Enhance student ict literacy and conceptual understanding using selm (simas eric learning model)
DOI:
https://doi.org/10.21009/biosferjpb.32682Keywords:
Concept Understanding, ICT Literacy, SELMAbstract
The Biology learning process at MAN 2 Surakarta has yet to be able to utilize technology as adequate learning support. Students still use their gadgets for things that are not related to learning. The assignments given by the teacher have yet to make much use of technology. An innovative learning model is needed to bridge technological advances in the learning process. SELM (Simas Eric Learning Model) is used in learning to determine the effect of the model on ICT literacy and conceptual understanding of class XI MAN 2 Surakarta students. There are two research instruments for ICT literacy using questionnaires and conceptual understanding using pretest and posttest on excretory system material. This study used a quasi-experimental research type with a pretest-posttest non-equivalent control group design. The data analysis technique was divided into two questionnaires using normative tests and a pretest and posttest using the N-Gain and sample tests. The results showed that the experimental class got an ICT literacy score of 81.5%, and the control class got 75%. The value of students' understanding of the concept of the experimental class got a score of 51.6%, and the control class got a score of 24.8%. The SELM is significant for increasing students' understanding of concepts and being able to increase students' ICT literacy.
References
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Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822.
Sato, M., & Dussuel Lam, C. (2021). Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research, 25(6), 899-921. https://doi.org/10.1177/13621688211004639
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English language teaching, 3(4), 237-248. https://eric.ed.gov/?id=EJ1081990
Silva, R., Farias, C., & Mesquita, I. (2021). Cooperative learning contribution to student social learning and active role in the class. Sustainability, 13(15), 8644. https://doi.org/10.3390/su13158644
Slavin, R. E. (2009). Educational Psychology Theory and Practice. Eight edition. Boston: Allyn and bacon.
ilities as intervening variables. Journal of Economics and Business Letters, 1(2), 4-17.
Sudarisman, S. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam upaya menjawab tantangan abad 21 serta optimalisasi implementasi kurikulum 2013. Florea: Jurnal Biologi dan Pembelajarannya, 2(1). https://doi.org/10.25273/florea.v2i1.403
Suherman, A. (2021). The effect of human agility, digital literature, curriculum and the role of the family on the interest of the millennial generation in entrepreneurship through capab
Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wang, L., & Yoon, K. J. (2021). Knowledge distillation and student-teacher learning for visual intelligence: A review and new outlooks. IEEE Transactions on Pattern Analysis and Machine Intelligence.
Yustika, G. P., & Iswati, S. (2020). Digital literacy in formal online education: A short review. Dinamika Pendidikan, 15(1), 66-76. https://doi.org/10.15294/dp.v15i1.23779
Zheng, X., Johnson, T. E., & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research and Development, 68, 3527-3545. https://doi.org/10.1007/s11423-020-09868-0
Zubaidah, S. 2014. Pemberdayaan Keterampilan Penemuan dalam Scientific Approach Melalui Pembelajaran Berbasis Remap Coople. Prosiding Seminar Biologi. Semarang: Universitas Negeri Semarang.
Aivazidi, M., & Michalakelis, C. (2022). Diffusion of the Information and Communication Technologies in Education, Perspectives and Limitations. Specialusis Ugdymas, 1(43), 7175-7188. https://www.sumc.lt/index.php/se/article/view/990
Alvionita, R., Safitri, S., & Hudaidah, H. (2020). Pengaruh Model Pembelajaran SIMAS ERIC Terhadap Hasil Belajar Peserta Didik di Kelas X SMA Negeri 10 Palembang (Doctoral dissertation, Sriwijaya University).
