Scientific Approach Learning Research Articles

The implementation of discovery learning and scientific learning approaches and students perspective in curriculum 2013

This study deals with the Implementation of Discovery Learning and Scientific Learning Approaches and Students' Perspective in Curriculum 2013. In this study, the writer would like to know how was description the Implementation of Discovery Learning and Scientific Learning approaches and students' perspective in Curriculum 2013.n The population of this study was the 11thnGrade Students of IPA at SMAN 1 Bima in the Academic year 2017-2018. The writer used a descriptive qualitative. Data were collected from observation, interview, and questionnaires which had been obtained from a video recording of the naturally occurring English classroom. Then data were transcribed. In addition, the data were also gathered through teachers' interview and questionnaires for students. The result of a study in research question for number 1 showed that teachers did not use Discovery Learning and Scientific Learning Approaches optimally in the classrooms. Therefore, this study recommended that teachers should pay attention to increase their comprehension of DLA and SLA in Curriculum 2013. While, the result of a study in research question for number 2 showed that number 1, there were 6 students chose “CA”, 12 students chose “A”, 4 student's chose “N”, 4 students chose “LA” and there were 4 students chose “DA” or 61.33%. The second, there were 4 students chose “DA”, 5 students chose “LA”, 4 students chose “N”,n 5 students chose “A” and there were 12 students chose “CA” or 49.33%. the third, there were 15 students chose “CA”, 4 students chose “A” 4 students chose “N”, 5 students chose “LA” and 2 students chose “DA” 76.66%. The fourth, there were 4 students chose “DA” or 76,66%, 3 students chose “LA” 6 students chose “N” 12 students chose “A” and 5 students chose “CA” or 52.66%. Fifth, there were 3 students chose “DA”, 5 students chose “LA”, 5 students chose “N”, 15 students chose “A” and only 2 students chose “CA” or 52.66%. Sixth, there were 8 students chose “CA”, 9 students chose “A”, 5 students chose “N”, 4 students chose “LA” and 4 students chose “DA” or 68.66%. Seventh, there were 3 students chose “DA”, 7 students chose “LA”, 3 students chose “N”, 7 students chose “A” and 10 students chose “CA” or 60 %. Eighth, there were 13 students chose “CA”, 4 students chose “A”, 4 students chose “N”, 2 students chose “LA” and 7 students chose “DA” or 69.33%. Ninth, there were 6 students chose “DA”, 4 students chose “LA”, 3 students chose “N”, 13 students chose “A” and 4 students chose “CA” or 56.66%. And the last one, there were 10 students chose “CA”, 8 students chose “A”, 3 students chose “N”, 5 students chose “LA” and 4 students chose “DA” or 70%.n

THE IMPLEMENTATION OF SCIENTIFIC LEARNING APPROACH AT 10th GRADE ENGLISH CLASSES OF SENIOR HIGH SCHOOL 4 KOTA BENGKULU

The purpose of this research is to determine the application of the scientific approach in teaching of English for 10th grade at Senior High School 4 Bengkulu City. This research used the descriptive method. The subject of this research was the English teacher at Senior High School 4 Kota Bengkulu. The number of participants in this research were 3 English teachers who tough in 10th grade. This study used observation checklist as an instrument. Observation checklist consisted of three main components. The first component consisted of five phases of scientific approach. They were observing, asking, exploring, associating and communicating. The second component was learning materials that supported the implementation of scientific learning approach and the third component was an assessment in scientific learning approach. The results of this study indicated that the implementation of scientific learning approach included the all five phases reached an average of 3.13 ( in ‘good ‘category), observing phase reached an average 2.80 ( in ‘fair” category), asking phase reached an average of 3.15 ( in ‘good; category), exploring phase reached an average of 3.18 ( in’ good ‘category), phase associating reached an average of 3.47 ( in ‘very good’ category) and communicating phase reached an average of 3.06 (in’ good ‘category). The second component of development of the material reached an average of 3.72 ( in’ very good’ categories) and the third component was an assessment reached 3.67 (in ‘very good’ category).

