Entrepreneurial BMC Game: Developing High School Students' Numeracy Literacy Mastery

This aim of study is to obtain an overview of the improvement decision-making skill of senior high school students as the effect of applying dilemmatic problem solving oriented learning model in physics teaching. The research method used is pre-experiment with one group pretest-posttest design. The subjects of the study were 38 students in one of the high schools in West Bandung district. The subjects were chosen by random sampling technique. Instruments used for decision-making skill data collection at before and after learning is a test of decision-making skills in the form of essay test. The improvement of decision-making skills of high school students was analyzed using the concept of normalized average gain scores, <g> formulated by Hake. The results showed that 58% of students reach a high gain, 29% of students reach a moderate gain and 13% reach a low gain in decision-making skills. This shows that the use of dilemmatic problem solving-oriented learning model in Physics learning has a moderate effectiveness in facilitating the improvement of decision-making skill of high school students.

This study aims. (1) Differences in the effect of STAD learning model and peer teaching in improving social skills of vocational high school students. (2) Differences in the effect of high learning motivation and low learning motivation in improving social skills of vocational high school students. (3) Interaction between STAD learning model, peer teaching, and learning motivation in improving social skills of high school students. Material dan methods. This type of research is a quasi-experiment using a 2 x 2 factorial design. The subjects in this study were students at State Vocational High School Depok, totaling 20 students. Results. (1) Based on the results of the study, there is a significant difference in the effect between the STAD learning model and peer teaching in improving the social skills of vocational high students with a p significance value of 0.000. The peer teaching learning model group is higher (better) than the STAD learning model. (2) Based on the results of the study, there is a significant difference in the influence of high learning motivation and low learning motivation on students’ social skills, as evidenced by a p-value of 0.004. Students who have a high level of learning motivation have better social skills than students who have a low level of learning motivation. (3) Based on the results of the study, there is a significant interaction between STAD learning model and peer teaching with learning motivation in improving social skills of vocational high school students with a significance p of 0.000. Conclusions. Research on the effect of STAD learning and peer teaching models in improving social skills of vocational high school students in physical education has a significant positive impact on improving social skills of vocational high school students and has important implications for the development of education at the vocational high school.

The purpose of biology education in high school is to motivate students to explain the world of living things and prepare students to understand biology concepts through scientific process skills and scientific thinking. Problem-based instruction (PBI) blended with online interaction is designed to improve motivation, scientific communication and higher order thinking skills of senior high school students. This research was focused on the development of a PBI integrated instructional module that combined face to face and online interactions using the 4D model (Define, Design, Develop, and Disseminate). At the Define phase, we identified the problem situation and conducted need assessment. At the Design phase, we formulated an instructional web design and created instructional tools in order to obtain the initial draft of the instructional module. At the Develop stage, module development and writing, expert validation, and module testing and revision were conducted to generate the final product. The instructional module was then validated by science education experts, biology teachers, and online learning media experts. The dissemination of the valid instructional module was conducted at the fourth stage. A quasi-experimental method was applied at the next stage. A pretest and a posttest were administered to identify the improvement of students’ motivation, scientific communication skill and higher order thinking skills. The results showed that the integration of PBI and online interaction could enhance students’ motivation, scientific communication and higher order thinking skills. Findings also indicated that the implementation of PBI blended with online interaction was able to encourage students’ motivation and help them to improve their achievement in biology and as a result be successful in attaining the goals of the 21st century learning.

Students need creative thinking skills, critical thinking, collaborative, and communicative in the 21st century in learning physics. In predicting further research, it is necessary to analyze the initial ability of students’ creative thinking skills. This study aims to analyze the profile of physics learning on the students’ creative thinking skill of high school students’ on global warming material and analyze the differences in students’ creative thinking abilities based on gender. Research method uses 100 samples of class eleventh grade in senior high school students’. Profiles of creative thinking skills of senior high school students’ on global warming were analyzed quantitatively descriptively. The results showed that the physics learning profile of students’ creative thinking skills on global warming material was relatively low, and there was a significant difference between the results of male and female students’ creative thinking skills. The results of this study can be used as empirical evidence that the creative thinking skills of high school students’ physics learning on global warming material still need to be improved. Further research is needed to overcome the low creative thinking skills of high school students’.

