Implementation Of Research-based Learning Research Articles

On the shrimp skin chitosan STEM education research-based learning activities: obtaining an alternative natural preservative for processed meat

Elaborating Science, Technology, Engineering, and Mathematics in learning activities is now getting important, especially to improve the STEM literacy of the students of school age or higher. For the higher age students, elaborating the STEM education should encourage them to raise their higher-order thinking skills. Thus the implementation of research-based learning together with a STEM education will be a good model in designing learning activities. Meanwhile, in STEM education, integrating some social real-life problems becomes the main issue. In this study, we will focus on the preservation process of food or meat. The biggest problem, in this case, some preservatives, however, contain harmful substances, like formalin and borax. Under STEM education, we will guide students in research-based learning activities to use chitosan made from shrimp skin to be a natural preservative substance. The objective of this study is to design the research-based learning activities under the STEM approach on the use of chitosan preservatives for processed meat.

Efektivitas Pembelajaran Berbasis Riset pada Mata Kuliah Hikmat al-Tasyri

Research-based learning is a learning approach that can stimulate critical thinking skills and improve learning outcomes. In line with this, this study aims to determine the effectiveness of research-based learning in the Hikmatu-t-Tasyri 'lecture. This research was conducted using qualitative methods with a period of 6 months. The data collection techniques used were observation, distributing questionnaires and using supporting documentation. The collected data is then processed through data reduction, data display and conclusion drawing. The results of this study indicate that the implementation of research-based learning in the Hikmatu-t-Tasyri 'course is proven to be good. This is evidenced by the results of distributing questionnaires regarding student assessments of the effectiveness of research-based learning with the 5 indicators mentioned above which obtained an average result in the Good category.

The implementation of research based learning and the effect to the student metacognition thinking skills in solving H-irregularity problem

This study aims to develop learning tools based on Learning Based Research and produce learning tools in the form of student worksheets (LKM), learning outcomes tests (THB) and monographs and describe the profile of students’ metacognitive skills. The procedure of this study refers to Thiagarajan’s 4D development model which consists of 4 stages, namely defining, designing, developing, and disseminating. This research is a type of mixed research method which is a multimethod approach. Data collection techniques using test methods, interviews, observation and documentation. Educational research data analysis techniques using quantitative research approaches, data collection techniques are usually carried out with test techniques. While data collection techniques in qualitative research generally use observation techniques, in-depth interviews and documentation. The results showed, after the application of research-based learning, 14% of students were categorized in low-level mathematical metacognition thinking skills, and 34% were categorized as medium-level mathematical metacognition thinking skills and 52% were categorized in high-level mathematical metacognitive thinking skills. The results revealed that the implementation of research-based learning can improve the ability of students’ metacognitive thinking skills in solving H-Irregularity problems.

The Implementation of Research-based Learning on Biology Seminar Course in Biology Education Study Program of FKIP UMRAH

Biology Seminar is a course in Biology Education Study Program of Faculty of Teacher Training and Education University of Maritim Raja Ali Haji (FKIP UMRAH) that requires students to have the ability to apply scientific attitudes, perform scientific writing and undertake scientific publications on a small scale. One of the learning strategies that can drive the achievement of learning outcomes in this course is Research-Based Learning. Research-Based Learning principles are considered in accordance with learning outcomes in Biology Seminar courses and generally in accordance with the purpose of higher education. On this basis, this article which is derived from a qualitative research aims at describing Research-based Learning on Biology Seminar course. Based on a case study research, it was known that Research-Based Learning on Biology Seminar courses is applied through: designing learning activities around contemporary research issues; teaching research methods, techniques and skills explicitly within program; drawing on personal research in designing and teaching courses; building small-scale research activities into undergraduate assignment; and infusing teaching with the values of researchers.