Numbered head together with scientific approach in geometry learning

The aim of this research was to find out the influence of learning model implementation toward student’s achievement in mathematics. This research was using quasi-experimental research. The population of the research was all of 7th grade students in Karanganyar. Sample was taken using stratified cluster random sampling technique. The data collection has been conducted based on students’ mathematics achievement test. The results from the data analysis showed that the learning mathematics by using Numbered Head Together (NHT) learning model with scientific approach improved student’s achievement in mathematics rather than direct learning model particularly in learning object of quadrilateral. Implementation of NHT learning model with scientific approach could be used by the teachers in teaching and learning, particularly in learning object of quadrilateral.

PENDEKATAN SAINTIFIK DAN PENILAIAN AUTENTIK UNTUK MENINGKATKAN MUTU PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Research objectives for describing an application of scientific learning approach on Islamic religious education lessons in Elementary School Muhammadiyah Sapen and application of authentic assessment in the subject Islamic studies, as well as the description do approach to scientific learning and assessment can improve the quality of learning of authentic Islamic education in Muhammadiyah Sapen elementary school. The type of research used is evaluative research program with research approaches to mixed methods (qualitative and quantitative). The technique of collecting data through in-depth interviews and documentation. The results of these research findings are as follows (1) On scientific learning administration device owned by the teachers have not been adequate because of the completeness of an administration owned teachers still refers to KTSP curriculum. Padaproses PAI has not fully observed the teaching steps in scientific learning, which includes observations, asking questions, trying, rational and communicate. (2) on the assessment process, authentic teachers still experience difficulties especially since the high and complexity of curriculum assessment of 2013. (3) the quality of learning Occurs in the primary PIE Muhammadiyah Sapen experience increased, ranging from improved process i.e. business guru PAI SD Muhammadiyah Sapen to creatively make administration curriculum tailored to 2013 and the end result be the values obtained showed an increase in students from semester to semester II

INOVASI KURIKULUM BAHASA ARAB MADRASAH ALIYAH BERBASIS KONTRUKTIVISME


 The curriculum used in each educational institution is a guideline that contains a description in general terms about the fine points of the learning material that must be implemented by educational institutions through teachers and students in an atmosphere of learning. The Arabic language as a compulsory subject in the madrasah aliyah should have a curriculum to suit the needs and challenges of the times. Arabic language curriculum must emphasize the importance of communicative and scientific approach in learning, because both approaches can accommodate the language learners practice and theoretically. Constructivism become part of current curriculum innovation. This theory emphasizes the importance of building knowledge gained with the sturdy cognition through communicative and interactive learning experiences between teachers and students in the school environment. In the Arabic language curriculum innovation, this theory gives the principles should be implemented including the following; physical learning material knowledge, knowledge of mathematical logic that are structural or based on norms of knowledge is studied, and the social sciences that emphasized the importance of communicative interaction in diverse environments.

COMPARISON OF MATHEMATICS LEARNING RESULT OF STUDENTS TAUGHT BY EMPLOYING SCIENTIFIC APPROACH, PROBLEM POSING, AND OPEN ENDED IN PROBLEM BASED LEARNING MODEL IN CLASS X AT SMAN 2 MAKALE

The study aimed at examining (1) the learning result of student after being taught by employing scientific approach, problem posing approach and open ended approach in problem-based learning model, (2) the differences of improvement of student’s learning result taught by employing scientific approach, open ended approach and problem-posing approach in problem-based learning model. This study was a quasi-experiment with pretest-posttest control group design. The population of the study was class X students at SMAN 2 Makale of academic year 2014/2015 which consisted of 4 classes. Samples were selected by employing purposive sampling technique and obtained class X 2 with 28 students, X 3 with 23 students, and X 4 with 23 students. Afterwards, the three classes were taught using scientific approach, problem posing approach, and open ended approach in problem-based learning model. The learning package used was lesson plan, student’s workbook, and student’s book. The research instruments were test of learning result, self assessment, and learning implementation. The result of the study revealed that (1) the mean score of student’s learning result using scientific approach in problem-based learning on knowledge aspect was 83.33 and attitude aspect was 90.03. Student’s who had achieved master on knowledge aspect was 84%, so the mastery learning result classically had been achieved; the attitude aspect had achieved 96% so the student’s attitude was in very good category. The mean score of student’s learning result using problem posing approach in problem-based learning model on attitude aspect was 86.95 and knowledge aspect was 70.61. Student’s who had achieved mastery was 23%, so the mastery learning result classically had been achieved; the attitude aspect had achieved 95% so the student’s was in very good category. The mean score of student’s learning result using open ended approach in problem-based learning on attitude aspect was 88.24 and knowledge aspect was 66.96. Student’s who had achieved mastery was 35%, so the mastery learning result classically had yet to achieve; the attitude aspect indicated that 100% of student’s was very good category, (2) there was significant difference of learning result of students who were taught by employing scientific approach, problem posing approach, and open ended approach