This study investigates the effectiveness of the digital reading platform ReadWorks in improving the reading comprehension skills of high school students. A within-subject design was employed, wherein students experienced two phases of treatment: the use of conventional teaching methods and the application of the ReadWorks platform, with a washout period in between to minimize carryover effects. The research was conducted with second-grade students at SMA Negeri 16 Samarinda, using a standardized reading comprehension test to assess performance. Paired samples t-tests were utilized to analyze the data. The findings revealed a significant improvement in students' reading comprehension scores when using the ReadWorks platform compared to conventional methods. The statistical analysis shows that the p-values for both the experimental group (p = 0.000) and the control group (p = 0.000) are less than the significance level of 0.05, leading to the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (Ha). These results indicates that the ReadWorks platform is effective in enhancing reading comprehension skills among high school students. The study contributes to the growing body of literature advocating for the integration of digital tools in education to improve student learning outcomes.

Impact of single classroom-based peer-led organ donation education exposure on high-school students and their families

This article discusses theoretical concepts related to the definition of emotional intelligence in the context of its role in the formation of soft skills in high school students. The importance of developing emotional intelligence is discussed, considering the presence of its key components, soft skills, which need to be cultivated. During the experiment, it was found that at a low level of emotional intelligence among high school students, all its components are directly interconnected with each other and with the abilities that can be applied to soft skills. (emotional awareness; management of their emotions, self-motivation, and empathy). The data obtained indicate that the development of emotional intelligence is a key factor and an important prerequisite for the formation of soft skills in high school students. The regression model shows that individual measures of emotional intelligence (EI) have their influence on the development of soft skills (SS) in high school students. It is recommended to actively work on the development of emotional intelligence and its components in high school students, realizing the need to improve their awareness, practice empathy, improve communication skills, and learning to cope with stress. For this purpose, it is necessary to organize teaching in the form of training on the development of emotional intelligence, with the inclusion of special games, digital tools, the use of various ready-made materials, and recommendations from proficient experts.

This research is motivated by several high school level schools in Kediri city there are still those who get a red report card, based on data from the Kediri City Education Office in 2024 SMA Sultan Agung and SMA Al Anwar is one of them. The purpose of this study was to determine the feasibility of entrepreneurial BMC games to improve literacy and numeracy in students. The research method used is development research (Research and Development / R&amp;D), with the Borg and Gall model. Where the development stages carried out are Information Gathering, Planning, Model Development, Limited Group Trial, Product Revision, and Finalization. The results showed that the BMC game was effective in deepening students' understanding of entrepreneurship and improving their numeracy literacy. Students responded positively to the use of the game as a learning method, felt more interested and motivated to learn entrepreneurship, and were able to apply the concepts learned in a real-world context. In addition, the game also helps develop students' skills in decision-making, problem-solving and collaboration. Overall, the development of this BMC game contributes significantly to improving students' numeracy literacy in high school and can be an innovative and fun learning alternative in entrepreneurship education. Keywords: BMC Game; Entrepreneurship; Literacy; Numeracy

