DEVELOPMENT OF SCIENCE TEST TO MEASURE HOTS AND DIGITAL LITERACY OF JUNIOR HIGH SCHOOL STUDENTS ON THE TOPIC OF CITY NOISE

PENGEMBANGAN SCIENCE TEST UNTUK MENGUKUR HOTS DAN DIGITAL LITERACY SISWA SMP PADA TEMA KEBISINGAN KOTA AbstractThe 2013 Curriculum emphasizes the process to improve HOTS and digital literacy. However, no appropriate science test instrument can measure the combination of these two aspects in contextual topics and relate to real-world problems. This kind of science test will engage students in-depth thinking as well as improve their digital literacy. This research aims to develop science tests based on HOTS and digital literacy in the City Noise theme for 8th-grade students. HOTS is operationally defined as critical thinking, creativity, collaboration, and communication (4C), while digital literacy is a thinking and operation skill. Borg & Gall models were adopted in this research and development. A total of 21 private school students in Semarang were subject to this research and investigated the validity and reliability of developed science tests. Based on expert judgment, the science test instrument, which consists of 25 multiple choice items and five essay items, was in a very good category. Based on the Rasch model analysis, the science tests are valid (28 items are valid) and reliable (Alpha cronbach=0.79). It can be concluded that the developed science test is feasible to use to measure HOTS and digital literacy of junior high school students on the topic of the City Noise.AbstrakKurikulum 2013 menekankan pada proses peningkatan HOTS dan digital literacy. Namun, belum banyak tersedia instrumen tes sains yang mampu mengukur kombinasi dari kedua aspek tersebut dalam topik yang kontekstual dan berhubungan dengan masalah nyata. Jenis science test seperti ini dapat melibatkan siswa dalam proses berpikir mendalam serta dapat meningkatkan digital literacy. Tujuan dari penelitian ini yaitu mengembangkan science test berbasis HOTS dan digital literacy pada tema Kebisingan Kota untuk siswa kelas 8. HOTS secara operasional didefinisikan sebagai critical thinking, creativity, collaboration and communication (4C) sementara digital literacy sebagai thinking skills dan operation skills. Penelitian ini merupakan penelitian pengembangan (R&D) yang mengadaptasi dari Borg & Gall. Sebanyak 21 siswa dari SMP swasta di Semarang digunakan sebagai subjek dalam penelitian ini dan digunakan untuk mengetahui validitas dan reliabilitas science test hasil pengembangan. Berdasarkan hasil validasi ahli, instrumen science test yang terdiri dari 25 item pilihan ganda dan 5 item uraian termasuk dalam kategori baik. berdasarkan hasil analisis Rasch model, science test dikatakan valid (28 item valid) dan reliabel (Alpha Cronbach=0,79). Dengan demikian dapat disimpulkan bahwa science test hasil pengembangan layak digunakan untuk mengukur HOTS dan digital literacy siswa SMP pada tema Kebisingan Kota.

SISTEM PENDUKUNG KEPUTUSAN PEMILIHAN PESERTA OLIMPIADE MIPA TINGKAT SD MENGGUNAKAN METODE SIMPLE ADDITIVE WEIGHTING

The Mathematics and Natural Sciences Olympiad is a competition event that aims to hone as well as provide students in the fields of Mathematics and Natural Sciences. The selection of prospective participants to attend the year event at each school has their own suggestions and methods. Based on the above the authors conducted a study of a computer-based system for the development of participant selection methods, using simple additive weighting methods and using 6 proposals such as mathematics tests, science tests, average report cards, discipline, activeness, and honesty in give weight. After conducting the testing and testing process on the support system decision on the selection of candidates for Mathematics and Natural Sciences Olympiad level elementary school students to use simple additive weighting method in SDN 2 Melayu, the result is a capable system provide recommendations for potential participants who are entitled to participate Olympic with 75% confidence level.

Peningkatkan Hasil Belajar IPA melalui Model Pembelajaran Mind Mapping di SDN Ciater 03 Tangerang Selatan

The background of this study is many students’ learning outcomes less than minimal completeness criteria. The purpose of this study is to improve science learning outcomes of students on the material Outer Shape of Animal’s Body and Plant and Its Function through Mind Mapping Learning Model in class IV students. The research method used was Classroom Action Research that followed the Kemmis & Taggart model. This study includes 3 cycles; each cycle includes 4 stages, namely planning, acting, observing and reflecting. The results showed that there was a significant increase in science learning outcomes in grade IV students. It can be proved through the average results of natural science tests in each cycle that always increases. The average value achieved in cycle I = 70.30; cycle II= 77.91; and cycle III = 80.09. The results of the interview can be concluded that learning science through Mind Mapping is fun for students. Thus it can be concluded overall that learning science using Mind Mapping method can improve students’ learning outcomes in science.

