Learning Of Science Subjects Research Articles

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Problem Based Learning Untuk Siswa SMP Kelas VII Pada Mata Pelajaran IPA

This study aims to produce Student Worksheets (LKPD) Based on Problem Based Learning in Science Subjects on environmental pollution at SMPN 2 Bayang Utara and to find out students' responses to the developed LKPD. The research method used is research and development (Reseach and Development) with the ADDIE development model developed by Dick and Carry. This research has 5 stages, namely: Analysis, Design, Development, Implementation, and Evaluation. The product validation test was carried out by 3 validators consisting of 2 media expert validators and 1 material expert validator. Product trials were carried out on 14 students of SMPN 2 Bayang Utara with the aim of knowing the practicality of the product being developed. The results showed that the product produced was "Very Valid" to be used in the learning process on science material for class VII SMP. The results of the media expert validator's assessment of problem-based learning-based worksheets obtained descriptive assessment results in the "Very Valid" category getting an average of 4.78 with a percentage of 95%. The results of the assessment of the material validator in the "Very Valid" category get an average of 4.82 with a percentage of 96%. Based on the practicality test results, it gets an average of 4.70 with a percentage of 94%, including the "Very Practical" category. Based on the results of the validation and practicality tests, it can be concluded that the problem-based learning worksheet product is suitable for use in the learning process.

Peningkatan Motivasi Belajar Muatan IPA Melalui Penggunaan Media Realia pada Siswa Kelas V SD Negeri Kedai Runding

The purpose of this study is to analyze the improvement of learning motivation for science subjects of fifth grade students at SDN Kedai Runding by using realia media. The research was conducted at SDN Kedai Runding, Kec. Kluet Selatan, Kab. Aceh Selatan. The research subjects were 10 fifth grade students in the first semester of the 2020/2021 academic year. The research method used was a classroom action research using the Kemmis and Mc Taggart cycle model with four stages in each cycle: planning, action implementation, observation, and reflection. Data collection techniques were carried out by filling out questionnaires and conducting interviews, as well as collecting data using documentation/photos taken during the learning process. The research results show that the data obtained from the learning process using realia media in cycle I was 83.08%, and cycle II was 93.75%. The average student motivation score in cycle I was 84.26, and cycle II was 101.28, with a theoretical score ranging from 30-120. Thus, learning by using realia media can improve students’ learning motivation. The implication of this research is that the use of realia media in learning science subjects can be an alternative to foster or improve students’ learning motivation in fifth grade at SDN Kedai Runding.

Improving Fun Learning in Science Subjects by Using Monopoly Game Media

Purpose of the study: To find out the increase in fun learning in science subjects using monopoly game media in class IV SD Negeri 13/1 Muara Bulian.
 Methodology: This research method is classroom action research. In this study there were three cycles, in one cycle carrying out two meetings. There are four procedures of this study, namely planning, implementation, observation and reflection.
 Main Findings: The results of this study are that the use of monopoly games can increase fun learning in Science class IV SD Negeri 13/1 Muara Bulian. The monopoly game used in science learning is different from the monopoly game in general, namely giving quizzes in the form of questions from the material students have studied. It makes students relax, students' attention is devoted, enthusiastic, happy, high concentration and safe when learning takes place.
 Novelty/Originality of this study: Increase knowledge about the use of monopoly game media as a learning medium to increase fun learning.

MENUMBUHKAN ANTUSIASME DAN KEAKTIFAN BELAJAR SISWA KELAS V PADA PEMBELAJARAN IPA MELALUI PLATFORM WORDWALL DI MADRASAH IBTIDAIYAH

This study aims to describe how the role of science learning in class V by using the wordwall platform in fostering enthusiasm and active student learning. The research method used in this study is a qualitative case study type approach. The location of this research was carried out at MI Al-Ikhlashiyah West Lombok in the odd semester of 2021/2022 by involving students, class teachers, and headmasters of MI Al-ikhlashiyah as research participants. Data collection techniques were carried out through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and concluding. The results of this study indicate that there is a growth in the enthusiasm and activeness of student learning in science subjects in the human circulatory system material using wordwall media. This can be seen from several aspects, namely a) students are enthusiastic in responding to the teacher, paying attention to the material explained and concentrating when learning is offline, b) students actively ask questions to the teacher and are happy when given assignments through wordwalls, c) and there are changes in the results of student learning evaluations. Based on the results of this study, it can be implied that to foster enthusiasm and active student learning in science learning in class V madrasah ibtidaiyah, it is important to use wordwall media platforms.

