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Specific Open-Ended Assessment: Assessing Students' Critical Thinking Skill on Kinetic Theory of Gases Perdana, Riki; Riwayani, Riwayani; Jumadi, Jumadi; Rosana, Dadan; Soeharto, Soeharto
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 8, No 2 (2019): Jurnal Ilmiah pendidikan Fisika Al-Biruni
Publisher : UIN Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v0i0.3952

Abstract

The test of critical thinking skills in specific topics in physics is still rarely. This study aimed to develop a specific test in critical thinking skills in the kinetic theory of gases (CTKTG) and also to assess the students' critical thinking skills. This study used the 4D method (Define, Design, Develop, and Disseminate). The CTKTG test was initially tested in four sample groups: interviews with an expert review (N = 3), professional physics teachers (N = 2), and graduate school students (N = 2), students from secondary schools (N = 29). The test was modified based on the revised results in the initial test. After that, the test was given to a group of students in class XI, who were science students (N = 55). The results showed that internal consistency from the CTKTG test was ? = .89 (good). The implementation strategies and tactics are the most difficult aspect of critical thinking skill with a mean of 1.37 (very low) and basic classification is easiest with a mean of 2.84 (average). So, the findings showed that the CTKTG test can be used to measure students' critical thinking skills on the topic of the kinetic theory of gases.
THE EFFECTIVENESS OF ONLINE SIMULATION WITH GDL AND PBL TOWARD STUDENTS’ DIGITAL LITERACY SKILL Perdana, Riki; Riwayani, Riwayani; Jumadi, Jumadi; Rosana, Dadan
Journal of Educational Science and Technology (EST) Volume 5 Number 3 December 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v5i3.10563

Abstract

This study aimed to investigate the impact of online simulation in physics learning toward students? digital literacy skills. There are 106 randomly students Grade XII Science from West Borneo and Riau Province, Indonesia as participants in this study. The level of digital literacy skill of all participants in the classes before and after the learning process was determined to assess the effectiveness of two models with online simulation learning.  We used comparative ?descriptive, pre-test and post-test experimental design, and Anova Mixed Design to analysis data. The result of this study was: (1) Students? digital literacy skill of students in two groups initially are at very low level and increased after learning; (2) there was a significant difference in the level of digital literacy skill of the students online simulation with GDL class; (3) in this study, the online simulation with GDL model is more effective than online simulation with PBL model in enhancing students? digital literacy skill in senior high school. For the conclusion, in this study students? digital literacy skill in Indonesia is rather below. Model PBL with online simulation is one of the teaching models that can be used in enhancing students? digital literacy skills.
THE ONLINE LABORATORY SIMULATION WITH CONCEPT MAPPING AND PROBLEM BASED LEARNING (OLS-CMPBL): IS IT EFFECTIVE IN IMPROVING STUDENTS’ DIGITAL LITERACY SKILLS? Perdana, Riki; Jumadi, Jumadi; Rosana, Dadan; Riwayani, Riwayani
Jurnal Cakrawala Pendidikan Vol 39, No 2 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 2, JUNE 2020
Publisher : LPPMP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2265.166 KB) | DOI: 10.21831/cp.v39i2.31491

Abstract

Digital literacy skills of students in Indonesia are still very low. This study aims to examining the effectiveness of Online Laboratory Simulation with Concept Mapping and Problem-Based Learning model in improving students? digital literacy skills. The research objectives have been describing the significances of the difference between learned students using the PBL model, Online Laboratory Simulation with Problem-Based Learning (OLS-PBL) model, Online Laboratory Simulation with Concept Mapping and Problem-Based Learning (OLS-CMPBL) model. It is a quasi-experimental with pre and post-test design. The population of this research is students in Islamic State School Yogyakarta (MAN), Indonesia. The random sampling technique was used from the three schools of Islamic State Schools. There were 97 students of class XI science at Islamic State School 1 (MAN 1) as participant. The technique of data analysis was used the paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study reveals: (1) The OLS-CMPBL group has a significant difference in the level of digital literacy skills (sig .0000); (2) the OLS-CMPBL was most effective to improve the skills with gain score 0.207 (low). Learning with the OLS-CMPBL model can be an alternative for policymakers and teachers to solve the problems of digital literacy.