PENDEKATAN SAINTIFIK DALAM MENINGKATKAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM

The scientific approach is an innovative learning process designed specifically for students to actively construct the concept of knowledge through several processes or stages by observing to perform an identification of a problem, and from the results of the observation students are expected to be able to formulate the problem dilajutkan by formulating hypotheses, collect data with various techniques, and analyze data, and draw conclusions and communicate concepts, laws or principles that are "discovered". The application of a scientific approach in learning will involve the skills of the process of observing, classifying, measuring, predicting, explaining, and then concluding. With this saintific approach, it is expected that students will be happy to participate in learning activities and can improve their learning motivation to follow the learning process and will ultimately have an impact on their learning achievement. Motivational factors can be said to be key to understanding the process of self-adjustment, motivation as well as emotional infrastructure needs which are internal forces that cause tension and imbalance in organisms. In general, motivation will not arise, but motivation will rise if there is a great interest, the learning process will work well if all students have a great interest in following the learning process.

PENDEKATAN SAINTIFIK DALAM MENINGKATKAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM

The scientific approach is an innovative learning process designed specifically for students to actively construct the concept of knowledge through several processes or stages by observing to perform an identification of a problem, and from the results of the observation students are expected to be able to formulate the problem dilajutkan by formulating hypotheses, collect data with various techniques, and analyze data, and draw conclusions and communicate concepts, laws or principles that are "discovered". The application of a scientific approach in learning will involve the skills of the process of observing, classifying, measuring, predicting, explaining, and then concluding. With this saintific approach, it is expected that students will be happy to participate in learning activities and can improve their learning motivation to follow the learning process and will ultimately have an impact on their learning achievement. Motivational factors can be said to be key to understanding the process of self-adjustment, motivation as well as emotional infrastructure needs which are internal forces that cause tension and imbalance in organisms. In general, motivation will not arise, but motivation will rise if there is a great interest, the learning process will work well if all students have a great interest in following the learning process.

Development of Scientific Learning Model on Trading Company Accounting Subject for XI Class students of Accounting Department of SMK Negeri 1 Malang

The purpose of this research is to develop Problem Based Learning and Project Based Learning using scientific learning approach in accounting subjects of class XI trading companies Accounting of SMK Negeri 1 Malang. This type of research is the development of research using a development model Borg and Gall (1983) which has been modified according to the needs of research. The trial subject of this research is the subject teachers as well as the trading company's accounting class XI AK 3 and 4 which respectively accounted for 36 and 31 students. Data were analyzed using content analysis techniques and descriptive percentage. The results validate learning experts obtained a value of 84.38%, 75% of subject matter experts, 77.26% of the experts the development of teaching materials, as well as from the user namely 75% of teachers and students by 82.29%. The average percentage of 79.79% for the overall learning model, 75% for instructional material contained in the book of teachers and students, as well as 77.26% of the student book so it can be concluded that the learning model that consists of teachers and students developed books is feasible and can be used in the learning process. Keywords: scientific learning model, accounting, project-based learning DOI: 10.17977/um013v1i22017p082

DEVELOPMENT OF ACTIVITY-BASED LEARNING CONCEPTUAL APPROACH WITH THE STEM EDUCATION INSTRUCTIONAL METHOD ON THE PHOTOSYNTHESIS ISSUE AT THE 11TH GRADE LEVEL TO PROMOTE STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SYSTEMATIC THINKING ABILITIES