This study aims to identify high school students' numeracy literacy abilities and physics learning that trains numeracy literacy. The study involved 183 students from three high schools (SMAN A, B, and C) in Nganjuk district, along with 9 teachers. Research instruments included a Numeracy Literacy Test and Physics learning response questionnaire, both validated by experts. Results showed that students' literacy skills were high (81.5%), with interpretation and integration scoring highest (90.33%), followed by information finding (77.33%) and evaluation/reflection (77.13%). In numeracy abilities, understanding scored highest (88.47%), followed by application (72.37%) and reasoning (63.9%). The reliability analysis of the research instrument showed a Cronbach's Alpha value of 0.87, indicating very good internal consistency in measuring the literacy-numeracy skills of high school students in Nganjuk Regency. This high reliability value provides a strong level of confidence in the research findings, including the average literacy skills (81.5%) and numeracy (78.25%). The overall average numeracy ability was 74.91%, falling in the sufficient category. Common teaching approaches included explanation with example problems, practice questions, and practicals (55%), along with the 5M approach (observe-question-try-analyze-communicate) used often (44.4%) or always (33.3%). Popular learning models included Direct Instruction (55.5%), Cooperative Learning (44.4%), Inquiry (22.2%), Problem-Based Learning (33.3%), and Project-Based Learning (66.6%). Other models included Discovery learning, Cooperative game learning, and differentiated PjBL. In conclusion, students' numeracy literacy ability reached a sufficient level at 78.5%.

Critical thinking skills are one of the essential 21st-century competencies that students must possess, as outlined by the Indonesian Ministry of Education's competency standards for graduation. The Minister of Education and Culture Decree No. 56 of 2022, which mandates the implementation of the independent curriculum, has prompted schools to change their existing curricula. This necessitates research to provide an overview of students' critical thinking skills as developed by schools. This study aims to describe the critical thinking skills of public high school students in Makassar City in the subject of Physics. The research is a quantitative descriptive survey, with the main variable being critical thinking skills, which are measured through three indicators: analysis, interpretation, and inference. The research instrument used was a six-item essay test. The population for this study consisted of all public high school students in Makassar City studying Newton's laws of motion, specifically students from SMAN 2 Makassar, SMAN 4 Makassar, SMAN 5 Makassar, SMAN 8 Makassar, and SMAN 16 Makassar. Using purposive sampling, the sample included all students from one class at each of the five schools in the population. The results indicate that 75.50% of the students' critical thinking skills in solving physics problems fall into the low category. The specific skills in analysis, interpretation, and inference are also categorized as low. Additionally, female students demonstrated a higher ratio of critical thinking skills compared to male students. In conclusion, the critical thinking skills of high school students in Makassar City remain at a low level.

Biodiversity in high school that has been implemented so far has yet to use instructional tools that are oriented towards scientific literacy skills and higher-order thinking. Therefore, this research was intended to develop instructional tools for biodiversity, which aim to improve students’ scientific literacy and higher-order thinking skills. To do so, this research was carried out by adopting the Borg and Gall development model, which consisted of 4 stages, namely (1) needs analysis, (2) model design and development, (3) model validation, and (4) dissemination. The instruments included teaching material validation instruments, instructional tool instruments, and learning tool effectiveness instruments. Lastly, the data were analyzed descriptively and using ANCOVA (Analysis of Covariance. The results showed that (1) based on the expert validation of the Biodiversity instructional tools developed in this study, were categorized as feasible to be implemented in learning activities with a score of 3.90; (2) The practicality of the developed Biodiversity learning tools has been well implemented (score 3.78); and responded well by students (score 3.01) and responded very well by teachers (score 3.63); (3) Implementation of Biodiversity learning tools shows better achievement of scientific literacy and higherorder thinking skills compared to conventional learning; and (4) the results of the Ancova test showed that the Biodiversity learning tools had an influence on students’ scientific literacy and higher order thinking skills (p&lt;0.05). Overall, the results of developing Biodiversity instructional tools are effective in increasing the scientific literacy skills and higher-order thinking of high school students.