Differentiating Among High-Achieving Learners

This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students’ performance on an above-level test. Using a sample of 4th – 6th grade high-achieving students (n = 1,893), we conducted a study to compare estimates from two measurement theories, classical test theory (CTT) and IRT. CTT and IRT make different assumptions about the analysis that impact the reliability and validity of the scores obtained from the test. IRT can also differentiate students based on the student’s grade or within a grade by using the unique string of correct and incorrect answers the student makes while taking the test. This differentiation may have implications for identifying or classifying students who are ready for advanced coursework. An exploration of the differentiation for math, reading, and science tests and the impact the different measurement frameworks can have on classification of students are explored. Implications for academic talent identification with the Talent Search Model and development of academic talent are discussed.

Mixed Blessing: The Beneficial and Detrimental Effects of Religion on Child Development among Third-Graders

Previous research has linked parental religiosity to a number of positive developmental characteristics in young children. This study introduces the concept of selective sanctification as a refinement to existing theory and, in doing so, adds to a small but growing body of longitudinal research on this topic. We explore how parents’ religious attendance (for fathers, mothers, and couples) and the household religious environment (parent–child religious discussions, spousal conflicts over religion) influence child development among third-graders. Analyses of longitudinal data from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort reveal a mix of salutary (beneficial) and adverse (detrimental) developmental outcomes based on teachers’ ratings and standardized test performance scores. Third-graders’ psychological adjustment and social competence are enhanced by various religious factors, but students’ performance on reading, math, and science tests is hampered by several forms of parental religiosity. We discuss the implications of these findings and suggest several avenues for future research.

COGNITIVE DEPTH OF TEACHING AND LEARNING PROCESS IN BIOLOGY FROM 7TH TILL 9TH GRADE

From OECD PISA Science test results presented in 2016 shows that in Latvia only 3,4% of students performance is in accordance to the 5th and 6th performance level (higher order cognitive skills (HOCS) measured), which is below OECD average. In Latvia from 2016 started Curriculum Development and Implementation project, which one of the priorities is student’s ability to apply HOCS (higher order cognitive skills) to improve these results. The development of deeper thinking (cognitive activity) is one of the most advanced skills in all subjects, including biology. In order to reduce the risks, it is necessary to analyze introducing new reforms the opportunities for students to develop HOCS through biology lessons and textbooks in current teaching and learning process. In previous researches it was found out that all items with context of 9th grade biology in the Latvia’s National level Science test (period 2015-2017) were measuring only low and average depth and no one was in high cognitive level as opposed to the PISA framework. It is required to study reasons of that more deeply. The research goal is to analyze cognitive depth of given tasks that students have the opportunity to do in the lessons of biology, biology textbooks from 7th till 9th grade and with 9th grade biology tasks in Latvia’s National level Science tests from years 2015 till 2017 and to compare these three cognitive depth results to the PISA 2015 Science framework. To find out cognitive depth of given tasks, there were analysed 31 samples of biology lessons and 6 biology textbooks for grades 7th till 9th.

Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study

Introducción. La habilidad para estimar metacognitivamente el rendimiento de uno/a mismo/a se considera que tiene una importancia crucial para la iniciación de un esfuerzo dirigido a la tarea, así como para activar estragias adecuadas de resolución de problemas y para participar en la detección y en la corrección eficiente del error. Mientras que la habilidad para estimar el propio rendimiento en niños en edad escolar ha sido estudiada ampliamente, esta investigación se ha realizado casi exclusivamente en contextos experimentales altamente controlados, los cuales han considerado únicamente un ensayo experimental.Método. El objetivo de este estudio fue el de investigar esta habilidad metacognitiva en el contexto real de unas pruebas de aptitud en matemáticas. Estas pruebas fueron desarrolladas y administradas por un profesor de quinto grado (10 años de edad), a lo largo del año escolar. Las estimaciones del rendimiento permiten explorar el impacto que tiene la dificultad de las pruebas en la variabilidad de la estimación del rendimiento.Resultados. Las estimaciones medias del rendimiento estaban generalmente más próximas a la ejecución real, presentando menos variabilidad, en relación con la ejecución de la prueba. Cuando los participantes se agruparon en distintos niveles de rendimiento, los resultados revelaron una mayor precisión en la estimación de la ejecución en aquellos participantes que mostraron un rendimiento alto, en comparación con los participantes con un rendimiento mediano y bajo. Con el fin de explorar si estos hallazgos se podrían generalizar, se analizaron además las pruebas en ciencia de los mismos participantes, los cuales revelaron un patrón de resultados muy similar al del dominio de las matemáticas.Discusión y Conclusión. De modo general, este estudio naturalista confirma otros hallazgos previos del laboratorio, pero además ofrece información adicional por lo que se refiere a la validad ecológica de las pruebas y a la dependencia de las pruebas de las estimaciones del rendimiento de los estudiantes.