Hartono Sriwijaya University hartonosains@yahoo.co.id S1: Chemical - - PowerPoint PPT Presentation
Hartono Sriwijaya University hartonosains@yahoo.co.id S1: Chemical Education, Sriwijaya University, Indonesia S2: Science Education, Ohio State University USA S3: Science Education, Indonesia University of Education Interest: Curriculum and
hartonosains@yahoo.co.id S1: Chemical Education, Sriwijaya University, Indonesia S2: Science Education, Ohio State University USA S3: Science Education, Indonesia University of Education Interest: Curriculum and Instruction
Seminar on International Confereence on Education, Kuala Lumpur, 20-22 April 2017
Learning Process Standard Implemented & Superior Teacher Competencies Test Mastery Learning Model of Learning Higher Education Standards
Scientific
How scientific learning model is designed to increase the concept mastery of students in Faculty of Teacher Training and Education How effective is the scientific learning model to increase the concept mastery for students in Faculty of Teacher Training and Education
What are the characteristics of scientific learning model
In Which way does scientific learning model differ from common practice in its implementation in Faculty of Teacher Training and Education
To produce scientific learning model that can be implelemted in Faculty of Teacher Training and Education To know effectivity of scientific learning model toward mastering concepts of students in Faculty of Teacher Training and Education To know characteristic scientific learning model and in which ways they are differ from common practice in implementation
with the problem
Verification
Experimentation Organizing, Formulating, Explanation
Analysis of Learning process
Scientific Learning Model (Modified from Inquiry Training Model, Joyce, 2011)
(2015)
Model of Learning Academic Achievement
There is no difference between two groups Group A: Teaching with Scientific Learning model Group B: Teaching without Scientific Learning Model There is a difference among two groups Group A: Teaching with Scientific Learning model Group B: Teaching without Scientific Learning Model
Test
2
N-gain anates Documents Analysis
1
Hypotheses
3
t-test
Biology Education
Mechanical Engeneering Education
4.2
4.0 Chemitry Education
Physical Education
Range of score: 1-5
Kinesthetic
Spatial
Logical
Linguistic
No Stages Lecturer Activities Students Activities
1 Problem Confrontation Show the contextual a problem Plan to make solution the problem 2 Data Collection and Verification Show possible variables that influent the problem Verification possible variables and collect data that may relate to 3 Data Collection and Experiment Give directions toward planning to collect data and give clues kinds of variables that enggage Collect data and control the variables that influent results 4 Organization, formulation, and explanation Give direction in class discussion Group presentation 5 Learning Implementation Process Analysis Reflection Give respond toward learning process
Kinesthetic
Spatial
Logical
Linguistic
CHEMISTRY EDUCATION BIOLOGY EDUCATION PHYSISCAL EDUCATION MECHANICAL ENGENEERING EDUCATION
LESSON PLAN DESIGNER Animal Structure COUNTING OF NUTRITIONAL VALUE PAINTING Collect data based literature and verify Collect data based literature and verify Collect data based literature and verify Collect data based literature and verify Collect data in field (schools) Do mini experiment and collect data in lab Collect data in software Do mini experiment and collect data in lab Make report and presentation Make report and presentation Make report and presentation Make report and show the product of painting and presentation Reflection Reflection Reflection Reflection
Biology Education
Mechanical Engeneering Education
0.44
0.47 Chemistry Education
Physical Education
Range of score: High: N-Gain > 0.7 Moderate: 0.3 ≤N-Gain≤ 0.7 Low: N-Gain < 0.3
Df 61 58.708
.000 .000