Enhancing students’ achievement in biology using inquiry-based learning in Rwanda

<span lang="EN-US">Students in secondary schools in Rwanda manifest difficulties in learning science subjects including biology. Studies revealed that inadequate teaching methods dominated by teacher-centered traditional or conventional educational strategies are some of the factors that cause difficulties in learning, which in turn leads to poor achievements in biology. This study investigated the effect of inquiry-based learning (IBL) using 5Es instructional model (Engage, Explore, Explain, Elaborate and Evaluate) on secondary school students’ achievement in biology. There were 231 secondary school students from six schools in Rwanda constituted the sample. A quasi-experimental quantitative approach consisting of pre- and post-tests was used for data collection. Descriptive statistics were used for data analysis. Results indicated that the mean of post test score of experimental group was higher than the mean of counterparts in control group. Further, t-test and ANCOVA were used for inferential statistics. Findings showed once again significant differences between experimental groups taught with IBL and control group taught with conventional teaching methods. There was no significant effect on gender while a significant difference based on school location was identified. The study recommends educational stakeholders to use the IBL designed by 5Es instructional model at school level to solve problems related to poor performance in biology.</span>

Pengaruh Penggunaan Alat peraga Terhadap Minat Belajar Siswa Kelas 5 dalam Pembelajaran IPA di MI Islamiyah Babakan

This research aims to find out: 1) Is there an effect of using teaching aids on the learning mint of grade 5b students of MI Islamiyah Babakan in science subjects. 2) How much influence the use of teaching aids has on the learning mint of grade 5b students of MI Islamiyah Babakan in science subjects. The type of research conducted is qualitative research using the pre-experimental design method using observation and interview techniques. The object of this research is class 5b students of MI Islamiyah Babakakn Kec. Baksiu Kab. Tegal with a total of 22 students. The results obtained show that the success of the learning process is reviewed from the aspect of grade completeness and student activeness in learning science. In class 5b, both aspects have been fulfilled when science learning is carried out with the help of teaching aids. All students were very enthusiastic while following the learning from beginning to end. It is different when learning without teaching aids, only some are always active until the end of learning. So the use of teaching aids has a big influence on students' interest in learning science subjects.

Utilization of Google From as a Quiz for Learning Fiqh

As users of technology, humans must be able to use it in the present and future. Therefore, educational institutions, especially schools, can use this technological development to support teaching and learning. One of them is using Google Forms (Google Forms) as a quiz for fiqh learning. This study aims to improve student learning outcomes and discover the benefits of Google Forms as a quiz in fiqh learning. This research method uses quantitative methods using survey models and in-depth interviews. The survey used in this research is online-based. The results of this study indicate that students' understanding increases when educators use this Google form as a quiz for Fiqh learning in schools. The conclusion of this study explains that using the Google form is beneficial for educators in teaching and learning science subjects and awakens students' enthusiasm for learning so that student achievement increases. Therefore, the limitation of this study is that the researcher only researched the use of the Google form as a quiz for fiqh learning. The researcher hopes that further researchers can conduct research on using the Google form as a quiz and develop it in other subjects.

Teacher practices of verbal support during a design project in the chemistry classroom

Design activities are gaining interest as rich contexts for learning science, technology, engineering, and mathematics (STEM) subjects. STEM teachers may find this challenging however, as designing requires support that they are not used to providing. In a subject like chemistry, teachers would have to balance creativity and responsibility for the students with concept learning and safety in the classroom. In a case study, we analyzed the verbal interactions of three teachers with their students during design activities in the classroom, with the aim of understanding what teachers and students talk about and how chemistry teachers support the students with their designs. During the lesson, students worked on the design of a self-heating or self-cooling cup, while also performing chemistry experiments to learn about the energy effects of reactions. Such a lesson reflects what design activities in the chemistry classroom could look like. We described the topics that teachers and students talk about, revealing that teachers support students through several types of feedback and questions. We also found that teachers support design tasks in a more open, constructive, and encouraging way than is used for experiments and chemistry concepts, which are supported in a closed, clarifying, and steering manner.

How to Create Amazing Teacher Competency in Fink’s Taxonomy in Science Subjects?