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E 1 /E 2 ) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9 th grade The aims of this research study were 1) to develop activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis issue to promote students’ learning achievements and their systematic thinking abilities at the 11 th grade level with the efficiency of the processing performances and the performance results (E 1 /E 2 ) at the determining criteria as 75/75, 2) to compare between students’ learning achievements of their pre-test and post-test assessments with the STEM Education instructional method on the photosynthesis issue, 3) to compare between students’ systematic thinking abilities of their pre- and post-learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue, 4) to analyze of students’ associations between their learning achievements and their systematic thinking abilities with the post learning activities that based on learning conceptual approach with the STEM Education instructional method on the photosynthesis issue. Data administrations with a sample size consisted of 21 upper secondary educational students at the 11 th grade level from Mahawichanukul School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. The research instruments were determined with a main-STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach in 15 hours, the Learning Achievement Assessing Test , and the Systematic Thinking Ability Measuring Test were used. Statistically significant with the average mean score, standard deviation, percentage, independent variable t -test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value ( R 2 ) were associated. The results of these research findings have revealed as: Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E 1 /E 2 ) of the STEM Education instructional method’s lesson plan to management to the activity-based learning conceptual approach indicated that of 77.16/75.24, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence of statistically significant at the 0.01 level. Students’ responses of their systematic thinking abilities to their previous and lately learning with the STEM Education instructional method’s lesson plan to management of the activity-based learning conceptual approach were differentiated evidence of 0.01, significantly. Associations between students’ performances of their learning achievements and their systematic thinking abilities toward their activity-based learning conceptual approach with the STEM Education instructional method on the photosynthesis class were considered together, there was a significant evidence of the 0.01 with the systematic thinking abilities, relatively. Article visualizations:

INSTRUCTIONAL APPROACHING MANAGEMENT THROUGH THE PROBLEM-BASED LEARNING MODEL FOR ENHANCING STUDENTS’ LEARNING ACHIEVEMENTS AND THEIR SOLVING-PROBLEM ABILITIES TOWARD SCIENCE OF LOWER SECONDARY EDUCATIONAL STUDENTS AT THE 9TH GRADE LEVEL

The purposes of this research study were to develop solving-problems in science learning approach with the Problem-Based Learning (PBL) instructional lesson plans to enhance students’ learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E 1 /E 2 ) at the determining criteria as 80/80, students’ learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students’ solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students’ learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9 th grade level from Wapi Phatum School under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected. Using the 6-main instructional PBL method’s lesson plans to management of the activity-based learning conceptual approach in 12 hours, the 30-item Learning Achievement Assessing Test (LAAT), and the 20-item Solving-Problem Ability Measuring Test (SPAMT) were used. Statistically significant with the average mean scores, standard deviation, percentage, independent variable t -test were analyzed, simple and multiple correlations, standardized regression weight validity, and coefficient predictive value ( R 2 ) were associated. The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the E 1 /E 2 results with the PBL method indicated that of 85.48/84.44, which was higher than standardized criteria of 80/80. Students’ learning achievements of their post assessing test and the scientific solving-problem learning ability outcomes at 80% with the PBL were differentiated that evidence at the 0.05 level, significantly. Students’ performances of their SPAMT and the criteria learning outcomes at 80% with the PBL toward science were also found of statistically significant that evidence of 0.01, differently. Associations between students’ learning outcomes of their LAAT and their SPAMT toward science, the R 2 value indicates that 67% of the variance in solving-problem abilities to their science class was attributable to their learning achievements of their Problem-Based Learning (PBL) instructional method toward science. Article visualizations:

The Scientific Approach Learning: How prospective science teachers understand about questioning

In the new curriculum, questioning is one of theaspects of scientific approach learning. It means teachers should facilitate students to ask their questions during science learning. The purpose of this research was to reveal the prospective science teachers’ understanding about questioning and how the science teachers implement of that in the scientific approach learning. Data of the prospective science teachers’ understanding was explored from their teaching plan that produced during microteaching. The microteaching is an activity that should be followed by students before they conduct partnership program in school. Data about theimplementation of questioning that conducted by theteacher was be collected by video-assisted observation in junior school science class. The results showed that majority of the prospective science teachers had difficulty to write down in their teaching plan about how to facilitate students to ask their questions, even majority of them understood that questioning is not students’ activity, but it is an activity that should be done by teachers. Based on the observation showed that majority of teachers did not yet implement a learning that facilitates students to ask their questions.

