Siti Zubaidah

Empowering Critical and Creative Thinking Skills through Remap STAD Learning Model

This research is a quasi-experiment with non-equivalent control group design with the aim to know critical and creative thinking skills of students through Remap STAD (Reading-Concept Mapping-Student Teams Achievement Division) learning model. Participants in this study were all tenth-grade students from two senior high schools, i.e. SMAN 1 Batu and SMA Islam Batu, East Java, Indonesia. The four classes were selected from the equivalent classes, of which two classes were used as experimental classes that were taught by Remap STAD and two classes were used as control classes that were taught by conventional learning. Measurement of critical and creative thinking skills by using essay tests, then the answers were assessed by critical thinking skills rubric and creative thinking skills rubric, respectively. The research data were tested by covariance analysis. The results of this study indicate that students who are taught using Remap STAD learning model have higher critical and creative thinking skills than students who are taught by conventional learning.

The Characteristics of Concept Maps Developed by the Secondary Schools and University Students

A concept maps is one of the teachers tools to measure students’ prior knowledge, encourage them to perform meaningful learning and to increase their achievement. It also helps students to overcome difficulties in understanding a concept, empower their critical, creative and metacognitive thinking skills. Besides, it can serve as an evaluation tool in learning, and an early warning to detect students’ misconceptions. The purpose of this study is to identify the characteristics of concept maps arranged by the junior high school, senior high school, and university students. This survey research was conducted to investigate the completeness of the students’ concept maps, the types of the concept maps, and the students’ misconceptions. Research participants consisted of 21 junior high school students, 19 senior high school students, and 35 university students. The results indicate that 98.7% of concept maps developed by the students did not have complete elements while the rest did. There were 90.7%of the concept maps were categorized into the Mixed type; 6.6% were Hub/Spokes, and 2.7% were Tree. Besides, 70.67% of the students’ concept maps contained misconceptions. Keywords—Characteristics, Concept Map, High School,

Increasing Islamic Junior High School Students Learning Outcomes through Integration of Science Learning and Islamic Values

Learning results are influenced by several factors, including learning strategies. Islamic values-integrated learning is one of the strategies that can be applied to improve students’ learning results. Science learning integrated with Islamic values provides the opportunity for students to relate the science knowledge with their concepts and experiences in real life as Muslims, so that students can feel that their learning is meaningful. This research is a quasi-experimental research aims to investigate the effect of science learning integrated with Islamic values on students’ learning results. The learning materials taught in this research were substances and the changes, temperature and heat, and energy in living systems. The population of this research was seventh grade students of Islamic Junior High School (MTs) in West Lombok, Indonesia, which were taken by using cluster random sampling technique. The data were analysed using ANCOVA. The results of this research showed that science learning integrated with Islamic values had a significant effect on students’ learning results with p = 0.032, and its’ corrected mean score was 15.196 % higher than that of the students taught by using the conventional learning.

The Potential of Cooperative Integrated Reading and Composition in Biology Learning at Higher Education

The implementation of CIRC learning is expected to increase the academic achievement in biology of pre-service elementary school teachers. Cooperative learning is based on positive interdependency, face to face interaction, individual responsibility, communication between members in group and process evaluation in group. The research aimed to study the influence of CIRC on academic achievement in biology in Course of Basic Concept of Biology for Elementary School. The research was conducted for one semester to all students of Primary School Teacher Education Program in Faculty of Teacher Training and Education, Pakuan University, Indonesia consisted of 59 students. The research was quasi experiment with randomize factor. Research variables consisted of learning model and academic achievement in biology. Indicators used in academic achievement in biology referred to the cognitive domain of Bloom’s Taxonomy level. Data used was the result of pretest and posttest of academic achievement in biology. Ancova and descriptive data statistic were used as data analysis. Ancova test resulted in significance level of 0.000 less than alpha of 0.05. It can be concluded that CIRC gave better influence on academic achievement in biology compare to conventional learning. It was suggested that lecturer and teacher could implement CIRC to increase biology achievement. Active learning with CIRC is able to make students reconstruct biological material, thus the knowledge could be in long term memory.

Improving Problem-Solving Ability Through Culture-Based Learning Model Of Tudang Sipulung

This study aims to describe the problem solving ability of students in the subjects of General Biology. Learning model used culture-based prawn shrimp. Subjects in this study are students semester 1 majoring in biology education academic year 2014-2015 Muhammadiyah University of Makassar and the object of research is the ability problem-solving and student responses with a culture-based model of shrimp ponds. Data analysis techniques used are average, percentage and likert scale. The results of this study indicate that based on the average student problem solving ability after using the BTS model is 84.4 with excellent qualification. Recapitulation of student response indicate that from six statement there are dominant statement that strongly agree that statement of BTS teaching model motivate student to work in group, and two dominant statement agree that learning with BTS model can explore ability and train student problem solving. Students agree that learning with BTS model makes students more active and more memorable because in the model of learning BTS students construct knowledge independently. Keyword: Problem Solving, Culture-Based Learning Model of Tudang Sipulung.

Foliar symptoms recovery: developing scoring technique for assessment of soybean resistance to CPMMV (Cowpea Mild Mottle Virus)

Soybean is a commodity that has an important role as the source of protein, but its production is affected by various factors including disease. CpMMV (Cowpea mild mottle virus) is one of the most damaging viruses that cause soybean disease. CpMMVs belong to the group of Carlavirus that are transmitted by whitefly (Bemisia tabaci). The use of CpMMV resistant plants as biological control can prevent viral diseases. Indonesia has many soybean germplasm from many regions and introduction from other countries that need to be evaluated for CpMMV. The assessment technique for soybean resistance to CpMMV is not available yet, but it is still based on other virus diseases. The specific assessment of plant resistance is important because some diseases can cause certain symptoms, depends on the resistance and the kinds of plants that are infected. This paper presents the assessment technique for soybean resistance to CpMMV infection, which can be used for various purposes and studies. One of the benefits is to find out soybean resistance to CpMMV or other objectives. This resistance assessment is not only based on leaves symptoms, but also based on the phenomenon of foliar symptoms recovery.