Fink’s Taxonomy is defined as a learning model that develops student engagement, integrates students through a deep emotional level, and is self-directed. Fink’s Taxonomy, which is built with elements interacting with one another, allows teachers to apply the taxonomy to create significant learning. However, not many discussions are debating the issues related to Fink’s Taxonomy in Science subjects in the context of secondary schools. There are three main issues of Fink’s Taxonomy implementation expressed in this concept paper such as (i) teachers have no or only a little knowledge about Fink’s Taxonomy, ii) there are no policies and guidelines from the Ministry of Education Malaysia, and (iii) the ambiguity of Fink’s Taxonomy measurement in Science subjects in the context of secondary schools. This concept paper is unique because it elaborates on the issues faced in the implementation of Fink’s Taxonomy for Science subjects in the context of secondary schools. This study suggests that the implementation of Fink’s Taxonomy should be done to create significant learning in Science subjects. This paper needs to be given attention so that many researchers and the community become more aware of Fink’s Taxonomy by taking immediate action to systemize the implementation and measurement of the taxonomy. The proposed solutions can be developed through active research related to Fink’s Taxonomy, the provision of implementation guidelines by the Ministry of Education Malaysia, and the support of schools in creating significant learning.

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

Space Travel: Game Development to Promote the Learning of Science Subjects about Solar Systems for 4th-Grade Students

The objectives of this research are to develop a game to promote the learning of the solar system in science subjects of 4th grade students, to compare the academic results of pre- and posttest of students after learning with the space travel game and to determine the satisfaction level of students with the space travel game. The sample group used in the experiment was 4th grade students from school T, and classes were randomized using the stratified random sampling method. Students were categorized into 2 groups: those with average scores and those with high scores in science subjects. The final results were compared between the control group, 27 students learning normally using the conventional method, and the experimental group, 27 students learning using the space travel game. There were 52 students in total. The tools used in this experiment are a space travel game, an achievement assessment test, a pre- and posttest, and a questionnaire to determine the satisfaction level of students. The statistical tools used are the mean, percentage, and standard deviation, paired t test, and t test independent. The results of this experiment showed that the experimental group learning from the game obtained a higher score than that of the control group by 1.19, on average. The scores of both groups were shown to have statistically significant differences at a 95% confidence level.

The Impact of Robotic Activities on Secondary School Students’ Interest in Physics in Kenya

Educational robotic activities can be used to support teaching of science subjects. Many secondary school students have little interest in Physics as a subject and hence only a few students select it in preparation of career progression. Robotic activities can be employed to facilitate practical learning in science subjects in general with the Physics subject benefiting the most. In Kenya, there is little research on the role robotic activities can play on learning of these subjects. This study developed robotic activities from educational robots fabricated by the researcher. The activities presented learners in secondary school with diverse opportunities of enriching their learning of Physics as a Science subject. The robotic activities were integrated into Physics topics to give the teaching and learning of this subject a new approach. The integrated robot activities were then introduced to Form 2 students in workshops carried out during weekends which included 3-day activities for the students. In this study 200, form 2 students were selected randomly from 20 schools in Kangema sub-county, Murang’a county in Kenya. The students were issued with questionnaires before and after exposure to the activities through the workshops for purposes of data collection. The quantitative data obtained was analyzed using descriptive statistics and inferential statistics. The findings of the study revealed that the robotic activities had a significant impact on students’ interest in Physics. The study recommends that the government should facilitate the integration of educational robotic activities in the current secondary school Science curriculum in order to improve interest towards these subjects.

Meningkatan Keaktifan Belajar Siswa pada Mata Pelajaran IPA melalui Model Tiruan Berbasis Teknologi Informasi di SD 158/III Sungai Abu

This study aims to increase students' active learning in science subjects by using an artificial model based on Information Technology. This type of research is classroom action research (CAR). This research was conducted in class V with a total of 6 male students and 5 female students. This research consisted of two cycles and each cycle held two meetings. Data collection techniques using observation techniques, and documentation. The results showed that there was an increase in student learning activeness in science subjects by using a mock model from cycle I to cycle II. The increase in student activity occurred because students had understood the concept of learning science through the steps contained in the Information technology-based artificial learning model, and students were more enthusiastic in participating in the learning process. The percentage of student activity in cycle II increased from 73.8% to 82.9% classically.