THE EFFECTIVENESS OF BRAIN BASED LEARNING MODEL USING SCIENTIFIC APPROACH IN MATHEMATICS LEARNING OF GRADE VIII STUDENTS AT SMPN 4 SUNGGUMINASA IN GOWA DISTRICT

This study aimed at describing the effectiveness of the implementation of brain-based learning model using scientific approach in Mathematics learning of grade VIII students at SMPN 4 Sungguminasa of Gowa District. This study employed pre-experiment research. The population was the entire students of grade VIII at SMPN 4 Sungguminasa of Gowa District. The sample is selected by employing cluster random sampling and obtained grade VIII B as the experiment class. Data collection consists of data of students’ activity in learning, data of students’ learning creativity in Mathematics, and data of students’ response on learning. Data were analyzed using descriptive analysis and inferential analysis. The instrument used in this study were observation sheet on learning implementation, observation sheet on students’ activity, learning test result to measure cognitive ability and learning activity on Mathematics, and questionnaire of students’ response. The results of study reveal that the students’ activity is in very good category by the mean score 3.6, the students’ learning outcome is in high category by the mean score 80.93 and the deviation standard 6.95, the classical completeness degree is 91%, the normalized gain of learning outcome is in high category, the students’ learning creativity result is in fair category by the mean score 66.18, the normalized gain of students’ learning creativity is in fair category, the students’ response on the implementation of brain-based learning model with scientific approach is in positive category by the mean score 3.6. In general, the conclusion of the study is the brain-based learning model using scientific approach in Methematics learning of grade VIII students at SMPN 4 Sungguminasa in Gowa district is implemented effectively

DEVELOPING EDUCATIONAL VIDEO TO IMPROVE THE USE OF SCIENTIFIC APPROACH IN COOPERATIVE LEARNING

This research developed educational video that showed a modeling of using scientific approach in cooperative learning. The purpose of this research was (1) to describe how pre-service teachers implement scientific approach in cooperative learning after carrying out a modeling session through this educational video, and (2) to describe the views of those pre-service teachers in response to the learning process. The study involved 11 pre-service teachers in Biology Education program, The State University of Surabaya, Indonesia. The pre-service teachers were then asked to conduct teaching simulations according to the video they had observed with different topics. The results showed that the educational video was effective in training pre-service teachers to implement scientific approach in cooperative learning. They also showed positive views towards the video. This research implies that modeling through educational video is able to promote scientific approach teaching to the pre-service teachers. Key words: educational video, cooperative learning, scientific approach, teaching skills.

PENGEMBANGAN MODUL BERBASIS PEMBELAJARAN SAINTIFIK UNTUK PENINGKATAN KEMAMPUAN MENCIPTA SISWA DALAM PROSES PEMBELAJARAN AKUNTANSI SISWA KELAS XII SMA N I SLOGOHIMO 2014

Has conducted research on the development of scientific learning-based module to increase the ability to create students in the learning process accounting. Target of trial module is student from XII IPS 1 SMA N 1 Slogohimo in 2014/2015 academic year, while target of modules development is XII IPS 2 (treatment class) and XII IPS Bio (control class) at SMA N 1 Slogohimo in 2014 / 2015 academic year. The test result shows that the instrument is valid to be used for research with excellent value: materials expert 83, 16%, media specialists 84,17% and practitioners 88%. The test results obtained excellent achievement percentage of 85.7%. The results showed that the Economics module in accounting section based on scientific learning approach is effective to improve the ability of creative learners to obtain significant value = 0.007 ≤ 0.05 at effectiveness test of the control class and treatment class. Further, the average value of the creating ability in treatment class is 80.45 and control class is 69.17. This value indicates that achievement of the treatment class is higher than the control class

THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN FINANCIAL ACCOUNTING LEARNING TO VOCATIONAL SCHOOL STUDENTS AND ITS EFFECTS TO STUDENTS’ HIGHER-ORDER THINKING SKILLS

