IJORER : International Journal of Recent Educational Research
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Development of OCIPSE Learning Model to Increase Students’ Scientific Creativity in Natural Science Learning
Rizqi, Prabowo, Tjandra Kirana
This Research and Development (R&D) has the main goal to develop and produce the OCIPSE learning model. The main product of this research is the OCIPSE learning model with five phases, they are 1) Orient and organize the students for study; 2) Collaborative Investigation; 3) Presentation and discussion; 4) Strengthening of scientific creativity, and 5) Evaluate and provide recognition. The OCIPSE learning model’ quality data is obtained through an expert validation process by using the OCIPSE learning model Qualification Assessment Instrument. The OCIPSE learning model quality analysis used an average validity score, single measures ICC, and Cronbach's coefficient alpha. The result of the research shows the OCIPSE learning model with average content validity (3.69), construct validity (3.69), with the validity of each aspect statistically in (rα = .92) and reliability in (α = .87). The results of this study indicate that the developed OCIPSE learning model was declared qualified by experts. The research implication is that a qualified OCIPSE learning model can be used to enhance the scientific creativity of junior high school students in natural science learning
CCDSR Learning Model: Innovation in Physics Learning
Iqbal Limatahu, Husni Mubarok
The innovation of this research is to develop and produce the CCDSR teaching model with the main objective to improve the science process skill of pre-service physics teachers and have a companion effect that teacher candidates can improve the way of teaching science process skills to the students. The purpose of this research is to analyze the validity of the CCDSR learning model. The CCDSR learning model that was developed was validated by 3 experts in a discussion forum commonly called Focus Group Discussion (FGD). The results of the validator assessment indicate that the content and construct validity of the CCDSR learning model are very valid criteria. The valid CCDSR learning model means having several characteristics, namely meeting the need (need), state (the state of the art), having a strong theoretical and empirical foundation, and there is consistency between the components of the model. The implication of this research, the CCDSR learning model is included in the criteria of validity, both content and construct so that it can be used as a guide in preparing plans to improve SPS and SPS learning for students of prospective physics teachers.
Blended Formula Four Di (4D) with Actor-Network Theory to Increases the Outcome of Literacy Culture
Tri Wahyu Liswati
By involving various components that exist, schools try to improve the literacy culture of the school residents. The effort was made through the application of Formula Four Di with the actor-network theory. The purpose of this research is to evaluate the effectiveness of the Blended Formula Four Di (4D) with Actor-Network Theory in increasing the outcome of literacy culture is a case study that involves all school members. The obtained data were analyzed by using qualitative descriptive methods. The analysis results inform that the Blended Formula Four Di (4D) with Actor-Network Theory has proven to be effective in improving the outcome of literacy culture in schools. The application of "Blended Formula Four Di (4D) with Actor-Network Theory to Increases The Outcome of Literacy Culture" is also able to improve literacy culture in SMAN 1 Ngimbang (Senior High School in Indonesia) with indicators (1) increasing the number of visitors and borrowers in the library, (2) increasing the writing of the school residents, and (3) becoming the winner of the library competition.
Study on Implementation of Integrated Curriculum in Indonesia
Erwin Akib, Muhammad Erwinto Imran, Saiyidah Mahtari, Muhammad Rifqi Mahmud, Anggy Giri Prawiyogy , Irfan Supriatna, MT. Hartono Ikhsan
An integrated curriculum is an educational approach that prepares students to face lifelong learning. In curriculum integration, schools must view education as a process of developing the abilities needed in life, especially in facing 21st-century life challenges, not discrete subjects that are divided into different fields. Integrated learning will provide the opportunity for students to understand the complex problems that exist in the surrounding environment with a complete view. With this integrated learning, students are expected to have the ability to identify, gather, assess, and use information that is around them meaningfully. This can be obtained not only through the provision of new knowledge to students but also through the opportunity to strengthen and apply it in a variety of increasingly diverse new situations. The main focus of this article is to analyze the implementation of integrated learning in the curriculum in Indonesia. The integrated curriculum developed by Robin Fogarty has many advantages that can be adapted in the development of education in Indonesia, including the revised Curriculum 2013. Academics and practitioners must comprehensively understand the nature of the ten curriculum models (Robin Fogarty) and Curriculum 2013 before making tools and implementing them in learning.
Meeting Standards through Integrated Curriculum: Point of View by Sussan M. Drake and Rebecca C. Bruns
Taseman, Wilujeng Asih Purwani, Safarudin, Nasrul Fuad Erfansyah, Ratna Pangastuti, Abd. Malik Dachlan, Nukh Khozain
Through an integrated curriculum, it is expected that the fulfillment of a maximum standard of learning for students' problems while learning, the integrated curriculum will determine the content, processes, materials, and learning materials that teachers do to students in the classroom. Students who have problems are expected to be able to overcome the problem both those who lack achievement and are left behind, the evaluation carried out is also expected to be able to measure the ability of students to improve learning that has been done, besides it can be compared between one school to another with an evaluation. So we need a standard-based approach and an integrated curriculum, the second offers several strategies in developing an integrated curriculum that has been proven in its implementation, thirdly to validate an integrated curriculum by offering examples of integrated curricula that have proven to be successful.