Implementasi Model Pembelajaran Examples Non Examples untuk Meningkatkan Hasil Belajar IPA Siswa Kelas IV.A SD Negeri 1 Ampenan

The purpose of this study was to find out the increase in students' critical thinking and opinions through the Examples non examples method for science subjects in Class IV.A of SD Negeri 1 Ampenan in the 2021/2022 academic year. This research consists of two cycles. The data collection instruments in this study were teacher performance observation sheets, student activity, and evaluation questions at the end of each cycle. Based on the results of the research and discussion, it can be concluded that there has been an increase in teacher performance and student activity by applying the examples and non-examples methods for each cycle. In cycle I, teacher performance only reached 75.00% and for cycle II it increased to a good category with a percentage of 90.63%. In observing student learning activities also seen an increase in each cycle. This can be shown in cycle I which reached 72.50% which was in the sufficient category and cycle II increased to 87.50% in the good category. The results of observing teacher performance and student activities have consistently increased, followed by an increase in learning outcomes. The student completeness score on the results of the evaluation of conditions before the action with a percentage of 60.00% and in cycle I was in the good category with a percentage of 76.00%. Then for the results of the evaluation in cycle II, the student completeness score increased to 100% in the very good category. So the results of learning science subject students of class IV.A SD Negeri 1 Ampenan can be improved by applying examples and non-examples methods.

Factors Causing Low Interest in Learning Science in Elementary Schools

The purpose of this study was to determine the cause of the low interest of students in science subjects at SDN 5 Komet Banjarbaru. The method used in this study is a descriptive method which aims to describe or describe a situation in a place where it is now. The object of this research is the factor that causes the students' low interest in learning about science subjects at SDN 5 Komet Banjarbaru. The subjects in this study were the fifth grade students of SDN 5 Komet Banjarbaru who were used as a source of information needed in collecting research data. The population in this study amounted to 60 students and the sampling technique in this study used purposive sampling. The sample in this study were 20 fifth grade students at SDN 5 Komet Banjarbaru. Some students said that external factors caused the students' low interest in learning science subjects at the Komet 5 Banjarbaru State Elementary School 50% of the external factors caused the students' low interest in learning science subjects at the Banjarbaru 5 Komet State Elementary School, while 21% small external factors caused the low interest of students in learning science subjects at the State Elementary School 5 Komet Banjarbaru.

Digital Comics Learning Media Based on Problem Based Learning in Science Subjects for Fourth Grade Elementary School

In online learning activities, the material presented by the teacher is still very limited, one of which is science learning and animal life cycle material. It makes it difficult for students to learn. This study aimed to develop PBL-based digital comics learning media in science subjects for animal life cycle material for grade IV elementary school. This type of research is developed using the ADDIE model. The research subjects consisted of two material experts and two learning media experts. The trial subjects were two practitioners by the teacher and five fourth-grade students (individual trial). The methods used in collecting data are interviews, observations, and questionnaires. The instrument used in collecting data is the rating scale instrument. The data analysis techniques are descriptive, qualitative, and quantitative. The study's results were the assessment of the material expert of 4.83 (very good) and the assessment of the media expert of 4.83 (very good). The assessment from expert practitioners got a score of 4.91 (very good), and students got a score of 4.93 (very good). It is concluded that PBL-based digital comic learning media is feasible to use in learning.

A Study of “Shared Teaching” and “Video Conferencing in Classrooms” as Techniques for Improving English Literature Learning Experience

Globalisation and the emergence of internet in all fields of human affairs have brought unprecedented changes in higher academics. Physical and political boundaries are now hardly any barrier in restricting access to knowledge or information. Learning is a social process, and it typically tries to enhance an individual’s knowledge and understanding through solo activities, as well as group and peer interaction. Thus, one of the key learning skills is that of communication. Through collaboration, learning becomes more effective. And for such collaborative learning, effective communication tools and channels are necessary pre-requisites. And in today’s world, the exponential importance of English as the most effective means of communication between people of different cultures and countries, cannot be denied. Internationalism in higher education has become the latest concern for universities across the world. And for the teaching and learning of English (both the language skill and its literature), this internationalism can only be an added advantage. Tools of ICT are often considered relevant only for facilitating the teaching and learning of science subjects. Technology is an important aspect of modern life. Science and technology contribute to human well-being in perceptible ways and thus our society likes investing in science and technology because they provide us with provisions for life. Literature provides us with visions, ideas and understanding that we can apply to our lives. However, literature does not bring about any quantitative change. Its impact is intangible and incalculable in terms of quantity. Humanities or literary discourse brings out qualitative changes that remain countless. A good poem or novel may not be able to provide material comforts, but they can inspire, motivate, heal and change the readers. Revolutions have been brought about because of the power of literature. Thus, the importance of studying literature will always be relevant for human beings. What needs to be kept in mind today, however, is that science and technology and humanities are complementary and scientific innovations like video conferencing and shared teaching, when used in Literature classrooms, only serve to increase the understanding of the prescribed texts for the students. This paper proposes to study two such innovative techniques of teaching English literature in Palestinian HEIs—shared teaching (where two teachers, one local and one preferably English share classes within the classroom) and video conference classes (where students can listen to teachers in distant locations, even overseas; and have exposure to other cultures and modes of teaching). The aim of this study is to see how these innovations improve the learning experience of Palestinian students opting to study English Literature in their B.A. courses. The analytical method will mostly be applied for completing this study.