Abstract: This research was aimed to investigate: 1) how is the implementation of scientific approach in financial accounting learning to vocational schools of business (SMK) students, in the field of business and management skills, financial skills program, package of accounting skills in Special Region of Yogyakarta; 2) the correlation of the implementation of scientific approach in financial accounting learning in the field of business and management skills, financial skills program, package of accounting skills with the level of students’ higher-order thinking skills. This research was descriptive. The research was conducted from October 2014 to July 2015. The students of SMK in the field of business and management skills, financial skills program, and package of class XI accounting skills in Special Region of Yogyakarta that have received material bank reconciliation in the academic year 2014/2015 were the population of this research. The total of research samples were 1,388 students. Sampling technique used was purposive sampling. Data collection techniques in the study were questionnaires and tests. The data then were analyzed using descriptive statistic and Spearman correlation. The findings of this research showed that: 1) the implementation of scientific approach in financial accounting learning to vocational school of business (SMK), the field of business and management skills, financial skills program, package of accounting skills in Special Region of Yogyakarta was very good (mean = 29.73 on a scale of 7-35); 2) there was positive correlation of the implementation of scientific approach in financial accounting learning in the field of business and management skills, financial skills program, package of accounting skills with the level of higher-order thinking skills of students (Spearman's rho (rs) = 0.135; sig. (2-tailed) = 0.000 < a = 0.05).Keywords: scientific approach, higher-order thinking, vocational school of business

IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN BAHASA ARAB

The government has set 2013 curriculum as learning curriculum to replace previous curriculum in order to improve education in Indonesia. This article is aimed to increase education quality in Arabic learning and to create qualified education in very aspect. This research shows that: 1) the implementation of scientific approach in Arabic learning in MAN Lab UIN Yogyakarta has run well based on the steps of scientific approach i.e. observing, questioning, gathering information or experiment, associating, and communicating. 2) the advantages of implementation of the scientific approach in Arabic learning are: learning activity can be implemented smoothly, the use of various learning media and adequate learning sources help student to learn actively. While the disadvantage of implementation is when this approach is implemented in a class that consists of students from various background inputs especially from SMP (Junior High School) students in which they do not have Arabic basis. So that if the learning centered on students, it can not be run well and the input result will be different.

An Attitude and Character Instructional Development Based on Curriculum 2013 in Elementary School

The purpose of this research is to identify the weaknesses of the instructional model of attitude and character in the 2013 elementary school curriculum and to develop a conceptual model of attitude and character instruction being able to instill the attitudes and characters contained in the content of social studies subject of elementary schools in the curriculum of 2013. The results of this study showed that 1) scientific learning approach was only able to develop scientific attitudes of students, while sorts of other attitudes were very less embedded into the students’ self. 2) The application of the integrated scientific instructional model was able to instill the values of attitudes and characters contained in the content of social studies to the student.

FACTORS EXPLAINING GYMNASIUM STUDENTS’ TECHNOLOGY RELATED CAREER ORIENTATIONS

In the current study, gymnasium students’ technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students’ lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18). At the beginning of the study, 10th-11th grade students (N=314) completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students’ technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys’ future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention, students’ technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls. Key words: design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests.

EVALUASI PELATIHAN (TRAINING) LEVEL II BERDASARKAN TEORI THE FOUR LEVELS KIRKPATRICK

Training is an important aspect in human resources development (HRD) in the organization, as an effort to improve knowledge, skills, and expertise. It should be organize effectively in accordance with the needs of the organization’s member.This research was conducted to evaluate the training for students organized by Pusat Sumber Belajar Universitas Negeri Jakarta (PSB UNJ); and it aimed to find out the effectiveness of training at level II, based on the theory of Four Levels Kirkpatrick. The training that we observed in this study includingtraining of scientific approach learning, training of project-based learning, training of internet based learning, training of simple medium and training of authentic assessment. Population in this study is all students who participate in these programs that came from the entire faculty in UNJ. Using purposive sampling, the sample is randomly selected proportionately based on the type of training provided by PSB UNJ. The number of samples obtained is 110 students.By comparing pre and post-testdata using paired samples t-test, the resultsshown that there are significant difference in knowledge and skills before and after attending the training.