Astini, N. K. S. (2019, August). Pentingnya literasi teknologi informasi dan komunikasi bagi guru sekolah dasar untuk menyiapkan generasi milenial. In Prosiding Seminar Nasional Dharma Acarya (Vol. 1, No. 1). https://stahnmpukuturan.ac.id/jurnal/index.php/dharmaacarya/article/view/194
Astriani, D., Susilo, H., Suwono, H., Lukiati, B., & Purnomo, A. (2020). Mind mapping in learning models: A tool to improve student metacognitive skills. International Journal of Emerging Technologies in Learning (iJET), 15(6), 4-17. https://www.learntechlib.org/p/217193/
Bhandari, B., Chopra, D., & Singh, K. (2020). Self-directed learning: assessment of students’ abilities and their perspective. Advances in physiology education, 44(3), 383-386. https://doi.org/10.1152/advan.00010.2020
Darmawan, E., Brasilita, Y., Zubaidah, S., & Saptasari, M. (2018). Enhancing metacognitive skills of students with different gender using simas eric learning model at state senior high school 6 Malang. Biosfer, 11(1), 48–57. https://doi.org/10.21009/biosferjpb.11-1.5
Darmawan, E., Zubaidah, S., Ristanto, R. H., Zamzami, M. R. A., & Wahono, B. (2020). Simas Eric Learning Model (SELM): Enhance Student Metacognitive Skill Based on the Academic Level. International Journal of Instruction, 13(4), 623-642. https://doi.org/10.29333/iji.2020.13439a
Darmawan, E., Zubaidah, S., Susilo, H., & Suwono, H. (2015). Pengembangan Model Pembelajaran Simas ERIC (Skimming, Mind Mapping, Questioning, Exploring, Writing, Communicating) Menggunakan Learning Development. Prosiding Seminar Nasional Pendidikan Biologi 2015 Prodi Pendidikan Biologi FKIP Universitas Muhammadiyah Malang, March, 694–709.
Eksperimen, S., Mia, X. I., Tasikmalaya, M. A. N., & Ajaran, T. (2019). Bioedusiana Retention in Concept of Human Sensory Systems ). 4(24), 72–79.
Firdaus, W. (2010). Uji coba metode mind mapping untuk meningkatkan kemampuan membaca sekilas (skimming). Jurnal UPI dan UPSI Bandung, 4(2), 356-365. http://file.upi.edu/Direktori/PROCEEDING/UPI-UPSI/2010/Book_2/UJI_COBA_METODE_MIND_MAPPING_UNTUK_MENINGKATKAN_KEMAMPUAN_MEMBACA_SEKILAS_(SKIMMING).PDF
Hadayani, D. O., Delinah, & Nurlina. (2020). Membangun Karakter Siswa Melalui Literasi Digital Dalam Menghadapi Pendidikan Abad 21 (Revolusi Industri 4.0). Prosiding Seminar Nasional Pendidikan Program Pascasarjana Universitas PGRI Palembang, 21, 999–1015.
Helaluddin, H. (2019). Peningkatan kemampuan literasi teknologi dalam upaya mengembangkan inovasi pendidikan di perguruan tinggi. PENDAIS, 1(01), 44-55. https://uit.e-journal.id/JPAIs/article/view/218
Hsu, T. C. (2018). Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom. Interactive Learning Environments, 26(1), 91-105. https://doi.org/10.1080/10494820.2017.1283332
Ibrahim, N. (2012). Hubungan Antara Belajar Mandiri (Nurdin Ibrahim) 1 Hubungan Antara Belajar Mandiri Dan Motivasi Berprestasi Dengan Hasil Belajar Pendidikan Agama Islam Di SMP Terbuka. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 15(1), 1-17. https://doi.org/10.24252/lp.2012v15n1a1
Machado, C. T., & Carvalho, A. A. (2020). Concept mapping: Benefits and challenges in higher education. The Journal of Continuing Higher Education, 68(1), 38-53. https://doi.org/10.1080/07377363.2020.1712579
Muslim, S., Fathoni, A., Kusumawati, N., & Rahmadyanti, E. (2020, July). Critical study of stem-based learning in order to develop century skills 21. In Journal of Physics: Conference Series (Vol. 1569, No. 2, p. 022020). IOP Publishing.