Based on PISA, Indonesian students' mathematical literacy skills are very low. This study investigates the effectiveness of Mathos AI-assisted deep learning design in improving PISA-like mathematical literacy among junior high school students. Using design research methodology with validation studies approach. Data were collected through pre-test and post-test, classroom observation, interviews, and analysis of student work. The findings revealed significant improvements in students' mathematical literacy, with positive impacts on their motivation and engagement. The integration of Mathos AI facilitates personalized learning and provides valuable insights into students' learning processes. This study contributes to the growing literature on AI-driven educational interventions, which offer practical implications for improving mathematical literacy in real-world classroom settings. The conclusion of this study is that Mathos AI-assisted deep learning is able to improve PISA-like mathematical literacy skills among junior high school students. The integration of AI-based tools in mathematics education can result in improved learning outcomes and student engagement. Further research is needed to explore the long-term effects of AI-based interventions and develop best practices for their implementation.

Purpose of the study: This research aims to develop electronic student worksheets (E-LKPD) based on the Argument Driven Inquiry (ADI) Model to enhance the scientific argumentation skills of high school students. The impetus for innovative educational tools is intensified by ongoing industrial and social revolutions, necessitating advanced human resource capabilities. Methodology: Research and development, the study encompasses the stages of analysis, design, development, implementation, and evaluation. The subjects were 29 Class XI IPA students. Data analysis utilized descriptive statistics and paired sample t-tests to assess the effectiveness of the E-LKPD in improving students' argumentation skills. Main findings: Validation results from material and media experts indicated that the E-LKPD is highly feasible. Furthermore, responses from science teachers and student trials in one-on-one, small, and large group settings rated the E-LKPD in the "very good" category. A notable finding was the significant improvement in students' argumentation skills when using the E-LKPD, as evidenced by the paired sample t-tests. Novelty/Originality of this study: The originality of this study lies in its application of the ADI model to E-LKPD, tailored to meet the demands of the industrial and social revolutions by fostering an entrepreneurial mindset in students. This research underscores the critical need for educational innovation, particularly in integrating entrepreneurship-based learning videos in junior high schools. By instilling an entrepreneurial spirit, students are better equipped to navigate and compete in the contemporary landscape, making this study a pivotal contribution to educational practices and resource development.

This community service aims to respond to the increasingly complex challenges in education in the digital era by enhancing the scientific writing skills of high school students in Islamic boarding schools (pondok pesantren). The topic was chosen due to the importance of scientific writing skills in facing global competition and the advancements in information technology. The methodology involved situational analysis to understand the challenges faced by students, designing a structured training program, conducting interactive training sessions, and periodically evaluating the outcomes. The situational analysis revealed challenges such as limited access to literature, low understanding of scientific writing, and lack of motivation among students. The structured training program aimed to address these challenges by providing access to literature, offering intensive guidance in scientific writing, and boosting motivation. Evaluation showed a significant improvement in students' understanding and skills in scientific writing after the training. The active involvement of the Islamic boarding school throughout the service further enhanced the program's overall impact. Consequently, the outcomes of this community service provide a tangible contribution to improving students' academic abilities and supporting the establishment of quality education in Islamic boarding schools. In conclusion, this training program plays a crucial role in enhancing educational quality and preparing students to face future challenges.

This study examines the influence of using ChatGPT to enhance students' higher-order thinking Skills (HOTS), particularly within the context of the "Merdeka Belajar" (Freedom to Learn) era in Indonesia. This inquiry arises from Indonesian students' low literacy and numeracy skills, as indicated by the PISA assessment. Employing a quasi-experimental method, the research analyzes the changes in students' HOTS before and after the ChatGPT-assisted instruction intervention within the "Merdeka Belajar" curriculum framework. The study's findings reveal a significant improvement in students' HOTS within the experimental group that utilized ChatGPT, as compared to the control group. Data analysis underscores the positive impact of integrating ChatGPT into "Merdeka Belajar"-based teaching methods, substantially enhancing students' HOTS. These results align with prior literature highlighting the role of AI technology in advancing education and fostering higher-order thinking abilities. It is imperative to consider that the effective utilization of AI technology should be complemented by appropriate teaching approaches to prepare students for future challenges. The implications of this research indicate that ChatGPT can be considered an innovative strategy to support Merdeka Belajar-based learning in Indonesia.