Profile of Student Learning Motivation in Limited Offline Learning Natural Science Subject

Learning motivation is one of the most important things students must have in supporting learning success. This study aims to describe male and female students' learning motivation profiles in limited offline learning of science subjects. This research uses qualitative methods of a phenomenological approach. The subjects of this study were one male student and one female student in grade IX of SMP Muhammadiyah 4 Porong. Data collection techniques use observation, questionnaires, and interviews. The results of this study show that the learning motivation profile of male students in limited offline learning in science subjects is relatively good by achieving five indicators of learning motivation in limited offline learning. The learning motivation profile of female students in limited offline learning of science subjects is classified as very good by achieving all indicators of learning motivation in limited offline learning. This study concludes that students' learning motivation in offline learning is limited to science subjects is relatively good. Female students have better motivation to learn in offline learning than male students, which may be due to intrinsic motivational factors; female students are better than male students, while other factors are due to student behavior.

The Use of the Treagust Strategy to Promote Enthusiasm for Learning Science Subjects and the Growth of Scientific Ideas in Primary School Students

This study examines the effect of the Treagust strategy on the development of an understanding of science concepts in Saudi primary school students and on developing an understanding of science concepts in Saudi primary school students and promoting their motivation to learn science. A quasi-experimental design (i.e., one experimental group) was adopted, and pre- and post-learning measurements were administered. The sample consisted of 13 fifth-grade students. The instruments tools of the study were the Science Achievement Test and the Motivation towards Learning Science Scale. The overall results indicated that the programme was effective in improving effectively improved science achievement, as there was a significant difference between the mean scores of the pre- and post-learning measurements at the 0.01 level in the MCQ test, favoring the post-learning measurement. Furthermore, statistically significant differences were found between the pre- and post-learning measurements in the dimensions of self-esteem, performance, and achievement; the only insignificant subscale was the value of learning science. The research concludes with a presentation and discussion of recommendations and future research topics in light of the findings.

Marketing Strategy of Byju’s during Covid-19

Background/Purpose: Byju’s e-learning App is one amongst the foremost used on-line learning mobile applications in India. Byju’s app operations began in 2011. it's launched by 2 business entrepreneurs Byju Raveendran and Divya Gokulnath. The Company' head workplace is in Bengaluru, India. The app shibboleth is "Fall enamored with learning.” Byju' app brings new and innovative trends in education, specifically in online education. within the beginning, the Byju e-Learning app consists of all types of students, all state boards in India, particularly from grades 1st to 12th. Furthermore, the app provides distinctive services to graduates trying attempt} to pass competitive tests like GATE, JEE, NEET, UPSC, and Bank Exams. The application' main phase is to produce an electronic learning platform with various examples to improve students' concentration. it's Indian' quickest physics app, centered solely on learning the thought by various ways and thru various animated videos, a lot of simple and effective, wherever to urge the most effective outcome in learning arithmetic and science subjects. Objective: during this paper, we have a tendency to analyze Byju' app' influence on students throughout the COVID19 pandemic, and to understand whether or not its subscription exaggerated or not in the Covid nineteen outbreak. This paper conjointly analyzes however e-learning apps will specialise in enhancing the expertise of scholars and serving to to boost client focusing and subscription rate. Design/Methodology/Approach: A survey is conducted in an exceedingly semi-urban space to investigate totally different aspects concerning on-line education through Byju’s app throughout COVID 19 pandemic. In addition, analyze the data collected from the survey and from numerous critical articles and by mistreatment the SWOT analysis framework. Findings/Results: throughout the COVID-19 pandemic, for online education, Byju' app stands as a number one online education brand, with 85% of oldsters signed to the current mobile application for his or her child' education. So, coronavirus crisis helped Byju’s app to become a frontrunner in on-line education suppliers in India. Conclusion: From the conducted survey-increased subscription rate of the app was seen and detected that customers are loyal to Byju’s App. Also, it's found that the majority of the scholars within the semi-urban space use Byju' app for their studies throughout the Covid nineteen pandemic. By SWOT analysis, we've got given some suggestions that may be accessorial to Byju' Learning App as a business strategy. Paper Type: Case study-based analysis Analysis Keywords: on-line Education, on-line learning, Byju’s App, personalised learning