Nuriyah, D., & Prihatin, J. (2020, June). The development of environmental change textbook based on STEM-Cp to improve problem-solving skills in high school biology learning. In Journal of Physics: Conference Series (Vol. 1563, No. 1, p. 012054). IOP Publishing.
Pentury, M., Tuapattinaya, P. M., & Salmanu, S. I. (2019). Upaya Peningkatan Hasil Belajar Biologi Melalui Model Pembelajaran Simas Eric Pada Siswa Smp Negeri Satu Atap Kairatu Kabupaten Maluku Tengah. BIOPENDIX: Jurnal Biologi, Pendidikan dan Terapan, 6(1), 40-45. https://doi.org/10.30598/biopendixvol6issue1page40-45
Pohl, C., Klein, J. T., Hoffmann, S., Mitchell, C., & Fam, D. (2021). Conceptualising transdisciplinary integration as a multidimensional interactive process. Environmental Science & Policy, 118, 18-26. https://doi.org/10.1016/j.envsci.2020.12.005
Rahayu, R., Iskandar, S., & Abidin, Y. (2022). Inovasi pembelajaran abad 21 dan penerapannya di Indonesia. Jurnal Basicedu, 6(2), 2099-2104. https://doi.org/10.31004/basicedu.v6i2.2082
Richmond, G., & Striley, J. 2001. Making Meaning in Classrooms: Social Processes in Small Group Discourse and Scientific Knowledge-Building. (Online).(https://www.msu.edu/course/te/802/science2001/802_Richmond.htm.), diakses 30 Oktober 2014.
Romlah, soratun. (2019). Program Studi Pendidikan Bahasa Indonesia.
Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822.
Sato, M., & Dussuel Lam, C. (2021). Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research, 25(6), 899-921. https://doi.org/10.1177/13621688211004639
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English language teaching, 3(4), 237-248. https://eric.ed.gov/?id=EJ1081990
Silva, R., Farias, C., & Mesquita, I. (2021). Cooperative learning contribution to student social learning and active role in the class. Sustainability, 13(15), 8644. https://doi.org/10.3390/su13158644
Slavin, R. E. (2009). Educational Psychology Theory and Practice. Eight edition. Boston: Allyn and bacon.
ilities as intervening variables. Journal of Economics and Business Letters, 1(2), 4-17.
Sudarisman, S. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam upaya menjawab tantangan abad 21 serta optimalisasi implementasi kurikulum 2013. Florea: Jurnal Biologi dan Pembelajarannya, 2(1). https://doi.org/10.25273/florea.v2i1.403
Suherman, A. (2021). The effect of human agility, digital literature, curriculum and the role of the family on the interest of the millennial generation in entrepreneurship through capab
Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wang, L., & Yoon, K. J. (2021). Knowledge distillation and student-teacher learning for visual intelligence: A review and new outlooks. IEEE Transactions on Pattern Analysis and Machine Intelligence.
Yustika, G. P., & Iswati, S. (2020). Digital literacy in formal online education: A short review. Dinamika Pendidikan, 15(1), 66-76. https://doi.org/10.15294/dp.v15i1.23779
Zheng, X., Johnson, T. E., & Zhou, C. (2020). A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance. Educational Technology Research and Development, 68, 3527-3545. https://doi.org/10.1007/s11423-020-09868-0
Zubaidah, S. 2014. Pemberdayaan Keterampilan Penemuan dalam Scientific Approach Melalui Pembelajaran Berbasis Remap Coople. Prosiding Seminar Biologi. Semarang: Universitas Negeri Semarang.
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2023-04-16
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Darmawan, E., Trienita, G., & Hartati, T. A. W. (2023). Enhance student ict literacy and conceptual understanding using selm (simas eric learning model). Biosfer: Jurnal Pendidikan Biologi, 16(1), 112–123. https://doi.org/10.21009/biosferjpb.32682
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