character profile of Pancasila students. For data collection using questionnaires and test questions. The questionnaire contains 18 statements with 6 indicators of the Pancasila student profile and 6 test questions with 3 indicators of numeracy literacy. The results of this study indicate that the ability of numeracy literacy has a positive effect on the character profile of Pancasila students]]>
<![CDATA[The Effect of Electronic Storybook and Print Storybook on Students’ Reading Comprehension Skill Based on Their Learning Styles ]]>
<![CDATA[Yayu Sri Rahayu]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Suwandi Suwandi]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The change from printed to electronic content has an impact on students’ reading comprehension and reading style. This article presents experiments designed to assess the influence of electronic text on the reading comprehension of the second semester students of English Language Education Study Program. This study aims to ascertain whether there is a substantial difference in basic reading comprehension achievement between students with visual, auditory, and kinesthetic learning styles. In this article presents two experiments designed to assess the effect of electronic text on the basic reading comprehension of second-semester students. In the first trial, 72 students read either electronic or printed storybooks in learning basic reading comprehension course. This study found no statistically significant difference between open-ended questions and a test for measuring basic reading comprehension. There was, however, substantial statistical difference in reading comprehension between students with different learning styles, for the group who read the electronic versions of the stories, as determined by e-storybook. As measured by test of basic reading comprehension, their comprehension of the e-book stories was significantly greater. Thus the result of this research shows there are no there are no notable distinctions between the auditory, visual, and kinesthetic styles of learning derived from the basic reading comprehension learning outcomes of students who were taught using an electronic storybook or a print storybook.]]>
<![CDATA[Analysis Of Basic Teaching Skills Of A Prospective Math Teacher ]]>
<![CDATA[Enika Wulandari]]>;
<![CDATA[YL Sukestiyarno]]>;
<![CDATA[Scolastika Mariani]]>;
<![CDATA[Masrukan Masrukan]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The prospective teacher's skills in teaching will determine what his teaching skills will be like when he becomes a teacher. This study aims to identify the basic teaching skills shown by a prospective teacher when carrying out teaching practice in the Micro Teaching course. This study uses a qualitative approach. The research subject was 1 prospective mathematics teacher who was carrying out teaching practice in Microteaching courses in the second semester of the 2021/2022 academic year. Data was collected through teaching practice video studies, interviews, and documentation. Data were analyzed using the Miles and Huberman interactive model. The identification of basic teaching skills is guided by a theory about basic teaching skills. Checking the validity of the data is done by technical triangulation. The results showed that the subject 1) did not demonstrate questioning skills 2) demonstrated strengthening skills 3) demonstrated skills in variations in the form of variations in learning methods 4) demonstrated skills in explaining material, (5) demonstrated skills in opening and closing, 6) subjects did not practice small group discussions . 7) demonstrate classroom management skills, 8) demonstrate skills in organizing small group work.]]>
